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 even in the rural lands. Irrespective of religion, color, caste, creed, etc., people have high expectations from their children to speak English well at the primary level. There is a need and pressure in the current scenario to get the best out of the lot. competitive environment to learn English as both a second language and a foreign language. Regardless of age or level, learning English has become a necessity due to competition in society. Has learning English as a second language become a methodology or a technological sophistication? Regardless, there is a big and significant difference in learning English as a first language and as a second language. The present article focuses on the behavioral challenge and necessity of learning English as a second language in a changing scenario. DETAILED PAPER Language is a better means of communication. Learning a language cannot be imposed on learners who have inhibitions and no experience. It appears to be instruction in the teaching of a second language and not a means of imparting education and a method of teaching a communicative language. It is understood that the language cannot be taught in a second language class. It needs to be revised to make them effective and user-friendly for the learner. In an environment where the second language learning scenario has undergone a paradigm shift, the idea of ​​the learner needs to be changed and more attention needs to be given to the learning process. For this, the cultural domain of the middle...... middle of article...... Yet, exploratory research on learner strategy use must apply more carefully defined and reliable categories before being able to point at targets for more controlled objectives. classroom research on teaching English as a SL. It will examine the complexity of teacher-student interaction and its likely influence on language learning outcomes. CONCLUSION The results of these studies on learner interaction reveal no clear pattern in the differences between different classroom organizational structures. The important factor is that the language task is a critical factor. Students are classified according to their dominant language. More controlled research into classroom learning strategies is needed, but the goal should be language proficiency. It will examine the complexity of teacher-student interaction and its likely influence on language learning outcomes..