Browsing by Subject "Postmethod pedagogy"

Now showing 1 - 3 of 3

Open Access
Method vs postmethod! : a survey on prospective EFL teachers' perspectives
(2014) Tığlı, Tufan
This 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.
Open Access
Postmethod Pedagogy and reflective practice: current stance of Turkish EFL teachers
(2015) Dağkıran, İpek
Current discussions about the methods in English language teaching show the dissatisfaction with the outcomes of the implementations of the conventional teaching methods. The postmethod pedagogy argues that traditional methods have limiting and limited effects on both language learners and teachers. In this sense, postmethod pedagogy, which highlights the importance of location specific, contextsensitive and teacher-generated educational settings, values teachers’ decisions during teaching and highlights the importance of actual practices of teachers. One of the overarching features of postmethod pedagogy is that it highly emphasizes the role of the teachers as decision-makers. Teacher reflection is seen as a major component as teachers with the help of self-observation, self-analysis and self-evaluation can shape and reshape classroom learning and teaching. This process can only occur with teachers who have a sense of plausibility, which means subjective understanding of the teaching they do”. It is claimed that one of the consequences of the postmethod era can be regarded as the rise of reflective practice in language teaching. In this sense, a reflective teacher is defined as a critical examiner of classroom practices who comes up with different ideas to enhance students’ learning and be able to put these ideas into practice. This quantitative study, with the participation of 347 Turkish EFL teachers, investigated their perceptions of postmethod pedagogy and reflective practices. The data was collected in Turkey via a nation-wide online survey consisting of two separate sets of questionnaires focusing on postmethod pedagogy and reflective practice. The survey also includes a set of questions to obtain demographic data. The data gathered via this survey was also analyzed to see whether there is a relationship between teachers’ perceptions of postmethod pedagogy and their reflective practices. The results of the quantitative data revealed that Turkish EFL teachers do not have resistant attitudes towards the postmethod condition and they also seem to be open to changes with regard to altering the current methods in line with the needs of the students. Moreover, when Turkish EFL teachers’ responses to the five elements of reflective practice were considered, it was seen that most of the reflective activities are sometimes engaged in. The analysis of the relationship between postmethod pedagogy and reflective practice revealed that the principles of postmethod pedagogy and elements of reflective practice interrelated with each other specifically with regards to local needs, critical reflections on teaching and sociopolitical issues in teaching/learning environment.
Open Access
The pre-service English language teacher educators’ perceptions on the postmethod pedagogy and its application
(2019-03) Kandıralı, Kamile
This study aimed to investigate the pre-service English language teacher educators’ perceptions on the postmethod pedagogy in English Language Teaching (ELT) and its application in the pre-service ELT programs in Turkey. In accordance with these purposes, the study was carried out with eight volunteer English language teacher educators from five focus institutions consisting of three public and two foundation universities. In this qualitative inquiry, the data were collected via interviews consisted of semi-structured questions. To analyse the data, Boyatzis’ (1998) four stages in thematic analysis and Dörnyei’s (2007) four phases of the analytic process were utilized. Along the analysis, the transcripts were examined to develop codes, recode the data, and categorise the emerging codes within the scope of relevant pedagogical parameters proposed in the postmethod pedagogy. The analyses of the data revealed that the English language teacher educators adopted a positive stance towards the postmethod pedagogy, which can be interpreted through their prevailing perceptions on the principles, procedures, and practices of this pedagogy. In addition, the responses of the participants indicated that they had a distinct perception on the application of the postmethod pedagogy. The participants’ practices in the pre-service ELT programs also showed that they adopted the procedures and applied the principles of the postmethod pedagogy to a certain degree. This study may provide insights about the English language teacher educators’ stance in terms of embracing changing trends in the field of methodology. This study may also increase awareness of both pre-service and in-service teachers regarding the changes in language teaching methods.