POSTMETHOD PEDAGOGY

POSTMETHOD PEDAGOGY

1. Proposals for the construction of postmethod pedagogies:

   • (a) Make a clear and consequential break with the concept of method
   • (b) Provide a coherent and comprehensive framework to the extent allowed by the current state of knowledge
   • (c) Offer a well-defined and well-explained set of ideas that may guide important aspects of L2 classroom activity.

2. Postmethod pedagogy was based on three specific frameworks:

   • (a) Stern’s three-dimensional framework
     • The three-dimensional framework for language teaching may be considered the first attempt to come out with a coherent and wide-ranging plan for constructing a postmethod pedagogy.
       • Stern’s strategy of teaching and learning is based on three dimensions:
         • (a) the L1–L2 connection, concerning the use or nonuse of the first language in learning the second
           • (b) the code-communication dilemma, concerning the structure–message relationship
             • c) the explicit–implicit option, concerning the basic approach to language learning.
               • It concerns the key issue of whether learning an L2 is a conscious intellectual exercise or an unconscious intuitive one.
             • The analytic strategy involves explicit focus on the formal properties of language, that is, grammar, vocabulary, and notions and functions whereas the experiential strategy involves message oriented, interaction in communicative contexts.
           • The Intralingual–Crosslingual Dimension: The terms intralingual and intracultural refers to those techniques that remain within the target language (L2) and target culture (C2) as the frame of reference for teaching. Crosslingual and crosscultural pertain to techniques that use features of the native language (L1) and native culture (C1) for comparison purposes.
   • (b) All-wright’s Exploratory Practice framework
     • The principle of Exploratory Practice:
       • Exploratory Practice is premised upon a philosophy that is stated in three fundamental tenets:
         • (a) the quality of life in the language classroom is much more important than instructional efficiency
           • (b) Ensuring our understanding of the quality of classroom life is far more essential than developing ever “improved” teaching techniques
             • (c) understanding such a quality of life is a social, not an asocial matter, that is, all practitioners can expect to gain from this mutual process of working for understanding.
     • The Practice of Exploratory Practice
       • The Exploratory Practice involves a series of basic steps: Step 1: Identifying a puzzle. Step 2: Reflecting upon the puzzle. Step 3: Monitoring. Step 4: Taking direct action to generate data. Step 5: Considering the outcomes reached so far, and deciding what to do next. Step 6: Moving on. Step 7: Going public.
     • The Global and the Local
       • He sees the need for global principles for general guidance, but their implications need to be worked out for local everyday practice. His opinion was: Think globally, act locally, think locally.
   • (c) Kumaravadivelu’s macro-strategic framework.
     • Macro strategies are general plans derived from currently available theoretical, empirical, and pedagogical knowledge related to L2 learning and teaching.
       • The macro strategies are:
         • Macro strategy 1: Maximize learning opportunities.
           • Macro strategy 2: Facilitate negotiated interaction.
             • Macro strategy 3: Minimize perceptual mismatches.
               • Macro strategy 4: Activate intuitive heuristics.
                 • Macro strategy 5: Foster language awareness.
                   • Macro strategy 6: Contextualize linguistic input.
                     • Macro strategy 7: Integrate language skills.
                       • Macro strategy 9: Ensure social relevance.
                         • Macro strategy 10: Raise cultural consciousness.
                       • Macro strategy 8: Promote learner autonomy: Autonomous learning.
       • Micro strategies are classroom procedures that are designed to realize the objectives of a particular macro strategy.
         • Sample microstrategy 1: Language use and levels of formality :The specific objective of this microstrategy is to create in the learner general language awareness about levels of formality involved in interper- sonal communication.
           • Sample microstrategy 2: Language use and doublespeak 2. The specific objective of this microstrategy is to foster critical lan-guage awareness in the learners by drawing their attention to doublespeak.