Quelltext der Seite Interaktionshypothese

=== <span id="Michael_Long">Michael Long</span> ===
<p>Michael Long first developed the interaction hypothesis in his 1981 work titled ''Input, interaction, and second-language acquisition.''<ref name=":3" /> In this paper, based on indirect evidence, he proposes that modified input and modified interaction when combined facilitate second language acquisition more efficiently than other alternatives (e.g. modified input but unmodified interaction). In this work, similar to Krashen, Long believes comprehensible input to be a crucial factor in second language acquisition and that a lack of it will lead to little or no language acquisition at all. His views on comprehensible input later changed in his 1989 work titled ''Task, group, and task-group interactions'' in that comprehensible input may not be sufficient.<ref><span class="reference-text">Long, M. H. (1989). Task, group, and task-group interactions. ''University of Hawaii working papers in ESL'', ''8''(2), 1-26. https://files.eric.ed.gov/fulltext/ED366184.pdf</span></ref></p><p>In his 1996 work most closely associated with the formal interaction hypothesis, ''The role of linguistic environment in second language acquisition,''<ref name=":6" /> Long describes the kind of positive and negative evidence supplied by interlocutors during negotiations of meaning that can facilitate second language acquisition. Indirect evidence from past studies concerning L1 acquisition and sociolinguistic characteristics of non-native speakers are used to support the theory. Along with the influence of Krashen’s work concerning the input hypothesis, Long’s interaction hypothesis was partly influenced by Evelyn Marcussen Hatch’s 1978 work on interaction and discourse analysis. Like Hatch, he notes that interaction can develop acquisition by guiding their production. This idea that negotiating for meaning when there is a breakdown in communication is beneficial to language development is also tied to Merrill Swain’s 1985 comprehensible output hypothesis which argues that the demands of negotiating ways to express output in a comprehensible manner for the interlocutor aids learners in their second language development.<ref><span class="reference-text">Swain, M. (1985) Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In Lightbown, P. M. & Spada, N. (2013), ''How languages are learned''. pp. 114-115. Oxford, UK: Oxford University Press</span></ref> The revised version of the interaction hypothesis that is shown in Long’s 1996 paper places more emphasis on noticing and corrective feedback. Negotiation of meaning is shown to encourage the process of noticing.<ref name=":6" /></p><p>Interaction is beneficial for second language acquisition because it also gives the learner opportunities to use production through conversations.<sup id="cite_ref-:1_6-1" class="reference">[https://en.wikipedia.org/wiki/Interaction_hypothesis#cite_note-:1-6 [6]]</sup></p>