Abstract

BARBOSA-PAIVA, Crisciene Lara. The correction as a process of reformulation in educational chat written in spanish by Brazilians: types of operation and marks. Trab. linguist. apl. [online]. 2012, vol.51, n.1, pp. 119-151. ISSN 0103-1813.  http://dx.doi.org/10.1590/S0103-18132012000100007.

The aim of this article was to analyse in written educational chat interactions the types of operation of correction process as a reformulation procedure according to Textual-Interactive Perspective. Our corpus is formed by 31 sessions and 17 participants (1 teacher and 16 students) and four types of correction operations were identified: self-initiated self-correction, other-initiated self-correction, self-initiated other-correction and other-initiated other-correction. The highest number of occurrences was the self-initiated self-correction. This result suggests that: i) the participants in such context seem to worry about preserving the self-image since correction was not essential to text comprehension; ii) the participants know the rules and because of them they monitor themselves; iii) the chat tool itself contributes to the self-initiated self-correction; and iv) the self-initiated self-correction preference seems to avoid the teacher's language corrector function. Patterns of reformulation with and without marks inscribed in the text materiality were also identified.

Keywords : correction; reformulation; educational chat; textual-interactive perspective; spanish teaching.