The journal entitled An Introduction to Conversational Interaction and Second Language Acquisition is written by Xinqiang Wei, Associate Professor

from North China University of Water Resources and Electric Power, China. This journal was published through online on the 15TH June 2012. The purpose of this article is to explain and explore on how conversational interaction aids second language acquisition (SLA). It then follows the history of research development of integrationists. It is divided into few parts which is linguistic input and conversational interaction, the early version of Interactional Hypothesis, the revised role of conversational interaction and the insinuation for second language learning. First, the article looks at the linguistic input and conversational input. Krashens research shows that linguistic input must be made comprehensible, in particular on occasions where meaning is negotiated. This is because conversation is viewed as a platform to practice grammar to achieve the learners communicative use of the second language. According to Long input is distinguished from conversational interaction into modified input and modified interaction. Modified input refers to the modifications to the linguistic forms directed at non- native speakers. Moreover, modified interaction refers to the modifications to the interactional structures in the form of clarification requests, confirmation checks, and repetition. The second part of the article is on the Interactional Hypothesis. This framework is based on Krashen. Long suggests that conversation facilitates second language acquisition (SLA) because conversation makes input comprehensible which will promote acquisition. But, they were three main criticisms on this framework. First is the insufficiency of comprehensible input that suggests learners attention to form which is obligatory for some aspects of language development. Second is the lack of clearness and steadiness in the claims because some structures are learned by failing to understand the input. Third, is the inadequate interpretation of the procedure of comprehension and acquisition.Faerch and Kasper questioned the relationship between input and second language learning through comprehension. They suggest that second language learners apply both top-down and bottom up processes. Furthermore, Sharwood- Smith suggests that types of input which help learners understand the significance of the message may not lead the learner to attend to form of the language.

The third part of the article is on the role of interactional approach for second language acquisition. In general interaction is integrated with negotiation which provides opportunity for modification of output and response focused on form. Through negotiation, learners can observe the gap in between their sentences on what they want to say and what they can say. Besides that, learners can try out with new structures and forms ,develop and explicit in their interlanguage resources with an imaginative way. This approach also authorise learners to reflect intentionally about the second language forms. The function the negotiation of meaning which serves in a discussion using the second language is feedback focused on form. There is two type of negotiation, pre-emptive where grammar rules is learned before an actual error and reactive which is explicit where there are clear grammar corrections. The next crucial role of this approach is includes learner being attentive of the linguistic forms in input which is the learners level of understanding which facilitates the second language acquisition. Awareness also refers to subjective familiarity and commonly equated with consciousness. But, Tomlin & Villa claims that awareness is not required for learning. They grouped attention into alertness, orientation, and detection.

Lastly, the article discusses on the implication of conversational interaction in second language acquisition. The interactionist approach to SLA has had a significant influence on pedagogy in second language classrooms. This approach combines the external and internal factors contributing to second language development. According to few researches, language should be learned by the focus-on form instruction which is defined as pedagogical effort that is used to draw learners attention to language forms within the context of meaning.

On Introduction to Conversational Interaction and Second Language Acquisition Negotiation brings opportunities for modification of output and feedback focused on form. Promote noticing a gap between what the learners want to say can say leading them to recognize what they do not know. Learners are able to experiment new structures and form, and expand and exploit their interlanguage resources in creative ways. Metalinguistic function to allow learners to reflect consciously about the second language forms. Comprehensible input is necessary for SLA because meanings are negotiated

Interaction is viewed as a platform to practice grammar Negotiation facilitates comprehension of the target language Feedback which is generated through conversation is pre-emptive ( grammar rules is taught before an error) and reactive ( grammar is corrected clearly when an error takes place)

Increase in the level of awareness in SLA ( more conscious , noticing the errors)