Recommended to defense” Republican Scientific-practical Center of developing the innovational methods for teaching foreign languages

Review (20 minutes). To return to the initial part of the lesson and to ask students to remember all the stages of the lesson step by step, to note on the board, to highlight the results and benefits they gained throughout the whole process and consolidate.


2.1.4. Homework Task Nine
Concerning the notion of Post Method Pedagogy I visualize the key parameters of this phenomenon. In today’s communities modern language learners in a globalized world call for teachers that are prepared to develop a whole fresh identity to cope with many diverse contextual realities and key concepts in teacher education programs, seem to be flexibility, adaptability and contextual awareness. The major issue for us teacher trainers at university is to equip future teachers with the conceptual knowledge and competences that will allow them to take methodological decisions that suit the different contexts in which they will soon be teaching and do so without them having had experience in teaching yet. No doubt about it, sound theoretical foundations at many different levels are required for them to be able satisfy the needs, learning styles and preferences of their learners and also their own teaching identities, but common sense and an understanding of the variables that construe the different teaching contexts appear to be crucial skills. The „method-era” seems to be over and giving way to a
„post-method era” in which teachers should not be trained in the principles and techniques of a new alternative method but on an alternative to method. The teaching method that can satisfy the needs of every learner and every teacher in every possible classroom around the world is no longer here for us and every method has to be re- evaluated in the light of specific teaching contexts.
Post-method is specified as the development of a unique set of classroom practices by teachers themselves, tailored to their own identities, beliefs and teaching styles and, most importantly, designed to suit the specific contexts in which they teach. While methods involve the presence of theorizers constructing knowledge-oriented theories, post-method involves practitioners doing, eventually, the same thing: constructing their own classroom-oriented teaching theories on principled grounds. The obvious conclusion could be then that offering trainee teachers a set of infallible techniques and successful all-purpose- all-contexts procedures or „teaching-formula for all” will be of little or no help for them.²
Nevertheless, teacher education programs need to make future teachers aware of the fact that post-method does not disregard the importance of possessing knowledge of existing methodological approaches- the principles and theories underlying them and their formats, because it is precisely this knowledge gained in teacher development programs at university together with the specific social activities in which they engage in this cultural milieu which will make them consciously aware of their own beliefs and teaching principles and provide them with a solid initial starting point.