The dogme approach: A radical perspective in second language teaching in the post-methods era

Abstract

This paper aims to critically discuss the Dogme approach, an innovative pedagogy in English language teaching that was first developed by Thornbury (2000). Dogme is rooted in a conglomerate of compatible theories in second language learning and teaching. The most noticeable perspective of the Dogme approach may be that language teachers should not rely solely on prescribed coursebooks, but should instead teach tasks based on learners' problems and interests. In this article, the authors first conduct a critical review of second language acquisition, pedagogical theories, and post-methods era perspectives to express the aims and significance of this article. After that, the authors discuss different aspects of Dogme and figure out the room for Dogme in English language teaching in the post-methods era. Finally, the authors figure out gaps in research and give further pedagogical recommendations for English language teachers and learners.