Ellis's revised Interaction Hypothesis: acquisition via noticing, comparison and integration¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Rod Ellis critically evaluates the Interaction Hypothesis and argues that because teaching can be viewed as interaction providing learners with opportunities for learning, studying the interaction-SLA relationship contributes significantly to pedagogy. He finds a theoretical account of how input made comprehensible through interactional modification results in acquisition is missing from the original hypothesis. His revision proposes that acquiring an L2 involves three basic procedures: noticing, comparison, and integration.

Design Implications¶

Context¶

Requirements¶

• An account linking interactional modification of input to the internal acquisition procedures of noticing, comparison and integration

Constraints¶

• Ellis advises caution in applying the results of SLA studies to language teaching; SLA research should serve as one means of illuminating pedagogy, with teachers making their own decisions in light of classroom experience

Target Learners¶

• second language learners

Target Learning Objectives¶

• second language acquisition through classroom interaction

Claims¶

• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency [+W]

Related Theories¶

• Long's interaction hypothesis — the canonical page for this theory

• Ellis's revised interaction hypothesis: noticing, comparison, and integration as the basic acquisitional procedures

• Long's interaction hypothesis
• Schmidt's noticing hypothesis
• Interaction hypothesis (Long): negotiation of meaning during interaction generates comprehensible input that drives L2 acquisition

Examples¶

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Key Sources¶

• Sadtono, Eugenius, Ed. (1991). Language Acquisition and the Second/Foreign Language Classroom. Anthology Series 28. SEAMEO Regional Language Centre. https://eric.ed.gov/?id=ED367161