The Familiarity of EFL Teachers with Post-Method: Considering their Field of Study مقالة

مؤلف: Aboulalaei، Mir Habib ؛ Poursalehi، Jafar ؛ Hadidi، Yase ؛

Journal of Modern Research in English Language Studies Summer 2016, Volume 3 - Number 3 ISC (‎22 صفحة - من 83 إلی 104 )

الکلمات المفتاحية: Method EFL learners language teacher field of study Post-method

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. One hundred and thirt one 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 that 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:

<H3>The Familiarity of EFL Teachers with Post-Method: Considering</H3> their Field of Study Mir Habib Aboulalaei* Staff member of Tabriz University, Tabriz, <H3>Jafar Poursalehi</H3> Researcher in English Language Teaching, International Officer inUniversity of Tabriz, Tabriz <H3>Yase Hadidi</H3> Assistant Professor English Department Faculty of Farsi Literature University of Tabriz, Tabriz, Iran Abstract 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. The attitudes of language teachers towards the Post-Method condition were assessed via a questionnaire that 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 * Staff member of Tabriz university, Tabriz, Iran -Received on:25/08/2016 Accepted on: 25/11/2016 Email: mirhabibaboulalaei@yahoo. 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.

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