EFL Teaching in the Post-Method Era
Patrisius
Istiarto Djiwandono
Since the 1990s, there has been an increasing
awareness among scholars and practitioners about the gradual shift from the
method to the post-method era. The post-method era is mainly characterized by
teachers’ intuition-based and experience-driven teaching practices that best
suit the actual conditions of the classes they teach. The chapter sketches
briefly the change from the method to the post-method era, and the underlying
motives of such change. It delivers real cases of language instructions that
exemplify the post-method approach, taking into account the teachers’
perspectives about why they teach the way they do and how they measure the
success of their instructions, and comparing their preferred methods with the
theoretical methodologies. Finally, it discusses the implications for the
future of foreign language teaching and learning activities in
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Djiwandono, P. I. (2004). EFL teaching in the post-method era. In B. Y. Cahyono & U. Widiati (Eds.), The tapestry of English language teaching and
learning in
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