Interaction Hypothesis
Long and Porter (1985) found that second language learners take a more active role in their language acquisition when they negotiate for meaning. According to the Interaction Hypothesis, negotiating for meaning happens when one interlocutor either makes their incomprehension known or perceives the incomprehension of their partner interlocutor (Long & Porter 1985). It is through this negotiation that interlocutors realize their gaps in linguistic knowledge and modify their output leading to comprehensible input.
Swain (2000) felt that by examining learners’ collaborative dialogue- discourse centered on a particular issue, task, or problem- one could study the negotiation for meaning and identify the learning happening by the interlocutors. The idea is that in collaborative dialogue, language is both a mediating tool (the act of discussing) and the artifact of the discussion (what was said) that can then be examined and reflected upon. Swain felt that this important learning did not occur only when one interlocutor does not understand another, but also takes place when faced with a linguistic problem that one is motivated to solve. During a recent language meeting the term caqiqanka was used when talking about moving belongings. When I displayed confusion with the term, my interlocutors and I analyzed the components of the artifact of our discussion: caqiq- what? things and –anka- my (plural). I was able to understand the term to mean my things.
Swain (2000) felt that by examining learners’ collaborative dialogue- discourse centered on a particular issue, task, or problem- one could study the negotiation for meaning and identify the learning happening by the interlocutors. The idea is that in collaborative dialogue, language is both a mediating tool (the act of discussing) and the artifact of the discussion (what was said) that can then be examined and reflected upon. Swain felt that this important learning did not occur only when one interlocutor does not understand another, but also takes place when faced with a linguistic problem that one is motivated to solve. During a recent language meeting the term caqiqanka was used when talking about moving belongings. When I displayed confusion with the term, my interlocutors and I analyzed the components of the artifact of our discussion: caqiq- what? things and –anka- my (plural). I was able to understand the term to mean my things.