The study reported here postulates the existence of two types of language learners who can be characterized by the intensity with which they practice a second language (L2). Any verbal interaction requiring L2 is defined here as practice. Learners who interact intensively, who seek out opportunities to use L2 and who cause others to direct language at them are termed high input generators. Learners who either avoid interacting or play relatively passive roles in language interaction situations are termed low input generators The subjects in this study are adult ESL students in an intensive program. They were grouped into one of the two categories described above based on a quantitative measure of verbal interaction in L2 classes. The subjects were then compared for performance or achievement on language tests, the amount of language contact outside the classroom, and field sensitivity. It was found that while placement test scores could not have predicted performance on final tests, measures of interaction could. It is concluded that interaction type is a determining variable in the acquisition of L2.

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