Ans. Postmethod pedagogy refers to a conventional concept of ‘Method’ since it appeared as an authentic method which is likely to work fruitfully in all contexts and cultures. It evolved to meet the requirements of the best way of teaching English liberated from the method-centered limitations. The major concern of the experts in the area of education in general and language teaching specifically has been finding solutions to problems of language teaching and learning. This tendency helped vanishing method and given birth to postmethod. The most critical reason of this evolution or change is the discovery of educational community and their explanation and comprehension of limitations of the idea of method. Academic and language experts, in effect no more helpful elements for administering different classes with varied requirements. Practicality in post-method pedagogy is a bridge that links theory and practice to one another. Postmethod Pedagogy has facilitated the learning and teaching process in many aspects but its practically has been criticised in several ways.

The strategic framework proposed by kumaravadivelu : In view of Kumaravadivelu the postmethod strategic framework for language teaching consists of macrostrategies and microstrategies He termed macrostrategy as instructing principle, the exploratory visions associated to learning and teaching. The three major features of the postmethod condition. A macrostretegy is a “broad guideline’ relying on that teachers may improve their individual situation-specific and requirement based microstrategies or classroom methods. kumaravadivelu asserts that macrostrategies are ‘theory neutral as well as ‘method neural’. In other words, the framework is the framework is not consisted of on the basis of the implied beliefs of any particular theory of language learning and teaching, even not conditioned by a set of theoretical idealisms or classroom methods associated to any one specific language teaching method.

The strategic framework includes 10 macrostrafegies which are as follows:
(a) maximise learning scopes, (b) ensure debated communication, (c) minimise perceptual dissimilarities, (d) activate perceptual heuristics, (e) boost up language awareness, (1) contextualise linguistic input, (g) integrate language skills, (h) improve student autonomy or freedom, (i) increase cultural awareness and (i) secure social relevance. On the basis of these, teachers may afterwards plan their individual microstrategies.

Macrostrategy 1: The first macro-strategy, enhances learning scopes, regards teaching as a procedure of producing and making use of learning scopes for students.

Macrostrategy 2: This macrostretegy means significant student- student, student-teacher intercommunication in class. Traditional role play activities in general applied in Bangladeshi classrooms mostly do not include any direct engagement of students as they merely read gut text books containing dialogues.

Macrostrategy 3: In language teaching perceptual match or mismatch is one of the greatest hindrances between teachers and students. So, this is necessary to be conscious about the future origins of perceptual mismatches.

Macrostretegy 4: A great deal of grammatical information may be delivered not actively through rules but passively through instances. Students should be inspired to innovate the rule governing pattern in the instances given.

Macrostrategy 5: This strategy boosts up the language awareness through deductive teaching. It is commonly termed as an individual’s consciousness about the pattern of language and its contribution in human social communications.

Macrostrategy 6: This macrostrategy facilitates the teacher improve syntactic, semantic and practical use of language which may include different discourse-based activities.

Macrostrategy 7: The seventh macrostrategy includes a combination of language efficiency conventionally recognised and sequaled as Estening, speaking, reading and writing.

Macrostrategy 8: Macrostrategies proposed by B. Kumaravadivelu language learning happens not only inside but also outside or beyond the classroom where ensuring students’ freedom is significantly necessary.

Macrostrategy 9: Raising cultural awareness is considered as one of the most integral part of language teaching. Commonly, it is objective at producing in language learner consciousness and sympathy towards the culture of the language community.

Macrostrategy 10: Kumaravadivelu asserts the requirement for the teachers to be generous and concerned to the social, political, economic and academic atmosphere.

Kamaravadivelu carries on his concepts promoting the model of postnehod pedagogy and its strategic frameworks in language teaching.