This article is aimed at presenting four currently existing models in Second Language Acquisition Theory and discusses some essential aspects of their implication and their methods’ and approaches’ applicability for generating of interactive body of knowledge while designing the computer-based student’s educative station at lower levels of language competence. We observe each model separately and recognize that since modern methodology at the currently progressing post-communicative phase considers none as a macromethodological remedy in SLA, language learning calls for eclectic lay-outs for students’ practices and tasks that will be resulting in building both robust communicative skills in various social and professional environments and formal, academic background which are determined by tactical goals of training and education