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

Theory · All theories
Evidence · 3 claims (1 for, 2 mixed) · 1 study (1 review), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Ellis proposes that L2 acquisition involves three basic procedures: "noticing", "comparison", and "integration". Noticing is conscious attention to linguistic features in the input, yielding preliminary intake; comparison identifies differences between noticed input features and the learner's own output; integration constructs and stores new hypotheses in long-term memory as final intake. Within this account, input derived through interaction primarily facilitates noticing and comparison, while output facilitates integration; comprehensible input and negotiation make acquisition possible but do not cause it.

Design Implications¶

Context¶

Requirements¶

• For acquisition to take place, all three procedures of noticing, comparison, and integration must occur

Constraints¶

• Modified input is seen as making acquisition possible, not causing it; comprehensible input plays a facilitative rather than a necessary role, and some structures can be acquired independently of it

Target Learners¶

• second language learners, including classroom and naturalistic learners

Target Learning Objectives¶

• second language grammatical development through interaction and comprehensible input

Claims¶

• Comprehensible Input Insufficient Grammar Acquisition [+M]
• Interactionally modified input aids comprehension but shows no advantage for retention among beginner learners [~W]
• Interactionally adjusted and premodified input yield statistically comparable comprehension overall, with negotiation benefiting lower-ability learners [~W]

Related Theories¶

• Swain's Comprehensible Output Hypothesis with a circular input-output-intake model
• Krashen's Monitor Model: five hypotheses distinguishing subconscious acquisition from conscious language learning
• Swain's output hypothesis with three functions of output in second-language acquisition
• Output-driven, input-enabled hypothesis: output as both driving force and objective of EFL teaching
• Long's interaction hypothesis — the canonical page for this theory
• Ellis's revised Interaction Hypothesis: acquisition via noticing, comparison and integration
• Interaction hypothesis (Long): negotiation of meaning during interaction generates comprehensible input that drives L2 acquisition

Examples¶

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Key Sources¶

• Ellis, Rod. (1991). The Interaction Hypothesis; A Critical Evaluation. ERIC Document ED 338 037. https://eric.ed.gov/?id=ED338037