Repair sequences in Spanish L2 dyadic discourse: A descriptive study

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.