1 Staff member of Tabriz University, Tabriz,

2 Researcher in English Language Teaching, International Officer inUniversity of Tabriz, Tabriz

3 Assistant Professor English Department Faculty of Farsi Literature University of Tabriz


One important light in which to perceive the pendulum swings of the world of language teaching is the waning of the concept of method and its replacement by Kumaravadivelu’s post-method pedagogy, which is free from the constraints of methods. For several years, researchers working on the familiarity of EFL teachers with Post-method and its role in second and foreign language learners’ productions have pointed out that the opportunity to plan for a task generally contributes to language learners’ development. Such a post-method thinking has yet to find some prominent place with language teaching practitioners. This study principally sets out to explore any correlation between the field of study taught and the teachers’ attitudes towards the post-method strategies at hand today. One hundred and thirt one teachers from an English language institute located in Tabriz, Iran (i.e. Faseleh) were selected as participants. The attitudes of language teachers towards the Post-Method condition were assessed via a questionnaire that consisted of two main parts: the first part tapped into the participants’ personal information, and the second part included some questions on a 5- point Likert scale about the role of Post Method, their familiarity with it, and how it impacted their teaching and learning. The findings support the hypothesis that language teachers’ knowledge and awareness of post-method seems to play out as an important factor in their teaching, while they also carry certain pedagogical and theoretical implications in second language teaching as well as relevance to second language learning assessment.


Article Title [Persian]

آشنایی مدرسان زبان انگلیسی ایرانی با پست متد: با درنظر گیری رشته تحصیلی آنها

Authors [Persian]

  • میر حبیب عبدالهی 1
  • جعفر پور صالحی 2
  • یاس حدیدی 3

1 عضو هیات علمی دانشگاه تبریز ، تبریز ،

2 پژوهش در آموزش زبان انگلیسی ، دفتر بین المللی دانشگاه تبریز ، تبریز

3 استادیار گروه انگلیسی زبان دانشکده ادبیات فارسی تبریز

Abstract [Persian]

مهمی که در آن می توان نوسانات آونگ دنیای آموزش زبان را درک کرد ، کم رنگ شدن مفهوم روش و جایگزینی آن توسط آموزش پسا روش Kumaravadivelu است که عاری از محدودیت روش هاست. برای چندین سال ، محققانی که روی آشنایی معلمان EFL با روش پسا و نقش آن در تولیدات زبان دوم و خارجی زبان آموزان کار می کنند ، خاطرنشان کرده اند که فرصت برنامه ریزی برای یک کار به طور کلی به پیشرفت زبان آموزان کمک می کند. چنین طرز تفکر پسا متنی هنوز جایگاه برجسته ای را برای مربیان آموزش زبان پیدا نکرده است. این مطالعه در اصل به بررسی هر همبستگی بین حوزه تحصیلی تدریس و نگرش معلمان نسبت به راهکارهای بعد از روش مورد استفاده امروز می پردازد. یکصد و سی و یک معلم از یک مؤسسه زبان انگلیسی واقع در تبریز ، ایران (یعنی فاضله) به عنوان شرکت کننده انتخاب شدند. نگرش معلمان زبان نسبت به شرایط پس آزمون از طریق پرسشنامه ای که از دو بخش اصلی تشکیل شده است ارزیابی می شود: بخش اول به اطلاعات شخصی شرکت کنندگان و بخش دوم شامل سؤالات در مقیاس 5- نکته لیکرت در مورد نقش روش Post ، آشنایی آنها با آن و چگونگی تأثیر آن بر تدریس و یادگیری آنها. این یافته ها از این فرضیه حمایت می کنند که به نظر می رسد دانش و آگاهی معلمان زبان از روش بعد از آن به عنوان یک عامل مهم در تدریس آنها بازی می کند ، در حالی که آنها همچنین دارای برخی از پیامدهای آموزشی و نظری در آموزش زبان دوم و همچنین ارتباط با ارزیابی یادگیری زبان دوم هستند. .

Keywords [Persian]

  • روش پس آزمون
  • معلم زبان
  • زبان آموزان EFL
  • زمینه تحصیل
  • روش

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