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Is There a Place for Post-method Pedagogy in the Educational Context of Iran: Voices of EFL Teachers | ||
| Journal of English Language Teaching and Learning | ||
| مقاله 2، دوره 10، شماره 22، اسفند 2018، صفحه 1-25 اصل مقاله (505.23 K) | ||
| نوع مقاله: Research Paper | ||
| نویسندگان | ||
| Farzaneh Amiri* 1؛ Rahman Sahragard2 | ||
| 1Ph.D. Student of TEFL Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University | ||
| 2Professor in Applied Linguistics Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University | ||
| چکیده | ||
| In an attempt to liberate teachers from deficiencies of the conventional methods, Kumaravadivelu (1994) proposed the concept of “post method condition” to overcome the challenges caused by the very nature of methods. The literature regarding post-method pedagogy has indicated that most of the studies focus on its theoretical aspect, while the practical realization has been largely untouched. To this end, the present study was an endeavor to unveil the perspective of Iranian EFL teachers concerning the applicability of this pedagogy. 21 male and female in-service EFL teachers from different cities in Iran (Shiraz, Marvdasht, Bushehr, Tehran, and Gonbad-e-Kavus) participated in this qualitative research where data came from semi-structured interviews as the primary source of data collection. The interview data were transcribed and coded using Straus and Corbin’s (1998) constant comparative method, including three codification processes of open, axial and selective codings. The finding indicated that absence of required autonomy among teachers, teacher’s job security, students’ passivity, absence of critical thinking skills among students, dominance of transmission model of teacher education, inefficiency of the textbooks, teacher’s focus on coverage and grade pressure, and demanding nature of post-method pedagogy as the main pedagogical barriers which prevent language teachers from applying this pedagogy in their teaching practices. | ||
| کلیدواژهها | ||
| Method؛ post-method pedagogy؛ applicability؛ EFL teachers؛ pedagogical barriers | ||
| مراجع | ||
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