Interactional Approach to English Language Learning

Interaction can facilitate a variety of interactional aspects as a necessary condition to learn a second or foreign language. From this perspective, many studies were performed in order to examine the effect of interaction on English learning. This research analyzed interaction-based studies and uncovered essential interactional aspects for English learning. Some factors may have the effect of enhancing or deteriorating interaction, so they were also examined. In terms of interactional aspects for English learning, four constructs were identified: comprehensible input, comprehensible output, interactional feedback, and modified output. Comprehensible input facilitates learning to take place beyond the current level. Comprehensible output enhances automatization of structured knowledge and restructuring. Interactional feedback pushes comprehensible output and provides modified input. Modified output contributes to restructuring comprehensible output and toward automatization. In terms of interaction-related factors, four constructs are believed to influence interaction: language factors, activity factors, learner factors, and socio-cultural factors. Language factors include language knowledge and skills. With reference to activity factors, activity types and procedures affect the interactional aspects. A number of learner factors affect the interactional aspects: age, cognitive and affective characteristics, and English proficiency level. Aspects of interaction are affected by socio-cultural factors such as learning environment, culture, and the relationship between the interlocutors.