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A multimodal analysis of lexical explanation sequences in webconferencing-supported language teaching.

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Academic year: 2021

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Figure

Table 1: Functionalities of Visu
Table 3: Types of teacher-initiated sequences
Figure 1: Text chat modality and gaze changes
Figure 3: Active listenership  Setting up the explanations in learner-initiated sequences
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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