Abstract:
One of the most dramatic changes English Language Teaching has witnessed is the demise of the concept of method and its replacement by Kumaravadivelu’s post-method based pedagogy free from the constraints of methods. However, the emergence of this principled teaching practice, which is founded upon the parameters of particularity, possibility, and practicality, has not been unanimously certified by all the scholars. That’s why this research attempts to verify its actual appearance in Iran as an EFL context by means of a questionnaire and an interview. The reliability of the instrument was calculated using Cronbach alpha reliability estimation calculations. The participants were 254 male and female teachers of English in the English language institutes all over Shiraz, Iran. The findings of the study raised doubts about the feasibility, possibility or practicality of a fully post-method based teaching pedagogy and questioned its emergence into Iranian context. The study proved that there is a long distance to the actual manifestation of post-method principles, especially its possibility and practicality parameters. The findings also showed that Iran’s teaching is mainly based on eclectic teaching. The results of the present study can be beneficial to teaching theorizers to re-modify their theories. Besides the policy makers of the Iranian educational system can benefit from this study to adapt their educational needs to the reality of classrooms and hasten the emergence of current paradigms in accordance with the international practices
