• There is no real critical period hypothesis for
• 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.
TOPIC SAMPLE LITERATURE
We don’t need teaching methods
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
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
There is no such thing as ‘English as
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.
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
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.