Interactional hypothesis

• The Interaction hypothesis -> Second Language Acquisition 

• by face-to-face interaction

•1980•Michael Long

• There are two forms of the Interaction Hypothesis:

• The interaction hypothesis claims that comprehensible input is important for language learning. 

(increased when learners have to negotiate  

for meaning)

• Interactions often result in learners receiving negative evidence.

• learners receiving more input from their interlocutors than they would otherwise.

• interactions may serve as a way of focusing learners' attention on a difference between their knowledge of the target language and the reality of what they are hearing

Primacy of interaction

Larsen-Freeman / Long:

• interaction is not necessary for language acquisition

Gass and Selinker• it may also

function as a priming device

• Ellis notes that interaction is not always positive

• The role of interaction in language acquisition is a complex one

Interactionist/developmental perspectives

Cognitive and developmental psychologists -> innatists place to much emphasis on the ‘final 

state’. 

Developmental psychologists and psycholinguists have focused on the

interplay between the innate learning ability of children and the environment in which

they develop.

• https://www.youtube.com/watch?v=HekZlFJ-9Uc

Works Cited• Ellis, Rod (1984). Classroom Second Language

Development: A Study of Classroom Interaction and Language Acquisition. Oxford, UK: Pergamon.

• Long, Michael (1985). "Input and Second Language Acquisition Theory". In Gass, Susan; Madden, Carolyn. Input in second language acquisition. Rowley, Mass: Newbury House.

• https://www.youtube.com/watch?v=HekZlFJ-9Uc