The teacher’s role has become progressively less centralized, since more recent SLA theories recognize language learning as a dynamic and non-linear process that cannot be fully controlled by instruction, unlike what was assumed by Environmentalist Theory.

Despite the evolution of SLA theories, language acquisition is still understood as a linear, step-by-step process that follows a predictable sequence of stages developed by the teachers.

The learner’s role has become more active because language acquisition is now understood mainly as a conscious and explicitly controlled internal process.

The learning environment and peer interaction have gained relevance; however, they play only a secondary role in learners’ selfregulation and development in SLA.

None of the statements above accurately reflect the theoretical development of SLA.