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Post Method Era

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In the name of God English Language Teaching in the "Post Method Era"
Introduction
For the first time, the concept of post method was proposed by Kumaravadivelu (1994). According to kumaravadivelu, there are three main parameters in post method pedagogy: Particularity, practicality, and possibility.
The postmethod pedagogy
This is the new method of understanding in foreign language teaching methodology that described as postmethod condition because of its successive ideas and assumptions concerning foreign language teaching practices. According to Kumaravadivelu (2006):
"The postmethod condition is a sustainable state of affairs that compels us to fundamentally restructure our view of language teaching and teacher education. It urges us to …show more content…

It has detailed specifications of content, roles of teachers and learners, teaching procedures and techniques. Methods are learned through training. The teacher’s role is to follow the method and apply it absolutely according to rules. This dramatic shift and change from the method era to post method era indicates a shift from a positivist-oriented perspective to a constructivist-oriented one and “a shift from transmission, product-oriented theories to constructivist,process-oriented theories of learning, teaching, and teacher learning” has been particularly conspicuous (Crandall, 2000, pp. 34-35). As a consequence, “a shift to a constructivist perspective of teaching and teacher learning makes teachers a primary source of knowledge about teaching” (Crandall, 2000, p. …show more content…

Second, method represents the organizing principle for language teaching. Third, method has a complete and historical value. Then, theorists conceive knowledge, and teachers consume knowledge. Finally, method is neutral, and has no ideological motivation. So, it is noticeable to say that there was a shift from method era to post-method era.
According to Stern (1983) framework has three dimensions: 1) the L1-L2 dimension, 2) the analytic-experiential dimension, and 3) the explicit-implicit dimension. Each dimension forms a continuum. Based on Kumaravadivelu (2001), in post method teacher acts as a self directed individual who can construct his own theory of practice. He keeps his “eyes, ears, and mind open in the classroom to see what works and what doesn’t, with what group(s) of learners, for what reason” (Kumaravadivelu, 2001, p. 550). In addition, he evaluates his instruction effectively to bring the necessary changes for the desired aims.
Advantages and

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