The document discusses Michael Long's interactional hypothesis, which is based on Stephen Krashen's input hypothesis. The interactional hypothesis proposes that negotiated interaction between learners and their interlocutors can qualitatively change the nature of the input, facilitating language acquisition. When communication breaks down, interlocutors provide modified input through repetition, confirmation checks, comprehension checks, and clarification requests to aid comprehension. While interaction can help comprehension, it is not solely responsible for acquisition and individual differences are also important factors. The interactional hypothesis perspective has limitations but provides insights applicable for language teaching.

1. 1Royal University of Phnom PenhInstitute of Foreign LanguagesDepartment of EnglishINTERACTIONAL HYPOTHESIS(Michael H. Long)Applied Linguistics 401Course lecturer:Mr. MEAS SopheakGroup: 12Mr. BUT BorethMr. CHEA PisethClass: E4.5Year 2010-2011

2. 2OUTLINEI. Introduction - Krashen’s input hypothesis - Long’sinteractionalhypothesis - DefinitionII. Howdoesthetheorywork?III. Limitationof Interactional Hypothesis PerspectiveIV. Conclusion

3. 3I. IntroductionRecallStephen D. Krashen- Krashen’s Input Hypothesis: Second language input must both be: - Comprehended - be at one stage above the learner’s current level (i+1) in order to be acquired (Krashen, 1985).

4. 4I. Introduction(Con’t)- Long’s Interactional Hypothesis: Michael H. LongBased on Krashen’s Input Hypothesis Concerning how input is made comprehensible

5. Focus on modified input

6. Modified input  Negotiated interaction  Communicating

7. 5I. Introduction(Con’t)Definition: Interactional hypothesis referred to when learners engaged with their interlocutors in negotiations around meaning, the nature of the input might be qualitatively changed. (Long 1981, 1983a, 1996)

8. 6II. Howdoesthetheorywork?Interactional HypothesisModified InteractionConversational AdjustmentComprehension of inputLanguage acquisition

9. 7II. Howdoesthetheorywork?(Con’t)Types of modified input:Pre-modified input:when the speech of NS is characterized with decreased complexity, but increased length and redundancy like foreigner talk.Interactionallymodified input:NS provides opportunities for NS-NNS interaction.

10. 8II. Howdoesthetheorywork?(Con’t)- Language users  struggle to maximize comprehension- The more adjustment within interaction  The more input becomes comprehensible- Facilitation of comprehension by input modification (to overwhelm some communicative difficulties) :Repetition: - You said..... - Toputitdifferentlyor in anotherway, ..... - In other words.....

11. 9II. Howdoesthetheorywork?(Con’t)(ii) Confirmation Checks:NNS*: what are they (.) what do they do your picture?NS**: what are they doing in my picture?NS: there's there's just a couple more thingsNNS: a sorry? Couple?NNS*: Non-Native SpeakerNS**: Native Speaker

12. 10II. Howdoesthetheorywork?(Con’t)(iii) Comprehension Checks: Do youunderstand?Isthisclear? Do youseethat...?(iv) Clarification Request: Could you say that again? Could you elaborate? What do you mean by this...?

13. 11III. Limitation of IH Perspective1interaction facilitates comprehension (not cause it)when learners have opportunity to signal their non-understanding and try to ask for clarification (Ellis, 1999)

14. 12III. Limitation of IH Perspective(Con’t)2comprehension does not depend on negotiation.Learners may benefit from the dialogic interaction by other learners (Ellis, 1999)

15. 13III. Limitation of IH Perspective(Con’t)3the most important factor to acquisition of word meaning is range (different contexts). (Ellis, 1999)4Input and interaction alone are not enough to learn a target language5Individual differences have been neglected(Ellis, 1999, & Ziglari, 2008)

16. 14III. Limitation of IH Perspective(Con’t)6Interactional hypothesis has an atomistic(1) aspect, while language is, in fact, holistic(2) and dynamic. (Ellis, 1999, & Van Lier, 2004)modified input just facilitates acquisition of word meanings not the whole utterance(1) atomistic: Consisting of many separate, often disparate elements(2) holistic: Concerned with wholes rather than analysis or separation into parts

17. 15IV. ConclusionThere is a rich literature to support that there is a link between interaction and learning. (Ellis, 1999)