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It has been claimed that by checking and clarifying problematic utterances; i.e, by the negotiation of meaning in communication tasks, learners obtain comprehensible input which is seen as fundamental to second language acquisition (SLA). The findings of SLA modified interaction research suggest the classroom must thus be structured to provide a context whereby learners negotiate meaning. Task type is perceived as significant; 'jigsaw' tasks with a two-way exchange of Information being held most likely to stimulate the most negotiation of meaning. The aim of these researchers appears to be to explain to teachers why these tasks can aid them in their work with language learners and to help teachers choose and use the tasks effectively. The purpose of this article is to show how SLA modified interaction research may be misinforming pedagogy.
