The Interaction Hypothesis (Ih)

The Interaction Hypothesis (IH) is attributed to Michael Long (1981) is based primarily on the work of Stephen Krashen and Evelyn Hatch. Long emphasized the importance of comprehensible input that was central to Krashen’s Input Hypothesis but claimed that this input was most likely to be acquired during interactions which involved discourse modifications. This claim supported that of Hatch (1978) who showed a direct link between the way learners acquired a second language (l2) and the interactions they are involved in using the L2. The theory also expands on theories concerning the modifications native speakers (NS) make to their language when interacting with non-native speakers (NNS). Henzl (1973) showed that NSs slow their speech when addressing NNSs. The IH has benefitted from analysis and has been developed over the course of the last thirty years into a much more complete theory. Research surrounding the different aspects of the hypothesis has forwarded theoretical understanding of how language is acquired and has been successfully applied to practical second language pedagogy. This essay shall present the empirical evidence and subsequent modifications of the IH over the course of its development with a view of evaluating the current validity of the theory.
Interactionist approaches to SLA moved united aspects of the behaviourist and mentalist traditions. Whilst mentalist approaches were concerned with learners’ innate language learning abilities and behaviourist considered cognative processing to be at the forefront of second language acquisition (SLA), the interactionist theory is concerned with the impact of interaction and the linguistic environment on SLA. The Interaction Hypothesis is largely associated with Michael Long (1981) who made two major claims about the relationship between interaction and L2 acquisition. The first proposal central to Long’s hypothesis is that comprehensible input is essential for second language acquisition. In