Long's Beliefs
"Long argues that interaction facilitates acquisition because of the conversational and linguistic modifications that occur in such discourse and that provide learners with the input they need" (Mackey, 1999). Long believes that face-to-face interaction paves way to language development. Such interaction is explained in his Interaction Hypothesis Theory. Additionally, Long's concept of focus on form is seen through his explanations of how language teaching should take place.
Interaction Hypothesis Theory
Similarly to Krashen's Input Hypothesis, the Interaction Hypothesis claims that comprehensible input is important for language learning. It refers to when learners engage with their interlocutors in negotiations around meaning (Long 1981, 1983a, 1996) and that the effectiveness of comprehensible input is greatly increased when learners have to negotiate for meaning (Rod, 1997).
Interaction Hypothesis Theory
Similarly to Krashen's Input Hypothesis, the Interaction Hypothesis claims that comprehensible input is important for language learning. It refers to when learners engage with their interlocutors in negotiations around meaning (Long 1981, 1983a, 1996) and that the effectiveness of comprehensible input is greatly increased when learners have to negotiate for meaning (Rod, 1997).
Focus on Form
Long did not agree with the original definition of focus on form, which centered only on the linguistic forms when teaching a target language.
Long states "Rather, during an otherwise meaning-focused lesson, and using a variety of pedagogic procedures, learners' attention is briefly shifted to linguistic code features, in context, when students experience problems as they work on communicative tasks, i.e., in a sequence determined by their own internal syllabuses, current processing capacity, and learnability constraints. This is what I call focus on form."
Applying Long's Ideas to the Classroom
Considering the ideas behind the Interactive Hypothesis and the concept of Focus on Form, Long has discussed ways to provide opportunities for second language development in the classroom.
Provide Task-Based Language Teaching
- meaningful experiences of language learners
- problem solving through communicative tasks
Provide Cooperative Learning activities
- motivates learners
- promotes interlanguage talk (talk between native and non-native speakers)