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Interactionists view the communicative give-and-take of natural conversations between native and non-native speakers as the crucial element of the language acquisition process. They focus on the ways in which native speakers modify their speech to try to make themselves understood by English-learning conversational partners. Interactionists are also interested in how non-native speakers use their budding knowledge of the new language to get their ideas across and to achieve their communicative goals

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Non-native speakers are actually able to exert some control over the communication process during conversations, thereby causing their partners to provide input that is more comprehensible. They do this by asking for repetitions or otherwise showing confusion. The listener may then respond by paraphrasing or by using additional cues to convey meaning, such as gesturing or drawing.

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There's a distinct difference between acquiring and learning a second language. Acquisition is defined as a natural process that occurs when the target language is used in meaningful interactions with native speakers, where the focus is communication, not accuracy. Language learning refers to the formal and conscious study of language forms as explicitly taught in foreign language classrooms.

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The formal study of language leads to the development of an internal grammar editor or monitor, whereas the student produces sentences, they carefully monitor the output to ensure accuracy. For a student to be able to do this, they need sufficient time, focus on grammatical form, and explicit knowledge of the rules, which makes this method easier for writing than for speaking.

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Children are born with the innate ability to discover the underlying rules of a language system on the basis of the samples of a natural language they are exposed to. Many second language learners make the same mistakes that native English speakers make when learning to speak as well.

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Students are first taught to listen and speak and then to read and write based on the assumption that this is the natural sequence in first language acquisition. For behaviorists, the processes involved in second or foreign language learning consisted of imitation, repetition, and reinforcement of grammatical structures. Errors were to be corrected immediately to avoid forming habits that would be difficult to overcome later

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One behaviorist language teaching method popularized in the 1960s is the audiolingual method, in which tape-recorded dialogues are presented for students to memorize, followed by pattern drills for practicing verb forms and sentence structures.

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Caregivers play a critical role in adjusting language to help develop more easily the use of natural capacities for language acquisition. Interactionists study the language mothers/caregivers use when caring for infants and young children, with special attention to modifications they make during these social interactions to assist children in communication.

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When communicating with their children, mothers/caregivers repeat the child’s meaning using an expanded form, thereby verifying their understanding of the child’s words while modeling adult usage. This type of scaffolding provides conversational assistance and focused linguistic input tuned to the child’s own interests and language use at that moment. By preschool age, this kind of scaffolded conversation is no longer necessary.

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Chomsky claimed that infants are born with a common set of rules that are followed to learn their first language called “Universal Grammar.” This allows the children to select the many grammatical rules of the language they hear spoken around them, as they gradually construct the grammar of their mother tongue.
Children develop their grammar through a process of hypothesis testing. Children create sentences using rules rather than merely repeating messages they have heard (as opposed to behaviorism).

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A child may hypothesize the rule that all plural nouns end with an -s and use their rule accordingly whenever they mention a plural noun, 'dogs', 'cats', 'toys,' etc. Therefore, when they come to a word such as child, they form the plural as 'childs', or when they come to the word man, they say 'mans' for the plural. Gradually, they will revise their hypothesis to accommodate exceptions to the plural rule.

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Behaviorism focuses on the idea that all behaviors are shaped and learned through environmental factors. Similarly, for language acquisition, behaviorists hypothesized that children
learned their first language directly from experiences with their environment, through stimulus, response, and reinforcement.

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For example, to learn the word ball, the child would first associate the word ball with the familiar spherical object (the stimulus). Next, the child would produce the word by imitation, at which time an adult would praise the child for saying ball, thereby reinforcing the child’s correct verbal response

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Language learners acquire (rather than learn) the rules of a language in a predictable sequence. That is, certain grammatical features, or morphemes, tend to be acquired early, whereas others tend to be acquired late.

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In a large-scale study of Spanish-speaking and Chinese-speaking children learning English in school, English language samples were collected using a structured interview they performed. Data analysis showed that
some learner errors could be traced to influence from the first language, Chinese or Spanish. However, the majority of errors were similar to those made by native English-speaking youngsters as they acquired their mother tongue.

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Second language acquisition is best acquired through natural language from the teacher, friends, or books and focuses on communication between learners and others. Errors will be
corrected naturally as meaning is negotiated, and some errors may require explicit corrective instruction

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The ideal classroom for this type of language acquisition consists of all students learning the same target language with similar second language proficiency. Exercises that should be implemented would be to have your students repeat phrases and grammar pattern drill responses and correct their errors immediately.

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Interactionism in Language Acquisition and Learning

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Interactionism in Language Acquisition and Learning

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This video briefly explains how Interactionism affects Language Acquisition and development

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Interactionism in Language Acquisition and Learning

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Here is a quick explanation of Innatism to help understand the connection to language acquisition.

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Second language acquisition is the direct result of learners’ understanding of the target language in natural communication situations. In other words, comprehensible input is the causative variable in language acquisition.

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Second language acquisition is best acquired through natural language from the teacher, friends, or books, rather than through language dialogues and drills from audiotapes. This perspective is more unstructured, and errors are not corrected; students will correct themselves over time.

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Here is a brief 'Crash Course' video that generally covers behaviorism to better understand how it is involved with language acquisition.

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How to Train a Brain: Crash Course Psychology #11

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This hypothesis addresses affective or social–emotional variables related to second language acquisition. The most important affective variables favoring second language acquisition are a low-anxiety learning environment, student motivation to learn the language, self-confidence, and self-esteem.