Aylul Fajrinniar 'Ainiyah
Universitas Sebelas Maret Surakarta
Michael Long's Interaction Hypothesis (1981) emphasizes the crucial role of interaction in Second Language Acquisition (SLA). It proposes that through interaction, learners can negotiate meaning, receive feedback, and modify their output---processes essential for language comprehension development (Al Khateeb, 2014; Mayo & Basterrechea, 2017). In classroom settings, applying the Interaction Hypothesis can enhance language learning by fostering two-way communication, involving students actively, and motivating them (Huang et al., 2024). Interaction also provides opportunities for learners to experience direct or indirect correction, facilitating more effective language acquisition. For instance, when communicating with teachers, learners often need to clarify, simplify, or adjust their utterances to ensure their messages are understood (Salehi, 2014). Long's hypothesis further suggests that input and interactional modifications make second-language learning more effective (Muho & Aida, 2014).
Vygotsky's Zone of Proximal Development (ZPD) (1978) underscores the significance of social learning through interactions with more knowledgeable individuals. In language learning, the ZPD highlights the importance of scaffolding---temporary support that enables learners to achieve higher levels of competence (Suardipa, 2020). Educators can utilize the ZPD by encouraging social interaction through collaborative tasks that help students deepen their understanding (Mudi & Samanta, 2024). Moreover, social interaction within the ZPD is vital for developing communicative competence. Vygotsky posited that learning is a social process wherein dialogue and collaboration among learners lead to greater mastery and deeper comprehension of language (Zhang, 2023; Karki & Karki, 2024).
Combining Long's Interaction Hypothesis and Vygotsky's ZPD creates a powerful framework for effective language learning. This integrated approach promotes social interaction through negotiating meaning and scaffolding. For example, learners can refine their understanding of language by interacting and receiving corrections from more knowledgeable individuals (Birjandi & Sarem, 2012). By synthesizing these theories, educators can establish a dynamic and supportive learning environment that fosters language skill development through meaningful and constructive social interactions.
References
Al Khateeb, A. A. (2014). Hypothesis of Interaction: Reflections on its Theoretical and Practical Contributions for Second Language Acquisition (SLA). Studies in English Language Teaching, 2(3), 294. https://doi.org/10.22158/selt.v2n3p294
Birjandi, P., & Sarem, S. N. (2012). Dynamic Assessment (DA): An evolution of the current trends in language testing and assessment. Theory and Practice in Language Studies, 2(4), 747--753. https://doi.org/10.4304/tpls.2.4.747-753
Huang, S., Lu, Y., & Ou, Y. (2024). Interaction Hypothesis and its Application in Second Language Acquisition. Arts, Culture and Language, 1(7), 1--5. https://doi.org/10.61173/zwhetk48
Karki, T. M., & Karki, R. D. (2024). Contextualizing Socio-Cultural Theory on Language Teaching and Learning in Nepal. Pragyaratna, 6(1), 52--59. https://doi.org/10.3126/pragyaratna.v6i1.64533
Mara, del Pilar Garca Mayo, & Mara Basterrechea. (2017). CLIL and SLA. 33--50.
