This book examines different theoretical perspectives on the
role that interaction plays in second language acquisition. The
principal perspectives are those afforded by the Interaction Hypothesis,
Socio-Cultural Theory and the Levels of Processing model. Interaction
is, therefore, defined broadly; it is seen as involving both intermental
and intramental activity. The theoretical perspectives are explored
empirically in a series of studies which investigate the relationship
between aspects of interaction and second language acquisition. A number
of these studies consider the effects of interaction on the acquisition
of vocabulary (word meanings) by both adult and child L2 learners. In
addition, the effects of language aptitude on input processing are
considered. Further studies consider the contribution that interaction
makes to the acquisition of grammatical knowledge. These studies provide
clear evidence that social and intermental interaction are major forces
in the acquisition of an L2. Finally, the book, considers a number of
pedagogic specifications. In particular, the importance of discourse
control as a means of learners’ obtaining the quality of interaction
likely to foster acquisition is discussed.
