Review demonstrates that structured interaction enhances instructed second language acquisition, indicating that interlocutor, task, and contextual features modulate learning efficacy.
Key Points
To review empirical research within the interactionist framework examining how classroom and laboratory interaction drives instructed second language acquisition.
Synthesized findings from classroom-based and laboratory-based empirical studies of second language acquisition.
Evaluated core theoretical constructs (input, negotiation for meaning, and output) alongside interlocutor characteristics, task design parameters, linguistic features, and computer-mediated environments.
Interaction consistently facilitates second language acquisition by creating opportunities for negotiation for meaning, noticing linguistic forms, and producing modified output.
The developmental efficacy of interaction varies based on interlocutor proficiency, native language status, task complexity, and interactional medium.