Repair Sequences in Spanish L2 Dyadic Discourse: A Descriptive Study
Abstract
This article reports on a qualitative study of dyadic discourse between university students of Spanish as a foreign language (FL). In light of the common acceptance of pair work as an effective pedagogical practice in the FL classroom, the study was designed to explore the social and cognitive behavior of learners as they participated in second language speaking activities. The construct of repair as it is formulated in the ethnomethodological approach to conversation analysis provided the lens through which data were examined. Trouble sources were identified and repair sequences were classified in terms of which learner brought attention to the trouble source and which learner resolved it. A clear preference for self‐repair and for self‐initiated repair was found. Collaborative repair, as well as unsolicited other‐repair, operated almost exclusively on the lexicon, whereas self‐initiated self‐repair included morphosyntax. The study supports the Vygotskian notion that talk is used for cognitive as well as for social purposes.
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Increased peer interaction led to improved production of English conditionals, the target feature.
“Nevertheless, increased peer interaction led to improved production of English conditionals, the target feature (see also Buckwalter 2001;Toth 2008;Smith 2009).”
From Interaction and instructed second language acquisition (2018) · cites this paper as Buckwalter 2001
Cites
The Preference for Self-Correction in the Organization of Repair in Conversation
Schegloff, E. A., Jefferson, G., & Sacks, H. (1977) · Language · doi:10.2307/413107 · Cited by 5,150 · see citing works
The Output Hypothesis: Just Speaking and Writing Aren't Enough
Swain, M. (1993) · The Canadian Modern Language Review · doi:10.3138/cmlr.50.1.158 · Cited by 731 · cited 1× · see citing works
“Assuming, as is suggested in the literature (Gass et al., 1998; Swain, 1993) that L2 development occurs when learners confront and work”
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Interaction and instructed second language acquisition
Loewen, S., & Sato, M. (2018) · Language Teaching · doi:10.1017/s0261444818000125 · Cited by 377 · see citing works
A Comparison of L2–L2 and L2–Heritage Learner Interactions in Spanish Language Classrooms
Bowles, M. A., Adams, R. J., & Toth, P. D. (2014) · The Modern Language Journal · doi:10.1111/modl.12086 · Cited by 71 · see citing works
- Authors
- Buckwalter, P.
- Affiliations
- Black Hills State University (US)
- Corresponding author
- Buckwalter, Peggy
- Venue
- The Modern Language Journal
- Publisher
- Wiley
- Published
- 2001-09
- Volume
- 85
- Issue
- 3
- Pages
- 380-397
- ISSN
- 0026-7902 (ISSN-L)
- 1540-4781
- OpenAlex
- W2084100819
- Cited by
- 87
- References
- 2
- Citations by year
- 2026: 1 · 2024: 2 · 2023: 3 · 2022: 8 · 2021: 1 · 2020: 4 · 2019: 5 · 2018: 6 · 2016: 2 · 2015: 5 · 2014: 3 · 2013: 6 · 2012: 6
- FWCI
- 6.32
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Modern Language Journal (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- repair sequences, Spanish as a foreign language, pair work, self-initiated repair, other-initiated repair, second language speaking, Vygotsky's sociocultural theory, conversation analysis
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