THE POST-METHODS ERA

./ THE POST-METHODS ERA

The history of language teaching has been

characterized by the search for the most effective
way of teaching second and foreign languages.
The commonest solution was the adoption of a
new teaching approach or method.
./ THE POST-METHODS ERA

What are the differences

between an approach and a
method?
./ THE POST-METHODS ERA

Differences between an approach and a method

Approach
An approach is a set of beliefs and principles that can be used
as the basis for teaching a language.
Communicative Language Teaching
Method
A method refers to a specific instructional design or system
based on a particular theory of language and of language
learning. It contains detailed specifications of content, roles of
teachers and learners, and teaching procedures and
techniques.
Audiolingualism

Competency-Based Language Teaching Counseling-Learning

Content-Based Instruction Situational Language Teaching

Cooperative Learning The Silent Way

Lexical Approaches Suggestopedia

Multiple Intelligences Total Physical Response

The Neuronal Approach

Neurolinguistic Programming

Task-Based Language Teaching

Whole Language
./ THE POST-METHODS ERA
Differences between an approach and a method
Approach
Some approaches have in common a set of theories and
beliefs about the nature of language, of language learning, and
a set of principles for teaching a language.
They allow a variety of interpretations of how the principles
can be applied.
Approaches tend to have a long shelf life.
They can be revised and updated over time.
Approaches tend to allow for varying interpretations in
practice.
Method
Methods solve the problems of novice teachers because many
of the basic decisions about what and how to teach have
already been made for them.
They are learned through training.
Methods tend to have a relatively short shelf life.
It is relatively fixed in time and there is generally little scope
for individual interpretation.
Methods prescribe for teachers what and how to teach.
./ THE POST-METHODS ERA

By the end of the 20th century,

some people spoke of
the death of the methods and approaches
and the term post-methods era
was sometimes used.
The heyday of the methods has lasted
up to the late 1980s
./ THE POST-METHODS ERA

Criticisim
Roles of the teachers and learners

Teachers
The role of the teacher is marginalized, they have to
understand the method and apply its principles correctly.
Teachers sometimes ignore the language program design, the
context in which teaching and learning occurs, the cultural
context, the political context, the local institutional context,
and the teachers and learners class context.
There is little room for the teachers own personal initiative
and teaching style.
Learners
Learners are sometimes viewed as the passive recipients of
the method and must submit themselves to its exercises and
activities.
As they bring different learning styles and preferences to the
learning process they should be consulted in the process of
developing a teaching program.
./ THE POST-METHODS ERA

Criticism
Methods

Roles of the teachers and learners, as well as the type of the activities and teaching
techniques to be used in the classroom, are generally prescribed.

Teaching methods must be flexible and adaptable to learners needs and interests.

Many of the methods are full of claims about how people learn languages but few of them
are based on second language acquisition research or have been empirically tested.

Approaches and methods are not culturally universal.

Teachers and teachers in training have to become familiar with the major teaching
approaches and methods proposed for second and foreign language teaching.

Teachers need to be able to use approaches and methods flexibly and creatively based on
their own judgement and experience.

Teachers should transform and adapt the methods they use to make them their own.

Training in the techniques and procedures of a specific method is essential for novice
teachers because it provides them the confidence they will need to face learners.
./ THE POST-METHODS ERA

Curriculum

A ministry or department of education, leading academics and

professionals can play an important role in promoting a new approach
or method.

The changes in the Curriculum may affect teachers pedagogical values

and beliefs, their understanding of the nature of the language or
second language learning, or their classroom practices and uses of
teaching materials.

The elements in the curriculum have to be carefully analysed and

selected to make a correct educational planning.
./ THE POST-METHODS ERA

The teacher has to choose different principles at different times,

depending on the type of the class.

Examples of principles:

Engage all learners in the lesson.

Make learners, and not the teacher, the focus of the lesson.
Provide maximum opportunities for students participation.
Develop learner responsibility.
Be tolerant of learners mistakes.
Develop learners confidence.
Teach learners strategies.
Respond to learners difficulties and build on them.
Use a maximum amount of student-to-student activities.
Promote cooperation among learners.
Practice both accuracy and fluency.
Address learners needs and interests.

All classroom practices reflect teachers principles and beliefs.

./ THE POST-METHODS ERA

From the past to the future

The initiatives for changing programs and pedagogy may come from within
the profession.

Demands of a political, social, or fiscal nature may also drive change, as

they have in the past.

Some of the factors that have influenced language teaching trends in the
past and that can be expected to continue to do so in the future are:
Government policy directives.
Trends in the profession (professional certification, organizations
and lobby groups promoting particular trends or approaches).
Guru-led innovations (new school of thought and followers).
Responses to technology (technological innovations).
Influences from academic disciplines.
Research influences.
Learner- based innovations. Learners as focus.
Crossover educational trends.
Crossover from other disciplines.
 THE POST-METHODS ERA

Our curriculum design is based on the Communicative Language Teaching and The Task-Based Language
Teaching approch.

Advantages:
The Post-method era lets us learn and understand different methods an approaches and also takes from
them different elements to build up our own.
As a teacher, we have to make our selection and analysis taking into account the needs and interests of
the student.
Disadvantages:
As methods are prescribe, teachers sometimes cannot work freely.
Methods and approacehes are not culturally universal so they cannot be applied in any culture. If we
want to apply them, we have to take into account the social, cultural,political context.