October 2nd, 2020
Interaction hypothesis
1. Definition
The Interaction hypothesis is a theory of second-language acquisition which states that the
development of language proficiency is promoted by face-to-face interaction and
communication.
2. Background and Main authors
The idea existed in the 1980s, but is usually credited to Michael Long for his 1996 paper:
“The role of the linguistic environment in second language acquisition”. Similarly to
Krashen's input hypothesis, the interaction hypothesis claims that comprehensible input is
important for language learning.
Long evolved the work by Hatch (1978) on the importance of conversation to developing
grammar and from Krashen (1985) that comprehensible input is a necessary condition for
SLA
3. Main Characteristics
Comprehensible input is necessary for L2 acquisition. Modifications to the interactional
structure of conversations which take place in the process of negotiating a communication
problem help to make input comprehension to an L2 learner.
The effectiveness of comprehensible input is greatly increased when learners have to
negotiate for meaning. This occurs when there is a breakdown in communication which
interlocutors attempt to overcome. One of the participants in a conversation will say
something that the other does not understand; the participants will then use various
communicative strategies to help the interaction progress. The strategies used when
negotiating meaning may include slowing down speech, speaking more deliberately, requests
for clarification or repair of speech, or paraphrases.
4. Negotiation of meaning
There are two forms of the Interaction Hypothesis: the "strong" form and the "weak" form.
The "strong" form is the position that the interaction itself contributes to language
development. The "weak" form is the position that interaction is simply the way that learners
find learning opportunities, whether or not they make productive use of them.
5. Critiques
Positive critiques/ Strengths
Conversational interaction "facilitates language acquisition because it connects input (what
learners hear and read); internal learner capacities, particularly selective attention, and output
(what learners produce) in productive ways" (Long, 1996, pp. 451-452)
Long also argues that input is important for language learners and this is increased when
learners have to "negotiate for meaning"
Nakahama, Tyler, and Van Lier (2001) conversational activities provided NNS speakers with
a large range of opportunities for language use which is important for second language
acquisition
Negative Critiques
Although there are several studies that link interaction with language acquisition, not all
researchers subscribe to the idea that interaction is the primary means by which language
proficiency develops.
Larsen-Freeman and Long (2014) say that interaction is not necessary for language
acquisition; they do say, however, that it helps in certain circumstances.
Gass and Selinker (1994) claim that as well as interaction facilitating learning, it may also
function as a priming device, "setting the stage" for learning rather than being the means by
which learning takes place.
Ellis (1991) notes that interaction is not always positive. He says that sometimes it can make
the input more complicated, or produce amounts of input which overwhelm learners.
According to Ellis, this can happen if interlocutors use lengthy paraphrases or give complex
definitions of a word that was not understood, and he comes to the conclusion that the role
of interaction in language acquisition is a complex one.
References
Ellis, R. (1991, 03). The Interaction Hypothesis: A Critical Evaluation. Regional Language
Centre Seminar, Singapore.
Ellis, R. (2008). The study of second language acquisition. Oxford University Press.
Gass, S. M., Mackey, A., & Pica, T. (1998). The Role of Input and Interaction in Second
Language Acquisition Introduction to the Special Issue. The Modern Language Journal,
82(3), 299–307. https://doi.org/10.1111/j.1540-4781.1998.tb01206.x
Gass, S. M., & Selinker, L. (2001). Second language acquisition: an introductory course.
London.
Krashen, S. (1982). Principles and practice in second language acquisition. Pergamon
Press.
Larsen-Freeman, D., & Long, M. H. (2014). An introduction to second language
acquisition research. Routledge.
Long, M. (1996). The role of the linguistic environment in second language acquisition.
Handbook of second language acquisition.
Nakahama, Y., Tyler, A., & Van Lier, L. (2001). Negotiation of meaning in conversational
and information gap activities: A comparative discourse analysis. TESOL quarterly, 35(3),
377-405.
