The main aim of Ihis slUdy is to investigale Ihe practice of repair during conversationalrndiscourse in a foreign language classroom. Thus, il is mea11l to assess the nature of repair andrnrepair-initiation patterns practiced during conversalional discourse in EFL classes, see thernextent to which students and teachers use repair-initiation strategies during S-S and T-Srninteractions respectively, examine where the repair-initiations occur with reference to therntrouble-source (I'S) in the observed palterns, find out the most fi'equent repair and repairinitialrnion strategies used during classroom conversational discourse. The main subjects of thernstudy were first year English major students taking the course Communicative English Skills-IIrnand their teacher. Eight lessons recordings were made, fi'om all four sections students, fi'omrnwhichfour lessons were transcribedfor analysis. The analysis of the transcribed data shows thatrnall of the four repair initiation patterns were used during conversational discourse in EFLrnclasses except a variation in frequency of use. In addition, the qua11litative analysis reveals thatrnboth slUdents and teachers play repair-initiation roles in S-S and T-S interactions respectivelyrnfi'om which other-initiation stralegy is more fi'equently used than self-initiation. Moreover, otherrninitiated self repair pattern is most fi'equently used during conversational discourse in EFLrnclasses. Along with this, concerning the position where repair-initiations occur in the observedrnpatterns, in self initiated patterns the repair-initiations mostly occur in same turn; whereas inrnother initiated repair patterns the repair-initiations fi'equently occur in next turn immediatelyrnafter the trouble-source. Finally, the thesis concludes by considering the implications of thern.findings forfurther researches as to why other repair-initiation mechanism is highly apparent asrnwell as other initiated self repair pal/ern is most fi'equently occur during conversationalrndiscourse in EFL classes. So, the study recommends EFL teachers to conduct CA researches inrntheir classrooms to see the meaning negotiation strategies, in light with the practice of repair,rnand thereby 10 get feed back for remedial works and enhance students ' communicativerncompetence.