IntroductionOver the years, language teachers, psychologists, and others have had different ideas about how languages ​​are learned. Second language acquisition relies on several models, including cognitive models, sociocultural models, and models regarding input and interaction. In this article, my goal is to take an important model of SLA, the interactionist model, and determine how this model actually plays out in the classroom. I seek to answer the following questions: How does interaction support interlanguage development, as SLA research shows? And what does this imply for educational practice. The discussion of these questions will arise from the analysis of four articles on interaction research. First, I will discuss an article titled “Talk, Agree, and Notice: Exploring Production Benefits in Task-Based Peer Interaction” by Philp and Iwashita (2013). Next, I will discuss Iwashita's work, “Negative Feedback and Positive Evidence in Task-Based Interaction” (2003). I will then turn to the work of Mackey and Silver, “Interactional tasks and L2 English learning by immigrant children in Singapore” (2005). Finally, I will analyze McDonough's 2005 work on “Learner-learner interaction during pair and small group activities in a Thai EFL context.” Through these articles I will get more information on how to answer my main questions. Before we dive into the research, let's take a quick look at what the interactionist view of SLA is and how it differs from other views of SLA. Long (1981, 1983, 1996) proposed that interaction is crucial for SLA. A key idea in Long's perspective on SLA is negotiation to achieve meaning. When speakers have difficulty understanding each other during a difficult language task, they modify their...... middle of paper ......rs and parents to obtain basic information. Works Cited Iwashita, N. (2003). Negative feedback and positive evidence in task-based interaction: Differential effects on L2 development. Studies in Second Language Acquisition, 25(1), 1-36. doi:10.1017/S0272263103000019 Lightbown, P. & Spada, N.M. (2014). How Languages ​​Are Learned (4th ed.). Oxford [England: Oxford University Press. [Kindle Edition] Mackey, A. and Silver, RE (2005). Interactional tasks and L2 English learning by immigrant children in Singapore. System, 33(2), 239-260. McDonough, K. (2004). Learner-learner interaction during pair and small group activities in a Thai EFL context. System, 32,207-224.Philp, J. and Iwashita, N. (2013). Talking, listening, and noticing: Exploring production benefits in task-based peer interaction. Language Awareness, 22(4), 353-370. do I:10.1080/09658416.2012.758128