ABSTRACT
This chapter explains the interactional hypothesis of second language (L2) acquisition, which is based on both output and input theory. The L2 acquisition process has been hotly debated from many angles. Usage-based theory is embodied in L2 acquisition as the “associative–cognitive model,” which research sees as a promising framework in L2 acquisition. The chapter examines the behavioral approach to first language acquisition, before moving on to the concept of practice in L2 acquisition. It considers the importance of input-driven practice by focusing on extensive reading (ER) rather than extensive listening. All in all, research so far suggests that the output-driven practice of English language shadowing combined with the input-driven practice of ER is likely to be effective in enhancing students’ L2 reading ability. The chapter also presents some closing thoughts on the key concepts discussed in the preceding chapters of this book.
