Descrição
As the technology has developed, new tools have arisen as language teaching allies, among them the video lesson. It has been target of researches, either to instruct in its development (ALHAMAMI, 2013), or to analyze it as complementary tool to support the face-to-face classes (SEILSTAD, 2012), (WINGROVE, 2017), (KABOOHA; ELYAS, 2018). This study aims to understand how the teachers conduct their classes through videos, and how they interact with their interlocutors while record the video. The data analyzed comes from a video lesson on English published on YouTube, in a language school channel. The analysis showed that the teacher projects interactions with her interlocutors, the students, making use of adjacency pairs (SEEDHOUSE, 2005) to expand the explanations given during the class. Besides that, the turn-taking shift is marked by the change of attitude toward the content of the class, sometimes the speech coming from who knows, the teacher, and sometimes coming from who does not know, the student. Furthermore, the turn of the student projected by the teacher is marked by the use of the vocative teacher and changes in facial expression. This paper contributed to the expansion of the researches on video lessons, opening possibilities to go deep on the analysis in further studies.
