post-method

Consistent changes in paradigms and theories of second language education failed to remove major deficiencies associated with traditional approaches in which “curriculum development” has not been an exception. During the past two decades some principles have been suggested under the title of post-method which include the capacity to remove some of these deficiencies. Thus, this research employed the theoretical foundations of post-method and used a mixed approach in research, which, in addition to phenomenography of the deficiencies in the aforesaid curriculum and validation of its findings, has utilized structural analysis to suggest a fitting strategy through expert views’ analysis in the matrixes of crossed impacts and balance impacts. It was found that, according to Eigen value, three main factors including process, knowledge-epistemic and political-approach are involved in the construction of the deficiencies that embrace 15 variables with significant factor loading value. Adopting linear and product-based views toward learning, ignoring consequential validity, prescriptive syllabus and washback effect were amongst major deficiencies.

Moving into the postmodernism era, the conceptual boundaries of many ideological and cultural foundations have been disrupted.  Accordingly, fundamental concepts such as identity and worldview in indigenous belief systems and cultures have been deeply challenged. In the meantime, teaching foreign languages, has occupied an important aspect of epistemological globalization and commodification that deeply affects the nature of identity and worldview and indigenous ideological system. Since the epistemological foundations of the Islamic Revolution and that of Islam are in conflict with the epistemological foundations of the native language countries, this challenge seems more acute in Iran and the need for a cognitive separation from the Western imperialist bases of foreign language teaching is felt more critical. Considering the fact that almost no real measure has ever been taken to address this phenomenon, and for the localization of foreign language teaching in the country, this study is intended to make an attempt for its localization through documentary research and the study the global theoretical currents, localization of language teaching and material preparation, arrangement for knowledge development, teaching methodology, and educational planning in other countries. The results indicated that in the fields of educational terminology, knowledge development, methodology, linguistic acculturation and syllabus design, there is a need for fundamental changes in foreign language teaching. In this regard, strategies must be proposed considering the major concerns of the state and the decrees of the Supreme Leader. The results of this research can be employed by educational, cultural, and higher educational the decision makers, and researchers in the field of language teaching and teacher training.