The Multimodality of Lexical Explanation Sequences during Videoconferenced Pedagogical Interaction

This study aims to identify and analyze the ways in which semiotic resources are orchestrated by teacher-trainees during videoconferenced French foreign language teaching. Our corpus is made up of six weeks of interaction between seven teacher trainees enrolled in a master's program at Université Lumière Lyon 2 in France and 12 undergraduate business students at Dublin City University in Ireland. 15.5 hours of video data were transcribed using ELAN, and 195 lexical explanation sequences were identified. These sequences were categorized according to whether the lexical problem came from an inability to understand or an inability to speak, and were then split into phases according to a three-step canonical model (Lauzon, 2008). During each phase we look at which semiotic resources were used, combined and co-contextualized by the teacher trainees. Our methodology, which will be used to complete our PhD project, is outlined here as well as preliminary results. [For the complete volume of short papers, see ED572005.]