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Let's have a look at the main phases of the Second Language Acquisition.

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"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 ." (ELLIS, p. 191, 2021)

Comment:
At this phase, we can see how the student can learn according to their exposure to specific sentences, helping their reproduction, even without acquiring knowledge of grammar. This reality does not happen in the teaching contexts where I am inserted, considering the daily lives of children with their parents or even at school. At this point, it would be difficult to acquire a second language due to the lack of exposure to the student. Perhaps this is a good point to think about, as all teaching is valid.

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" it was during this period that the first proposal for task-based language teaching." (ELLIS, p. 193, 2021)

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"It reflected the impact that constructs
taken from cognitive psychology had on thinking about L2 acquisition. Information-processing theories
are premised on an input-output view of learning." (ELLIS, p.193, 2021)

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"sociocultural theory
emphasizes the role that mediation plays in the initial development and subsequent internalization of
new knowledge. Unlike other social theories, it recognizes the ‘mind’ as a central component in learning.
Like cognitive-interactionist theories, it emphasizes the importance of interaction in L2 acquisition but it
differs from these theories in how it conceptualizes the role of interaction." (ELLIS, p.193, 2021)

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It is "a coming together of Complexity Theory [...] and Dynamic Systems Theory. [...] This 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. (ELLIS, p. 194, 2021)

Comment:
This is an amalgamation of theories that seem to relate better to our current moment. This happens because of the theories' vision of being open to change. Today, we live in a time of daily teaching and learning discoveries. Therefore, being open to new discoveries and new studies to support this SLA.

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Let's have a look at the three views of input.

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"Behaviorist accounts of SLA view the learner as 'a language-producing machine'. The linguistic environment is seen as the crucial determining factor. In this model of learning, input comprises the language made available to the learner in the form of stimuli and also that which occurs as feedback." (ELLIS, p. 128, 1986)

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"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. (ELLIS,p. 128, 1986)

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"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". (ELLIS, p. 129, 1986)