The document summarizes the origins and development of research on interaction and second language learning. Early studies examined modifications in native speaker (NS) input to non-native speakers (NNS) and differences between baby talk and foreigner talk. Later research found NS modifications could negatively impact NNS participation and argued NNS-NNS interactions provide more opportunities for negotiation of meaning. Additional studies explored the importance of learner output in interaction and comprehensible output for second language acquisition.

1. ORIGINS
• Research on interaction and second language learning grew
out of early studies on foreigner talk (FT). (Ferguson, 1975).
• Given the achievement differences between first and second
languages, Freed (1980) sought to determine the differences
between Baby Talk (BT) and Foreigner Talk (FT). (Hall &
Verplaetse, 2000) .
• Longs’ (1981) study on modifications in NS input to NNSs
made a distinction between linguistic modifications and
interactive modifications.
• Verplaetse (1993) found NS modifications to have negative
effects on NNS participation in conversations thus questioning
Longs’ general idea that NS are primarily beneficial to NNSs.

2. • Then some research on NNS’s role in interaction outlined the
importance of interaction in SLA focusing on NNS’s role in the
negotiation of meaning. For instance, Gass and Varonis (1985a)
and Varonis and Gass (1985b) argued that NNS-NNS
interactions provide greater opportunities than NS-NNS
interactions for the negotiation of meaning and therefore for
obtaining comprehensible input. (Shehadeh, 1999).
• Beginning in the mid – 1980s, investigatory concerns included
the importance of the learners output in interaction. Swain
(1985) argued that comprehensible input is not sufficient for
successful second language acquisition (SLA), but that
opportunities for non-native speakers (NNSs) to produce
comprehensible output are also necessary

3. INTERACTIVE LEARNING
DESCRIPTION
The Interactive Learning Approach has grown as an
educational strategy that allows learners to engage
J
fully in the learning process. It provides learners
with an environment that contains
tools, resources, group activities, etc. in order for
the students to:
• successfully achieve communications in real-life
situations.
• assist one another in learning, particularly the
underprivileged population of learners.

4. THEORY OF LANGUAGE
Interactionists argue that language
development is both biological and social.
Interactionists argue that language learning is
influenced by the desire of children to
communicate with others.

5. THEORIES OF LEARNING
• students are in charge of their own learning.
They best learn in a hands-on way.
• Students’s learning styles are involved in the
classroom (Gardner).
• Learning is facilitated when the teacher sets Ss’
group on a group task or to solve a multiple-step
problem.
• Also, when Ss create a performance or a
presentation that they share with peers, parents,
etc.

6. PRINCIPLES
• The student is engaged both intellectually and
emotionally .
• Encourage cooperative and collaborative
work.
• Feedback, reflection and dialogue are integral
components.
• Transmission of meaning is more important
than form.

7. TEACHER AND LEARNER’S ROLE
TEACHER’S ROLE LEARNER’S ROLE
• FACILITATOR OF THE THREE • ACTIVE LISTENER DURING
TYPES OF INTERACTION IN THE INTERACTION.
THE CLASSROOM.
• OBSERVER OF TWO TYPES • ACTIVE SPEAKER DURING
OF Ss’ INTERACTION THE INTERACTION.
• PROVIDER OF FEEDBACK • PROVIDER OF FEEDBACK

8. METHOD
In interactive learning, the learning
matches the student rather than the
student needing to accommodate the
learning preferences of the instructor.
Students use the learning style that is
most effective for them.

9. Hall, J. K., & Verplaetse, L. S. (2000). Second and Foreign Language Learning through Classroom Interaction (Lawrence Erlbaum Associates, Ed.).
REFERENCES
Hall, J. K., & Verplaetse, L. S. (2000). Second and Foreign Language
Learning through Classroom Interaction (Lawrence Erlbaum Associates,
Ed.).
Long, M. (1981). Input, Interaction, and Second Language Acquisition. In
Winitz, (Ed.).
Shehadeh, Ali. (1999). Non-native speakers' production of modified
comprehensible output and second language learning. Language
Learning, 49 (4). p. 627-75. Retrieved September 01, 2006, from Hw
Wilson database.
http://www.ehow.com/about_5494900_interactive-learning-
definition.html
http://languagedevelopment.tripod.com/id15.html