 Let's start another main module which is theoretical and practical issues and their significance for teaching, writing as a skill in a second language classroom. We will begin with a sub-module within this main module and the topic is the value of theoretical knowledge. As researcher of applied linguistics, I have observed myself, my students, especially at MFIL level, asking this question, why they are doing theory. What's the purpose of doing theory? So, theory actually the answer is provides a lens to see how things are worked upon by teachers in the classroom. So, theoretical knowledge is important because it shapes our practice. It helps us see what works best in the classroom and what may not work. So, we will discuss the significance of theoretical knowledge. We have, as you might be aware, some teachers manuals accompanied by famous publishers like Cambridge, like Oxford and Macmillan, where there are clear instructions for the teachers how to teach a particular lesson, how to teach particular grammatical items. Well, teachers go into the classroom, practice, leave the classroom. But what the research suggests that in one way or the other, teacher has a theory to follow. They, I mean, willingly or unwillingly, they are actually operating within the paradigms of a theory. And their approaches, especially teaching, their pedagogy is actually driven by some of the theoretical knowledge. So, whether we like or not like theory is there and we cannot gain, say, its role in especially teaching, writing classes. So, the knowledge of theory may confuse, especially pre-service and in-service teachers. Why? Because they are much more enthusiastic to use the best, make the best use of their practical strategies and teach the best. So, this aim, this module aims to discuss some of the debates about surrounding the theoretical knowledge and its value. So, effective teaching is very much related with explicit knowledge of theory. So, what the teachers should do, they should consider a variety of approaches. You might have done in a separate course the theories of applied linguistics or mainstream theories within applied linguistics. So, teachers must consider a variety of approaches and underlying assumptions and the practices that each theory evokes. So, this knowledge will help them draw on their own drought, their own operational theory. So, theories actually help teachers see their practice in an appropriate manner. For instance, from my personal point of view, I'm very much interested in sociocultural theory of language learning or learning. So, this theory sees classroom as a community where there are members, where they belong to one community. So, teachers role is like much more as a facilitator, not like a king on the stage. So, this is how there is a strong relationship between theory and practice. So, this knowledge will enable students, sorry, teachers to appreciate their own teaching, to reflect, to become critical and reflective practitioners. And they will become researchers of their own professional life and in this way they can bring in change or they can become agents of change. So, what we can gather from this discussion is that the knowledge of formal theories help teachers make their instruction plant balanced. And it also helps them see their assessment strategies which works for their students. For example, academic literacy theory lays emphasis on acculturating students to the norms traditions of academia and making the assessment criteria explicit to the students. So, it encourages teachers to try out new things. So, as I said before, to help them see the classroom as a community. So, I would like to wind up this module on this note that there is nothing so practical as theory.