On the Hows and Whys of Skill Acquisition Theory Vague Implication in ELT Context

Within and after the development of Communicative Language Teaching, and thanks to the innovations in the fields of psychology, sociology, and neurology; a large number of SLA theories, among which Skill Acquisition Theory, were developed, improved, and some but not all criticized on their practicability and learnability due to their broad, explicit, or narrowed contents. The English theorizers and practitioners, in this post-method era, are rushing towards making hypotheses which, in their own beliefs, attempt to solve or facilitate faster and more profound learning. On the contrary, these theories, e.g. Skill Acquisition Theory, cannot afford supporting practical and manipulative syllabi in the classrooms. The present study considers some of the merits and deficits of the aforementioned theory in teaching English as a second or foreign language.