Yöntem sonrası pedagoji: Yöntemlerin özgünlüğü, uygulanabililiği, olabilirliği

Dil öğretimi, küreselleşme ve beraberinde getirdikleriyle birlikte tüm dünyada eğitimsektörünün büyük bir bölümünü kapsamakta, dil öğretiminde en etkili yol tartışmalarınında kuramcılar arasında sürmesine neden olmaktadır. Dil öğretim yöntemlerinin hayatımızdavarlığını koruduğunu ve korumaya devam edeceğini savunan dilbilimciler (Prabhu, 1990; Liu,1995; Bell, 2003; Liu, 2004) ile yöntemlerin sonunun geldiğini ileri sürüp, yönteme alternatifyollara işaret eden dilbilimciler (Kumaravadivelu, 2004; Brown, 2002; Richards & Rodgers,2001) arasındaki tartışmalar uzun süre devam edecek gibi görünmektedir. Yöntem-sonrasının,sürekli değişim halinde olan alanı (Richards, 2003) bu kadar meşgul etmesi de aslında bir türkendini yönteme alternatif (Kumaravadivelu, 1994, 2003a, 2006a) olarak niteleyen yöntemsonrasının, yöntemlerin yerine geçtiğinin göstergesidir. Bu çalışmada bu iki blok arasındaki dilöğretim yöntemleri konusundaki fkir alışverişinde gelinen noktaya ve yöntem-sonrası dönemineleştirdiklerine, beraberinde getirdiklerine değinilecektir. Bununla birlikte yöntem sonrasıkuramın dil öğreticisini daha çok merkeze alan, dünyanın değişik bölgelerindeki, farklı koşulve gereksinimlere sahip öğrencilere aynı yöntemlerin uygulanmasını eleştiren, ve aynı zamandaöğretimde yerelden evrensele doğru bir yol izlenmesi gerektiğini savunan farklı noktalarınadeğinilmesi amaçlanmaktadır. Bu çerçevede yöntem sonrası dönemin üç temel ayağınıoluşturan Özgünlük, Uygulanabilirlik, Olabilirlik alt başlıkları ana hatlarıyla açıklanacaktır.

The postmethod pedagogy: Particularity, practicality and possibility of methods

With the globalization and what it entails, language teaching has started to cover a largeportion of education sector and that situation causes the debates on the best way of teachinga language to continue among the theorists. It looks like discussions between the linguistswho claim that methods do exist and will continue to exist in the feld of language teaching(Prabhu, 1990; Liu, 1995; Bell, 2003; Liu, 2004) and others that believe the method-era cameto an end and indicate new ways alternative to methods (Kumaravadivelu, 2004; Brown, 2002;Richards & Rodgers, 2001) will continue for a long time. The reason postmethod pedagogywhich describes itself as alternative to methods (Kumaravadivelu, 1994, 2003a, 2006a)occupies the constantly changing feld of language teaching (Richards, 2003) so much is thefact that it is a sign of it has somehow replaced the methods . In that study the present situationtwo blocs reached in exchanging of ideas, what the postmethod era criticizes and what it bringsalong with it will be touched upon. Besides, it is intended to address the different points of thepost-method theory which puts language teachers to the center of education more, criticizesapplication of the same method to the students in different needs and conditions and in distinctregions of the world, and also argues that in language teaching a method from local to universalshould be followed. In this context, the three sub-headings of postmethod era that constitutesthe three pillars of it; Particularity, Practicality, Possibility are going to be outlined.

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