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영어

This study examines the repair strategies employed by advanced Korean language learners in oral interview performances, focusing on their role in demonstrating interactional competence. Using conversation analysis, interactions from seven TOPIK Level 6 learners were analyzed, identifying 45 instances of repair. Repairs were classified into interaction-coordinated repair, feedback-responsive repair, and request-based repair, with interactioncoordinated repair being the most frequent. The findings indicate that learners actively monitor, interpret, and revise their utterances to sustain fluency and appropriateness during real-time communication. These results suggest that repair behaviors function not only as linguistic responses but also as indicators of adaptive interactional skills. The study highlights the importance of incorporating repair as an evaluative dimension in speaking assessments and offers pedagogical implications for fostering interactional competence in Korean language education.