This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video-recorded data from L2 Arabic dyadic conversations-for-learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other-initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning-behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real-time interaction.

中文翻译：

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跟踪 L2 阿拉伯语二元对话学习中的可学内容和可教内容

本文采用学习行为跟踪作为第二语言习得对话分析中的一种研究方法，以研究其在跟踪和记录如何通过协作修复工作带来学习机会以及它们是否导致第二语言（L2）单词学习方面的适用性。为此，该研究检查了为期 3 个月的课堂外二语阿拉伯语二元对话学习的纵向视频记录数据。研究结果强调了实证和方法论的贡献。首先，详细分析表明，由第一语言 (L1) 对话伙伴发起的对词汇项目的修复可以创造学习机会，并且当它的目标是值得 L1 说话者教授并且作为学习的目标时，就会带来学习。 L2 学习者可学习的内容。第二，