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The Investigation of the Perspectives of Iranian EFL Domain Experts on Postmethod Pedagogy: A Delphi Technique | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 5، دوره 33، شماره 3، دی 2014، صفحه 89-112 اصل مقاله (165.6 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2015.2482 | ||
| نویسندگان | ||
| Mohammad Khatib؛ Jalil Fathi* | ||
| Allameh Tabataba'i University | ||
| چکیده | ||
| After the introduction of postmethod pedagogy by Kumaravadivelu with its three principles of particularity, possibility and practicality, a wave of attention was directed towards this so-called 'postmethod era' and its appropriacy and adequacy in satiating the demands of the language learners in this 'brand new world'. This situation has created a healthy debate among the Iranian EFL community as well. The aim of this study was to explore the perspectives of the Iranian EFL domain experts about postmethod pedagogy. In so doing, the Delphi technique was adopted to reach ‘expert’ consensus. The participants of this study were 21 domain experts in the field of applied linguistics in Iran. The Delphi technique was a remarkably quick means of achieving a consensus on postmethod pedagogy for participants. Three waves of data collection were employed in the three rounds of Delphi with the same sample. The findings of this study raised much doubt and uncertainty about both method and post method pedagogy. It was revealed that the Iranian language education has never experienced method in its actual meaning, what it is known as the method has been an eclectic approach any teacher has adhered to simply based on his/her personal taste. Moreover, the findings of the Delphi technique indicated that postmethod pedagogy with its three principles is not applicable in the Iranian context. Finally, the theoretical and practical implications of this study are discussed. | ||
| کلیدواژهها | ||
| postmethod؛ particularity؛ possibility؛ practicality؛ Delphi technique | ||
| مراجع | ||
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