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- Predictable and invariable route when the L2 learners acquire the grammar of a L2;
- stages of development like children acquiring their first language.

I think it’s impossible to have a predictable and invariable route when learners acquire a second language because, first of all, each person is different and we can’t say everybody will follow the same way, step by step. We also should have in mind the learner’s context. Since another things can influence the L2 acquisition and the students have different ones, we can't say it will be the same. Some students are more exposed to language than others, some travel a lot to other countries and, of course, all these can contribute to L2 acquisition.

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- SLA broadened the scope of its enquiry considerably;

- four more areas of investigation – language transfer, linguistic universals, second language pragmatics, input/interaction.

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- Information-processing theories are premised on an input-output view of learning and the ‘computational model’;

- interest in implicit and explicit learning;

- alternative views based on cognitive psychology about the role of consciousness in language learning

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- Sociocultural theory emphasizes the role that mediation plays in the initial development and subsequent internalization of new knowledge;

- it emphasizes the importance of interaction in L2 acquisition.

For me, the interaction is very important in L2 acquisition because the learner uses the language and internalizes structures, gramar rules, vocabulary, and so on. The interlocutors can have a conversation according to the language level of them, using easier structures and, this way, the acquisition will be natural. When a learner studies a list of irregular verbs, for example, s/he probably won’t internalize it, but using the irregular verbs in situations, they'll use and internalize it. That’s we should try to use contextualized lessons in our classes, so the learners can interacte with us and the other students.

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- Complex Dynamic Systems Theory - it emphasizes the interconnectedness of social, cognitive and psychological for the use and acquisition of an L2;

- the multilingual turn – multilingualism is the central area of enquiry and the multiple competencies of bi/multilingual learners are emphatisized.

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- Learner as a language producing machine;

- input is the language available to the learner in the form os stimuli (models to follow) and feedback (it reinforces when the utterances are correct and correct when they are not);

- learning is carefully shapped or regulated through stimuli and feedback.

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- Learner as a grand initiator with the abilities to discover L2;

- input is a trigger that activates the internal mechanisms;

- learning acquisition can be explained based in what happens inside the learner.

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THIRD TYPE OF INPUT – INTERACTIONAL VIEW

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THIRD TYPE OF INPUT – INTERACTIONAL VIEW

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- LA is a result of interaction between the learner’s mental activities and the appropriate input;

-  the learner’s processing mechanisms determine and are determined by the nature of the input.