تعداد نشریات | 5 |
تعداد شمارهها | 111 |
تعداد مقالات | 1,254 |
تعداد مشاهده مقاله | 1,203,728 |
تعداد دریافت فایل اصل مقاله | 1,064,442 |
Iranian EFL Instructors’ Practical Adherence to Postmethod and Critical Pedagogy | ||
Journal of Applied Linguistics and Applied Literature: Dynamics and Advances | ||
مقاله 8، دوره 11، شماره 1 - شماره پیاپی 21، تیر 2023، صفحه 103-120 اصل مقاله (493.54 K) | ||
نوع مقاله: Research Article | ||
شناسه دیجیتال (DOI): 10.22049/jalda.2023.28258.1513 | ||
نویسندگان | ||
Farahman Farrokhi1؛ Leila Mohammadbagheri-Parvin* 2 | ||
1Professor of Applied Linguistics, Department of English Language and Literature, Faculty of Persian Literature and Foreign Languages, University of Tabriz, Tabriz, Iran | ||
2Ph.D. Candidate in ELT, University of Tabriz, Tabriz, Iran | ||
چکیده | ||
Fundamental changes and novel ideas have been brought into the field of English Language Teaching through introduction of postmethod and critical pedagogy. Postmethod as an alternative to methods aimed at fulfilling its triple principles of particularity, practicality, and possibility. The well-known sub-branch of postmethod, critical pedagogy, aimed at empowerment of instructors and learners, and establishment of social justice through education. Unlike theoretical aspects of these movements, practical dimensions have not received due attention, especially in eastern contexts. This qualitative investigation sought the extent EFL instructors practically adhere to the principles of these inherently western concepts in Iran, as a sample of eastern context with its own social, cultural, and academic norms. Qualitative data collection techniques were used to obtain data from the intended instructors. Qualitative data analysis laid bare the findings that postmethod and critical pedagogy are practically adopted, to a great extent, by the Iranian EFL instructors, and the pertinent principles are being put into practice enthusiastically. Powerful communication with western communities blurring cultural boundaries was deemed to be the chief reason of such strong adoption. Ironically enough, it was revealed that in general, the Iranian EFL instructors’ theoretical knowledge suffered greatly concerning postmethod and critical pedagogy. In other words, although haziness of cultural boundaries has made the room for smoothened practical realization of these trends, due attention should be paid to development of theoretical knowledge in these regards in Iranian EFL teacher training courses so as to take the utmost advantages from postmethod and critical pedagogy. | ||
کلیدواژهها | ||
English language teaching؛ postmethod؛ critical pedagogy؛ Iranian EFL instructors؛ practical adherence | ||
مراجع | ||
Akbari, R. (2008a). Transforming lives: Introducing critical pedagogy into ELT classrooms. ELT Journal, 62(3), 276-283. https://doi:10.1093/elt/ccn025
Akbari, R. (2008b). Postmethod discourse and practice. TESOL Quarterly, 42(4), 641-652. http://www.jstor.org/stable/40264492
Aliakbari, M., & Amoli, F. A. (2014). Teachers’ awareness of critical pedagogy: A case study of Iranian EFL teachers. European Online Journal of Natural and Social Sciences, 3(1), 128-134.
Amiri, F., & Sahragard, R. (2018). Is there a place for postmethod pedagogy in the educational context of Iran: Voices of EFL teachers. Journal of English Language Teaching and Learning, University of Tabriz, 22, 1-25.
Atai, M. R., & Moradi, H. (2016). Critical pedagogy in the context of Iran: Exploring English teachers’ perceptions. Applied Research on English Language, 5(2), 121-144. https://doi.org/10.22108/ARE.2016.20996
Gliner, J. A., Morgan, G. A., & Leech, N. L. (2017). Research methods in applied settings (3rd edition). Routledge.
Khatib, M., & Fathi, J. (2014). The investigation of the perspectives of Iranian EFL domain experts on postmethod pedagogy: A Delphi technique. The Journal of Teaching Language Skills (JTLS), 6(3), 101-124.
Kumaravadivelu, B. (1994). The postmethod condition: (E)merging strategies for second/foreign language teaching. TESOL Quarterly, 28(1), 27-48. https://doi.org/10.2307/3587197
Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560. https://doi.org/10.2307/3588427
Kumaravadivelu, B. (2003). Critical language pedagogy: A postmethod perspective on English language teaching. World Englishes, 22(4), 539-550. https://doi:10.1111/j.1467-971X.2003.00317.x
Pennycook, A. (1989). The concept of “method,” interested knowledge, and the politics of language teaching. TESOL Quarterly, 23(4), 589-618. https://doi.org/10.2307/3587534
Prabhu, N. S. (1990). There is no best method-Why?. TESOL Quarterly, 24(2), 161-176. https://doi.org/10.2307/3586897
Rashidi, N., & Mansourzadeh, N. (2017). Postmethod pedagogy and Iranian EFL teachers’ understandings: Is a promising trend on the way?. Issues in Language Teaching (ILT), 6(1), 55-82. https://doi.org/10.22054/ilt.2017.8419
Rivers, W. (1968). Teaching foreign language skills. University of Chicago Press.
Safari, P., & Pourhashemi, M. R. (2012). Toward an empowering pedagogy: Is there room for critical pedagogy in educational system of Iran?. Theory and Practice in Language Studies, 2(12), 2548-2555. https://doi:10.4304/tpls.2.12.2548-2555
Sarani, A., Alibakhshi, G., & Molazehi, H. (2014). On application of critical pedagogy principles by ELT instructors and Subject Teachers: A case of Iranian universities. Journal of Research in Applied Linguistics, 5(2), 41-56.
Stern, H. H. (1992). Issues and options in language teaching. Oxford University Press.
| ||
آمار تعداد مشاهده مقاله: 577 تعداد دریافت فایل اصل مقاله: 453 |