In psycholinguistics, 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. Its main focus is on the role of input, interaction, and output in second language acquisition. It posits that the level of language that a learner is exposed to must be such that the learner is able to comprehend it, and that a learner modifying their speech so as to make it comprehensible facilitates their ability to acquire the language in question. The idea existed in the 1980s, and has been reviewed and expanded upon by a number of other scholars but is usually credited to American psycholinguist Michael Long.
Outline The interaction hypothesis states that (1) Comprehensible input is a requirement for second language acquisition, and (2) Input is made comprehensible to the learner via negotiations for meaning in conversations. Later responses, i.e. from Teresa Pica, also include a third pillar stating that (3) participation in tasks in which communication is necessary and in which participants share a symmetrical role relationship promote more opportunities for meaning negotiation. Similar to Krashen's input hypothesis, the interaction hypothesis claims that comprehensible input, which is characterized as a variety of language that can be understood by a learner, is important for language learning. There are a number of ways in which input may be modified for the benefit of the learner. For example, a native speaker of a language may use foreigner talk when addressing a non-native speaker: this kind of modified input entails slowed speech, greater articulation, and simplified vocabulary. In addition, it claims that 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. Many different strategies may be employed by interlocutors: for example, they may request for clarification (e.g. "What do you mean?") or provide a comprehension check (e.g. "Do you know what I mean?"). Negotiation strategies such as clarification requests, confirmation checks, recasts (rephrasing an incorrect sentence with the correct structure), and comprehension checks are considered implicit feedback, while corrections and metalinguistic explanations are explicit feedback. The difference between modified interaction and modified input is that in the latter, participants may engage with one another and their communication is dynamic, whereas in the former the information given to the learner is static and is not open for interaction. As a result, the interactional structure of a two-way conversation or task then elicits the most modifications since the dynamic aspect forces the participants to negotiate for meaning. Interactions provide a context for learners to receive feedback on the correctness or incorrectness of their language use. Interactions often result in learners receiving negative evidence. That is, if learners say something that their interlocutors do not understand or that is ungrammatical, after negotiation the interlocutors may model the correct language form. Conversely, positive evidence is confirmation that what a learner has said is grammatical. In doing this, learners can receive feedback on their production and on grammar that they have not yet mastered. Individual differences may also affect negative feedback and its effectiveness when each learner has their own preferences for types of negative feedback. The process of interaction may also result in learners receiving more input from their interlocutors than they would otherwise. Furthermore, if learners stop to clarify things that they do not understand, they may have more time to process the input they receive. This can lead to better understanding and possibly the acquisition of new language forms. Finally, 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; it may also focus their attention on a part of the target language of which they are not yet aware. A drawback is that in simplifying the input to make it comprehensible, modification takes away from the acquisition of complex structures.
Primacy of interaction 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. In a survey of the literature on the subject, Larsen-Freeman and Long say that interaction is not necessary for language acquisition; they do say, however, that it helps in certain circumstances. Gass and Selinker 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. In addition, Ellis 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. This conclusion is mirrored in Stephen Krashen's work, in his description of the affective filter. This phenomenon occurs when learners are given information too far beyond their own level of comprehension which then causes them to disengage with the L2 producing an inhibitory "filter" of information.
Historical development
… excerpt ends here. Continue reading the full article.
