This article examines the methodological proposal of McCarthy (1998), the Â‘Three IsÂ’, and evaluates it by considering research studies in the area of language acquisition. In the first section a presentation of this pedagogical modelling is made, with particular reference to the Interaction stage. The concept of Interaction is at the core of many theoretical approaches to explaining language acquisition therefore the next sections examine the most significant studies that support its importance in the learning process. Another key issue relevant to the analysis of McCarthyÂ’s position is that of the role of language awareness activities in promoting language learning and one section examines how these activities are treated pedagogically. Finally, conclusions are drawn regarding the advantages and disadvantages of the Â‘Three IsÂ’ pedagogical modelling.