M. Satar and C. R. Wigham, Delivering task instructions in multimodal synchronous online language teaching, Alsic, vol.23, issue.Vol. 23, 2020.
URL : https://hal.archives-ouvertes.fr/halshs-03000942

L. Ortega, Chapter 14. What do learners plan?, Task-Based Language Teaching, pp.301-332, 2009.

M. P. Breen, Contemporary Paradigms in Syllabus Design Part II, Language Teaching, vol.20, issue.3, pp.157-174, 1987.

M. Cappellini and C. Combe, Analyser des compétences techno-sémio-pédagogiques d'apprentis tuteurs dans différents environnements numériques : résultats d'une étude exploratoire, Alsic, issue.Vol. 20, n° 3, p.20, 2017.

K. Chen, Y. Jiang, D. Chun, R. Kern, and B. Smith, Technology in language use, language teaching, and language learning, The Modern Language Journal, vol.100, pp.64-80, 2007.

T. Codreanu and C. Celik, Apprentissage des langues et systèmes d'information et de communication (Alsic, p.15, 2012.

C. Cohen and C. R. Wigham, A comparative study of lexical word search in an audioconferencing and a videoconferencing condition, Computer Assisted Language Learning, vol.32, issue.4, pp.448-481, 2018.
URL : https://hal.archives-ouvertes.fr/halshs-01860136

S. W. Goodman, Common European Framework of Reference (CEFR) on languages, Immigration and Membership Politics in Western Europe, pp.243-243

H. D. Joyce and S. Feez, Multimodality Across Classrooms, Multimodality Across Classrooms: Learning About and Through Different Modalities, 2018.

C. Develotte, N. Guichon, and R. Kern, "Allo Berkeley ? Ici Lyon? Vous nous voyez bien ?" Étude d'un dispositif de formation en ligne synchrone franco-américain à travers les discours de ses usagers, Alsic, issue.Vol. 11, n° 2, pp.129-156, 2008.

R. Ellis, Task-based research and language pedagogy, Language Teaching Research, vol.4, issue.3, pp.193-220, 2000.

R. Ellis, Task-based language learning and teaching, 2003.

N. Guichon, Une approche sémio-didactique de l?activité de l?enseignant de langue en ligne : réflexions méthodologiques, Éducation et didactique, vol.7, issue.1, pp.101-116, 2013.

N. Guichon, Sharing a multimodal corpus to study webcam-mediated language teaching, Language Learning & Technology, vol.21, issue.1, pp.55-74, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01454727

M. Satar and C. R. Wigham, Delivering task instructions in multimodal synchronous online language teaching, Alsic, vol.23, issue.Vol. 23, 2020.
URL : https://hal.archives-ouvertes.fr/halshs-03000942

N. Guichon and C. R. Wigham, A semiotic perspective on webconferencing-supported language teaching, ReCALL, vol.28, issue.1, pp.62-82, 2015.
URL : https://hal.archives-ouvertes.fr/halshs-01236195

C. B. Ha and P. Wanphet, Exploring EFL teachers? use of written instructions and their subsequent verbal instructions for the same tasks, Nordic Journal of English Studies, vol.15, issue.4, p.135, 2016.

M. Hammersley and P. Atkinson, Ethnography, 2019.

R. Hampel and U. Stickler, The use of videoconferencing to support multimodal interaction in an online language classroom, ReCALL, vol.24, issue.2, pp.116-137, 2012.

J. Hellermann and S. P. Doehler, On the contingent nature of language?learning tasks, Classroom Discourse, vol.1, issue.1, pp.25-45, 2010.

A. Kendon, The Study of Gesture, Semiotics, vol.2, pp.153-164, 1981.

O. Kozar, Teachers? reaction to silence and teachers? wait time in video and audioconferencing English lessons: Do webcams make a difference?, System, vol.62, pp.53-62, 2016.

J. Lantolf, Sociocultural theory and second language learning, pp.1-26, 2001.

H. Lee, R. Hampel, and A. Kukulska-hulme, Gesture in speaking tasks beyond the classroom: An exploration of the multimodal negotiation of meaning via Skype videoconferencing on mobile devices, System, vol.81, pp.26-38, 2019.

O. Lindwall, G. Lymer, and C. Greiffenhagen, The Sequential Analysis of Instruction, The Handbook of Classroom Discourse and Interaction, pp.142-157, 2015.

N. Markee, Giving and Following Pedagogical Instructions in Task-Based Instruction: An Ethnomethodological Perspective, International Perspectives on ELT Classroom Interaction, pp.110-128, 2015.

