1、 Introduction

The application of conversation analysis in Chinese second language teaching was discussed, and the existing research on repair sequences, activation devices, and strategies in classroom environments was pointed out. At the same time, the shortcomings of research on spontaneous speech repair of Chinese second language learners were emphasized. The article will focus on examining the characteristics of the repair mode of Japanese Chinese second language learners and its impact on conversations, especially how both parties in the conversation negotiate to complete the repair.

2、 Review of relevant research and theories

Discussed the concept of repair in conversation and its application in second language learning. Firstly, repair is defined as the effort of both parties in a conversation to address the source of the obstruction, which goes beyond bias and includes both objective bias and subjective factors of the listener. Repair has a dual effect, repairing both errors and smoothness. Next, the chapter introduces the characteristics of conversation rotation and four modes of repair: self initiated self cultivation, self initiated self cultivation, self initiated self cultivation, and self initiated self cultivation. Self initiated repair mainly uses non lexical perturbations, while other initiated repair methods vary in strength. In conversations involving second language learners, the initiation of turns by others is more complex and may involve delayed repair. Finally, the chapter summarizes the research on repair organization in second language teaching and finds that learners with different language proficiency levels perform differently during repair, and the conversational environment also affects the repair sequence and strategy.

3、 Research question and perspective

This study explores the impact of repair strategies on Chinese second language learners in conversations, pointing out that existing research has not fully explored the effects of different repair modes on communication, as well as how learners handle obstacles in conversations. Emphasizing the social attributes of language, the way second language learners handle sources of obstacles can affect conversation comprehension and social interaction. This article adopts the concept of "comprehensibility" and emphasizes the influence of cognitive burden, using the number of self repairs as an indicator to evaluate fluency. Three research questions were proposed: 1) What repair sequences do Chinese second language learners use to deal with obstacles; 2) The impact of different repair sequences on comprehensibility; 3) How can second language Chinese learners and native speakers collaborate to repair obstacles.

4、 Research Design

This chapter introduces the research design of Chinese language learners' conversation repair and its impact. The study adopts conversation analysis methods, including collecting and organizing Chinese second language learners' conversation recordings, and conducting in-depth analysis of language materials. The research subjects are evaluators (native Chinese speakers with experience studying in Japan and teaching Chinese) and participants (Japanese second language Chinese learners with HSK level 4 or above). The research methods include: 1) Investigation process, NS1 having a 5-10 minute conversation with the subjects, confirming that they do not understand the content, and editing the corpus annotations; 2) Corpus annotation, extraction of repair parts, annotation of startup repair mode and frequency, reaching consensus on dispute annotation results. Research focuses on the identification of obstacles and the handling of the "continue reward" turn.

5、 Results and Investigation

The research results indicate that Chinese language learners have a high level of comprehensibility in their speech, especially HSK level 5 and 6 learners. The learner initiated self-directed repair mode is the most common, but it is not significantly correlated with comprehensibility. On the contrary, although self initiated cultivation and other initiated cultivation modes are not common, they have a strong correlation with comprehensibility. There are three modes of collaborative repair between Chinese second language learners and native Chinese speakers: Mode 1 is clarification and confirmation led by native Chinese speakers, Mode 2 is questioning and answering led by Chinese second language learners, and Mode 3 is mutual negotiation repair. In Mode 1, native Chinese speakers assist learners in understanding through repetition, substitution, and recombination strategies. In Mode 2, learners seek help from native speakers due to insufficient knowledge, and after the native speakers provide answers, the learners confirm. In Mode 3, native speakers propose alternative options, learners evaluate until they accept them, and then continue speaking. These patterns demonstrate how Chinese second language learners can collaborate with native speakers for language repair during conversations.

6、 Analysis and Discussion

Analyzed the self-healing behavior and its impact of Chinese second language learners in conversation. Research has found that learners engage in more self-healing behaviors than other repair sequences, but this does not improve comprehensibility. Especially when two learners have a high amount of self-healing, it reduces the opportunity for listeners to initiate, and learners control the turn of the conversation through self-healing, ignoring whether the other person understands. Chinese native speakers usually only fix initial issues during negotiation and do not fix other issues. The reasons why Chinese second language learners tend to self repair more in turn taking include following the social attributes and politeness principles of language, as well as native Chinese speakers returning the right to speak to learners through questioning. Chinese second language learners find it difficult to maintain conciseness and orderliness in their repairs, which undermines the principles of approach. Native speakers have individual differences in the replacement and recombination strategies used by learners, but if learners explicitly use abandonment strategies, native speakers will give negative evaluations. In conversation, the speaker places more emphasis on whether the content spoken is true and in line with the principle of quality, rather than grammar correctness and coherence.

7、 Conclusion

A study was conducted on the repair patterns of 9 high-level Japanese Chinese second language learners and native Chinese speakers in conversation, and it was found that self initiated self initiated self initiated learning had the highest number, but self initiated and other initiated self initiated learning were negatively correlated with learners' comprehension. Chinese second language learners and native speakers mainly repair through three modes: "clarification confirmation", "question answer", and negotiation. Chinese native speakers should try to minimize the threat to the learner's face during negotiations and return the right to speak to the learner. This article does not further discuss the impact of factors such as the relationship between the two parties in the conversation and whether the learner is the main speaker on the conversation.