خلاصة:
One important light in which to perceive the pendulum swings of the world of
language teaching is the waning of the concept of method and its replacement by
Kumaravadivelu’s post-method pedagogy, which is free from the constraints of
methods. For several years, researchers working on the familiarity of EFL teachers
with Post-method and its role in second and foreign language learners’ productions
have pointed out that the opportunity to plan for a task generally contributes to
language learners’ development. Such a post-method thinking has yet to find some
prominent place with language teaching practitioners. This study principally sets out
to explore any correlation between the field of study taught and the teachers’ attitudes
towards the post-method strategies at hand today. 131 teachers from an English
language institute located in Tabriz, Iran (i.e. Faseleh) were selected as participants.
The attitudes of language teachers towards the Post-Method condition were assessed
via a questionnaire which consisted of two main parts: the first part tapped into the
participants’ personal information, and the second part included some questions on a
5- point Likert scale about the role of Post Method, their familiarity with it, and how it
impacted their teaching and learning. The findings support the hypothesis that
language teachers’ knowledge and awareness of post-method seems to play out as an
important factor in their teaching, while they also carry certain pedagogical and
theoretical implications in second language teaching as well as relevance to second
language learning assessment.
ملخص الجهاز:
For several years, researchers working on the familiarity of EFL teachers with Post-method and its role in second and foreign language learners’ productions have pointed out that the opportunity to plan for a task generally contributes to language learners’ development.
The attitudes of language teachers towards the Post-Method condition were assessed via a questionnaire which consisted of two main parts: the first part tapped into the participants’ personal information, and the second part included some questions on a 5- point Likert scale about the role of Post Method, their familiarity with it, and how it impacted their teaching and learning.
Keywords: post-method, language teacher, EFL learners, field of study, method * Instructor Staff member of Tabriz university, Tabriz, Iran -Received on:03/02/2016 Accepted on: 29/05/2016 Email: mirhabibaboulalaei@yahoo.
As Miles (2004) believes, a hundred years ago, utilizing the learners’ first language in studying L2 through the technique of direct translation was a norm; however, at that time, bilingual learning and teaching was universal and almost accepted, since the written word was emphasized over the spoken.
Cortazzi & Jin (1999) support this by saying that behavior in the classroom is set within taken-for-granted frameworks of expectations, attitudes, values and beliefs about what constitutes good learning, about how to teach and learn, whether and how to ask questions, what textbooks are for, and how language teaching relates to broader issues of the nature and purpose of education (p.
The findings of the present study suggest that language teachers' knowledge of post-method methodology seems to be an important factor in determining the importance and effects of their teaching.