Government college women

university, Faisalabad
Course Title: Applied Linguistics
Course Code: ENG-603

Bs. English, 7th, Sem(E-A)

Submitted To: Ma’am Zahida Hussain
Submitted By: Group no.4
Presented By:
61 Aiman Kinza

71 Aqsa Irshad

76 Ayesha Zafar

83 Harmain Fatima

85 Hira Javed

97 Mahnoor Zafar
Presentation Topic: The Post-Methods Era
 Historical Background
 DURING LAST ONE HUNDRED years humans have been searching for
more effective ways of teaching second language or foreign language. The
commonest solution to the language teaching problem was seen to adopt a new
teaching approach or method.
 One result of this trend was the era of so-called designer or brand-name
methods.
 Thus, the Direct method was embraced in early 20th century as an improvement
over Grammar Translation. In 1950s the Audio-lingual Method was introduced,
after that Silent Way, Total Physical Response, and Suggestopedia were
presented.
 In the 1990s, earlier methods declined while new breakthroughs like Task-
Based Instruction, Neurolinguistic Programming, and Multiple Intelligences
emerged, garnering differing levels of support.
 Despite this, Communicative Language Teaching (CLT) became the primary
language teaching methodology in the 1980s on both sides of the Atlantic.
However, today, CLT is seen as a collection of broad principles open to diverse
interpretations and applications.
 Difference between Approaches and Methods

 APPROACHES are sets of beliefs guiding language teaching, such as;

o Communicative Language Teaching
o Competency-Based Language Teaching
o The Natural Approach
o Neurolinguistic Programming
o Task-Based Language Teaching
o Whole Language
 Whereas METHODS are specific instructional systems based on a
language learning theory such as;
o Audiolingualism
o Counseling-Learning
o Situational Language Teaching
o The Silent Way
o Suggestopedia
o Total Physical Response
Difference between Approaches and Methods

 Approaches allow flexibility in interpretation in practice and how

principle can be applied, enduring longer shelf life due to
adaptability.
 Methods are more rigid and little scope for individual
interpretation and learned through training, prescribed for
teacher [what and how to teach], and often associated with specific
practices, resulting in shorter lifespans due to trends and changes
in educational philosophies.
 Approaches can be revised and updated over time, while Methods
are relatively fixed in time
 Methods provide structure, aiding new or inexperienced teachers,
while approaches might lack clear guidelines.
 Criticisms of Methods
Criticisms include the rigid nature of methods, ignoring individual
student needs, cultural contexts, and often lacking a strong
research basis.
"Top-Down" Nature: Methods prescribed specific techniques,
often sidelining the teacher's creativity and disregarding learner-
centeredness.
Contextual Disregard: Methods often neglected the cultural,
institutional, and learner-specific contexts, leading to challenges
in application across diverse settings.
Lack of Research Basis: Many methods were based on theories
without empirical backing from second language acquisition
research.
Homogeneity in Practice: Actual classroom implementation
often deviated from the prescribed method, blurring distinctions
between methods in practice.
 The Post-Methods Era
 The heyday of the methods has lasted up to the late 1980s. Are methods
“dead”? What if approaches are insufficient? In the 1990s, criticism emerged
against the concept of methods due to identified limitations. By the late
20th century, the efficacy of methods became less influential in
determining teaching success. Then the term "post-methods era"
emerged.
 The "post-methods era" in language teaching refers to a period
characterized by a departure from the strict adherence to specific, rigid
teaching methods towards a more flexible, eclectic, and adaptive approach.
 This shift stemmed from the recognition that no single method could fully
address the diverse needs of learners, diverse contexts, and the
complexities of language acquisition.
 In this phase, teachers draw from a variety of methods and approaches
based on the context, needs of learners, and their own pedagogical beliefs,
rather than strictly adhering to a single prescribed method.
 Key Features of the Post-Methods
Era
1. Eclecticism and Adaptability: Teachers draw from a variety of
teaching methodologies, approaches, and techniques based on
the needs of their students, the learning context, and their own
teaching philosophy. This eclectic approach allows educators to
tailor their teaching strategies to suit the individual needs of their
students rather than adhering strictly to one method. For
example, combining aspects of Direct Method for oral practice,
Grammar-Translation for understanding complex structures, and
CLT for communication skills within a single lesson are used by
teacher as per students needs.
2. Focus on Learner-Centeredness: Emphasis is placed on
understanding and catering to individual learner differences.
Teachers consider students' learning styles, preferences, and
strengths, structuring activities and content to accommodate
diverse needs. This approach recognizes that students learn in
various ways and at different paces.
Key Features of the Post-Methods
Era:
3. Task-Based and Communicative Approaches: Task-Based
Language Teaching (TBLT) and Communicative Language
Teaching (CLT) gained prominence during this era. TBLT focuses
on engaging students in meaningful, real-life tasks that require
language use, promoting communication and problem-solving.
CLT emphasizes interaction and communication in authentic
contexts. For instance, Teachers create tasks that simulate real-life
situations, encouraging students to use language in practical
contexts.
4. Critical Reflection and Experimentation: Teachers engage in
ongoing reflection on their teaching practices. They experiment
with various instructional methods, evaluate their effectiveness,
and adapt their approach based on evidence and experience. They
adjust their teaching based on what works best for their students,
drawing on their experiences, feedback. Continuous professional
development is valued to refine teaching skills.
Key Features of the Post-Methods
Era:
5. Technology Integration: The post-methods era
leverages technology in language teaching. Teachers
incorporate digital tools, online resources, interactive
platforms, and multimedia to enhance learning
experiences, providing diverse resources for students.
6. Individualized Learning Paths: Teachers adopt a
more personalized approach, creating customized
learning paths for students. They curate materials and
learning activities tailored to individual learning styles,
needs, and interests, enabling a more student-centered
educational experience. For instance, with the
availability of diverse resources and technology,
teachers can create personalized learning paths for
students.
BEYOND APPROACHES AND METHODS
• NO METHOD IS GOOD ALONE
• LEARN how to use different approaches and methods.
• UNDERSTAND some of the issues and controversies
that describe the history of language teaching.
• BE AWARE of the rich set of activity resources
available.
• APPRECIATE how theory and practice can be linked
from a variety of different perspectives.
• REAMEMBER It is a mistake to believe that ‘a
method’ exists can guarantee success. What works one
day with one class, does not necessarily work with
different class and different students.
 Looking Forward
Looking ahead, the field of language teaching is expected to evolve
under various influences:
• Government Policies: Educational reforms are often influenced
by government policies, which are primarily driven by
accountability demands. This involves assessments, standards,
and regulations that educational institutions must adhere to. In
the field of language teaching, these policies can impact
curriculum design, teacher training, assessment methods, and the
overall approach to language education.
• Technological Innovations: Technology, particularly digital
interfaces and tools, is transforming instructional methods.
Language teaching is increasingly incorporating online
platforms, interactive software, AI-driven language learning
apps, and virtual reality to enhance the learning experience.
These innovations offer personalized learning paths, immersive
experiences, and real-time feedback, altering how languages are
taught and learned.
 Looking Forward
• Academic Disciplines: Insights from disciplines such as
linguistics and psychology continually influence language
pedagogy. As these fields advance, new theories and
understandings about language acquisition, cognitive
processes, and effective teaching methodologies emerge.
Language educators often adapt their approaches based on
these evolving academic perspectives.
• Research and Learner-Centric Trends: Second language
acquisition research and learner-focused approaches will drive
future methodologies.
• Cross-Disciplinary Influences: Language teaching isn't
confined to linguistics or education alone. Ideas from various
fields like neuroscience, sociology, anthropology, and even
business studies contribute to innovative teaching methods.
Cross-disciplinary influences spark creativity, introducing
new perspectives and approaches to language education,
fostering adaptability and effectiveness.
 Conclusion
In essence, the post-methods era signifies a
shift towards flexibility, autonomy, and a
nuanced understanding that effective language
teaching isn't confined to rigid methodologies
but evolves through a blend of informed
principles and adaptive practices. This era
encourages teachers to be reflective
practitioners, drawing from diverse theories
and experiences to shape their individualized
teaching approaches, and learner-centered
approaches.
 TO HELP STUDENTS TO RECAPE
A concise summary in bullet points about the Post-Methods Era in language teaching:

