Interaction hypothesis
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The interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication.[1] Its main focus is on the role of input, interaction, and output in second language acquisition.[2] It posits that the level of language that a learner is exposed to must be such that the learner is able to comprehend it, and that a learner modifying their speech so as to make it comprehensible facilitates their ability to acquire the language in question.[3] The idea existed in the 1980s,[4][5] and has been reviewed and expanded upon by a number of other scholars but is usually credited to Michael Long.