文章基本信息

标题：Postmethod Era and Glocalized Language Curriculum Development: A Fresh Burden on Language Teachers
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作者：Ahmadian, Mehrshad ; Rad, Saeedeh Erfan
期刊名称：Journal of Language Teaching and Research
印刷版ISSN：1798-4769
出版年度：2014
卷号：5
期号：3
页码：592-598
DOI：10.4304/jltr.5.3.592-598
语种：English
出版社：Academy Publisher
摘要：The disappearance of method from academic discussions and the rise of the postmethod debate emanating from both the postmodernist philosophy and a globalized world have stirred a fresh round of discussion in academic circles in the field of the second language (L2) teaching profession. As a result of postmethod pedagogy, the teacher comes to the center of language learning and teaching and his/her beliefs, experiences and knowledge are greatly valued. Although postmethodists favor teacher autonomy, they do not favor the one-way flow of information inherent in a top-down syllabus, and provide a theoretical basis for the re-emergence of a learner-centered process syllabus and the negotiated contributions to syllabus development by both teachers and learners. Finally, although postmethod pedagogy favors a glocalized learner-centered curriculum, it is highly teacher-dependent since this is the postmethod teacher who can fulfill postmethod promises.
关键词：critical teacher education;curriculum development;glocalization;postmethod;postmodernism