Abstract Previous studies of repair in language learning revealed that direct, overt repair was extremely rare in these contexts. Instead, teachers employ various mitigation strategies when conducting repair. Thus, the implications of bald, unmitigated repair on language learning could not be adequately investigated due to the rarity of this phenomenon in language classrooms. The current study addresses this gap. In the current study a unique language learning context is investigated – Torah (Pentateuch) reading dyadic tutoring sessions. In this context, linguistic accuracy is literally a religious commandment, and therefore, extensive and unambiguous error corrections are required. Four tutors participated in the study, each creating a different balance between instructional and social goals. Findings indicate that directness in otherrepairing might take a toll in terms of pupils’ face, whereas intensive investment in facework may redress this toll and facilitate cooperation and learning

中文翻译：

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非缺失“不”的案例：广泛直接修复对导师-学习者互动的影响

摘要 先前关于语言学习修复的研究表明，在这些情况下，直接、公开的修复极为罕见。相反，教师在进行维修时会采用各种缓解策略。因此，由于这种现象在语言课堂中很少见，因此无法充分研究秃头、无懈可击的修复对语言学习的影响。目前的研究解决了这一差距。在当前的研究中，研究了一种独特的语言学习环境——托拉（摩西五经）阅读二元辅导课程。在这种情况下，语言准确性实际上是一种宗教戒律，因此需要进行广泛而明确的错误更正。四位导师参与了这项研究，每个导师都在教学目标和社会目标之间创造了不同的平衡。