Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH015
Neveta S. Roberts, Yonae F. O'Meally-Donald
The Jamaican language environment is complex and unique. The two languages, Jamaican Creole and Jamaican Standard English, have been perpetually at odds with the root of this being the language politics. Compounding this situation is the varied language backgrounds of learners. A qualitative research was done to explore the perspectives and experiences of a teacher and fourteen students in order to get a deeper understanding of how they are affected by the controversy surrounding the ‘methods' approach and how post method pedagogy would fit into their context. Interviews done with the teacher and students validated the importance of a post-method paradigm by confirming the value and possibilities of employing this approach in Jamaican classrooms. It was found that once instruction informed by action research and that responds to the language situation is employed in English language teaching, there will be much improvement in the teaching and learning of English in Jamaican classrooms. Therefore, the solution-based approach that is much needed is a post-method pedagogy.
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Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH001
Natalie Harvey, N. M. McDonald
Although there are many educational contexts that allow the freedom of an out-of-the-box approach in the transactions of teaching and learning, there are still many systems that are quite prescriptive. The very nature of teacher preparation, particularly in the Western world, lays out a prescriptive methodology that educators are told should be implemented in order to achieve results. Educators find it difficult to construct their own pedagogy given an unfamiliar context for fear of deviating from the way it should be done or has always been done. This chapter explores how educators can modify prescribed methodologies, as well as conceptualize and construct “intuitive pedagogies” based on Kumaravadivelu's three Ps: particularity, practicality, and possibility.
{"title":"Teacher Constructed Theories for a Post-Method Paradigm","authors":"Natalie Harvey, N. M. McDonald","doi":"10.4018/978-1-5225-9228-0.CH001","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH001","url":null,"abstract":"Although there are many educational contexts that allow the freedom of an out-of-the-box approach in the transactions of teaching and learning, there are still many systems that are quite prescriptive. The very nature of teacher preparation, particularly in the Western world, lays out a prescriptive methodology that educators are told should be implemented in order to achieve results. Educators find it difficult to construct their own pedagogy given an unfamiliar context for fear of deviating from the way it should be done or has always been done. This chapter explores how educators can modify prescribed methodologies, as well as conceptualize and construct “intuitive pedagogies” based on Kumaravadivelu's three Ps: particularity, practicality, and possibility.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129748978","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH004
A. Alkhazraji
This chapter reviews studies related to the teacher talk through grammar instruction that occurs naturally with learners. It attempts to portray the impact of teacher talk in English grammar acquisition. It focuses on the manner learners acquire grammar verbally from their teachers' conversation. Teacher talk is the crux of grammar instruction, and the manner teachers handle it in their classroom is the main purpose of this chapter. This chapter also highlights the role of techniques, strategies, and procedures used during teacher talk in the learning process. It contributes to improving the grammatical rules acquisition through the post-method pedagogy. The conversation analysis method was used for the transcription and analysis of the data. Consequently, this chapter focuses on the issues related to grammar, grammar instruction, techniques, and strategies used in teacher talk through grammar explanation. This was done with reference to the interaction procedures used by the teacher to improve and extend the learning space.
{"title":"The Influence of Teacher Talk in English Grammar Acquisition","authors":"A. Alkhazraji","doi":"10.4018/978-1-5225-9228-0.CH004","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH004","url":null,"abstract":"This chapter reviews studies related to the teacher talk through grammar instruction that occurs naturally with learners. It attempts to portray the impact of teacher talk in English grammar acquisition. It focuses on the manner learners acquire grammar verbally from their teachers' conversation. Teacher talk is the crux of grammar instruction, and the manner teachers handle it in their classroom is the main purpose of this chapter. This chapter also highlights the role of techniques, strategies, and procedures used during teacher talk in the learning process. It contributes to improving the grammatical rules acquisition through the post-method pedagogy. The conversation analysis method was used for the transcription and analysis of the data. Consequently, this chapter focuses on the issues related to grammar, grammar instruction, techniques, and strategies used in teacher talk through grammar explanation. This was done with reference to the interaction procedures used by the teacher to improve and extend the learning space.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"157 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125920705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.4018/978-1-5225-9228-0.CH009
L. Mihaes, Anda Dimitriu
The chapter deals with the potential of smartphones for the ESP class, which is currently taught within a communicative framework at the University of Bucharest. The study begins from a survey conducted among non-philological students, with a view to assessing their opinion on the acceptance of MALL. As the findings confirmed, the instructors' general observation that students would welcome a mobile-integrated course. The first part of this chapter exemplifies how the smartphone can enhance both productive and receptive skills. It provides within concrete scenarios various recommendations of specific applications, methods, or videos to be incorporated in the class, as well as the advantages such enterprises may bring. The last part establishes some general directions for using the smartphone to improve individual types of skills. The chapter concludes that, while receptive skills mainly benefit from mobile technology in terms of efficiency and ease of use, productive skills allow deeper changes in the pedagogical paradigm, thus offering fertile ground for MALL.
{"title":"Communication Matters","authors":"L. Mihaes, Anda Dimitriu","doi":"10.4018/978-1-5225-9228-0.CH009","DOIUrl":"https://doi.org/10.4018/978-1-5225-9228-0.CH009","url":null,"abstract":"The chapter deals with the potential of smartphones for the ESP class, which is currently taught within a communicative framework at the University of Bucharest. The study begins from a survey conducted among non-philological students, with a view to assessing their opinion on the acceptance of MALL. As the findings confirmed, the instructors' general observation that students would welcome a mobile-integrated course. The first part of this chapter exemplifies how the smartphone can enhance both productive and receptive skills. It provides within concrete scenarios various recommendations of specific applications, methods, or videos to be incorporated in the class, as well as the advantages such enterprises may bring. The last part establishes some general directions for using the smartphone to improve individual types of skills. The chapter concludes that, while receptive skills mainly benefit from mobile technology in terms of efficiency and ease of use, productive skills allow deeper changes in the pedagogical paradigm, thus offering fertile ground for MALL.","PeriodicalId":154654,"journal":{"name":"English Language Teaching in a Post-Method Paradigm","volume":"4 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125842956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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