An Analysis of Repair Practices in L2 Spanish Listening Comprehension Materials with Implications for Teaching Interactional Competence

Autor/inn/en	Batlle, Jaume; Suárez, Maria del Mar
Titel	An Analysis of Repair Practices in L2 Spanish Listening Comprehension Materials with Implications for Teaching Interactional Competence
Quelle	In: Classroom Discourse, 12 (2021) 4, S.365-385 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Batlle, Jaume) ORCID (Suárez, Maria del Mar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-3014
DOI	10.1080/19463014.2020.1810724
Schlagwörter	Second Language Learning; Second Language Instruction; Spanish; Listening Comprehension; Communicative Competence (Languages); Audio Equipment; Textbooks; Oral Language; Teaching Methods; Content Analysis; Discourse Analysis; Error Correction; Authentic Learning + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Spanisch; Hörverständnis; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Audio-CD; Textbook; Text book; Schulbuch; Lehrbuch; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Diskursanalyse; Korrektur
Abstract	Listening materials are commonly developed so students show their understanding of a specific oral discourse. Oral interactions provided in textbooks are resources in which different interactional practices are involved, repair practices being one of these. This article seeks to explore, first, the types of repair practices found in Spanish as a Foreign Language (SFL) textbook listening interactions and, second, the relationship between repairs and other characteristics of the interactions to determine to what extent SFL listening practices are appropriate resources to show examples of repair work and to develop the students' Interactional Competence. Following a Conversation Analysis perspective, 109 repairs in 504 SFL audiotaped listening materials from 18 textbooks are analysed. The results show that repairs are not a common practice in listening materials, other-initiated self-repairs being the most common type of repair work. A disparity is also observed in establishing repair through listening materials depending on the textbook. Some of them include self-repairs together with other interactional features, such as overlapped turns, articulated pauses or response tokens, while other textbooks rarely present any repair work. These findings improve our understanding of the degree of authenticity of listening materials, which might help students develop their interactional competence. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01