Dilbilgisi Öğretiminde Post-Method (Yöntem Sonrası) Pedagoji: Cezayirli Öğretmenlerin Anlayışları, Uygulamaları ve Karşılaştıkları Zorluklar

Abstract

Bu çalışma, Cezayir üniversitelerinde İngilizcenin yabancı dil olarak (EFL) öğretiminde dilbilgisi öğretimine yönelik post yöntem pedagojisi ilkelerinin benimsenmesini incelemektedir. Betimsel-analitik bir tasarım çerçevesinde nitel araştırma yöntemleri kullanılarak yürütülen bu çalışmada veriler, amaçlı örnekleme tekniği doğrultusunda Skikda Üniversitesi Yabancı Diller Bölümü’nde görev yapan on (10) EFL dil bilgisi öğretmeniyle gerçekleştirilen yarı yapılandırılmış görüşmeler ve yirmi (20) sınıfta yapılan gözlemler aracılığıyla toplanmıştır. Üç temel araştırma sorusu etrafında yapılandırılan bu çalışma, söz konusu bölümdeki Cezayirli EFL dil bilgisi öğretmenlerinin post-yöntem pedagojisini ne ölçüde algıladıklarını, sınıf içi uygulamalarında bunu nasıl yansıttıklarını ve bu pedagojik çerçevenin tam anlamıyla uygulanmasını engelleyen zorlukları irdelemektedir. Çalışmanın genel bulguları, Cezayirli üniversite öğretmenlerinin "post yöntem" terimine aşina olmamalarına rağmen, uyguladıkları dil bilgisi öğretiminin —bazı zorluklarla sınırlı olsa da— bu yaklaşımın temel ilkelerini taşıdığını ortaya koymaktadır. Öğretmenler; öğrenci özerkliğini geliştirme, öğretimi bağlamsallaştırma, eleştirel düşünmeyi teşvik etme, ters yüz sınıf modeli, akran etkileşimi, öz düzeltme, teknoloji entegrasyonu ve kültürlerarası farkındalık gibi yansıtıcı sınıf uygulamaları yoluyla daha esnek bir dil bilgisi öğretim yaklaşımına yönelik güçlü bir ilgi sergilemektedir. Genel olarak, bulgular, Cezayir'deki EFL dil bilgisi öğretiminde post-yöntem pedagojisinin temel ilkelerinin var olduğunu, ancak bu yaklaşımın tam anlamıyla bütünleştirilmesi için öğretmen eğitimi, müfredat tasarımı ve kurumsal destek alanlarında yapısal değişikliklerin gerektiğini göstermektedir. Öğretmenlerin dil bilgisi öğretimi ve değerlendirmesinde kendi paradigmalarını oluşturmalarına imkân tanıyacak kurumsal mesleki eğitim ve destek sunulması son derece yararlı olacaktır. Buna bağlı olarak, bu çalışmanın bulguları, Cezayirli EFL dilbilgisi öğretmenlerine daha uyarlanabilir İngilizce öğretimi (ELT) yaklaşımlarını ve özellikle daha esnek dilbilgisi öğretim uygulamalarını teşvik eden kanıta dayalı öneriler sunmayı amaçlamaktadır. Böylece politika yapıcılar, geleneksel yöntem temelli modellerin ötesine geçerek öğretmenlerin bağlama duyarlı ve öğrenci merkezli, post-yöntem ilkeleriyle uyumlu uygulamalar tasarlamasını mümkün kılan daha esnek müfredatlara ve destekleyici altyapılara yatırım yapabilirler.

Keywords

• İngiliz dili öğretimi (ELT)
• Cezayirli öğretmenler
• Zorluklar
• Sınıf uygulamaları
• EFL dilbilgisi öğretimi
• Post-metot pedagojisi.

Post-Method Pedagogy in Grammar Teaching: Algerian Teachers’ Understanding, Practices, and Challenges

Abstract

The present study explores the adoption of post-method pedagogy principles in the teaching of English as a foreign language (EFL) grammar in the Algerian universities. By employing qualitative modes of inquiry within the descriptive-analytical design, data for the present study are gathered through a semi-structured interview. Ten (10) EFL grammar teachers, and 20 classroom observations in the Department of Foreign Languages at Skikda university following a purposive sampling technique are conducted. Framed around three research questions, the study delves into offering insights into the extent to which Algerian EFL grammar teachers in the respective department perceive, reflect on, navigate their classroom praxis to align with post-method pedagogy. The study also seeks to identify the challenges obstructing the full implementation of this framework within the Algerian context. The overall findings reveal that while Algerian university teachers are unaware of the term ‘post-method’, many of their enacted grammar teaching -though constrained with challenges- embody its key tenets. teachers demonstrate a strong willingness to adopt a more flexible approach to grammar instruction through different classroom reflections. These include promoting learner autonomy, contextualization, critical thinking, flipped learning, peer collaboration, self-correction, technology use, and intercultural awareness. Overall, the findings suggest that while basic principles of post-method pedagogy are present in Algerian EFL grammar instruction, its full integration requires changes in teacher education, curriculum design, and institutional support. Offering professional institutional training and support for teachers to create their own paradigms in teaching and assessing grammar would be of pivotal benefits. Accordingly, the outcomes from the present study seek to provide Algerian EFL grammar teachers with evidence-based recommendations to advocating for more adaptable English language teaching (ELT) approaches and EFL grammar teaching more particular. Thus, policymakers may move beyond traditional, method-based models and invest in more flexible curricula, and supportive infrastructures that empower teachers to design context-responsive, and learner-centered practices aligned with post-method principles.

Keywords

• English language teaching (ELT)
• Algerian teachers
• challenges
• classroom praxis
• EFL grammar teaching
• post-method pedagogy.

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