| The interaction hypothesis (updated by Long, 1996) suggests that conversational interaction can promote second language learning, "because it connects input, internal learners capacities, particularly selective attention, and output in productive ways" (p. 452). This hypothesis has been supported by empirical research demonstrating that lexical and morphosyntactic learning is facilitated by second language interactions between native speakers and language learners (e.g., R. Ellis & He, 1999; R. Ellis, Tanaka, & Yamazaki, 1994; Gass & Varonis, 1994; Mackey, 1999, 2000; McDonough, 2001; Varonis & Gass, 1985a). For many learners, however, the majority of their second language interactions may occur with other learners rather than with native speakers. Studies that have contrasted learner-learner interactions with native speaker-learner interactions have found that these differ in significant ways (Bruton & Samuda, 1980; Gass & Varonis, 1985a, 1989; Mackey, Oliver, & Leeman, 2003; Pica, Lincoln-Porter, Paninos, & Linnell, 1996). Because of these differences, it is unclear whether learner/learner interactions facilitate learning in the same way that native speaker/learner interactions have been shown to do.; The current study involved task-based interactions between learners (N = 71) in adult ESL classes to determine whether the learning of second language forms was promoted. The learners completed a battery of tests designed to characterize their interlanguage knowledge of three targeted English forms. Following the pretests, learners in the treatment group (N = 39) participated in task-based interactions in dyads. Use of the targeted second language forms was essential to completion of the tasks. Finally, the learners participated in immediate and delayed post-testing. The learners in the control group (N = 32) did not receive interactional opportunities. Learner performance on pre- and post-tests was analyzed to determine any possible learning benefits of the learner/learner interactions. The results of this study suggest that learner-learner interactions are particularly effective at promoting the emergence of higher-level syntactic forms, but that they may also promote the acquisition of morphology. This study lends empirical support for the application of the interaction hypothesis to interactions between learners, as well as support for communicative teaching methods that advocate interactions between learners in the classroom. |
