Abstract

Recently, there have been numerous researches focusing on postmethod. Generally, the researches can be divided into three perspectives: a new look at method, theoretical exploration of postmethod, implication for teacher education. Obviously, language researchers tend to focus on the theoretical review on postmethod ignoring the actual use of postmethod in practice. The study was conducted to explore Chinese novice EFL teachers’ conceptions and implement of postmethod. The data were collected through lesson observations and interviews. The results reveal that the novice teachers lack the knowledge of postmethod, that they are greatly influenced by examination-oriented education, and that there is a discrepancy between teaching behaviors and teacher beliefs.

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