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- Vol 2 RE: Chapter 10
second-language acquisitionlinguistic inputconversational interactionnegotiation of meaningcorrective feedbacklearner outputnoticingmodified interactionBook chapter Evidence summaryAt a glance
Gass and Mackey explain the interaction approach to second-language acquisition through four connected constructs: input, conversational interaction, feedback, and learner output. Exposure supplies linguistic data, but interaction can make that input more usable through negotiation of meaning, clarification, repetition, and modified forms.
Key ideas
Feedback—especially responses to non-target-like production—may help learners notice gaps between their language and the target system. Producing output pushes learners to test hypotheses, retrieve and proceduralise knowledge, and recognise what they cannot yet express. Interaction is therefore not assumed to cause acquisition merely because learners talk; researchers examine which features direct attention, create learning opportunities, and lead to durable change. The chapter reviews theoretical claims, methods, findings, and qualifications, including learner differences, linguistic targets, timing, context, and the often indirect path from feedback to development.
Why it matters
For teaching, it supports comprehensible input and purposeful communication combined with attentive feedback and opportunities to revise output, rather than either exposure alone or correction detached from meaningful use.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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