There have been many theories and paradigms trying to provide answers to the challenge of the best method. After the rise of many colorful language teaching methods, in postmethod era, it was postulated that there is no magic formula to teach a foreign language but that a localized methodology based on learners and teachers’ experience will have suitable results. In this article, after investigating teachers’ pedagogical knowledge according to Gatbonton model (1999), we have studied the pathology of teaching methodology based on the teachers’ viewpoints. To figure out teachers’ pedagogical knowledge, the present researchers observed thirty five EFL teachers. After the pathology of teaching, teachers reportedthat to assess the quality of effective teaching, such criteria as learner management, teaching quality, educational output, expertise, personality and educational policies should be taken into consideration. The observation of EFL classes revealed that there are some differences in novice and experienced teachers’ pedagogical knowledge.
morady moghaddam, M., & Farrokhi, F. (2012). An Investigation and Pathology of Foreign Language Methodology From the Teachers’ Viewpoints. Journal of Foreign Language Research, 2(2), 149-170. doi: 10.22059/jflr.2012.50923
MLA
mostafa morady moghaddam; Farahman Farrokhi. "An Investigation and Pathology of Foreign Language Methodology From the Teachers’ Viewpoints", Journal of Foreign Language Research, 2, 2, 2012, 149-170. doi: 10.22059/jflr.2012.50923
HARVARD
morady moghaddam, M., Farrokhi, F. (2012). 'An Investigation and Pathology of Foreign Language Methodology From the Teachers’ Viewpoints', Journal of Foreign Language Research, 2(2), pp. 149-170. doi: 10.22059/jflr.2012.50923
VANCOUVER
morady moghaddam, M., Farrokhi, F. An Investigation and Pathology of Foreign Language Methodology From the Teachers’ Viewpoints. Journal of Foreign Language Research, 2012; 2(2): 149-170. doi: 10.22059/jflr.2012.50923
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