Abstract:
The profession of second language teaching has experienced fundamental fluctuations in both theory and practice. With its own proponents and opponents, the postmethod was considered as the practical and reasonable solution to the limitations of the confining concept of the method. The purpose of this qualitative study was to elicit nonnative EFL teachers‟ viewpoints and perceptions regarding postmethod pedagogy. In fact, the researchers were interested to know about nonnative EFL teachers‟ perceptions of postmethod condition regarding their own context and needs. Selected based on purposive sampling procedure, the participants of this study were 10 nonnative EFL teachers categorized into three groups based on their teaching experience. The participants took part in semi-structured interviews and they were asked a series of questions to elicit their perceptions and interpretations of postmethod. The results of the study revealed some rays of hope in some cases, though not promising in a full manner. In other words, although nonnative EFL teachers could not mention the postmethod principles explicitly, they showed a logical understanding of postmethod pedagogy tenets and its applications in their teaching practices and procedures. The results of this study can help teacher educators design more effective teacher education courses and in-service programs to enhance nonnative EFL teachers‟ viewpoints and perceptions regarding postmethod pedagogy and its implications in language teaching and learning processes.
Machine summary:
The results of this study can help teacher educators design more effective teacher education courses and in-service programs to enhance nonnative EFL teachers‟ viewpoints and perceptions regarding postmethod pedagogy and its implications in language teaching and learning processes.
ir) INTRODUCTION According to Brown (2000), in the early and mid of twentieth century, language teaching and learning methods and approaches have undergone radical changes to satisfy the thirst of different researchers and practitioners in searching for the best replacement for the limited and limiting concept of the method.
According to Kumaravadivelu (2006a), the postmethod era is a demanding situation that awakens us to rebuild and review the methods and approaches in the realm of language teaching as well as teacher education systems.
As Kumaravadivelu (2001) puts it, the term pedagogy has been interpreted with a broad and including sense, that covers different aspects of learning and teaching features such as classroom activities and realizations, the syllabus objectives, curriculum concerns and aims and assessment procedures as well as an expanded range of background, socio-cultural and political experiences and manifestations that can be traced in different phases of education directly or indirectly.
In the words of Giroux (1988), the pedagogy of possibility empowers the participants to think critically and point to "the need to develop theories, forms of knowledge, and social practices that work with the experiences that people bring to the pedagogical settings" (p.