Tag: SLA

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.

The Output Hypothesis, developed by Merrill Swain, argues that speaking and writing are not only results of language acquisition but also important causes of it. This article explains how producing language helps learners notice gaps, test grammatical hypotheses, reflect on language forms, and develop greater fluency and accuracy in a second language.

The Input Hypothesis, developed by Stephen Krashen, argues that people acquire a language when they understand meaningful input that is slightly beyond their current level. This article explains the role of comprehensible input, the idea of “i+1,” the difference between acquisition and learning, and the lasting influence of the theory on language teaching and second language acquisition research.