Method vs. Postmethod!: Prospective EFL Teachers¿ Perspectives - T_gl_, Tufan
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Having emerged in the early 1990s, postmethod pedagogy has received mixed reactions in the ELT world. Based on the idea that the concept of method has a limiting impact on language teachers, postmethod condition suggests that method is an artificially planted term into the language classrooms; therefore, should no longer be regarded as a viable construct. While postmethod pedagogy calls for a closer inspection of local occurrences, its presence in local curricula among countries outside the European periphery remains questionable in that the innovative condition of postmethod is fairly new,…mehr

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Produktbeschreibung
Having emerged in the early 1990s, postmethod pedagogy has received mixed reactions in the ELT world. Based on the idea that the concept of method has a limiting impact on language teachers, postmethod condition suggests that method is an artificially planted term into the language classrooms; therefore, should no longer be regarded as a viable construct. While postmethod pedagogy calls for a closer inspection of local occurrences, its presence in local curricula among countries outside the European periphery remains questionable in that the innovative condition of postmethod is fairly new, and is still widely overshadowed by Communicative Approaches in educational contexts. By employing a quantitative approach, this book traced the echoes of methods and the postmethod condition in ELT departments in Turkey.
Autorenporträt
Tufan T¿¿l¿ was born in Antalya, Turkey. He received his B.A. from Hacettepe University English Literature Department in 2007 and his Master's degree from Bilkent University MA-TEFL in 2014. He also served as a Fulbright Teaching Assistant at Uni of California, Santa Barbara in 2015. T¿¿l¿ has been teaching English at Ankara University since 2009.