Interaction Hypothesis and its Application in Second Language Acquisition

Abstract

The 1980s was a period of rapid economic development. In such a context, people had attached greater importance to educational research. Long’s theory of the interaction hypothesis is one of these marvelous examples of that time. It also went through the stages of proposal, continuous improvement, and development and gave a clearer direction and structure to second language teaching. This paper discusses the content and significance of the Interaction Hypothesis theory, discusses the specific application of the current hypothesis in second language teaching, and explores the future development direction of the Interaction Hypothesis theory to obtain more teaching insights and experiences for English teaching in China. The significance and practicality of the Interaction Hypothesis to English teaching cannot be ignored. The interactive teaching model significantly enhances students’ interest and enthusiasm for learning, improves the traditional dull and serious classroom atmosphere, and optimizes inefficient learning outcomes. This paper also suggests English teachers promote students’ English learning through authentic and effective interactions in the English classroom.