A interação tem atraído pesquisadores no âmbito da influência das relações pessoais na aquisição de segunda língua (SLA). A Hipótese de Interação afirma que a interação comunicativa relaciona o insumo de linguagem às habilidades e aos resultados de aprend

Abstract

Interaction has attracted researchers regarding the influence of person-to-person relations in Second Language Acquisition (SLA) research. The Interactive Hypothesis states that communicative interaction relates language input to the learner's learning abilities and output, so learners can change their output given they are provided with Comprehensible Input. This paper examines the implications and the relevance of interaction within the framework of the Interaction Hypothesis Theory in English Second Language Teaching and Acquisition in Brazilian state schools. The work aims to present the theoretical rationales and relate them to classroom practice. The Brazilian second language teaching reality is a starting point for possible applications of theoretical rationales related to this theory. A chronological perspective regarding Krashen's Monitor Model and the dichotomous Hypothesis of Acquisition and Learning is drawn. Krashen's five Hypotheses are presented with emphasis on the Input Hypothesis and the Interaction Hypothesis. The second part refers to a brief analysis of the reality of English classes as a foreign language in Brazil. It is suggested how face-to-face interactional processes can occur in the mentioned context with students and teachers. Then, tasks and students' features are discussed and analysed. Some emphasis on teachers' attitudes and students' aptitudes, motivation, and special skills is mentioned concerning the Brazilian language teaching context.