"Just as children acquiring their first language went through clearly marked stages of development, so too do child and adult L2 learners acquire the grammar of an L2 in a more-or-less universal and fixed way. This finding challenged behaviourist accounts of L2 learning and the audiolingual method of teaching." (ELLIS, 2021)

"Language transfer was reconceptualized as a cognitive rather than behaviourist phenomenon; the emphasis was now on the conditions that governed negative and positive transfer and avoidance." (ELLIS, 2021)

"Researchers tested hypotheses drawn from linguistics – in particular whether L2 learners had access to UG.
Markedness and universal principles governed both
order of acquisition and language transfer." (ELLIS, 2021)

"The focus was on the comprehension and production of speech acts such as requests and apologies and the identification of pragmatic and pragmalinguistic differences between native and non-native speakers." (ELLIS, 2021)

"Researchers addressed how the linguistic environment influenced L2 acquisition. Three influential hypotheses: (1) the Input Hypothesis, (2) the Interaction Hypothesis and (3) the Comprehensible Output Hypothesis." (ELLIS, 2021)

"Conscious attention to exemplars of linguistic features in input and output (‘noticing’) required for acquisition; implicit and explicit knowledge are fundamentally different with implicit knowledge primary; interface positions." (ELLIS, 2021)

"Learners have agency and actively construct their own learning contexts; social identity is crucial; learner– learner interactions are common; learners have local agendas" (ELLIS, 2021)

"Learning commences externally WITHIN interaction. Key constructs – mediation; private speech; zone of proximal development; internalisation; collaborative dialogue; ‘languaging’; dynamic assessment." (ELLIS, 2021)

"Combines social and cognitive perspectives on L2 acquisition; views learning as individualistic and non-linear; interconnectedness of multiple variables; predictions about how learning will occur not possible." (ELLIS, 2021)

"Rejects viewing bilingualism in terms of the development of monolingual competence; makes multilingualism the central area of enquiry and emphasizes the multiple competencies of bi/ multilingual learners; translanguaging." (ELLIS, 2021)

"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 'feddback'" (ELLIS, 1986).

"[...] the imperfect nature of the mother's speech input in first language acquisition made it unlikely that any child could successfully internalize the rule system of a  language if he worked on this alone". (Chomsky, 1965 apud ELLIS, 1986)

"[...]the important data are not just the utterances produced by the learner, but the discourse which learner and caretaker jointly construct" (ELLIS, 1986).