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ore like a  comprehensive  usage  of  various  teaching  methods,  or  called  a  compromise  method. They would also design teaching activities in a particular context, which is another typical feature of foreign language teaching in the era of poatmethod. As Kumaravadivelu   said, because  of  the  language  learning  and  teaching  needs,  requirements  and  circumstances varied  and  unpredictable,  there  is  no  ideal  method  which  can  involve  all  intermediary variables  and  factors  to  help  teachers  cope  with  the  challenges  faced  in  daily  teaching. Therefore,  teachers  are  not  looking  for  an  alternative  new  teaching  method  to  existing teaching methods, but alternative to method itself [5]. 
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Chapter 2   Literature Review 

2.1   Introduction of Postmethod Theories 
The  word  of  method,  from  the  Routledge  Encyclopedia  of  Language  Teaching  and Learning (2000), is one of the central issues of instruction. Turning to the specific context of  language  teaching,  it  states,  rather  awkwardly:  A  method  implies  an  orderly  way  of going  about  something,  a  certain  degree  of  advance  planning  of  control,  then;  also,  a process  rather  than  a  product [9].  And  from  Wikipedia,  the  free  encyclopedia,  is comparison or study and critique of individual methods that are used in a given discipline or field of inquiry when it is used as the meaning of methodology. While in China, method is simply “the organization to act”, and “行事之条理也” in Chinese [10].. William Mackey, an eminent language teaching professor at London University and the  author  of  the  authoritative  book,    Language  Teaching  Analysis,  pointed  out  in  pity that the word method “means so little and so much”. The reason for this, he said, “is not hard  to  find.  It  lies  in  the  state  and  organization  of  our  knowledge  of  language  and language learning. It lies in willful ignorance of what has been done and said and thought in the past. It lies in the vested interests which methods become. And it lies in the meaning of method”. According to Kumaravadivelu(2003 b), “the term methods, as currently used in  the  literature  on  second  and  foreign  language  (L2)  teaching,  does  not  refer  to  what teachers  actually  do  in  the  classroom;  rather,  it  refers  to  established  methods conceptualized and constructed by experts in the field.” The exact number of common-use methods is in the dimness. A book published in the mid 1960s, for instance, provides a list of fifteen types of common-use methods  “still in use in one form or another i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。