Abstract

The foundation of language teaching has undergone many changes. The rise and fall of language teaching methods depends upon a variety of factors extrinsic to a method itself and often reflects the influence of profit-seekers and promoters, as well as the forces of the intellectual marketplace. There was always a source of contention among people that what the secret of a method life is. In this paper, the writer investigated why once have various teaching methods come into vogue and then disappeared? Some contradicted the method, while others came to provide a complementary view. The writer with a critical lens questioned the concept of post-method which qualitatively, as Akbari (2008) held, is not that much different from the term method. Furthermore, the author claimed the concept of post-method is not plausible by novice teachers. For the fulfillment of post-method perspectives, the whole system must be touched upon, not just a teacher as the key feature of post method. And if it is said there should be an attempt to find an alternative to method, is it really logical to imagine that even a novice teacher must seek for it? The one who first must be provided with some packages of principles in order to begin his teaching job? There is not a place to discuss whether a teacher should adopt a method or not, but what is plausible is that method is always present everywhere even in the body of the phrase like post-method. The writer, in the paper, attempted to shed lights into the concept of methods, beyond methods, post-method and, in a nutshell, what is going on in the history of language teaching.

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