Post-method condition and its implications for English language teacher education

ARIKAN A.

Journal of Language and Linguistic Studies, cilt.2, sa.1, ss.1-11, 2006 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 2 Sayı: 1
  • Basım Tarihi: 2006
  • Dergi Adı: Journal of Language and Linguistic Studies
  • Derginin Tarandığı İndeksler: Scopus, EBSCO Education Source, ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Directory of Open Access Journals, TR DİZİN (ULAKBİM)
  • Sayfa Sayıları: ss.1-11
  • Akdeniz Üniversitesi Adresli: Hayır

Özet

Postmethod condition refers to the qualities of the contemporary era in English
language teaching in which previously well trusted methods are put under serious
scrutiny and in which a body of methods and techniques collected from all previous
methods and approaches are used pragmatically with a belief that such an eclectic
practice leads to success. Such practices, under the postmethod condition, are in
constant influx, bringing continuous changes in both pre-service and in-service
professional development programs. The aim of this paper, thus, is to discuss the
relationship between this postmethod condition and a variety of English language
teacher education practices situated in Turkey. 
 
Postmethod condition refers to the qualities of the contemporary era in English
language teaching in which previously well trusted methods are put under serious
scrutiny and in which a body of methods and techniques collected from all previous
methods and approaches are used pragmatically with a belief that such an eclectic
practice leads to success. Such practices, under the postmethod condition, are in
constant influx, bringing continuous changes in both pre-service and in-service
professional development programs. The aim of this paper, thus, is to discuss the
relationship between this postmethod condition and a variety of English language
teacher education practices situated in Turkey.