of critical importance, so much so that strategic competence has been suggested as a major component of communicative competence. Strategies are commonly divided into learning strategies and communicative strategies, although there are other ways of categorizing them. Learning strategies are techniques used to improve learning, such as mnemonics or using a dictionary. Communicative strategies are strategies a learner uses to convey meaning even when he or she doesn't have access to the correct form, such as using pro-forms like thing, or using non-verbal means such as gestures. If learning strategies and communicative strategies are used properly language acquisition is successful. Some points to keep in mind while learning an additional language are: providing information that is of interest to the student, offering opportunities for the student to share their knowledge, and teaching appropriate techniques for the uses of the learning resources available. Another strategy may include intentional ways to acquire or improve their second language skills. Adult immigrants and/or second language learners seeking to acquire a second language can engage in different activities to receive and share knowledge as well as improve their learning; some of these include: incidental or informal learning (media resources, family/friend interactions, work interactions) purposeful learning (self-study, taking language classes) pursuing formal education Affective factors The learner's attitude to the learning process has also been identified as being critically important to second-language acquisition. Anxiety in language-learning situations has been almost unanimously shown to be detrimental to successful learning. Anxiety interferes with the mental processing of language because the demands of anxiety-related thoughts create competition for mental resources. This results in less available storage and energy for tasks required for language processing. Not only this, but anxiety is also usually accompanied by self-deprecating thoughts and fear of failure, which can be detrimental to an individual's ability to learn a new language. Learning a new language provides a unique situation that may even produce a specific type of anxiety, called language anxiety, that affects the quality of acquisition. Also, anxiety may be detrimental for SLA because it can influence a learner's ability to attend to, concentrate on, and encode language information. It may affect the speed and accuracy of learning. Further, the apprehension created as a result of anxiety inhibits the learner's ability to retrieve and produce the correct information. A related factor, personality, has also received attention. There has been discussion about the effects of extravert and