Language

A language is a systematic system of communication used by humans that is based on speech,

gestures, and, in some cases, writing. It's known for being arbitrary, which means that none of its
words are inextricably linked to their meaning; on the other hand, the meaning is given by the
people (society), which is why it's called a social phenomenon. Furthermore, because there is a
structure, it is governed by rules.

Constructivism

It is critical for me to teach in a productive manner. According to brain research, we are not born
as blank slates on which knowledge can be imposed or supplied; rather, people develop their own
learning based on what they perceive and their relationship with the environment. This is what
theories of foreign language learning, such as the communicative method, are aiming for.

Each student is responsible for its educational process; however, the teacher creates the optimal
conditions and becomes a facilitator who guides them progressively through this process.

Perhaps the ideal method does not exist, but it is necessary to approach the SLA from a
constructivist perspective.

The GRAMMAR TRANSLATION Approach is a conventional method that is well-known in schools

for its explanations in the form of mathematical formulae and the major task of repetition. This
strategy does not encourage students to commit to learning; it is demotivating and uninteresting,
in my opinion. Furthermore, if the teacher does not have a strong command of the language,
problems in pronunciation may occur.

The direct method or berlitz (so called by its author) involved the little or none use of the mother
tongue in ESL classrooms; it also encourages the student to think to connect images or actions
with their new meaning. In my opinion, it is something that can be done in the classroom and even
encourage students to do that at home, like writing down the words of the language studied in
objects they see every day to associate the words, even so I believe that with this method the
students would not formulate compound sentences for fluency in the foreign language.

the natural approach, (Krashen) in which the student learns by doing, taking into account the
following factors: Learning vs. acquisition. The function of monitoring in conscious learning,
working under time constraints, focusing on form, and knowing grammatical rules. The natural
sequence of learning a second language, which is identical to learning a first language.

The learner's exposure to the language (comprehensible input) and the acquisition process.

The affective filter, or elements that obstruct language acquisition.

Students may be able to communicate in the target language fluently, but they are unable to do so
accurately.
Because this method focuses on fluidity rather than grammar, it would affect the student's writing
ability. Furthermore, there is no distinction between the acquisition of the first and second
languages; as seen in the psicolinguistic crash course video, children go through a completely
different process than adults, who have other things on which to focus while learning the language
and must be motivated. As a result, this method has been chastised.

According to the audio lingual method, language acquisition develops as a result of habit and
repetition. The method stresses oral exercises and the copying of predefined phrases, with speech
as its focal point. I consider it a traditional technique because language is not taught solely by
repetition because many individuals do not actually understand the meaning of phrases, find
parroting tedious, and it does not expose them to real-life circumstances in which they can build
fluency in the language.

The importance of learning the relationship between theories of language acquisition and teaching
methods in the EFL classroom stems from the fact that teachers need to understand the various
theories proposed on how and why humans acquire language in order to develop techniques
belonging to a specific methodology of teaching a foreign language (L2), , since it is not just
required to teach content or have pupils output information as machines, but teachers must also
regard them as human beings, by virtue of the attribute that makes us who we are, thinking.

The Learning through discovery focus on a greater level of participation from the students.

Professors do not present the material in a finished form; rather, their activity is aimed at
demonstrating the goal that must be achieved, as well as acting as a mediator and guide for the
students as they navigate the path and achieve the set goals.

It is a very useful learning experience that ensures significant knowledge and fosters investigative
and rigorous habits in students.