Thai English Teachers' Understanding of "Postmethod Pedagogy": Case Studies of University Lecturers

Autor/in	Saengboon, Saksit
Titel	Thai English Teachers' Understanding of "Postmethod Pedagogy": Case Studies of University Lecturers
Quelle	In: English Language Teaching, 6 (2013) 12, S.156-166 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Teaching Experience; Educational Philosophy; Semi Structured Interviews; Qualitative Research; Instructional Innovation; Case Studies; Sampling; College Faculty; College Students; Foreign Countries; Communicative Competence (Languages); Thailand + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsphilosophie; Erziehungsphilosophie; Qualitative Forschung; Educational Innovation; Bildungsinnovation; Case study; Fallstudie; Case Study; Fakultät; Collegestudent; Ausland; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	This qualitative case study aimed to solicit Thai EFL university lecturers' opinions concerning postmethod pedagogy. It was motivated by an interest in how local teachers construe pedagogical innovations such as postmethod pedagogy vis-à-vis their own teaching conditions. More often than not, local teachers encounter many challenges in implementing those innovations in their own teaching. Through semi-structured interviews and unique and snowball sampling, the participants (n = 6) were asked a series of questions that delved into their English teaching experiences, especially their understanding of postmethod pedagogy. Results suggested that, although the participants did not spell out exact postmethod strategies, their response patterns pointed to a high level of understanding of the postmethod pedagogy philosophy. Moreover, limitations of the study were provided and the paper was concluded with Hayes' (2008) ecological perspective on language teaching. It is recommended that qualitative research be conducted at a wider scale in order to ascertain whether and to what extent postmethod pedagogy can be successfully implemented in the EFL context. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail: elt@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/elt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01