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they are also confronted with huge challenge simultaneously. The challenge,obviously, is how to meet the demands the concept of postmethod makes in its effort to facilitatea context-sensitive, location-specific pedagogy that is based on a true understanding of locallinguistic, sociocultural, and political particularities. And, how to help prospective and practicingteachers acquire and sharpen the knowledge, skill, attitude, and autonomy necessary to devise forthemselves a systematic, coherent, and relevant theory of practice.

BIBLIOGRAPHY
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[2] Bell, D.M. Method and Postmethod: Are They Really So Incompatible? [J]. TESOLQuarterly, 2003, Vol.37: 325-336.
[3] Borg, S. Teacher cognition in language teaching: A review of research on what languageteachers think, know, believe, and do [J]. Language Teaching, 2003， 36: 81—109.
[4] Brown, H.D. English language teaching in the "Post-Method" era: Towards better diagnosis,treatment, and assessment. In J. C. Richards & W. A. Renandya (Eds.), Methodology inlanguage teaching (pp. 9-18) [M]. Cambridge, England: Cambridge University Press, 2002.
[5] Brown, H.D. principles of language learning and teaching (3rd.ed.) [M]. Englewood cliffs,NJ: Prentice Hall Regents, 1994.
[6] Brown, H.D. Teaching by principles: An interactive approach to language pedagogy[M].Englewood Cliffs, NJ: Prentice Hall Regents, 2007.
[7] Canagarajah, A. S. Resisting linguistic imperialism in English teaching[M]. Oxford: OxfordUniversity Press, 1999.
[8] Chambers, J. Empiricist research on teaching [M]. Dordrecht, Netherlands: Kluwer Academic,1992.
[9] Fuller, F. Personalized education for teachers: An introduction for teacher educators (ReportNo. 001) [M]. Austin: University of Texas, Research and Development Center for TeacherEducation, 1970.
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