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An Investigation into Teachers’ Perception of (Postmodern) Postmethod Pedagogy | ||
| مجله پژوهش های فلسفی | ||
| دوره 16، شماره 41، دی 1401، صفحه 62-73 اصل مقاله (1.05 MB) | ||
| نوع مقاله: مقاله علمی- پژوهشی | ||
| شناسه دیجیتال (DOI): 10.22034/jpiut.2022.52919.3341 | ||
| نویسندگان | ||
حسین صبوری  1؛ مینا محبوبی2
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| 1دانشیار گروه زبان و ادبیات انگلیسی، دانشگاه تبریز، تبریز، ایران. | ||
| 2دانش آموخته کارشناسی ارشد ادبیات انگلیسی، دانشگاه تبریز، تبریز، ایران. | ||
| چکیده | ||
| This study investigates into teachers’ perceptions in order to find out whether they are thinking beyond the concept of method. Specifically speaking, the underlying goal is to diagnose whether teachers are context sensitive and are aware of the uniqueness of each specific teaching-learning context, that is, whether they are able to differentiate between the different requirements of one teaching context from another. Instead of exploring teachers’ views on the term’s method, postmethod, which is a dominant pattern in the literature of postmethod studies, teachers’ perceptions of postmethod teaching strategies (Stern, 1992) were explored across two proficiency levels of elementary and intermediate as a kind of contextual variable. To this end, a questionnaire tapped into three teachers’ perceived effectiveness of each of the two distinctive strategies of each dimension across two levels of intermediate and elementary. The statistical analysis didn’t reveal any significant difference in teachers’ perceptions across the two proficiency levels. This indicated that teachers didn’t consider the requirements of context but rather they adhered to just one method at both levels. Therefore, these teachers were not thinking beyond the framework of the method concept and were not oriented toward postmethod pedagogy in their thoughts. | ||
| کلیدواژه‌ها | ||
| intralingual- crosslingual dimension؛ analytic-experiential dimension؛ explicit- implicit dimension؛ COLT strategies | ||
| مراجع | ||
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Allen, Patrick; Fröhlich, Maria; Spada, Nina. (1984). The Communicative Orientation of Language Teaching: An Observation Scheme. In J. Handscombe, R. A. Orem; B. P. Taylor (Eds.): 231-252. Washington, D. C.: TESOL. Allwright, Dick. (2003). Exploratory Practice: Rethinking Practitioner Research in Language Teaching. Language Teaching Research, 7: 113-141. Bell, David. (2003). Method and Postmethod: Are they really so Incompatible” TESOL Quarterly, 37(2): 325-336. Bell, David. (2007). Do Teachers think that Methods are dead? English Language Teaching, 61(2):135-143. Brown, H. Douglas. (2002). English Language Teaching in the “Post-Method” Era: Towards Better Diagnosis, Treatment, and Assessment. In J. C. Richards; W. A. Renandya (Eds.), Methodology in Language Teaching: 9-18 Canagarajah, A. Suresh. (1999). Resisting Linguistic Imperialism in English Teaching, Oxford: Oxford University Press. Fahim, Mansoor; Pishghadam, Reza. (2009). Postmodernism and English Language Teaching. International Journal of Applied Linguistic Studies, 1(12): 27-54. Flyman-Mattsson, Anna. (1999). Students' Communicative Behavior in a Foreign Language Classroom. Working Papers, 47: 39-57. Hashemi, Mohammad. (2011). Post-Methodism: Possibility of the Impossible. Journal of Language Teaching and Research, 2(1): 137-145. Kumaravadivelu, Bala. (2003a). Beyond Methods: macrostrategies for language teaching: Yale University Press. Nunan, David. (1987). Communicative Language Teaching: Making it Work. ELT Journal, 41: 136-145. Stern, Hans Heinrich. (1992). Issues and options in language teaching: Oxford University Press. Shakouri, Nima. (2012a). Methods are not Dead. Journal of Comparative Literature and Culture, 1(1):7-11. | ||
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