Learning is a lifelong process. Meaningful learning is a comprehensive phenomenon. With the advancement of science and technology and the phenomenon of globalization, the craze for English has spread in India and the English language has spread to rural lands as well. Regardless of religion, color, caste, creed, etc., there is a high expectation from people that their children speak good English at primary level, in the current scenario there is a need and pressure to make the best of a worldwide competitive environment for learning English as both a second and foreign language. Whatever the age or level, learning English has become a necessity due to the competition in society. Has learning English as a second language become a methodology or a technological sophistication? Whatever it is, there is a big significant difference in learning English as both a first language and a second language. This paper highlights the attitudinal challenge and necessity of learning English as a second language in a changing landscape. DETAILED DOCUMENT Language is a most important means of communication. Learning a language cannot be forced on students who have inhibitions and no experience. This appears to be an instruction in second language teaching and not a way of imparting education and a method of teaching a communicative language. It is understood that the language cannot be taught in the Second Language classroom. It needs to be revised to make them effective and suitable for the student. In an environment where the second language learning scenario has undergone a paradigm shift, the student's idea needs to be changed and more attention needs to be given to the learning process. As such, the cultural domain of the l...... half of the article ......However, exploratory research on student strategy use must apply reliable and more carefully defined categories before it can indicate objectives for more controlled foundations classroom research in teaching English as SL. The complexity of teacher-student interaction and its likely influence on language learning outcomes will be examined. CONCLUSION The results of these studies on student interaction reveal no clear trends in the differences between different classroom organizational structures. The important factor is that the language task is a critical factor. Students are classified based on language dominance. There is a need for more controlled research on classroom learning strategies, but the focus must be on language proficiency. It will examine the complexity of teacher-student interaction and its likely influence on language learning outcomes.