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.[1] Its main focus is on the role of input, interaction, and output in second language acquisition.[2] 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.[3] The idea existed in the 1980s,[4][5] and has been reviewed and expanded upon by a number of other scholars but is usually credited to Michael Long.
- ^ Johnson, Keith; Johnson, Helen, eds. (1999). "Interaction Hypothesis". Encyclopedic Dictionary of Applied Linguistics: A Handbook for Language Teaching. Oxford: Blackwell Publishers. p. 174. ISBN 978-0-631-22767-0.
- ^ Gass, S. M., and Mackey, A. (2007). Input, interaction, and output in second language acquisition. In B. VanPatten and J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 175-199). Mahwah, NJ: Lawrence Erlbaum.
- ^ Lightbown, P. M. & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford: Oxford University Press. ISBN 978-0-19-454126-8
- ^ Long, Michael (1985). "Input and Second Language Acquisition Theory". In Gass, Susan; Madden, Carolyn (eds.). Input in second language acquisition. Rowley, Mass: Newbury House. pp. 377–393. ISBN 978-0-88377-284-3.
- ^ Ellis, Rod (1984). Classroom Second Language Development: A Study of Classroom Interaction and Language Acquisition. Oxford, UK: Pergamon. p. 95. ISBN 978-0-08-031516-4.
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