Examining Deductive Versus Guided Instruction From an Interactionist Perspective

The interactionist hypothesis holds that conversational interaction facilitates second language (L2) learning by providing learners opportunities to receive meaningful input, modify their output, and attend form. Although research has often explored the efficacy of different types L2 instruction (deductive or inductive), few studies have done so from an perspective. This study explores small-group interactions 19 Spanish two intact high school classes as they completed four communicative tasks following either deductive PACE on pronoun se. We examined nature student group in each class, focusing negotiation meaning (NoM) strategies language-related episodes (LREs). participants used more NoM strategies, produced LREs than participants. Regardless type instruction, majority dealt with vocabulary were resolved correctly. Task conditions also mediated outcomes feedback LREs.