The post-method condition and the process-oriented method

The term ‘method’ means a set of prescriptions for the teachers and learners in their classroom (Richards, 2001). Methods present a static view of teaching such as teacher roles, learner roles, and teaching/learning activities (Richards, 2001). However, studies in the classroom such as interactional process between the teacher and the learners, and the instructional activities have demonstrated that teaching is a dynamic (Richards, 2001). Methods only provide the basis for the decision making in the processes of teaching which are not fixed (Richards, 2001).

Kumaravadivelu (1994) takes the position that the critical approach to TESOL, which we learnt last week, is “a steady stream of evaluative thoughts on the nature and scope of method” (p.27) and his ’10 macro-strategies’ is one of “alternative ideas that implicitly redefine our understanding of method” (p.27) in the post-method condition. The three features of the post-method condition, which are provided by Kumaravadivelu (1994), are as follows;

・ Confront with the complexity of language, language learning, etc,
・ Promote teachers’ autonomy for enabling them to theorize from their practice
・ Empower teachers with the knowledge, skill, and attitude for devising their own effective way of teaching.

According to Kumaravadivelu (1994), the three features of the post-method condition provide the 10 macro-strategies as a framework. Teachers can use the framework to develop investigative capabilities for observation, analysis and reflection studies in their classroom. Teachers can also design their own micro-strategies for desired learning outcome.

‘Investigate’ seems to be a key word in English language teaching at the present time. The process-oriented method mentioned by Richards (2001) starts with the investigation of effective teaching and learning strategies. This method redefines the role of the teacher through empowering teachers with investigative capabilities (Richards, 2001). Through their observation, analysis and reflection with their investigative capabilities, teachers can obtain valuable feedback for their effective teaching (Richards, 2001). Then, teachers can also design their own micro-strategies with Kumaravadivelu’s framework for desired learning outcome.

My mentor on a certificate in language teaching to adults last semester advised me in the feedback that an effective way to improve my way of teaching might be to look at my own teaching in a video, although he had never done it for fear of looking at himself using his own teaching method…


List of references

Kumaravadivelu, B. (1994). The post-method condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48.

Richards, J. C. (2001). Beyond methods. In C. Candlin & N. Mercer (Eds.) English language teaching in its social context. (pp.167-179). Routledge: London.