| Summary: | This study aims to describe the diversity of reformulative and explanatory strategies adopted by the participants in a French course implying the use of peer to peer video conferencing. The data collected during the exchanges between French tutors and allophone learners allow us to highlight the variety of means (verbal, paraverbal, mimo-gestural) used to solve problems of mutual understanding, as well as the complexity of multimodal interactions. The three conversational sequences analyzed show how the tutors adapt their teaching regulations to the constraints of the device, which may result in the use of live chat and a more expressive body language to paraphrase what has been said.
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