Multimodalité, stabilisation de ressources linguistiques et émotionalité en classes de FLE. Les travaux en groupes: une étude de cas

The aim of the present paper is to illustrate the potential contribution of the multimodal approach, that is based on authentic video data, to second language classroom research (e.g. the French second language classroom). Our main questions are concerned with the interactive emergence, negotiation, and stabilisation of linguistic resources as well as with the role of emotionality in these processes. Our analysis are developed in what is called a socio-interactionist approach to cognition and emotion, on the basis of a case study of a particular but recurrent activity in the classroom, that is peer-group interaction (e.g. the preparation of a dialogue between three girls).