ABSTRACT It is important for learners to be able to ask wh ‐questions in interaction. However, making wh ‐questions can be difficult for beginning‐level EFL leaners, particularly for those learners whose L1 and L2 differ in the way wh ‐questions are formed. Based on this point, we investigated the grammar searches of such EFL learners for wh ‐questions in interaction, using both conversation analysis (CA) and phonetic analysis. Sixty‐four beginning‐level child L1‐Korean EFL learners completed a paired conversation task in which they discussed the topic “birthdays.” The CA showed that grammar searches for wh ‐questions were initiated and resolved mostly by the speaker himself/herself, but less frequently with the help of the conversation partner. The phonetic analysis revealed that wh ‐words occurring in grammar searches were longer in duration, followed by longer pauses, and were generally associated with rise‐fall or rise‐level pitch contours in general. These findings provide useful implications for EFL teaching: the use of formulaic expressions, interactive activities, and corrective feedback can facilitate EFL learners’ development of wh ‐questions.
Haerim Hwang (Fri,) studied this question.