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Behaviorism.
This theory was created by Watson, and later defined by Skinner. According to this author, a subject learned much more in the emphasis was placed on linguistic precision. To do this, they emphasized the stimuli they gave and the responses obtained by the subjects. -
The Sociocultural Perspective.
This theory was created by Vigotsky, argued that children develop their learning through social interaction: they acquire new and better cognitive skill as a logical process of their immersion in a way of life. L2 learners advance to higher levels of lingustic knoledge when they collaborate and interact with speakers of the L2 who are more knoledgeable than they are. -
Innatism.
This theory was created by Chomsky, and it was born to answer Plato's Problem, stating that the child is born with a LAD, a specifically human and genetically hereditary innate scheme. -
The Interaction Hypothesis.
This theory was introduced by Michael Long. This author stated that people could only learn a new language by communicating with native speakers, who had to modify the structures they used to make them comprehensible for foreign speakers. -
The Noticing Hypothesis.
It was proposed by Richard Schmidt, who thought that foreign speakers could be able to learn a L2 only if the were conscious of what they were learning. -
Revision of the Interaction Hypothesis.
In this revised version, Long emphasized the role of corrective feedback in the interaction to improve the language skills of the learners. Also, he stated that the negotiation of meaning could accelerate the process of second language acquisition. -
Processability Theory.
It was developed by Manfred Pienemann. According to this theory, learners can only comprehend and produce the expressions that they are able to process, which depends on its stage of language development. -
Input Processing.
This theory was developed by Bill VanPatten. This author stated that learners were not able to pay attention to the form and the meaning of the expressions that they were seeing in their L2 lessons at the same time, so they used to focus on the meaning, since the context gave them clues to understand it.
