La reparación en la interacción oral de estudiantes de ELE: comparación
entre interacciones de práctica en el aula e interacciones en contextos de evaluación

Acosta Ortega, Laura

doi:http://dx.doi.org/10.1515/soprag-2017-0018

La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación

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Acosta Ortega L. La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación. Pragmática Sociocultural. 2017 Nov;5(2):219-50. DOI: 10.1515/soprag-2017-0018

Abstract

Based on the concept of interactional competence (Hellermann, 2008; Seedhouse, 2004; Walsh, 2011; Young, 2008), our study analyzes how learners of Spanish as a foreign language in a B2 level manage repair in oral interaction in language classrooms. We understand repair as “the treatment of trouble in talk-ininteraction” (Young, 2008, p. 49). A corpus of eleven interactions between students in the classroom is analyzed through the perspective of Conversation Analysis. The interactions were collected in different kinds of tasks in the language classroom. In our analysis we compare interactions produced in practice activities and interactions collected during assessment. The findings in this study show a tendency to manage repair in classroom oral interaction as it would be done in normal conversation. Regarding the different contexts of our corpus, we observe that, in interactions produced in assessment contexts, speakers try to protect their interlocutor’s face and their own face by avoiding to make repairs.