ABSTRACT

Listening materials are commonly developed so students show their understanding of a specific oral discourse. Oral interactions provided in textbooks are resources in which different interactional practices are involved, repair practices being one of these. This article seeks to explore, first, the types of repair practices found in Spanish as a Foreign Language (SFL) textbook listening interactions and, second, the relationship between repairs and other characteristics of the interactions to determine to what extent SFL listening practices are appropriate resources to show examples of repair work and to develop the students’ Interactional Competence. Following a Conversation Analysis perspective, 109 repairs in 504 SFL audiotaped listening materials from 18 textbooks are analysed. The results show that repairs are not a common practice in listening materials, other-initiated self-repairs being the most common type of repair work. A disparity is also observed in establishing repair through listening materials depending on the textbook. Some of them include self-repairs together with other interactional features, such as overlapped turns, articulated pauses or response tokens, while other textbooks rarely present any repair work. These findings improve our understanding of the degree of authenticity of listening materials, which might help students develop their interactional competence.

摘要

听力材料的开发通常是为了让学生展示他们对特定口头话语的理解。教科书中提供的口头互动是涉及不同互动实践的资源，修复实践就是其中之一。本文旨在探讨，首先，西班牙语作为外语 (SFL) 教科书听力互动中发现的修复实践类型，其次，修复与互动的其他特征之间的关系，以确定 SFL 听力实践在多大程度上是合适的资源来展示维修工作的例子并培养学生的互动能力。根据对话分析的观点，对来自 18 部教科书的 504 份 SFL 录音听力材料中的 109 次修复进行了分析。结果表明，维修在听力材料中并不常见，他人发起的自我维修是最常见的维修工作类型。根据教科书的不同，在通过听力材料建立修复方面也存在差异。其中一些包括自我修复以及其他交互功能，例如重叠转弯、铰接式停顿或响应标记，而其他教科书很少提供任何修复工作。这些发现提高了我们对听力材料真实性程度的理解，这可能有助于培养学生的互动能力。其中一些包括自我修复以及其他交互功能，例如重叠转弯、铰接式停顿或响应标记，而其他教科书很少提供任何修复工作。这些发现提高了我们对听力材料真实性程度的理解，这可能有助于培养学生的互动能力。其中一些包括自我修复以及其他交互功能，例如重叠转弯、铰接式停顿或响应标记，而其他教科书很少提供任何修复工作。这些发现提高了我们对听力材料真实性程度的理解，这可能有助于培养学生的互动能力。