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Input 1: Behaviorist. Behaviourist accounts of SLA view the learner as a language- producing machine'. The linguistic environment is seen as the crucial determining factor. Behaviourist theories emphasize the need to regulate the stimuli by grading the input into a series of steps, so that each step constitutes the right level of difficulty for the level that the learner has reached.

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Input 1: Behaviorist. Behaviourist accounts of SLA view the learner as a language- producing machine'. The linguistic environment is seen as the crucial determining factor. Behaviourist theories emphasize the need to regulate the stimuli by grading the input into a series of steps, so that each step constitutes the right level of difficulty for the level that the learner has reached.

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Frist phase: called Making a Start (1960 – 1970). One of the main findings was that learners followed a more-or-less universal and invariable route in acquiring both grammatical morphemes such as plural-s and 3rd person-s and syntactical constructions such as negatives and interrogatives. L2 acquisition seemed to involve a natural process of creative construction, and transfer from the L1 was minimal.

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Frist phase: called Making a Start (1960 – 1970). One of the main findings was that learners followed a more-or-less universal and invariable route in acquiring both grammatical morphemes such as plural-s and 3rd person-s and syntactical constructions such as negatives and interrogatives. L2 acquisition seemed to involve a natural process of creative construction, and transfer from the L1 was minimal.

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Comment about the first phase "Making a Start". The view of this phase is, unfortunately, very present in the Brazilian education scenario. There is a reluctance to abandon methods based exclusively on normative grammar, as well as excessive repetition for language memorization. Many companies still adopt these mechanisms because they consider them to be "traditional". We educators know that such methods must be renewed; after all, just as we are studying at this moment, there are currents that point to the effectiveness of active, interactive methods based on sociability. 

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Comment about the first phase "Making a Start". The view of this phase is, unfortunately, very present in the Brazilian education scenario. There is a reluctance to abandon methods based exclusively on normative grammar, as well as excessive repetition for language memorization. Many companies still adopt these mechanisms because they consider them to be "traditional". We educators know that such methods must be renewed; after all, just as we are studying at this moment, there are currents that point to the effectiveness of active, interactive methods based on sociability. 

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Input 2: Nativist (1960-1970). Nativist accounts of SLA view the learner as 'a grand initiator'. They maintain that exposure to language cannot account satisfactorily for acquisition. Input is seen merely as a trigger which activates the internal mechanisms. The Nativist views precluded the possibility that at least some aspects of the learner's output could be explained in terms of the characteristics of the input.

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Input 2: Nativist (1960-1970). Nativist accounts of SLA view the learner as 'a grand initiator'. They maintain that exposure to language cannot account satisfactorily for acquisition. Input is seen merely as a trigger which activates the internal mechanisms. The Nativist views precluded the possibility that at least some aspects of the learner's output could be explained in terms of the characteristics of the input.

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Second phase: called Expansion Period (1980). This phase was more theory-then-research. Four major areas of enquiry developed language transfer, linguistic universals, second language pragmatics, and input/interaction. In this period SLA reached out to a range of established disciplines – linguistics, sociolinguistics and discourse analysis drawing on these to investigate different aspects of learner-language and learning.

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Second phase: called Expansion Period (1980). This phase was more theory-then-research. Four major areas of enquiry developed language transfer, linguistic universals, second language pragmatics, and input/interaction. In this period SLA reached out to a range of established disciplines – linguistics, sociolinguistics and discourse analysis drawing on these to investigate different aspects of learner-language and learning.

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Third phase: called Coming of Age. This phase reflected the impact that constructs taken from cognitive psychology had on thinking about L2 acquisition. Researchers borrowed from different strands of research in cognitive psychology, leading to alternative views about the role of consciousness in language learning.

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Third phase: called Coming of Age. This phase reflected the impact that constructs taken from cognitive psychology had on thinking about L2 acquisition. Researchers borrowed from different strands of research in cognitive psychology, leading to alternative views about the role of consciousness in language learning.

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Input 3: Interactionist View. Interactionist View of language acquisition says that the important data are not just the utterances produced by the learner, but the discourse which learner and caretaker jointly construct. This treats the acquisition of language as the result of an interaction between the learner's mental abilities and the linguistic environment. The learner's processing mechanisms both determine and are determined by the nature of the input. Similarly, the quality of the input affects and is affected by the nature of the internal mechanisms. The interaction between external and internal factors is manifest in the actual verbal interactions in which the learner and his interlocutor participate.

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Input 3: Interactionist View. Interactionist View of language acquisition says that the important data are not just the utterances produced by the learner, but the discourse which learner and caretaker jointly construct. This treats the acquisition of language as the result of an interaction between the learner's mental abilities and the linguistic environment. The learner's processing mechanisms both determine and are determined by the nature of the input. Similarly, the quality of the input affects and is affected by the nature of the internal mechanisms. The interaction between external and internal factors is manifest in the actual verbal interactions in which the learner and his interlocutor participate.

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Fourth phase: called Social Turn (1990). Learners have agency and actively construct their own earning contexts; social identity is crucial; learner– learner interactions are common; learners have local agendas.

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Fourth phase: called Social Turn (1990). Learners have agency and actively construct their own earning contexts; social identity is crucial; learner– learner interactions are common; learners have local agendas.

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Comment about the fourth phase "Social Turn". It’s considerable that this phase is very close to the current context of Brazilian education. In many scenarios, students actively construct their knowledge about the language. In the school ambience, students learn essential concepts to use the language, but everyone develops these skills with an eye to their lifestyle and the world around them.  In an active way, the learner develops his/her identity as an L2 speaker, having as a parameter his/her everyday life. Social interactions strengthen this linguistic development.  

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Comment about the fourth phase "Social Turn". It’s considerable that this phase is very close to the current context of Brazilian education. In many scenarios, students actively construct their knowledge about the language. In the school ambience, students learn essential concepts to use the language, but everyone develops these skills with an eye to their lifestyle and the world around them.  In an active way, the learner develops his/her identity as an L2 speaker, having as a parameter his/her everyday life. Social interactions strengthen this linguistic development.  

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Fifth phase: called Recent Developments (2000 - 2010). Two new developments are noteworthy, the first, Complex Dynamic Systems Theory, emphasizes the need to take account of the interconnectedness of social, cognitive and psychological factors and thus offers an all-embracing framework for investigating both the use and acquisition of an L2 and individual learner differences. The second, The Multilingual Turn, led to proposals for redirecting SLA to the investigation of multicompetences and the translanguaging that occurs amongst mixed groups of language users who draw on multiple linguistic resources. The Multilingual Turn shares with Complex Dynamic Systems Theory a view of the L2 learner as complex and heterogeneous – a view that is far removed from that of the reified non-native speaker of much earlier SLA research.

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Fifth phase: called Recent Developments (2000 - 2010). Two new developments are noteworthy, the first, Complex Dynamic Systems Theory, emphasizes the need to take account of the interconnectedness of social, cognitive and psychological factors and thus offers an all-embracing framework for investigating both the use and acquisition of an L2 and individual learner differences. The second, The Multilingual Turn, led to proposals for redirecting SLA to the investigation of multicompetences and the translanguaging that occurs amongst mixed groups of language users who draw on multiple linguistic resources. The Multilingual Turn shares with Complex Dynamic Systems Theory a view of the L2 learner as complex and heterogeneous – a view that is far removed from that of the reified non-native speaker of much earlier SLA research.