# data[].attributes.body
Rod Ellis is a teacher in the Department of Applied Language and Linguistics Studies at the University of Auckland, New Zealand. He has worked in Zambia, the UK, Japan and the US for long periods. He has published several books on second language acquisition and teacher training. He has also published EFL/ESL textbooks.
His main interest is in the application of second language theory and research to language teaching. Author of Second Language Acquisition, in which presents the five main teaching and learning theories in Second Learning Acquisition (SLA) discussed by Ellis (2021).

# data[].attributes.body
1-Making a start
In SLA, it has often been assumed that the effect of the first language (L1) is not very Strong in the acquisition of gramatical morphemes (eg, Ellis, 1994; Mitchell & Myles, 2004).

L2 acquisition is influenced by native language, in a more or less universal way.

# data[].attributes.body
2-Expansion period

Ringbom (1987) placed crucial importance on the similarities between the languages, suggesting that those similarities should be the core of investigation.

Odlin (1989:27) agreed by stanting that the influence arises from “a learner’s conscious or unconscious judgment that something in the native language and something in the target language are similar”, if not actually identical.
I see that the acquisition of a second language has its similarities with the first language in some aspects. I will highlight the language used in Brazil, the Portuguese language. Inserting the English language in Brazil, it is worth remembering the cognate words and some expressions used in everyday life, which are rooted within the Portuguese language.
The study of teacher-student classroom interaction was prompted to a certain extent by Krashen’s (1982) Input Hypothesis. Hypothesis that highlights the difference between “language learning” and “acquisition”. Language acquisition’ is similar to L2 children’s unconscious acquisition. Languague learning’ is a conscious process demanding, to a certain extent, “error correction” and “the presentation of explicit rules” (Krashen & Seliger, 1975).

# data[].attributes.body
3-Coming of age

Schmidt (1994) argues that consciousness of input at the level of noticing is a necessary condition for L2 development. Many other researchers support this view. They use terms like focus – on – form (Long, 1991), consciousness – raising (Ellis, 1993; Fotos and Ellis, 1991; Rutherford, 1987), and input – enhancement (Sharwood

Smith, 1991). All of these terms are about directing learners' attention to grammatical form in order to help them internalize the L2 system.

I see, the acquisition of L2 not only in gramatical form, but as expressions, words that are in the student’s daily life, interpretation of advertisements and applications that we use.

# data[].attributes.body
4-Social turn

The publication of Block’s The Social Turn in Second Language Acquisition(Block, 2003).

Block brings a critique of the highly influential “Input-Interaction-Output” cognitive model (e.g., Gass, 1997), calling for work in the field that is more socially-oriented and interdisciplinary, and setting an agenda of socially-informed SLA research.
Interdisciplinarity establishes relationships between two or more disciplines, a link between the disciplines of knowledge.
Hilton Japiassu (1976, p. 82) states that an interdisciplinarity is movement to saw also attitude as of spirit. Attitude is elaborated in curiosity, openness, in the sense of adventure of discovery, exercising a movement of knowledge with aptitude, of building relationships.

# data[].attributes.body
5-Recent developments
The use of technologies for learning English in Brazil, in early grades, in public schools, has two impacts: positive and negative. Positive impact, teaching-learning, interaction, playfulness, listening and writing with aptitude and agility. The negative impact on the acquisition of a new language is necessary to acquire the use of technologies and methodologies for L2. The standard computer language is English, providing opportunities and reducing the socioeconomic limits that exist.
Larsen-Freeman and Cameron (2008, p.28) state that “if we consider a community of speakers to be a complex system, there will be sociocultural groups within it that also function as complex systems; individuals within these sub-groups can be seen as complex systems, just like their neurological systems. There are complex systems all along the way, from the social to the neurological.”

# data[].attributes.headline
The three types of input discussed by Ellis (1986). 

# data[].attributes.subject
The three types of input discussed by Ellis (1986). 

# data[].attributes.body
Input x interaction x Intake and the learner

# data[].attributes.body
The behaviourist view: linguistic environment

According to Ellis (1986: 127), the behavioral view emphasizes the importance of linguistic environment, which is treated in terms of stimuli and feedback.
The behaviorist theory of language consists of stimuli for learning and feedback. The space in which the student is inserted drives linguistic stimuli in an acquisition process, corroborated by the adults around him.

# data[].attributes.headline
The nativist view: internal processing mechanisms 

# data[].attributes.subject
The nativist view: internal processing mechanisms 

# data[].attributes.body
According to Ellis (1986: 127), the nativist view minimizes the role of input and explains language development mainly in terms of the student's internal processing mechanisms.

# data[].attributes.headline
The interactionist view: input factors innate mechanisms

# data[].attributes.subject
The interactionist view: input factors innate mechanisms

# data[].attributes.body
According to Ellis (1986: 127), the interactionist view sees language development as the result of both the input factor and of innate mechanisms.

# data[].attributes.headline
Comments on two of the five phases of SLA, indicating their relevance/implication for the context of teaching English to children in Brazil/for your specific context. 

# data[].attributes.subject
Comments on two of the five phases of SLA, indicating their relevance/implication for the context of teaching English to children in Brazil/for your specific context. 

# data[].attributes.body
Basic human functions: growth, development and maturation. Biological maturation can be defined as: morphological and physiological changes (human growth), transformations (physical, psychological and social), establishing a link between childhood and adulthood.
Antunes (2002, p. 16) corroborates this idea and says that learning [...] never occurs before some motor, neurological or sensory capacities are ready for it. Thus, the importance of maturation is perceived, always present in the baby's genetic programming. We can summarize this scheme by saying that maturation prepares the body and awakens skill, and that environment and experience consolidate the first forms of learning.
In Brazil (and, let us say, belatedly), the acquisition of the English language for social, economic, communication, education and technology reasons affects our daily life, deciding our future, which deserves careful attention in reaching of the second language.
The researcher and author, Guadalupe Valdés, states in her book “Learning and not Learning English”, that learning a second language involves the active construction of knowledge by the learner. In his words, “the acquisition of a second language proficiency is not identical to the acquisition of a first language. Learning a second language involves active construction on the part of the learner (p. 19).”
According to the Foreign Language PCN, the teacher must provide the student with knowledge of their mother tongue, through comparisons with the foreign language at various levels. In addition to enabling the student, by getting involved in the processes of constructing meanings in this language, to become a discursive being in the use of a foreign language.

# data[].attributes.body
For the stimulus, interest and motivation in learning the English language, the use of games, games, intermediate objects, playfulness and technological applications, awakening the interest of children in a second language.
The L2 acquisition in Brazil requires creativity, involving students in facts, knowledge around them, such as advertisements, technological applications, movies, music or expressions used in daily life by Brazilians.
Piaget (2003) argues that the individual's development occurs with the action on the environment in which he is inserted, that is, the principles and factors that can influence mental development.

# data[].attributes.attachment_link.title
TEACHING-LEARNING THEORIES OF FOREIGN LANGUAGES