: A Survey (Journal Article) Reddy, C. Ramamuni creator Udaya, M. | Lakshmi, G. Suvarna text Chennai : English Language Teachers' Association of India , 2022 monographic eng

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3-16p. Abstract: This paper is based on a survey-study conducted with one hundred and sixty two English language teachers who are teaching English in ESL and EFL contexts at various schools and colleges in eighteen different countries. The study has twin aims: the first one is to check and explore if these teachers have the knowledge of ELT pedagogy, specifically, methods, and if they do, can they recognize which method is being used when they actually teach. For the first one a survey was conducted. Keeping the survey responses of these teachers in hand, a few classes of these teachers, randomly selected, are observed to check if they are able to relate their knowledge of the ELT pedagogy (collected in the survey) to their actual praxis in the classroom. The study revealed interesting facts about their awareness of classroom teaching techniques, procedures, and methods. Though most of the teachers were rather unable to distinguish ELT approaches, methods, and techniques, they successfully made their classes predominantly learning-centered. It is further observed that most of these teachers are aware of their roles as teachers in the learning process and how to make their classes an effective language learning hub. The respondent teachers have a comprehensive understanding of the purpose of language teaching and the prominence to be given to each language skill and element while teaching English for communicative purposes. ***______{For Hard Copy, Please visit Library.}________*** language teaching methods| knowledge of methods| post-method era| teaching practice| communicative purpose 0973-5208 https://journals.eltai.in/index.php/jelt/article/view/362 https://journals.eltai.in/index.php/jelt/article/view/362 240301 20240301175728.0