speaker-audience interaction, technology-mediated interaction, personal perspective, video tutorial, remote tutoring

This contribution attempts to describe the emerging genre of online video tutorial, focusing primarily on the Halliday's interpersonal metafunction. Since one of the objectives of the research is to establish to what extent the asynchronicity of speaker-audience interaction influences the means of interaction, a comparative analysis of lectures (given to an immediate audience) and video tutorials (intended for a mediated audience) on differential and integral calculus is performed. A modified version of Vassileva's (2005) analysis of direct speaker-audience address is employed; possible correlations between technical means and interactional skills are discussed. The analysis is accompanied by a brief commentary on micro-speech acts, the usage of imperative, and the employment of inclusive we.