Abstract
Abstract This article demonstrates how discussions in the field of second language acquisition have been driven by differences over the theoretical foundations of distinct approaches to the study of second language acquisition. Although Long and Swain's theories, which were founded on the assumption that the individual's mind was the site of acquisition, altered Krashen's model to account for understandable input, they also inspired other academics to reject Krashen's theory and develop new theories based on it. According to more socially conscious researchers who view language learning as fundamentally a social endeavour, the meaning is first formed by the partners before being internalised by the learner. This was developed to set apart models depending on the handling technique used to perform the correction and the fundamental focus of the classroom, whether on communication or the formal accuracy of key information. The methods utilised to incorporate language teachers in the activity study on students' language in their independent classrooms are also a big problem. As teachers become more aware of the traits of the learner language created by the students, they may improve their instructional engagement to maximise the development of interlanguage