During the semester we learned about different theories, approaches and methods that sometimes conflict with each other and thanks to the second language acquisition course; To some extent I gained a different point of view. In this commentary essay I will express my views on the main 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 new sentences are formed by children. So I cannot explain the acquisition of first and second languages ​​only through imitation because of the new sentences that children make during their conversations as Noam Chomsky explains in “Universal Grammar”, i.e. “children's minds are not tabula rasa to be filled by imitating language”. ”. Furthermore, SLA students also form new sentences and use structures they have never heard. On the other hand, I partly believe in the role of imitation in first and second language acquisition. Because infants and children model their parents and the environment, particularly in pronunciation and vocabulary choice, imitation contributes to their first language at these stages, and in the second language, students' imitation also contributes to development of pronunciation. Secondly, 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 success in language learning has... middle of the paper... and students need to be promoted and encouraged, otherwise they may lose motivation and students should be exposed to real form of language, not just the artificial language of the classroom. I think that when students are allowed to interact freely in group or pair activities; they can provide helpful feedback on each other's mistakes. Group activities can give students more opportunities to practice meaningful language. While students may only learn what they are exposed to, they do not completely learn everything. I think the significant point is that it is important to decide which linguistic features the students' program involves. If they are suited to students' ages, interests, needs, experiences and learning styles, learning or teaching can be more successful. Teachers should be aware that students ultimately know much more than what they are directly taught.