This study examines the relationship between different types of conversational interaction
and SLA. Long's (1996) updated version of the interactionist hypothesis claims that
implicit negative feedback, which can be obtained through negotiated interaction, facilitates
SLA. Similar claims for the benefits of negotiation have been made by Pica (1994) and Gass
(1997). Some support for the interaction hypothesis has been provided by studies that have
explored the effects of interaction on production (Gass & Varonis, 1994), on lexical
acquisition (Ellis, Tanaka, & Yamazaki, 1994), on the short-term outcomes of pushed
output (see Swain, 1995), and for specific interactional features such as recasts (Long, Inagaki,
& Ortega, 1998; Mackey & Philp, 1998). However, other studies have not found
effects for interaction on grammatical development (Loschky, 1994). The central question
addressed by the current study was: Can conversational interaction facilitate second language
development? The study employed a pretest-posttest design. Adult ESL learners (N =
34) of varying L1 backgrounds were divided into four experimental groups and one control
group. They took part in task-based interaction. Research questions focused on the
developmental outcomes of taking part in various types of interaction. Active participation in
interaction and the developmental level of the learner were considered. Results of this study
support claims concerning a link between interaction and grammatical development and
highlight the importance of active participation in the interaction.
Conversational Interaction and Second Language Development: Recasts, Responses and Red Herrings? Alison Mackey and Jennifer Philip, The Modern Language Journal (1998), pp. 339-356.
