Résumé
This Habilitation à Diriger des Recherches manuscript examines classroom pedagogical interactions as a privileged site for the co-construction of meaning and the acquisition of orality. It is based on multimodal corpora recorded in authentic contexts, combining speech, gestures, prosody, and emotional regulation, in order to analyze how teachers and learners adjust their discourse and postures. The first part explores interactional mechanisms and the role of reformulations, explanations, and multimodality in learning. The second part investigates the construction and exploitation of complex corpora (emotions, learner writing, literature, adjustments), highlighting both the diversity of objects and the coherence of an empirico-interpretative approach. The third part focuses on the teaching of pronunciation, from the methodological heritage of phonetic correction to the combined contributions of the verbo-tonal method and the neurolinguistic approach, in order to propose an embodied and contextualized pedagogy of pronunciation. The final chapter adopts an epistemological and transdisciplinary perspective, shedding light on the researcher’s stance in the face of digital humanities, automation, and the ethical issues related to multimodal corpora. Taken together, the manuscript reflects a research trajectory rooted in the field, open to disciplinary tensions and hybridizations, and oriented toward sharing within a reflexive and formative perspective.