a macro perspective on key issues in english as second language (esl) pedagogy in the postmethod era confronting challenges through sociocognitive-transformative approach.Image.Marked资料.pdfVIP

Asia-Pacific Edu Res (2014) 23(3):435–449 DOI 10.1007/s40299-013-0119-4 REGULAR ARTICLE A Macro Perspective on Key Issues in English as Second Language (ESL) Pedagogy in the Postmethod Era: Confronting Challenges Through Sociocognitive-Transformative Approach Jessie S. Barrot Published online: 5 September 2013 De La Salle University 2013 Abstract The second language teaching has been con- view of language learning which was heavily criticized by stantly experiencing paradigm shifts. Teaching approaches Chomsky (1968) for being inadequate. This gave rise to the and pedagogical beliefs come and go, others are modified cognitivist view of language learning which Hymes (1971) and updated. With these developments, a number of new and used as his groundwork in introducing the concept of com- perennial issues arise as well. This paper, then, identifies the municative competence that eventually led to the notion of transitions and developments in the second language peda- communicative approaches to language teaching. gogy from the traditional methods to postmethod. With the increasing influence of postmethod pedagogy in language classrooms, this paper attempts to discuss and shed light on Communicative Language Teaching (CLT) these key issues derived from recent literature and studies using the grounded theory. This paper further aims to offer With the introduction of CLT, current perspectives on ESL alternatives on how these challenges can be confronted using pedagogy have experienced considerable changes. Methods an ESL teaching model and teaching–learning principles decline, bottom-up and top-down skills are both emphasized, from a sociocognitive-transformative perspective. new knowledge about English arises, and multiple and