Throughout the semester we learned about different theories, approaches, and methods that sometimes conflict with each other and through the language acquisition course second language; To some extent, I gained a different perspective. In this commentary essay, I will express my opinions on the dominant ideas about SLA explained in Chapter 7. First, if I accept the claim that languages ​​are learned primarily through imitation, I should be able to explain how the sentences in the novel are formed by the children. Therefore, I cannot explain first and second language acquisition solely through imitation due to the new phrases children make during their conversations, as Noam Chomsky explains in "Universal Grammar”, that is to say that “the minds of children are not a blank page to be filled by imitating language”. ". In addition, SLA learners also form new sentences and use structures they have not heard. On the other hand, I partly believe in the role of imitation in the acquisition of a first and a second language. Since babies and children model their parents and environment, especially regarding pronunciation and vocabulary selection during these stages, imitation contributes to their first language and, for language learners second language, imitation also contributes to the development of their pronunciation. Second, depending on the age of the children and the sociolinguistic background of the parents, children are sometimes corrected when they make grammatical errors. I think parents usually correct grammatical errors when their children grow old enough to understand non-standard forms. However, parents usually focus on meaning rather than structure until their children start school. The following comment on the contribution of high IQ to successful language learning has...... middle of paper ...... and students need to be promoted and encouraged, otherwise they risk losing motivation and students should be exposed to a real form of language, not just artificial language in the classroom. I believe that when learners are allowed to interact freely in group or pair activities; they can give helpful feedback on each other's mistakes. Group activities can give students more opportunities to practice meaningful language. Although students can only learn what they are exposed to, they do not completely learn everything. I think the important point is that it is important to decide which linguistic features are relevant to the learners' agenda. If they are tailored to learners' ages, interests, needs, experiences and learning styles, learning or teaching can be more effective. Teachers need to be aware that students end up knowing much more than what they are directly taught..