The Comparative Study On The Traditional Teaching Method And The Post-method Pedagogy

In order to adapt to the China’s vigorous development of socialistic modernization, the methods of English teaching have been going on in deepening reform. At present, the reform of China’s English teaching method has entered a new stage of introspection and self-development. People are clearly aware that copying western teaching methods or modes can’t solve the existing problems in English teaching at all. With the new developments of social production and the new requirement to English educational goals, we can’t be confined to one or some teaching methods in exploring and implementing English teaching methods. Now the priorities in reforming teaching methods are how to stimulate learners’ interest, how to change their attitudes to learning, how to develop good motivations and how to create some models that are suitable to individual study method.1994, Indian American scholar, Professor Kumaravadivelu, first proposed the concept of the Post-method Pedagogy and subsequently published a series of books to set forth the specific contents of the concept. The Post-method Pedagogy set the teachers and learners free from the thinking paradigm imprisonment and bondage. The teachers obtain higher flexibility and autonomy in adding numbers of teaching hours, choice of teaching contents, application of teaching methods and selection of teaching modes. Meanwhile it fully respects the students’ learning ability, their different motivations and learning styles. The Post-method Pedagogy is more conducive to teachers and students to obtain reasonable deployment. They can efficiently use the learning resources to achieve learning objectives, and get access to the common progress and growth.The thesis consists of seven chapters. In the first chapter, the author discusses the research background, purpose and significance of the study, and introduces the research methods. The second chapter gives an overview of the relevant literature about the typical traditional teaching methods and the post-method pedagogy. In the third chapter translational methods are studied, from which the Direct Method, the Audio-Lingual Method, the Natural Approach and the Communicative Approach are selected as typical representatives to be elaborated from the aspects of their background, the core concept and the teaching characteristics. In the fourth chapter, the Post-method Pedagogy is elaborated from the aspects of the background, the core concept, and the teaching characteristics. The core concept, teaching characteristics, the role of students, teaching objectives, teaching content, teaching mode, and the impact on foreign language teaching and etc. in the fifth chapter are selected as the comparison perspective, and the traditional teaching methods and the Post-method Pedagogy are made a comparative analysis in order to exhibit intrinsic link and the difference between them. In the sixth Chapter, the author discusses the enlightenments from the comparison of the traditional teaching methods and the Post-method Pedagogy, hoping to enhance the understanding of the Post-method Pedagogy, to continuously improve their operational capacity, to take the appropriate way to teach, and to promote the development of foreign language teaching career.