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It synthesizes concerns from English teaching professionals and argues that pedagogical methodology is a key tool for teachers and teacher trainers. The work examines limits and myths of method and the implications of post-method teaching.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/in-the-wake-of-method-anca-cehan-abstract-key-words-and-introduction/588451/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/in-the-wake-of-method-anca-cehan-abstract-key-words-and-introduction/588451.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main debate addressed in the study?","Question",{"text":112,"@type":113},"Whether there should be a specific learning and instruction English language methodology, and how the postmethod condition affects this debate.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why did the era of “Methods” end according to the paper?",{"text":117,"@type":113},"Continuous critiques questioned the nature and scope of methods, and teachers were warned against uncritical use due to inadequate application and inflated claims by designers.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the questionnaire presented in the study aim to reveal?",{"text":121,"@type":113},"It investigates what methods teachers use, how they define best and eclectic styles, how communicative approaches influence their teaching, and where support for their adopted style comes from.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588451,1792210143,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085571259,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","IN THE WAKE OF METHOD  \nAnca Cehan  \nAbstract: Related with the teaching profession and the Tool Box of the Language teacher, we dedicate this study to the debate on the issue of-To have or not to have a Learning and Instruction English language Methodology. The paper is a synthesis of the preoccupations of the English language teaching profession with the space created by the disappearance of Methods. Because the Pedagogical Methodology is an important component of the teaching profession tools, we consider that such reflective discussions on the topic of Learning and Teaching Methods is very useful for all the Teachers – beginners or mentor level practicionners, or even for the Teachers Trainers. The paper presents and comments on the limits and the myths of Method, and the post-Method condition.  \nKey words: Method, post-Method condition, Learning and Instruction Methodology, CommunicativeTeaching, Eclecticism  \n1. Introduction  \nFor more than a century, starting in the 1880s, the teaching of foreign languages was in search of the best Method1, applicable to everybody by anybody, anywhere and at all times. More than 30 years after the launch of the most recent Methods of the 1980s, foreign language teaching seems unable to find enough psychological, linguistic and pedagogic resources in order to create new Methods. Some prophets ofthe field such as Kumaravadivelu [2000, p. 161] even state that it is very unlikely that any really new Method, completely different from the existing ones, will be designed in the near future. It seems, therefore, that the existing Methods offer enough principles and procedures which can be permuted and combined indefinitely.  \nThe period of Methods came to an end targeted by continuous critiques concerning their nature and scope. Teachers have been warned [Allright 1991, Pennycook 1989, Prabhu 1990, Stern 1983, 1992] against the uncritical use of Methods and the concept of Method itself. Although some Methods were patented and are still popular in various places (e.g. The Silent Way in Japan), foreign language teachers seem to have reached the conclusion that recycling and reusing the same ideas belonging to one Method is counterproductive. Such an understanding of the situation has led to what Kumaravadivelu called the “postmethod condition” [Kumaravadivelu, 1994]2. This situation is present in many places of the world and Romania is no exception. A questionnaire administered this autumn to 48 teachers of English in the region of Moldova, from very young to experienced, and teaching in all types of schools and conditions, reveals a situation comparable to that described in the most recent books on the postmethod condition.  \n1 The word Method (capitalised) is used here with the meaning given by Antony (1963), that of a practical illustration of an approach, of a systematic plan for language teaching based on axioms relating to the nature of language, language learning and teaching. This meaning is close to the definition given by Richards and Rodgers (1986), who consider that ‘Method’ is a term covering the specification and interrelationship between theory and practice. The word method is sometimes used to refer to teaching activities, procedures or techniques such as brainstorming, debating, demonstration, exercise, experiment, explanation and others.  \n2 B. Kumaravadivelu is a professor of applied linguistics/TESOL at Saint José State University, California, USA.  \nThe questionnaire was made up of 7 questions:  \na) What method(s) do you use in the classroom?  \nb) What is, in your opinion, the best method?  \nc) How much is your teaching influenced by the communicative approach?  \nd) Have you ever followed closely the principles and practices of one method?  \ne) Is your teaching eclectic?  \nf) What is, in your opinion, an eclectic style?  \ng) Where can you find support for the teaching style that you have adopted?  \n2. Foreign language teaching Methods  \nMethods are accompanied not only by a c","cbCaihb768r3Uh6u","https://ap.wps.com/l/cbCaihb768r3Uh6u","pdf",397652,"English","# Introduction\n## The shift from Methods to the postmethod condition\n## Foreign language teaching methods","[{\"question\":\"What is the main debate addressed in the study?\",\"answer\":\"Whether there should be a specific learning and instruction English language methodology, and how the postmethod condition affects this debate.\"},{\"question\":\"Why did the era of “Methods” end according to the paper?\",\"answer\":\"Continuous critiques questioned the nature and scope of methods, and teachers were warned against uncritical use due to inadequate application and inflated claims by designers.\"},{\"question\":\"What does the questionnaire presented in the study aim to reveal?\",\"answer\":\"It investigates what methods teachers use, how they define best and eclectic styles, how communicative approaches influence their teaching, and where support for their adopted style comes from.\"}]","IN THE WAKE OF METHOD - Anca Cehan - Abstract, Key words and Introduction | PDF",1792065280]