This paper builds on and extends Seedhouse (2004)’s study on conversational interaction and second language (L2) learning in formal pedagogical contexts through a longitudinal investigation of repair. Theoretically, the project engages with concepts of repair and language learning within the field of Conversation Analysis (CA) and attempts to re-examine the relationship between L2 repair and L2 classroom contexts proposed by Seedhouse. Methodologically, the research employs conversation analytic approach to L2 spoken data and as a departure from the traditional CA approach, it incooperates quantitative analysis as well as the researcher’s field notes and interviews to explore the complexities of L2 repair in terms of its sequential organization overtime.

The findings supported Seedhouse in that L2 repair is sequenced differently in accordance with the pedagogic goals set by the teacher. More importantly, this study adds to the previous research in that the learners orientated to achieving L2 accuracy in all pedagogic contexts regardless of the initial pedagogic focus.