Amritavalli, R.
(2017)
Peer Interaction and second Language learning: Pedagogical potential and research agenda.
Language and Language Teaching, 6 (2).
pp. 78-81.
ISSN 2277-307X
Abstract
Michael Long's “Input, interaction and second language acquisition” was published in 1981; Krashen's input hypothesis in 1982 and 1985. According to the input hypothesis, the learner's mental grammar determines
both comprehensibility and the next (i+1) stage of input relevant to acquisition. Long, while acknowledging the role of input, argued in favour of the facilitative role
of interaction in SLA. According to him, learner interaction drives conversational and linguistic modifications that make input comprehensible. As learners “negotiate” with native speakers for meaning, input may
get modified, manifesting for example as “foreigner talk”. Moreover, it is during interaction and corrective feedback that learners may “notice” lexical or syntactic
aspects of the language.
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