* Correspondence

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Journal of Applied Linguistics and Language Research 
Volume 4, Issue 5, 2017, pp. 150-156 
Available online at www.jallr.com 
ISSN: 2376-760X 
* Correspondence: Danial Adrang, Email: danialadrangpbar yahoo.com 
© 2017 Journal of Applied Linguistics and Language Research 
An Introduction on Post-Method Condition 
 
Danial Adrang 
* 
Department of Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran 
Mohammad Reza Oroji
 
Department of Linguistics, Zanjan Branch, Islamic Azad University, Zanjan, Iran 
Abstract 
The article briefly outlined the main schools and methods that made up the past and present 
landscape of language teaching. The purpose of this paper was to offer an introduction to 
teachings methods, generally, and post-method condition, specifically, for those who were 
beginning their studies in this field or whose knowledge of language teaching is tangential. 
Then it gave a brief overview of different teaching methods and, afterwards, elaborates on 
post-method condition. Throughout this paper, we will be covering three important 
characteristics of post method. First we concentrated on the concept of method which was 
rejected and substituted by another alternative definition. The second characteristic was 
teacher’s autonomy which put different and new burdens on the shoulders of teachers. The 
final feature was sense of plausibility in which subjective evaluation of the teacher of himself 
is highly appreciated and backed.
Keywords: plausibility, post method teaching, teacher’s autonomy
Introduction 
Kumaravadivelu (1994, p. 10) states that “post-method is supposed to be an alternative 
to method”. It enjoys a truly different atmosphere compared to other methods in language 
teaching. Basically, it rejects the assumptions, principles, rules of all previous methods. It 
established new rules and principles. Since 1994, the concept of post method has come 
into existence.