ABSTRACT
The interaction hypothesis (Long, 1991, 1996) has proven a fruitful approach to second language acquisition (SLA) as it has considered input, interaction, and output in relation to second language (L2) learning (Gass, 1997; Gass, 2003; Gass & Mackey, 2007). Early studies examining input and interaction considered ways in which native and nonnative speakers modified their speech, particularly in response to communication breakdowns (e.g., Gass & Varonis, 1985; Long, 1983; Varonis & Gass, 1985). In addition, a growing number of studies have investigated attention to linguistic items during interaction even when there has not been a breakdown in communication (e.g., Doughty & Williams, 1998; Ellis, 2001; Long & Robinson, 1998; Mackey, 1999; Mackey, Gass, & McDonough, 2000). This attention to language during interaction often provides corrective feedback for learners, which in turn “may help to make problematic aspects of learners’ interlanguage salient and may give them additional opportunities to focus on their production or comprehension, thus promoting L2 development” (Gass & Mackey, 2007, p. 182).
