%0 Journal Article
%T A corre£¿£¿o como procedimento de reformula£¿£¿o em chat educacional escrito em espanhol por brasileiros: tipos de operacionaliza£¿£¿o e marcas
%A Barbosa-Paiva
%A Crisciene Lara
%J Trabalhos em Lingu¨ªstica Aplicada
%D 2012
%I UNICAMP
%R 10.1590/S0103-18132012000100007
%X 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.
%K correction
%K reformulation
%K educational chat
%K textual-interactive perspective
%K spanish teaching.
%U http://www.scielo.br/scielo.php?script=sci_abstract&pid=S0103-18132012000100007&lng=en&nrm=iso&tlng=en