POSTMETHOD PEDAGOGY

POSTMETHOD PEDAGOGY

1. THE THREE-DIMENSIONAL FRAMEWORK

   • Teaching and Learning strategies based on:
     • The Explicit - Implicit Option/Dimension
       • Explicit
         • A conscious intellectual exercise.
       • Implicit
         • An unconscious intuitive exercise.
     • The Code - Communication dilemma
       • The Analytic-Experiential Dimension
         • The analytic strategy
           • Focus on grammar, vocabulary, and no- tions and functions.
         • The experiential strategy
           • Focus on message- oriented, interaction in communicative contexts.
     • The L1 - L2 Connection, Concerning
       • The Intralingual–Crosslingual Dimension
         • Intralingual - Intracultural
           • Techniques that re- main within the target language (L2) and target culture (C2).
           • should be decided in relation to the goals of the learners
         • Crosslingual - Crosscultural
           • Techniques that use features of the native language (L1) and native culture (C1).
   • Syllabus for Implementation
     • The language syllabus
       • Includes *phonological *syntactic *semantic features of the target language. *limited textual features of cohesion and coherence.
         • Stern would have integrated the four types of syllabus.
           • * They complement one another. * To build bridges from syllabus to syllabus. * To develop and use teaching materials. * To start from one syllabus and work toward the others. * To establish a longitudinal, proportional pattern of content.
     • The communicative activities syllabus
       • Focus on social norms governing language communication.
     • The cultural syllabus
       • Focus on cultural knowledge necessary for contact with the target language community.
     • The general language education syllabus
       • Helping learners generalize from their L2 learning experience to the learning of other languages.
   • Stern. founder and former head of the Modern Language Centre at the Ontario Institute for Studies in Education, Canada 1968 to 1981. Pro- fessor Emeritus at the same Institute from 1981 to 1987.

2. THE EXPLORATORY PRACTICE FRAMEWORK

   • Allwright. Professor in the De- partment of Linguistics and Modern English Language at the University of Lancaster in Britain.
   • An important aspect of exploratory teaching is teacher research.
   • The Principle of Exploratory Practice
     • Three fundamental tenets:
       • The quality of life in the language classroom.
       • The understanding of the quality of classroom life.
         • Principles description of EP
           • 3. Involve everybody.
           • 5. Work also for mutual development.
           • 6. Integrate the work for understanding into classroom prac- tice.
             • Let the need to integrate guide the conduct of the work for understanding.
           • 2. Work primarily to understand language classroom life.
           • 4. Work to bring people together.
             • People and the roles they play have six aspects of collegiality and becomes crucial to the pedagogic enterprise.
               • Collegiality between teachers and learners.
               • Collegiality in a teacher association.
               • Collegiality among teachers in the same institution.
               • Collegiality between teachers and academic researchers.
               • Collegiality among teachers in the same institution.
               • Collegiality between teachers and training and development people.
           • 7. Make the work a continuous enterprise.
             • Avoid time-limited funding.
           • 1. Put “quality of life” first.
       • The quality of life is a social, not an asocial matter.
   • The Practice of Exploratory Practice
     • Seven basic steps.
       • 1. Identifying a puzzle (problem)
       • 2. Reflecting upon the puzzle
       • 3. Monitoring
       • 4. Taking direct action to generate data
       • 7. Going public
       • 6. Moving on
       • 5. Considering the outcomes reached so far, and deciding what to do next
   • The Global and the Local
     • The connection between principles and practices of EP.
       • Local thinking
         • Produce
           • Local practices
             • Those develope thinking about
               • Global principles
       • Local action

3. THE MACROSTRATEGIC FRAMEWORK

   • Macrostrategies
     • Are general plans derived from theoretical, empirical, and pedagogical knowledge related to L2 learning and teaching.
       • 1. Maximize learning opportunities
         • Teaching as a process of creating and utilizing learning opportunities.
       • 2. Facilitate negotiated interaction
         • Meaningful learner–learner, learner–teacher interaction in class.
       • 3. Minimize perceptual mismatches
         • Ten potential sources of perceptual mismatch
           • 1. Cognitive
           • 2. Communicative
           • 3. Linguistic
           • 10. Attitudinal
           • 9. Instructional
           • 8. Procedural
           • 7. Evaluative
           • 4. Pedagogic
           • 5. Strategic
           • 6. Cultural
       • 4. Activate intuitive heuristics
         • Provide enough textual data so the learner can infer rules of form and function.
       • 5. Foster language awareness
         • Strategies that em- phasize understanding, general principles, and operational experience.
       • 6. Contextualize linguistic input
         • The responsibility for contextualizing linguistic input lies more with the classroom teacher than with the syllabus designer or the textbook writer.
       • 7. Integrate language skills
         • Language skills are essentially interrelated and mutually reinforcing.
       • 8. Promote learner autonomy
         • Language learning is largely an autonomous activity.
       • 9. Ensure social relevance
         • Teachers need to be sensitive to the societal, political, economic, and ed- ucational environment.
           • The social context shapes various learning and teaching issues:
             • The motivation for L2 learning
             • The goal of L2 learning
             • The functions L2 is expected to perform at home and in the community
             • The availability of input to the learner
             • The variation in the input
             • The norms of proficiency acceptable to that particular speech community
       • 10. Raise cultural consciousness
         • Creating in the L2 learner an awareness of and empathy toward the culture of the L2 community.
   • Microstrategies
     • Are classroom procedures that are designed to realize the ob- jectives of a particular macrostrategy.
   • Kumaravadivelu.