درخت حوزه‌های تخصصی

Purpose: The efficacy of postmethod pedagogy (PMP) in Iran remains undetermined despite the growing attention being paid to it. A multitude of factors may contribute to differing levels of motivation among teachers in effectively implementing postmethod principles. The Achievement Goal Theory (AGT), rooted in a socio-cognitive perspective, provides a framework for understanding the types of goals individuals tend to pursue in achievement situations. Hence, this study aims to investigate the goal orientations of experienced English as a Foreign Language (EFL) teachers who are practicing postmethod tenets. Methodology: The current study employed an applied qualitative approach to explore the goal orientations of 18 experienced EFL teachers from various language institutes in Kermanshah, Iran. Participants were selected in two phases: first, a postmethod questionnaire was administered to identify respondents familiar with Postmethod Pedagogy (PMP) principles. Next, a semi-structured interview was conducted to elicit their goal orientations while adopting PMP conditions. Field notes were also used to document the researcher’s reflections and opinions, facilitating data analysis. The researchers utilized a three-stage approach for data analysis, following the inductive data coding method of open, axial, and selective coding. Findings: After analyzing the interview transcripts, it became apparent that the implementation of postmethod pedagogy tenets in teachers' teaching practice was influenced by their achievement goal orientations. This included learning, relational, and performance-approach goal orientations. The findings revealed that expert teachers predominantly exhibited learning goal orientations. In contrast, performance-approach goal orientations were the least prevalent among these educators. Conclusion: Examining teachers’ goal orientations through the socio-cognitive lens of postmethod language teaching can benefit the growth and development of teacher training programs, curriculum planning, and policymakers.

L’article étudie le processus de retour en mémoire de certaines étapes importantes de l’enfance dans Du côté de chez Swann de Marcel Proust. La particularité de cette recherche est d’appréhender l’envie de revivre des moments que la mémoire involontaire a pu faire rejaillir de manière insoupçonnée à partir des objets, des scènes, etc. Il s’est agi de déceler des formes du kitsch dans la narration de Marcel, un personnage qui s’efforce de vivre en double un même état affectif. Cette volonté de se réapproprier un moment déjà évanoui plonge le texte dans l’expressivité émotionnelle. Ces émotions extériorisent un discours actualisé dans le kitsch textuel marqué par l’artifice et la mélancolie. Cette notion intéressante du « kitsch » donne alors l’idée que les images du passé reviennent, d’une part, de manière inopinée ; et d’autre part, de manière consciente avec la finalité de pouvoir s’émouvoir comme la deuxième larme kundérienne qui donne une réalité idéalisée. Il a été question de voir comment le kitsch transparait dans l’écriture mémorielle proustienne.