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The disappearance of method from academic discussions and the rise of the postmethod debate emanating from both the postmodernist philosophy and a globalized world have stirred a fresh round of discussion in academic circles in the field of the second language (L2) teaching profession.As a result of postmethod pedagogy, the teacher comes to the center of language learning and teaching and his/her beliefs, experiences and knowledge are greatly valued.Although postmethodists favor teacher autonomy, they do not favor the one-way flow of information inherent in a top-down syllabus, and provide a theoretical basis for the re-emergence of a learner-centered process syllabus and the negotiated contributions to syllabus development by both teachers and learners.Finally, although postmethod pedagogy favors a glocalized learner-centered curriculum, it is highly teacher-dependent since this is the postmethod teacher who can fulfill postmethod promises.
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Ahmadian et al. (2014) studied this question.
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