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Linguistics from Methods to Postmethod era: Implication for Language Skill…
Linguistics from Methods to Postmethod era: Implication for Language Skill Practice in EFL Context
Major-Influential phases in Method Era
Direct Method
GTM
Reading Method
Audiolingual Method
Chomsky's Universal Grammar
Hymes' Communicative Competence (Classic CLT)
Krashen 5 Hypothesis
CLT: Language for Meaningful Communication
Linguistics in Post Method Era
CLT Today
Dynamic
macrostrategies are 'Maximise learning opportunities' and 'Promote learner autonomy'
1990, Prabhu argued that there is no one method, but that individual teachers fashion an approach that accords uniquely with their 'sense of plausibility
Three principles, or pedagogies, summarize how postmethod defines L2 teaching: practicality, particularity, and possibility (Kumaravadivelu, 2001, 2003a, 2003b, 2005).
SO?
Block (2001) notes, 'while method has been discredited at an etic level (that is in the thinking and nomenclature of scholars), it certainly retains a great deal of vitality at the grass-roots, emic level (that is, it is still part of the nomenclature of lay people and teachers)' (p. 72).
'Methods, however the term is defined, are not dead. Teachers seem to be aware of both the usefulness of methods and the need to go beyond them.' (p. 143).
On the other hand, in a recent paper, Akbari (2008) suggests that, in EFL contexts such as Iran, it is textbooks that have largely replaced methods in their traditional sense:
'The concept of method has not been replaced by the concept of postmethod but rather by an era of textbook-defined practice. What the majority of teachers teach and how they teach... are now determined by textbooks' (p. 647).