THE IMPORTANCE OF INTERACTION IN LANGUAGE LEARNING
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Keywords: Interaction Hypothesis in Language Acquisition, Social Constructivism in Language Learning, Zone of Proximal Development (ZPD) and Language Acquisition, Communicative Competence Development, Meaning Negotiation in Language Learning, Conversational Scaffolding, Feedback in Language Interaction, Collaborative Language Learning.Abstrak
Annotation: Interaction is widely recognized as a cornerstone of effective
language learning, providing learners with opportunities to engage in authentic
communication, practice language output, and refine their skills through social
exchanges. Interaction-based language learning draws on key theories, including
Vygotsky’s Sociocultural Theory, Long’s Interaction Hypothesis, and Swain’s Output
Hypothesis, each emphasizing the social and communicative aspects of language
acquisition. Through interaction, learners encounter language in context-rich
environments, where they can negotiate meaning, receive feedback, and
collaboratively construct knowledge.
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References
1. Long, M. H. (1983). Native speaker/non-native speaker conversation and the
negotiation of comprehensible input. Applied Linguistics, 4(2), 126–141.
2. Swain, M. (1985). Communicative competence: Some roles of comprehensible
input and comprehensible output in its development. In S. Gass & C. Madden
(Eds.), Input in Second Language Acquisition (pp. 235–256).
3. Vygotsky, L. S. (1978). Mind in Society: The Development of Higher
Psychological Processes. Harvard University Press.
4. Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition.
Pergamon Press.
