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Debates!

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Debates!

  1. 1. DEBATES! • There is no real critical period hypothesis for language learning. • We don’t need teaching methods anymore. • We need to question the native speaker as a goal. • ‘English as Lingua Franca’ is ill-defined. • Grammar correction does not work. • Task Based Learning should be questioned. • Language is not an instinct. • Non-native scholars suffer from discrimination. • There is no point in teaching grammar.
  2. 2. TOPIC SAMPLE LITERATURE We don’t need teaching methods anymore. Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. Tesol Quarterly,35(4), 537-560. Bell, D. M. (2003). Method and postmethod: Are they really so incompatible?.TESOL quarterly, 325-336. Context matters more than form in language aquisition. Firth, A., & Wagner, J. (1997). On discourse, communication, and (some) fundamental concepts in SLA research. Modern language journal, 285-300. Kasper, G. (1997). " A" Stands for Acquisition: A Response to Firth and Wagner. Modern Language Journal, 307-312. There is no such thing as ‘English as Lingua Franca’. Sowden, C. (2012). ELF on a mushroom: the overnight growth in English as a Lingua Franca. ELT journal, 66(1), 89-96. Cogo, A. (2011). English as a Lingua Franca: concepts, use, and implications.ELT journal, ccr069. Grammar correction does not work. Truscott, J. (1996). The case against grammar correction in L2 writing classes.Language learning, 46(2), 327-369. Ferris, D. (1999). The case for grammar correction in L2 writing classes: A response to Truscott (1996). Journal of second language writing, 8(1), 1-11.
  3. 3. TOPIC (SOME) LITERATURE Language is not an instinct. Pinker, S. (1995). The language instinct: The new science of language and mind (Vol. 7529). Penguin UK. Tomasello, M. (1995). Language is not an instinct. Cognitive development,10(1), 131-156. Non-native scholars suffer from discrimination. Flowerdew, J. (2008). Scholarly writers who use English as an Additional Language: What can Goffman's “Stigma” tell us?. Journal of English for Academic Purposes, 7(2), 77-86. Casanave, C. P. (2008). The stigmatizing effect of Goffman's stigma label: a response to John Flowerdew. Journal of English for Academic Purposes, 7(4), 264-267. There is no point in teaching grammar. Krashen, S. (1992). Under what circumstances, if any, should formal grammar instruction take place. TESOL Quarterly, 26(2), 409-411. Lightbown, P. M., & Pienemann, M. (1993). Comments on Stephen D. Krashen's “Teaching Issues: Formal Grammar Instruction”: Two Readers React…. TESOL Quarterly, 27(4), 717-722.

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