D. Mcneill, Hand and mind: What gestures reveal about thought, 1992.

C. Meskill and N. Anthony, Learning to orchestrate online instructional conversations: A case of faculty development for foreign language educators, Computer Assisted Language Learning, vol.20, issue.1, pp.5-19, 2007.

S. Norris and J. P. Pirini, Communicating knowledge, getting attention, and negotiating disagreement via videoconferencing technology: A multimodal analysis, Journal of Organizational Knowledge Communication, vol.3, issue.1, p.23, 2017.

D. Nunan, Task-Based Language Teaching, 2004.

C. J. Paniza and X. Barry, Section 3: European projects in Language Learning: creativity, assessment of learners? competences and Quality Assurance in Language Centres, European Projects in University Language Centres

T. Raith and V. Hegelheimer, Teacher Development, TBLT and Technology, Task-Based Language Learning and Teaching with Technology, pp.154-175

H. M. Satar, Multimodal language learner interactions via desktop videoconferencing within a framework of social presence: Gaze, ReCALL, vol.25, issue.1, pp.122-142, 2013.

H. M. Satar, Meaning-making in online language learner interactions via desktop videoconferencing, ReCALL, vol.28, issue.3, pp.305-325, 2016.

H. M. Satar and C. R. Wigham, Multimodal instruction-giving practices in webconferencing-supported language teaching, System, vol.70, pp.63-80, 2017.
URL : https://hal.archives-ouvertes.fr/halshs-01598822

P. Seedhouse, Conversation Analysis and language learning, Language Teaching, vol.38, issue.4, pp.165-187, 2005.

P. Seedhouse, Learning to Talk the Talk: Conversation Analysis as a Tool for Induction of Trainee Teachers, Professional Encounters in TESOL, pp.42-57, 2008.

L. Shi, U. Stickler, and M. E. Lloyd, The interplay between attention, experience and skills in online language teaching, Language Learning in Higher Education, vol.7, issue.1, pp.205-238, 2017.

. Skype, Software Add-ons for Skype, Skype Me!, pp.197-231, 2005.

H. Sloetjes and P. Wittenburg, Annotation by category-Elan and ISO DCR, Proceedings of the 6th International Conference on Language Resources and Evaluation, pp.816-820, 2008.

M. Satar and C. R. Wigham, Delivering task instructions in multimodal synchronous online language teaching, Alsic, vol.23, issue.Vol. 23, 2020.
URL : https://hal.archives-ouvertes.fr/halshs-03000942

. Snagit, Figure 2: Screen of the software Pro Motion Capture? during a wrist asessment., Screen Capture and Recording Software [Software

D. Somuncu and O. Sert, 5. EFL Trainee Teachers? Orientations to Students? Non-understanding: A Focus on Task Instructions, Conversation Analytic Perspectives on English Language Learning, Teaching and Testing in Global Contexts, pp.110-131, 2019.

. St, O. John, and J. Cromdal, Crafting instructions collaboratively: Student questions and dual addressivity in classroom task instructions, Discourse Processes, vol.53, pp.252-279, 2016.

A. L. Strauss and J. M. Corbin, Basics of qualitative research: techniques and procedures for developing grounded theory, 1998.

M. Tellier, De l'usage du corpus semi-contrôlé dans la recherche en didactique des langues, Cahiers de l'Asdifle, vol.24, pp.39-47, 2013.

R. Tharp and R. Gallimore, The instructional conversation: Teaching and learning in social activity, Research Report: 2. National Center for Research on Cultural Diversity and Second Language Learning, 1991.

S. Thornbury, A dogma for EFL, Issues, vol.153, 2000.

B. Tomlinson and H. Masuhara, The complete guide to the theory and practice of materials development for language learning, 2017.

R. Watson-todd, I. Chaiyasuk, and N. Tantisawatrat, A functional analysis of teachers' instructions, RELC Journal, vol.39, pp.25-50, 2008.

R. Wegerif, N. Mercer, and L. Dawes, From social interaction to individual reasoning: an empirical investigation of a possible socio-cultural model of cognitive development, Learning and Instruction, vol.9, issue.6, pp.493-516, 1999.

C. R. Wigham, A multimodal analysis of lexical explanation sequences in webconferencing-supported language teaching, Language Learning in Higher Education, vol.7, issue.1, pp.81-108, 2017.
URL : https://hal.archives-ouvertes.fr/hal-01452031

C. R. Wigham and N. Guichon, Temporal sequencing in webcam-mediated language teaching, Approaches to multimodal and digital environments: From theories to practices (A-MoDE), 2019.
URL : https://hal.archives-ouvertes.fr/hal-02317779

C. R. Wigham and M. Satar, Multimodal (inter)action analysis of task instructions in synchronous online language teaching