Abstract
AbstractThe current theoretical landscape of second language acquisition (SLA) features abundance, disunity, and fragmentation. As early as 1993, Long counted 68 theories. That number, for sure, has only multiplied in the ensuing years, though what exactly counts as a theory has remained conceptually unsettled. Extant theories are diverse and disparate; they do not seem to gravitate toward a coherent understanding of SLA. In this article, we argue that a way to make theoretical headways is by engaging critical, well-established phenomena, a theoretical path that has long been noted but has remained intact. Using ultimate attainment, one of such phenomena, as an object of theorizing, we propose a new theory to both complement the theoretical spectrum in SLA and provide for a more holistic understanding of the phenomenon at hand.
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