has a positive attitude. Classroom second-language acquisition While considerable SLA research has been devoted to language learning in a natural setting, there have also been efforts made to investigate second-language acquisition in the classroom. This kind of research has a significant overlap with language education, and it is mainly concerned with the effect that instruction has on the learner. It also explores what teachers do, the classroom context, and the dynamics of classroom communication. It is both qualitative and quantitative research. The research has been wide-ranging. There have been attempts made to systematically measure the effectiveness of language teaching practices for every level of language, from phonetics to pragmatics, and for almost every current teaching methodology. This research has indicated that many traditional language-teaching techniques are extremely inefficient. Cited in It is generally agreed that pedagogy restricted to teaching grammar rules and vocabulary lists does not give students the ability to use the L2 with accuracy and fluency. Rather, to become proficient in the second language, the learner must be given opportunities to use it for communicative purposes. Another area of research has been on the effects of corrective feedback in assisting learners. This has been shown to vary depending on the technique used to correct, and the overall focus of the classroom, whether on formal accuracy or communication of meaningful content. There is also considerable interest in supplementing published research with approaches that engage language teachers in action research on learner language in their own classrooms. As teachers become aware of the features of learner language produced by their students, they can refine their pedagogical intervention to maximize interlanguage development. If one wishes to acquire a language in a classroom setting only, one needs to consider the category of the language one wishes to acquire; the category of the desired language will determine how many hours or weeks to devote to study. There are three main categories of languages. Category I languages are “cognate languages” like French, Spanish, and Swedish; category II languages are Finnish, Russian, and Vietnamese; category III languages are Arabic, Chinese, Japanese, and Korean. As such, the languages are categorized by their similarity to English. Respectively, category I languages require 24 weeks or 600 classroom hours to achieve proficiency; category II languages require 44 weeks or 1,100 hours; category III languages require 88 weeks or 2,200 hours . Moreover, one can achieve proficiency in a foreign