Method vs postmethod! : a survey on prospective EFL teachers' perspectives

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buir.advisorOrtaçtepe, Deniz
dc.contributor.authorTığlı, Tufan
dc.date.accessioned2016-01-08T18:27:14Z
dc.date.available2016-01-08T18:27:14Z
dc.date.issued2014
dc.departmentM.A. in Teaching English as a Foreign Languageen_US
dc.descriptionAnkara : The Program of Teaching English as a Foreign Language Bilkent University, 2014.en_US
dc.descriptionThesis (Master's) -- Bilkent University, 2014.en_US
dc.descriptionIncludes bibliographical references leaves 87-95.en_US
dc.description.abstractThis descriptive study investigated the awareness level of ELT students regarding postmethod pedagogy, and the teaching methods in Turkey. Having emerged in the early 1990s, postmethod pedagogy has received mixed reactions in the ELT world. Based on the idea that the concept of method has a limiting impact on language teachers, postmethod condition suggests that method is an artificially planted term into the language classrooms; therefore, should no longer be regarded as a viable construct. While postmethod pedagogy calls for a closer inspection of local occurrences, its presence in local curricula among countries outside the European periphery remains questionable in that the innovative condition of postmethod is fairly new, and is still widely overshadowed by Communicative Approaches in educational contexts. By employing a quantitative approach, this study traced the echoes of methods and the postmethod condition in ELT departments in Turkey Eighty-eight ELT students from six different universities in Turkey participated in the study. An online survey with four sections was employed for the data collection stages of the study. Analyses of the data revealed that the Communicative Approaches are the widely preferred methods among third- and fourth-year ELT students in Turkey. Additionally, these students had negative perceptions towards the earlier methods of teaching English. Regarding the postmethod condition, the results indicated that Turkish ELT students still had strong links with the methods, and they were unwilling to abandon the guidance that ELT methods provided them. However, significant difference was observed between teacher groups regarding the Particularity principle of the postmethod condition. The findings of this descriptive study supported the existing literature in that while Communicative Approaches are the dominant methods of instruction in Turkey, which is an English as a Foreign Language setting, some complications remain among prospective teachers in implementing deep-end ELT methods to local agenda.en_US
dc.description.degreeM.A.en_US
dc.description.statementofresponsibilityTığlı, Tufanen_US
dc.format.extentxii, 99 leaves, tablesen_US
dc.identifier.urihttp://hdl.handle.net/11693/15947
dc.language.isoEnglishen_US
dc.publisherBilkent Universityen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectPostmethod pedagogyen_US
dc.subjectmethodologyen_US
dc.subjectELT methodsen_US
dc.subjectmethods and approachesen_US
dc.subjectCommunicative Language Teachingen_US
dc.subjectELT studentsen_US
dc.subjectprospective teachersen_US
dc.subject.lccPE1068.T8 T54 2014en_US
dc.subject.lcshEnglish language--Study and teaching (Higher)--Turkey.en_US
dc.subject.lcshEnglish language--Study and teaching--Turkish speakers.en_US
dc.subject.lcshEnglish teachers--Turkey--Attitudes.en_US
dc.subject.lcshLanguage teachers--Turkey--Attitudes.en_US
dc.titleMethod vs postmethod! : a survey on prospective EFL teachers' perspectivesen_US
dc.typeThesisen_US
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M.A. in Teaching English as a Foreign Language - Master's degree