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The Interaction Hypothesis proposes that personal interaction is the most effective way to learn a foreign or second language, combining the input and output hypotheses. Conversation is emphasized, with negotiation and modification output being key steps. The theory suggests interaction with native speakers for an authentic learning environment.
The interaction hypothesis is a type of theory that proposes that one of the most effective methods of learning a new language is through personal, direct interaction. This theory applies specifically to the acquisition of a foreign or second language. It is usually attributed to Professor Michael Long, when he wrote an article titled “The Role of Language Environment in Second Language Acquisition” in 1996.
Through the Interaction Hypothesis, Professor Long integrated and reconciled two hypotheses about Second Language Acquisition (SLA): the input hypothesis and the output hypothesis. The Input Hypothesis states that a language learner needs to receive only “input” through the forms of reading, listening to conversations, and lessons in grammar and vocabulary. The output hypothesis, on the other hand, emphasizes the importance of practicing and speaking to retain and remember language. The interaction hypothesis combines both ‘input’ and ‘output’ by stating that interaction is not only a means for a student to study language, but also a way to practice what he has learned .
Of the types of interactions, conversation is probably most emphasized in the Interaction Hypothesis, an idea most likely derived from the “discourse approach” of Professor Evelyn Hatch who, in 1978, wrote papers emphasizing the importance of constant communication and interaction for SLA . The interaction hypothesis recognizes that during conversations, there are some situations in which one participant does not understand what the other is saying, but it is in these situations that learning becomes most effective. The theory refers to this event as a “negotiation,” in which participants will try to understand and repair the miscommunication during the interaction.
The first step in negotiation is the interaction itself, when both participants begin to engage in conversation. The second step, ‘negative feedback’, occurs when a participant does not understand a certain word, sometimes seen in a non-verbal action such as frowning. In some cases, the other participant can ask for clarification by saying “Excuse me?” or “Can you say that again?” The process in which the misunderstood participant makes an effort to make the other participant understand is called “modification output”. The participant can paraphrase or give examples to make the meaning of the word clearer, until the other participant replies affirmatively that she understands.
The interaction hypothesis suggests an interaction between a second language learner and a native speaker, so that the learner can study the language in its most authentic environment. In this way, the student not only learns the language, but also the nuances and other nonverbal cues that accompany the words. Many universities in English-speaking countries have English programs and classes that focus on personal interaction for many foreign students who go abroad just to learn to speak English.
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