Abstract:
Number of methods and approaches are being
introduced into the field of second language teaching.
Though these various methods signify distinct perspectives
of teaching, no single method proved itself to be ideal for
a particular context. None of the methods can be realized
in their purest form in the actual classroom primarily
because they are not derived from classroom experience
and experimentation. The top-down approach which is
often employed in the invention of teaching methods
proves futile as the practitioners are not being consulted
and considered in the process of creating new methods
and approaches to teaching. It is always the theorizers
who are at the centre and the practitioners occupy the
disempowered periphery of the power circle. This needs
to be revised and a power shift might bring in desired
results. Kumaravadivelu’s “Beyond methods” endorses
this power shifts and uplifts the position of a teacher. In a
post method framework, the hands of the teacher are not
tied to a particular system. Whatever she feels appropriate
for a particular group of students can be adopted and
utilized in the classroom. The fundamentals of Post
method framework rely on paying attention to the socio
psycho considerations of a given particular context and
endorses location-specific, classroom oriented innovative
practices. The current study is an experimental one and
examines the suitability of post-method pedagogy in a Sri
Lankan context. A classroom intervention was carried
out to secure the necessary data. The research findings
suggested that the application of post-method pedagogy
is beneficial in learning English as a Second Language.
The results also highlighted that the application of post method condition enhanced learner-autonomy, student
engagement and student performance.
