Journal | EL.LE
Journal issue | 6 | 2 | 2017
Research Article | Conversational Analysis and Action-Oriented Approach
Conversational Analysis and Action-Oriented Approach
A Study of Rewording in a Lesson of Italian FL
Abstract
This article analyses the repair and/or correction forms that take place in the course of an oral interaction between some beginner learners of Italian as a foreign language (Italiano LS). This interaction was recorded during a task-based / action-oriented course. The task-based approach provides that students in the classroom use the target language to complete meaningful – from the point of view of message transmission – activities, similar to those that might take place out of the classroom. The repair and correction mechanisms are analysed as possible indicators of the alleged resemblance between the interactions taking place in the classroom and the spontaneous and naturally significant interactions that may occur in a non-institutional context. Forms of repair also seem to shed light on the acquisition potential of a task-based activity developed without the participation of the teacher.
Submitted: Aug. 1, 2017 | Accepted: Jan. 5, 2018 | Published March 5, 2018 | Language: it
Keywords Task-based approach • Conversation analysis • Error correction • Foreign language learning • Italian • Forms of repair
Copyright © 2017 Ilaria Bada. This is an open-access work distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction is permitted, provided that the original author(s) and the copyright owner(s) are credited and that the original publication is cited, in accordance with accepted academic practice. The license allows for commercial use. No use, distribution or reproduction is permitted which does not comply with these terms.
Permalink http://doi.org/10.30687/2280-6792/2017/17/006
