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ication  between people. At that time, the teaching method was widely respected in our country. In the late 1990s,  however,  people  more  focused  on  the  study  of  cognitive  linguistics  and  whole language  approach.  And  to  the  beginning  of  this  century,  pedagogy  research  focus  has turned  from  the  teacher  to  the  student,  and  the  Autonomy  Learning  Theory  based  on constructivist principles of Piaget and Vygotsky has increasingly popular. 
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1.2   Research Significance 
An  indisputable  fact  is  that  all  kinds  of  pedagogy  teaching  have  played  a  catalytic role  to  variable  degrees,  which  is  also  the  main  reason  why  certain  pedagogy  could  get particular in a certain period and environment. For such a long time, although there have been  a  variety  of  teaching  methods  in  different  historical  periods,  we  have  to  admit  that none  of  them  is  omnipotent.  Although  people  have  always  been  trying  to  find  a  kind  of universal  pedagogy  which  meets  changes  with constancy,  they  always  ended  in disappointment. In fact, as the purpose and teaching situations vary throughout the world, we can not find a universal common approach, and there is also no need to do so. Each pedagogy has its own characteristics, as well as existing shortcomings. Cheng Xiaoguang [4]  found  that  all  these  efforts  do  not  seem  to  have  much  effect.  Those  reflected  in  the different  ways  of  teaching  philosophy  and  even  at  odds  did  not  provide  a  fundamental solution to the foreign language teaching classroom problems, like being less, slow, poor, and wasteful.   Therefore, at the end of the last century and the beginning of century, through large amount  of  studies,  some  Western  scholars,  such  as  Kumaravadivelu,  representative  of postmethod  theory,  concluded  that  foreign  language  teaching  has  entered  into  the  era  of postmethod. Sign of this era is that the method is outdated and no longer meets the current educational needs. So, is that our foreign language teaching methods in China have also entered  the  era  of  postmethod?  According  to  Zheng  Yuqi,  one  of  the  pioneers  studying postmethod  theory  in  China,  our  country  has  experienced  a  process  era  of  “method prosperity” [2],  and  communicative  approach  swept  all  over  in  the  1980s  and  1990s.  But even so, teachers did not use some fixed pedagogy in the teaching process. It is m本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。