The Post Method Era

The post-method era
The post-method era

(Nesrin Demirba)
The top down criticism The role of contextual factors

(Ercan AKSOY)
The need for curriculum development processes Lack of research basis Similarity of classroom practices
(Hlya ZGER)
Beyond approaches and methods Looking forward

(Elham COKUN)
C O N T E N T
Recent explorations in L2 pedagogy signal a shift away from the conventiional and traditional concept of method toward a post method condition so that the teachers are empowered to devise for themselves a systematic, coherent and relevant alternative to method. The post-methods era
It also signifies a search for an alternative to method rather than an alternative method. It also signifies teacher autonomy.
It is different from eclecticism which has long been advocated to overcome the limitations of any given method.
The Grammar Translation Method (19th century) Direct Method (end of 19th century) The Audiolingual Method (in the 1950s) Silent Way TPR Suggestopedia Communicative Language Teaching (in the 1980s)
Communivative Language Teaching Competency-Based Language Teaching Content-Based Instruction Cooperative Learning Lexical Approaches Multiple Intelligences The Naturalistic Approach Neurolinguistic Programming Task-Based Language Teaching Whole Language
A method refers to a specific instructional design or system based on a particular theory of language and of language learning. It contains detailed specifications of content, roles of teachers and learners, and teaching procedures and techniques. It is relatively fixed in time and there is generally little scope for individual interpretation. Methods are learned through training. The teachers role is to follow the method and apply it precisely according to rules. The following are examples of methods in this sense: Audiolingualism Counseling-Learning Situational Language Teaching The Silent Way Suggestopedia Total Physical Response
To sum up
There is often no clear right or wrong way of teaching according to an approach and no prescribed body of practice. Methods solve many of problems beginning teachers have to struggle with because many of the basis decisions about what to teach and how to teach it have already been made for them.
The top-down criticism

The post-methods era
Approaches tend to allow for varying interpretations in practice, methods typically prescribe for teachers what and how to teach.
Approaches
Methods
Teacher have to
accept the claims or theory underlying the method and appy them to their own practice.
Good Teaching regarded as

Correct use of method its prescribed principles and techniques
The role of teacher is marginalized

His role or her role is to understand the method and apply its principles correctly.
Learners are sometimes viewed as the passive recipients of the method.

They must submit themselves to its regime of exercises and activities.
In other words,
Learners bring different learning styles and preferences to the learning process, that they should be consulted in the process of developing a teaching program, and that teaching methods must be flexible and adaptive to learners need and interest.
Role of contextual factors

Both approach and methods are often promoted as all-purpose solutions to teaching problems In trying to apply approaches or methods, teachers sometimes ignore what is the starting point in language program design, namely, a careful consideration of the context.
Teaching and learning occurs
The cultural context
The political context
The local institutional context
The context constituted by T and learners
CLT and cultural imperialism nearly is same thing according to their educational traditions.
In this respect, CLT is used in Britain and United States, other speaking countries. And so, this situation is related to target culture and the assumptions of CLT. Similarly, Counseling-learning and cooperative learning and their assumption about the roles of teachers and learners are not necessarily culturally universal.
THE NEED FOR CURRICULUM DEVELOPMENT PROCESSES

These traditionally involve:

The careful examination, drawing on all available sources of knowledge and informed judgement, of the teaching objectives. The development and trial use in schools of those methods and materials which are judged most likely to achieve the objectives which teachers agreed upon.
The assessment of the extend to which the development work has in fact achieved its objectives. The final element is therefore the feedback of all the experience gained, to provide a starting point for further study.
LACK OF RESEARCH BASIS

Approaches and methods are often based on the assumption that the process of second language learning are fully understood.
SIMILARITY OF CLASSROOM PRACTICES

Brown (1997:3) makes similar point: Generally, methods are quite distinctive at the early, beginning stages of a language course, and rather indistinguishable from each other at a later stage.
Beyond approaches and methods

to learn how to use different approaches and methods and understand when they might be useful to understand some of the issues and controversies that characterize the history of language teaching to participate in language learning experiences based on different approaches and methods as a basis for reflection and comparison to be aware of the rich set of activity resources available to the imaginative teacher to appreciate how theory and practice can be linked from a variety of different perspectives
Looking Forward
Responses to technology; The potential of the internet , the World Wide Web, and other computer interfaces and technological innovations is likely to capture the imagination of the teaching profession in the future as it has in the past and will influence both the content and the form of instructional delivery in the language teaching.
Learner-based innovations; Learner-based focuses recur in laguage teaching and other fields in approximately 10-year cycles, as we have seen with individualized instruction, the learner-centred curriculum, learner training, learner strategies, and Multiple Intelligences. We can anticipate continuation of this trend.

The Post Method Era

Uploaded by

Copyright:

Available Formats

The Post Method Era

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Post Method Era

Uploaded by

Copyright:

Available Formats

The post-method era

The post-method era

The top down criticism The role of contextual factors

Beyond approaches and methods Looking forward

The top-down criticism

Good Teaching regarded as

The role of teacher is marginalized

Learners are sometimes viewed as the passive recipients of the method.

Role of contextual factors

The cultural context

The political context

The local institutional context

The context constituted by T and learners

THE NEED FOR CURRICULUM DEVELOPMENT PROCESSES

These traditionally involve:

LACK OF RESEARCH BASIS

SIMILARITY OF CLASSROOM PRACTICES

Beyond approaches and methods

You might also like