A corre？？o como procedimento de reformula？？o em chat educacional escrito em espanhol por brasileiros: tipos de operacionaliza？？o e marcas

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.