Social Interaction and teaching of Spanish as a Foreign Language: focus on non-corrective other-repairs as an interactional resource

For over four decades, Conversation Analysis is a subject discipline that has moved closer to Foreign Language classroom interactions to understand their mechanisms and the processes involved therein. One of the phenomena that has received most attention is repair, understood as the treatment of a problem in talk-in-interaction, that is, how speakers deal with problems in speaking, hearing or understanding. The solution given by the speaker who doesn't produce the problem provided, called other-repair, has been one of the most meaningful types of repair in teaching-learning processes. This study has the aim to analyze a type of non-corrective other-repairs that speakers produce in Spanish as a Foreign Language Classroom interactions, specifically those interactions between teachers and students focused on meaning. The obtained results show that, in this specific type of interaction, these other-repairs are articulated as a complex interactional resource whose trouble sources are not produced only by students and whose repair work entails an interactional development that goes further than the simple correction in the next turn.