Postmethod Pedagogy and Its Influence on EFL Teaching Strategies

Mingyao Chen

Abstract


Postmethod pedagogy is first put forward by Kumaravadivelu in 1994. It emerged to respond the demand for a most optimal way of teaching English free from the method-based restrictions. Kumaravadivelu views postmethod pedagogy as a three dimensional system with three pedagogic parameters: particularity, practicality, and possibility; and he proposes micro-strategies in EFL classrooms. To better illustrate his theory and its influence on EFL teachers’ teaching strategies, it is necessary to conduct case studies in schools to investigate both teachers’ and students’ beliefs about methods and postmethods, and to find out whether the current teaching activities are in accordance with the micro-strategies of postmethod pedagogy in terms of teaching interaction, teaching technique, teaching object and teaching content. Then this paper goes on to summarize the implications of this study for teaching and teacher education.


Full Text: PDF DOI: 10.5539/elt.v7n5p17

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This work is licensed under a Creative Commons Attribution 3.0 License.

English Language Teaching       ISSN 1916-4742 (Print)   ISSN  1916-4750 (Online)

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