The interactional hypothesis emphasizes the importance of face-to-face interaction and communication in second language acquisition (SLA), positing that comprehensible input is enhanced through negotiation of meaning. Michael Long is credited with formalizing this theory in the 1980s, suggesting that interaction can qualitatively change the nature of language input. The hypothesis is categorized into a 'strong' form, which asserts that interaction directly contributes to language development, and a 'weak' form, which views it as a means to find learning opportunities.

1. Interactional
Hypothesis
Group 7 :
Dwi Wara Wahyuningrum (S892102003)
Fajrin Diana Putri (S892102007)
Hayati Nupus (S892102010)

2. Definition of Interactional
Hypothesis
Krashen's input Hypothesis
 Claims that comprehensible input is important for language
learning.
 The effectiveness of comprehensible input is greatly increased
when learners have to negotiate for meaning in face to face
interaction and communication.
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3. Definition of Interactional
Hypothesis
Long's Interaction Hypothesis
 The interactional hypothesis is a simplified description of
SLA. Which tries to explain the influence of interaction in the
language learning process.
 Long (1981, 1983, 1996) points out when students
engaged with the interlocutors in negotiations around
meaning, the nature of the input might be qualitatively
changed.
 Concern with Input is made comprehensible, so Long only
focuses on how input leads to communication through
modified, negotiated interaction and communicating ideas.
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4. How does theory work
◎ Repetition → you said….
◎ Confirmation → what are they doing
in the picture?...
◎ Comprehension → is it clear?...
◎ Clarification → what do you mean by
this?...
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5. Interactional Hypothesis in SLA
 The Interaction hypothesis is a theory of SLA which states that the
development of language proficiency is promoted by face-to-face
interaction and communication. The idea existed in the 1980s, but is
usually credited to Michael Long for his 1996 paper The role of the
linguistic environment in second language acquisition.
 There are two forms of the Interaction Hypothesis: the "strong" form
and the "weak" form. The "strong" form is the position that the
interaction itself contributes to language development. The "weak"
form is the position that interaction is simply the way that learners find
learning opportunities, whether or not they make productive use of
them.
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6. References:
Krashen, S. (1982). Principles and practice in second language acquisition.
Oxford: Pergamon.
Krashen, S. (2003). Explorations in language acquisition and use. Portsmouth,
NH: Heinemann.
Long, M. H. (1981). Input, interaction, and second language acquisition. Annals of
the New York Academy of Sciences 379, 259–278.
Long, M. H. (1983). Native speaker/non-native speaker conversation and the
negotiation of comprehensible input. Applied Linguistics 4.2, 126–141.
Long, M. H. (1996). The role of the linguistic environment in second language
acquisition. In Ritchie, W. C. & Bhatia, T. K. (eds.), Handbook of
research on language acquisition (vol. 2). New York: Academic Press,
413–468.
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7. Thank you…
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