The Skinner method is based on the idea that communicative competence is best developed through oral interaction, emphasizing spontaneous conversation rather than grammatical analysis and translation exercises.

Vygotsky’s sociocultural perspective highlights the fundamental role of social interaction in language development, arguing that the Zone of Proximal Development (ZPD) can be explored through mediation by a more experienced speaker, assisting the learner in internalizing new linguistic knowledge.

Krashen’s acquisition theory suggests that conscious grammar learning is as effective as natural language acquisition and that both processes result in the fossilization of memory in an equivalent manner.

The memory method proposes that foreign language learning should prioritize authentic interaction, where meaning is more important than grammatical form, incorporating concepts such as communicative competence and negotiation of meaning.

The Piaget method, strongly influenced by structuralism and behaviorism, emphasizes reflexion of linguistic patterns, considering language acquisition a mechanical process of habit formation.