The Post-Method Pedagogy in China

This chapter establishes the necessary backdrop for the development of the Production-Oriented Approach (POA) by offering valuable contextual information. Initially, it provides a general overview of how Chinese scholars and teachers disseminate and understand post-method pedagogy. The chapter then discusses the differences between the Chinese term “fāngfǎ” and the English word “method”, highlighting that “fāngfǎ” encompasses both means and ends, whereas “method” in English refers solely to means, procedures, or ways. This discrepancy may contribute to the ambivalent attitudes of Chinese foreign language teachers towards the concept of the post-method era and the claim of “the death of method”. The chapter critically examines Kumaravadivelu’s arguments for “the death of method”, acknowledging the positive outcome of raising awareness about the complexity of teaching and the limitations of relying solely on one method. However, it also points out the negative implications for research and the effective design of teaching practices. The author challenges Kumaravadivelu’s claims, emphasising the importance of the concept of method in curriculum theories and the necessity of developing new methods to enhance instructional effectiveness. The chapter concludes by making critical comments on Kumaravadivelu’s post-method condition, suggesting that while it appears promising, it may not be feasible in reality.