Pedagogic Strategies for Stimulating Long’s (1980) Interaction Hypothesis in the Second Language Classroom

Abstract

From classical to contemporary periods, the teaching and learning of a second language have conscientiously been guided by pedagogical theories, ideologies, methods, rules, and regulations. The Interaction Hypothesis (IH) is one theory that advocates face-to-face contact between the learner and the facilitator. Although some media for physical contact and communication were mentioned in the Interaction Hypothesis, with time and the advent of technology, many better strategies have emerged. Therefore, this paper assesses some traditional and modern pedagogical strategies for oral language development that were not captured in the Interaction Hypothesis. The paper aims to expose second language teachers and learners to some new techniques and guidelines for oral language development and to reinforce the classical techniques cited in earlier research works. Our paper is segmented into four parts – introduction, empirical evidence of IH, pedagogical strategies for stimulating IH in second language classrooms, and conclusion.

Injudicious use of the Anaphoric ‘it’ by English Language Speakers in Ghana: Are Ghanaian languages to blame?

“…On the part of students, constant practice and consciousness in the use of anaphoric and cataphoric referencing would be vital in dealing with this problem. On the part of the teacher, techniques such as corrective feedback, oral presentation, and guided child-centred approaches (Owusu, et al, 2022) could create awareness and consciousness about the correct usage of anaphoric and cataphoric referencing.…”