48. According to advocates of the ________, the best （language） learning moments occur when learners make （linguistic/syntactic/lexical） adjustments to negotiate for meaning and to cope with communication breakdowns.
(A)affective-filter hypothesis
(B)interaction hypothesis
(C)communicative language teaching
(D)silent way

The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication.^[1] The idea existed in the 1980s,^[2][3] but is usually credited to Michael Longfor his 1996 paper The role of the linguistic environment in second language acquisition.^[4][5] There are two forms of the Interaction Hypothesis: the "strong" form and the "weak" form. The "strong" form is the position that the interaction itself contributes to language development. The "weak" form is the position that interaction is simply the way that learners find learning opportunities, whether or not they make productive use of them.^[1]

Similarly to Krashen's input hypothesis, the interaction hypothesis claims that comprehensible input is important for language learning. In addition, it claims that the effectiveness of comprehensible input is greatly increased when learners have to negotiate for meaning.^[6]This occurs when there is a breakdown in communication which interlocutors attempt to overcome.^[7] One of the participants in aconversation will say something that the other does not understand; the participants will then use various communicative strategies to help the interaction progress. The strategies used when negotiating meaning may include slowing down speech, speaking more deliberately, requests for clarification or repair of speech, or paraphrases.^[8]