The Interaction Hypothesis: What it is and How it Naturally Occurs in the ESL Classroom

This article on the Interaction Hypothesis is the first in a series of two articles that discuss how the Interaction Hypothesis facilitates Second Language Acquisition in the ESOL (ESL, EFL) classroom. The Interaction Hypothesis, proposed by Second Language Acquisition expert Michael Long, offers an explanation of one way in which ESOL (ESL, EFL) students can best succeed at learning a target language. It posits that interaction between a non-native speaker (NNS) and a native speaker (NS), or non-native speaker of a higher level, creates a naturalistic Second Language Acquisition environment where the NNS learns through negotiation of meaning and / or becoming aware of gaps in their target language knowledge.

The Interaction Hypothesis "has taken as basic the notion that conversation is not only a medium of practice, but also the means by which learning takes place", more specifically when it comes to the negotiation of meaning (Gass p.234). "Especially negotiation work that triggers interactional adjustments by the Native Speaker or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways" (Long 1996, pp. 451-2).

The Interaction Hypothesis posits that when an ESOL (ESL, EFL) learner is attempting to negotiate conversation in the target language the gaps in their abilities are revealed to them. These abilities can include but are not limited to pronunciation, syntax, grammar and vocabulary. The Interaction Hypothesis concludes that this self-realization, brought about by authentic interaction, will encourage the second language learner to produce target language output to negotiate meaning and seek out the knowledge they lack. This interaction between the ESOL (ESL, EFL) learner and other students or the learner and the ESOL (ESL, EFL) teacher, results in language acquisition on the part of the learner, meaning they have internalized this chunk of language and will be able to produce it later when needed.

The Interaction Hypothesis reveals to us that "checks" are the key to the Second Language Acquisition process. One way the ESOL (ESL, EFL) learner realizes the gaps in their knowledge is by checking with the person they are having a conversation with. The simplest of which are known as modification checks. There are several different types of interaction modification checks that take place during a natural conversation which help the learner advance in the target language. Clarification requests: The learner recognizes a word that they are unfamiliar with and they ask for clarification. Confirmation checks: The learner reacts to a sentence uttered by the other speaker and uses the L2 to confirm that they understood correctly. Comprehension checks: The learner asks a question to the other person in the conversation to affirm that they understood the meaning of the learners' sentence or sentences. This production of checks provides the ESOL (ESL, EFL) learner with opportunities build positive affective feelings of confidence and learning opportunities.

The Interaction Hypothesis also tells us that other situations that facilitate the learners target language acquisition via interaction are: Repairing: When "the speaker repeats / paraphrases some part of the other speakers utterance in order to overcome a communication problem" and Reacting: When "the speaker repeats / paraphrases some part of the other speakers utterance in order to help establish or develop the topic of conversation" (Pica and Doughty 1985).

The Interaction Hypothesis supports the use of authentic situations in the classroom. Through natural interaction with ESOL (ESL, EFL) classmates, their ESOL (ESL, EFL) teacher and native speakers the student gains self awareness that facilitate advancement in the target language.

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References:

1) Gass, Susan M. Input and Interaction. Doughty, C. J. & Long, M. H. (2007). The

handbook of second language acquisition. Malden, MA: Blackwell Publishing.

2) Long, M. (1996): the role of the linguistic environment in second language acquisition. In W.

Ritchie and T. Bhatia (eds), Handbook of Second Language Acquisition. San Diego:

Academic Press, 413-68.

3) Pica, T. and Doughty, C. (1985). The role of group work in classroom second language

acquisition, Studies in Second Language Acquisition, 7, 223-49.