This document discusses the post-methods era in language teaching. It outlines the differences between approaches and methods, with approaches having more flexibility and variety in interpretation compared to the more rigidly defined methods. The document also notes criticisms of approaches and methods, such as a lack of research basis and difficulty applying them in practice. It concludes that while approaches and methods provide useful frameworks, teachers should adapt and transform them based on their own experience and judgment to develop individualized teaching approaches.

1. The post-methods
era
Introduction

2. History of language
teaching

3. Approach
● Beliefs
● Principals
● No specific techniques
● Variety of interpretations
Method
● Specific intructional
design
● Particular theory
● Detailed specifications
of content
● Teaching procedures
and techniques

4. The “top-down” criticism
Approaches Methods

5. Role of contextual factors
Teaching and
learning
occurs
The cultural
context
The political
context
The local
institutional
context
The context
constituted by
the teachers
and learners

6. The need of curriculum processes
a) Careful examination on sources of knowledge
b) The development and use of methods and materials.
c) The extent to which the development work has achieved its
objectives.
d) Feedback of the experience gained to continue studying.

7. Lack of research basis
❖ Few of the
approaches and
methods have been
tested or are based
on language
acquisition research.
❖ Most researchers
believe current
knowledge is
tentative, partial
and changing.

8. Similarity of classroom practices
*Some of the criticism to methods and
approaches are:
-They are difficult to take to actual practice
- In beginning learners are useful but not to
advanced ones

9. Beyond approaches and
methods
Approaches and methods are useful because:
- It helps understand the issues that characterize the history of
language teaching
- It is a basis for reflection and comparison
- The rich set of activity resources available to the imagination of
the teacher

10. -However teachers and teachers in training should use methods and
approaches creatively based on their own judgement and experience
- They should adapt and transform methods to make their own ones
- As the teacher gain experience and knowledge he/she should be able to
develop individual approaches based on his values, principles and beliefs
but following certain principles (Bailey,1996)
- Most of teachers reflect their beliefs and experiences upon the methods
which are based on their experiences as young students
- However, following their own methods could provide greater self-
awareness reflection and creativity of the method itself

11. Looking forward
➢ Government policy directives
➢ Trends in the profession
➢ Guru- led innovations
➢ Responses to technology
➢ Influences from academic disciplines
➢ Research influences
➢ Learner- based innovations

12. The End