ABSTRACT
In this chapter we examine the history and evolution of research based on the interaction hypothesis in relation to the second/foreign language (L2) classroom. We describe the early days of interaction research, its descriptive nature, and how it was related to the communicative and contentbased language teaching approaches that were being developed at the time. We also discuss the laboratory-based nature of this research and how its findings compare with the early classroom-based interaction analysis research with regard to specific features (especially negotiation for meaning). Moving to the present day, we examine how the revised interaction hypothesis, with its emphasis on noticing and the role of corrective feedback, has brought instructed SLA research and interaction-based research closer together-at least with regard to some of the questions being asked. One example of this is the increased attention given to examining the effects of corrective feedback (especially recasts) on L2 learning in both research domains. Different findings emerging from investigations of negotiation for meaning and recasts are discussed in terms of laboratory-based versus classroom-based research, varying activities/tasks in classrooms, foreign versus second language settings, and other factors that may influence learners’ L2 use and development. Throughout the period covered by our review, Sue Gass has made substantial contributions to both theoretical and empirical work on interaction-based research in SLA.