• Historical Context: Over the past century, language teaching methods evolved, from the Direct Method to
Communicative Language Teaching (CLT), each with its prescribed techniques.
• Approaches vs. Methods: Approaches (e.g., CLT, Competency-Based Teaching) offer adaptable guiding principles,
while methods (e.g., Audiolingualism, Suggestopedia) are more rigid, with specific practices and shorter lifespans.
• Limitations of Methods: Criticisms arose due to their rigidity, neglect of individual needs, lack of research basis, and
top-down nature, leading to deviations in classroom implementation.

• Post-Methods Era Emergence: By the late 20th century, a shift occurred away from strict adherence to methods. The
term "post-methods era" emerged, advocating flexibility, eclecticism, and adaptability.
• Characteristics of the Post-Methods Era:
• Eclecticism: Teachers blend various methodologies to suit individual student needs within a single lesson.
• Learner-Centeredness: Emphasis on understanding and catering to individual learner differences.
• Task-Based and Communicative Approaches: Prominence of TBLT and CLT focusing on real-life tasks and authentic
communication.
• Critical Reflection: Teachers continuously reflect, experiment, and adapt their teaching methods based on evidence
and experience.
• Technology Integration: Leveraging technology to enhance learning experiences and provide diverse resources.
• Individualized Learning Paths: Creating personalized learning paths tailored to individual learning styles, needs, and
interests.

• Future Influences on Language Teaching:

• Government Policies: Impact on curriculum design, teacher training, and assessment methods.
• Technological Innovations: Transforming instructional methods through digital interfaces and AI-driven tools.
• Academic Disciplines: Influences from fields like linguistics and psychology shaping teaching methodologies.
• Research and Learner-Centric Trends: Second language acquisition research and learner-focused approaches
driving future methodologies.
• Cross-Disciplinary Influences: Contributions from diverse fields fostering innovation and adaptability in language
teaching.

• Essence of the Post-Methods Era: Encourages teachers to be reflective practitioners, drawing from diverse theories
and experiences to shape individualized and learner-centered teaching approaches.
• This era signifies a departure from rigid methodologies, emphasizing the need for adaptive practices that cater to
diverse learners in varied contexts, driven by continual evolution in research, technology, and pedagogical insights.