The Familiarity of EFL Teachers with PostMethod: Considering their Field of Study

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 postmethod pedagogy, which is free from the constraints of methods. For several years, researchers working on the familiarity of EFL teachers with Postmethod 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 postmethod 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 postmethod 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 PostMethod 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 postmethod 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.