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The journal entitled An Introduction to Conversational Interaction and Second

Language Acquisition is written by Xinqiang Wei, Associate Professor from North China

University of Water Resources and Electric Power, China. This journal was published

through online on the 15TH June 2012. The purpose of this article is to explain and explore

on how conversational interaction aids second language acquisition (SLA). It then follows the

history of research development of integrationists. It is divided into few parts which is

linguistic input and conversational interaction, the early version of Interactional Hypothesis,

the revised role of conversational interaction and the insinuation for second language

learning.

First, the article looks at the linguistic input and conversational input. Krashens

research shows that linguistic input must be made comprehensible, in particular on

occasions where meaning is negotiated. This is because conversation is viewed as a

platform to practice grammar to achieve the learners communicative use of the second

language. According to Long input is distinguished from conversational interaction into

modified input and modified interaction. Modified input refers to the modifications to the

linguistic forms directed at non- native speakers. Moreover, modified interaction refers to the

modifications to the interactional structures in the form of clarification requests, confirmation

checks, and repetition.

The second part of the article is on the Interactional Hypothesis. This framework isbased on Krashen. Long suggests that conversation facilitates second language acquisition

(SLA) because conversation makes input comprehensible which will promote acquisition.

But, they were three main criticisms on this framework. First is the insufficiency of

comprehensible input that suggests learners attention to form which is obligatory for some

aspects of language development. Second is the lack of clearness and steadiness in the

claims because some structures are learned by failing to understand the input. Third, is the

inadequate interpretation of the procedure of comprehension and acquisition.Faerch and

Kasper questioned the relationship between input and second language learning throughcomprehension. They suggest that second language learners apply both top-down and

bottom up processes. Furthermore, Sharwood- Smith suggests that types of input which

help learners understand the significance of the message may not lead the learner to attend

to form of the language.

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The third part of the article is on the role of interactional approach for second

language acquisition. In general interaction is integrated with negotiation which provides

opportunity for modification of output and response focused on form. Through negotiation,

learners can observe the gap in between their sentences on what they want to say and what

they can say. Besides that, learners can try out with new structures and forms ,develop and

explicit in their interlanguage resources with an imaginative way. This approach also

authorise learners to reflect intentionally about the second language forms. The function the

negotiation of meaning which serves in a discussion using the second language is feedback

focused on form. There is two type of negotiation, pre-emptive where grammar rules is

learned before an actual error and reactive which is explicit where there are clear grammar

corrections. The next crucial role of this approach is includes learner being attentive of the

linguistic forms in input which is the learners level of understanding which facilitates the

second language acquisition. Awareness also refers to subjective familiarity and commonly

equated with consciousness. But, Tomlin & Villa claims that awareness is not required for

learning. They grouped attention into alertness, orientation, and detection.

Lastly, the article discusses on the implication of conversational interaction in second

language acquisition. The interactionist approach to SLA has had a significant influence on

pedagogy in second language classrooms. This approach combines the external andinternal factors contributing to second language development. According to few researches,

language should be learned by the focus-onform instruction which is defined as

pedagogical effort that is used to draw learners attention to language forms within the

context of meaning.

On Introduction to Conversational Interaction and Second Language Acquisition

- Negotiation brings opportunities for modification of output and feedback focused on

form.

- Promote noticing a gap between what the learners want to say can say leading them

to recognize what they do not know.

- Learners are able to experiment new structures and form, and expand and exploit

their interlanguage resources in creative ways.

- Metalinguistic function to allow learners to reflect consciously about the second

language forms.

- Comprehensible input is necessary for SLA because meanings are negotiated

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- Interaction is viewed as a platform to practice grammar

- Negotiation facilitates comprehension of the target language

- Feedback which is generated through conversation is pre-emptive ( grammar rules is

taught before an error) and reactive ( grammar is corrected clearly when an error

takes place)

- Increase in the level of awareness in SLA ( more conscious , noticing the errors)