The Research On The Junior High School English Teachers' Identities From The Post-method Perspective

As anyone who is familiar with the history of English teaching knows,the twentieth century was the century in which English teaching methods appeared the most.In theory,the English teaching method has formed a perfect subject.In practice,it also has a constantly expanding practice team.The results of its theoretical research play an important role in guiding English teaching practice.The continuous change of English teaching method theory has led to the change of English teaching method.However,at the end of the twentieth century,an American famous linguist,Kumaravadivelu draw a conclusion that foreign language teaching had entered the post-method era.He put forward that using only one sort of the foreign language teaching method in foreign language teaching can't satisfy the demands of the our times.Therefore,he proposed three dimensions and ten basic principles of foreign language teaching and aimed to guide English teaching using this teaching theory in the post-method era.Foreign language teachers are the main performers of this concept,and they play a vital part in this course.Therefore,this offers us a new perspective to do a research on the English teachers' identity.That is,what identity the foreign language teachers present from the post-method perspective and the reasons why they present these identities.In this thesis,the author does a research on the identity of the junior high schools English teachers from the post-method perspective through interviewing method and questionnaire method.In this thesis,the author focuses on solving two problems:(1)What identities does the junior high school English teachers present in class?(2)Why do junior high school English teachers present certain identities in class? As for the two questions,the author conducted some surveys on 30 teachers and 600 students in three junior high schools in Shenqiu.Firstly,the author invited 30 teachers to join standardized interviews to know the identities that the teachers present from the post-method perspective.Next,the author conducted questionnaires on 30 Englishteachers and 600 students to investigate the identities of junior high school English teachers.Then,the author conducted an unstandardized interview for 30 teachers.Finally,the author analyzed and summarized the results of the questionnaires and interviews.The results of the survey indicate that most of the teachers' teaching methods embody the post-method era teaching theory.Some teachers design their teaching on basis of their teaching experience,the condition of the school and students learning level,which obeys the dimension “Practicality” and “Particularity” of the post-method era.Besides,through their teaching,some teachers have summarized their own teaching method according to their teaching reality.Moreover,according to the three dimensions and ten principles of post-method era,the teachers' identity in the junior high school in the post-method era is complexity,multiplicity,dynamic and context-dependency.Besides,the author found that teachers' professional level,students' learning ability and level as well as social system all have effect on teachers' identities.The research aims to let junior high school English teachers know what identities they present and the reasons why they present certain identities from the post-method perspective to promote the transformation of their identity and improve their English teaching level.However,due to the limitations of the author's research sample and the lack of research capabilities,this research still needs to be improved continuously by future generations.