چکیده:
This paper aims at shedding light on the concept of postmodernism, and its implications in the TESOL. Postmodern philosophy as a prevalent concept and a hot buzzword in philosophy, science, and art is believed to have influenced the TESOL theoretically in some ways. The elements of postmodernism including: constructivism, subjectivism, relativism, localism, and pragmatism are found to have been applied in the TESOL to the concept of the demise of the methods, more focus on styles, strategies, and multiple intelligences, chaos/complexity theory and critical theories. But in practice, in developing countries the TESOL still lives in the modern era.
خلاصه ماشینی:
"This epoch was directly linked to an era of ‘modernism’ and objectivity in the realm of science and also in language teaching, for all them: • sought to find the best method of teaching English, that is, the method that yields the best results or learning outcomes in a given period of time; • had universal claims, trying to prescribe their procedures for all learners around the globe assuming that a ‘cookie-cutter approach’ or a ‘superior’ method benefits all, regardless of how it is subjectively perceived by the different teachers involved; • were scientific, based on theories from other disciplines including linguistics, psychology, and sociology; and • were teacher-proof, guru-based, and, therefore, magnifying the role of experts.
All attempts motivated by such trends: • downplay the role of experts outside the field; • disbelieve in grand theories and supermethods, embracing only local and situation-based decision; • are subjective, giving more power to the teachers as reflective, strategic researchers always involved in classroom-oriented action research; • seek to dispute the theory/practice dichotomy; • celebrate the diversity of the individual learners, rejecting one-size- fits-all philosophy; • are pragmatic, using every theory which is suitable in the classroom; and • empower classroom participants to critically reflect upon the social and historical conditions that give rise to social inequalities and to question the status quo that keeps them subjugated or marginalized."