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In psycholinguistics, 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]
Informative sentences are more for the mutual benefit of both the listener and the speaker, and, in fact, require more of an interaction between both parties involved. They are more intentional or premeditated, less essential, more cooperative, and they aim to either provide or retrieve information, making them quintessential abstractions.
Interaction (statistics), when three or more variables influence each other; Interactions of actors theory, created by cybernetician Gordon Pask; Fundamental interaction or fundamental force, the core interactions in physics; Human–computer interaction, interfaces for people using computers; Social interaction between people
Established patterns of interaction are created when a trend occurs regarding how two people interact with each other. [citation needed] There are two patterns of particular importance to the theory. In symmetrical relationships, the pattern of interaction is defined by two people responding to one another in the same way.
[1] Backchannel responses are a part of basic human interaction because to have a productive or meaningful person-person interaction humans must cooperate with one another when participating in a conversation. Meaning, when two people are involved in a conversation, at any given moment only one person is primarily speaking and the other is ...
Distance decay is a geographical term which describes the effect of distance on cultural or spatial interactions. [1] The distance decay effect states that the interaction between two locales declines as the distance between them increases. Once the distance is outside of the two locales' activity space, their interactions begin to decrease.
Co-constructions help to promote learning of the target language by showing learners what are the possible words/phrases/sentences that can be used in specific utterances or topics of conversation. Co-constructions can also be used to correct learners' syntax, vocabulary or grammar, ultimately increasing learners' knowledge of the target language.
Lexical access, syntactic structure assignment, and meaning assignment happen at the same time in parallel. Several syntactic hypotheses can be considered at a time. The interactive model demonstrates an on-line interaction between the structural and lexical and phonetic levels of sentence processing.