ABSTRACT
This chapter examines the various ways in which research conceptualizes second language (L2) learning. It explores the links between theories of language learning, methods and potential Postmethod classroom practices. The chapter investigates further theoretical approaches to L2 learning, and explores the relevance of the ideas for teachers negotiating methodological dilemmas in the English language classroom. It reviews all the perspectives on Second Language Acquisition (SLA) so far share one common characteristic – they present language learning as a primarily individual activity, in which language input becomes intake via cognitive processes which are either explicitly outlined or remain implicit. Schumann reasons that SLA theories and theory-building are like art. Information processing is not the only cognitive approach to SLA. The chapter encourages readers to reflect upon those theoretical perspectives that contribute to an understanding of their own beliefs and everyday practices as English language teachers.
