POST-METHODOLOGICAL PARADIGM IN FOREIGN LANGUAGE TEACHING WITHIN MODERN LINGUISTIC DIDACTICS

Abstract

The article is devoted to the analysis of the post-methodological paradigm in foreign language teaching as a leading trend in contemporary linguistic didactics, which has emerged as a result of a critical rethinking of the traditional method-centered approach. The study argues that the pursuit of a universal method for foreign language teaching has proven methodologically limited due to the diversity of educational contexts, individual learner needs, and sociocultural factors. Particular attention is given to the theoretical foundations of the post-methodological paradigm, which emphasize the shift from rigid methods to a flexible approach and recognize the dynamic, contextually and socially determined nature of language learning. The article demonstrates that within the post-methodological paradigm, the method loses its intrinsic value without consideration of context and yields to learner-centered instruction, focused on students, the learning environment, and the integral role of the teacher. The importance of cognitive, affective, and linguistic principles for diagnosing the context, selecting instructional techniques, and conducting assessment is also highlighted. Specific pedagogical measures of the post-methodological paradigm are outlined, including: the flexible combination of approaches and techniques tailored to the educational context and student needs; shifting the focus to the teacher’s role, fostering pedagogical autonomy, critical and creative thinking, professional self-development, and continuous professional training; diagnosing the learning environment, students’ proficiency levels, and motivation; critical and creative selection of instructional materials and tasks; implementation of formative and responsive assessment with ongoing analysis and adaptation of the learning process; development of reflective practice through self-assessment, learning journals, and discussion of outcomes; as well as the organization of learner-centered instruction integrating cognitive, affective, and linguistic principles.