A Review Of Postmethod Pedagogy Theories And Their Implications On English Language Teaching In China

The study mainly explores postmethod pedagogy which was proposed by Kumaravadivelu, a professor of applied linguistics in San Jose State University. Kumaravadivelu is the first person that invoked the term "postmethod" in1994in one of his articles, namely, the postmethod condition:(E)merging strategies for second/foreign language teaching.Postmethod pedagogy emerged as a response to a call for the most optimal way of teaching English that will free itself from the method-based restriction. Kumaravadivelu in his many works and articles explains and interprets his postmethod pedagogy theories.Kumaravadivlu visualizes PP as a three-dimensional system consisting of three pedagogic parameters:particularity, practicality, and possibility. They interweave and interact with each other in a synergic relationship where the whole is much more than the sum of its parts. In order to actualize such a process, it is desirable to chart a broad road map which is presented by Kumaravadivlu in terms of re-visioning the anticipated roles of learners, teachers, and teacher educators as postmethod practitioners. Then Kumaravadivlu provides us with ten macrostrategies implemented in the classroom through microstrategies as the general guiding principles for classroom teaching.This thesis consists of five chapters. Chapter one serves as an introduction to this study, which includes the academic background information, more specifically, the origin of the study and the significance of the study.Chapter two is devoted to the review of literature, which consists of three sections. The first section explains the definition of postmethod, the origin of postmethod and the process of the development of postmethod. In the second sections, we come into contact with the core of postmethod, which is subdivided into three parts, namely, three pedagogic parameters of postmethod, three pedagogic indicators of postmethod and Kumaravadivlu’s macrostrategic framework. The third section attempts to find out the relationship between method and postmethod.In chapter three, study reviews are presented. The chapter again is divided into three sections which are studies home and abroad in the field, new trends of the study in the future. Overseas and domestic study starts with study status, and then tries to give an analysis of achievement and insufficiency.Chapter four indicates the implications and suggestions based on the current study from a macroscopic view and a microscopic view.The thesis concludes with chapter five, which provides the summary of this study, the limitations of the present study.