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Ellis called this first phase "Making a start"  which had as main feature the studies of naturalistic L2 learners. Most studies were cross-sectional and longitudinal. Having as an area of interest: Order and sequence of acquisition. One of the main finding was that learners followed a more-or-less universal and invariable route in acquiring both grammatical morphemes.

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Phase labeled by Ellis as expansion period. At this stage it was reconceptualized as a cognitive phenomenon where SLA increased its scope of investigation with four areas of develop enquiry: language transfer, linguistic universals, second language pragmatics and input/interaction. This phase was seen more as theory then research. It was during this period that the first proposal for task-based language teaching appeared. Focus shifted to speech acts having as the pragmatic area and also input and output as another area, as the linguistic environment influenced the acquisition of a second language.

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Third phase - Coming of age - Cognitive phase

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Third phase - Coming of age - Cognitive phase

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2020s - An extension of the previous one - distinction between implicit and explicit knowledge that led to a refinement of Krashen. Also a theory of learning emergentism skills - the idea that there is a natural acquisition process. SLA is aimed at processing models.

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Phase that had a lot of controversy in the acquisition of the second language with two areas of interest the social turn: where researchers emphasized that learners have agency and actively construct their own learning contexts, social identity is crucial, learners interactions are common, learners have local agendas. The other area of interest was Sociocultural SLA that emphasizes the importance of interaction in L2 acquisition. The social turn showed that learners learn from interactions with other learners, they have their local reasons, their local motivations for wanting to try to learn a second language.

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At this stage 2000's two new developments are in the area of interest. Complex Dynamic Systems Theory - language sistems are non-linear, highly variable, individualistic, non-predictable and always open to change. Emphasizes the interconnectedness of social, cognitive and psychological factors. The multilingual turn is other area of interest - more inclusive construct than social turn. Rejects viewing bilingualism in terms of the development of monolingualism competence, makes multilingualism the central area of enquiry and emphasizes the multiple competencies of bi/multilingual learners, translanguaging

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The three types of input discussed by Ellis (1986).

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The three types of input discussed by Ellis (1986).

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Ellis in his article, comments about three types of input: 1- the Input Hypothesis, 2- the Interaction Hypothesis and 3- the Comprehensible Output Hypothesis. Talking of input and interaction, the linguistic environment influences the acquisition of a second language and naturally as long as learners are exposed to an understandable input, also considering that output is also important.
Language learners are first exposed to language input which is then processed in two stages. First, some parts
of the input that are comprehended by the language learners turn into intake. Second, some of the intake which finds its way to the long term memory is then turned into knowledge which results in spoken or written output. While  in a nutshell, both mentioned frameworks are concerned with the various steps in which language input is turned into output.

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Two comments on two of the five phases of SLA

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Two comments on two of the five phases of SLA

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Observing phase 2, it is noted that one of the areas of interest in this period - Input and interaction, which addressed the hypotheses of input, interaction and output, is still used in teaching methods today. And in a way it has been very valuable in the acquisition of the second language, which in the case of the vast majority of schools in Brazil is English. Therefore, there is a concern about what kind of material to use and how to promote a valid interaction so that this acquisition process is meaningful for the student.
Another period, or rather another important phase to talk about the acquisition of the English language in schools today is phase 5, which dealt with the interconnection of social, cognitive and psychological factors that fits the globalized world we live in today and also by Ortega's studies that he pointed out a perspective of an SLA redirection to a competency investigation. In this way, thinking about the teaching of English in Brazil, this period of investigation had a lot to contribute, as it made us have a vision of the complexity that students are and that does not compare with the view of non-native speakers in previous research.