Batllerodriguez2015
| Batllerodriguez2015 | |
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| BibType | PHDTHESIS |
| Key | Batllerodriguez2015 |
| Author(s) | Batlle Rodríguez, Jaume |
| Title | La organización secuencial de las reparaciones en interacciones entre profesor y alumnos de espa~nol como lengua extranjera centradas en el significado: Repercusión en la intersubjetividad y la competencia interaccional de los hablantes |
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| Year | 2015 |
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| URL | Link |
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| School | Universitat de Barcelona |
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Abstract
This research studies the sequential organization of the repair in meaning-focused interaction between a teacher and his students, how is re-established the interaction after solving the problem and which kind of implications the repair sequences studied have on the characterization of the interactional competence of the speakers. After showing the theoretical framework with the aim to establish what we understand by conversation from the Conversation Analytic point of view, the repair will be presented as a special resource to solve the problems in interaction. Secondly, this mechanism will be related to the classroom language interaction in order to present the state of the art of the research in repair in the foreign language learning and speaking. Once introduced the theoretical framework, the main objectives and the research methodology, we will carry out the analysis of the repair sequences produced by the teacher and his students in the data recorded. The analysis will show us that, instead of being focused on meaning, the main type of repair found is based on a didactic ground. Moreover, it will be proved that the sequential organization of the repair system is in some cases more complex than it could be expected. On the other side, the data show that the teacher is the main role to re-establish the conversation after the repair sequence. The contingencies of the sequential process involved in the repair system triggers a turn-taking system whose consequence is the teacher's need for participation. Finally, our data analysis leads us to see the importance of the repair system to label the students' interactional competence and the teacher's classroom interactional competence. The analysis shows that we can't understand this kind of interaction as a tool to gain the interactional competence involved in the repair practice.
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