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. 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.
Machine summary:
<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.