ABSTRACT
This chapter examines the continuing relevance of the concept of Method for teachers in what is sometimes described as a ‘Postmethod era’. If we are in a Postmethod era, methods can be studied ‘not as prescriptions for best practice’ but as both a source of ‘personal practical knowledge’ and ‘for reflective review of the teacher’s own core principles and theoretical understanding’. It recognizes that different classroom practices stem from differing beliefs about language and language learning. The chapter explores the practical dilemmas raised by the beliefs, and reflect upon how teachers may negotiate these dilemmas in the second language (L2) classroom. Cognitive perspectives on L2 learning, although recognizing that Universal Grammar provides a valid explanation for first language acquisition, suggest that it does not fully explain L2 learning. It encourages readers to reflect on their own beliefs and classroom practices, while acknowledging possible alternatives.
