Tag: Interaction Hypothesis

The Interaction Hypothesis, developed by Michael Long, argues that meaningful communication helps learners acquire a second language by making input more comprehensible and encouraging learners to modify their output. This article explains negotiation of meaning, feedback, modified input, modified output, and the role of interaction in language learning and teaching.

Michael Long, a pioneer in second language acquisition (SLA), transformed language teaching through his Interaction Hypothesis and advocacy for Task-Based Language Teaching (TBLT). His research highlighted the role of negotiation, feedback, and real-world tasks in learning, bridging linguistic theory with classroom practice and shaping modern communicative teaching methodologies worldwide.