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

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).

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.

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.

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.