The study aimed to examine the repair strategies used and compliance of the turn-taking rules in the second language classroom. Observation technique was employed in this study. The four-part process discourse analytic techniques: Record-View-Transcribe-Analyze (R-V-T-A) method was used. Video-recording was employed as an instrument in gathering the data. Data were analyzed using the frequency distribution. Results of the study show that among nine possible repairs strategies, there were only seven repair strategies observed in the second language classroom. Among the seven, the most frequently used repair strategy was correction. Further, there is a higher compliance of the turn-taking rule on no overlap than no gap rule. Thus, the study concluded that teachers were able to respond to the communication problems of students in the second language classes. However, the nature of the L2 classes focused on the structure based approach to teaching. They emphasized language form through metalinguistic instruction and pattern practice.