World language teachers have historically relied on the notion of teaching methods to inform elements of design and procedure in their instructional practice. Teacher beliefs about teaching methods, however, have been shown to be significantly influenced by their context, including their institution and their learners. This phenomenon has led some scholars to identify a postmethod condition, where teachers prioritize making responsive, principled decisions about instruction based on their context. This qualitative study investigated the patterns and realities of the postmethod condition in practice through the lens of teacher beliefs about teaching methods, focusing on ten secondary-level world language teachers of French and Spanish in the USA. Data sources included a survey about teaching methods, in-depth interviews, and classroom observations. Data analysis included descriptive statistics, multiple phases of coding, and integrating analysis of the three sources. Findings indicated that teachers in this group largely identified as adhering to one main teaching approach, with eight of the ten self-identifying as using primarily comprehensible input and/or TPRS (Teaching Proficiency through Reading and Storytelling) methods. However, through investigating their beliefs about grammar and accuracy; the four skills of reading, writing, listening, and speaking; the importance of input and output; and instructional flow, we found that the teachers examined and reexamined their teaching methods regularly, largely due to the influences of their learners and their institution. The relationship between the teachers’ beliefs and practices was mediated by context-driven instructional decision-making, indicating the presence of a postmethod condition.

历史上，世界语言老师一直依靠教学方法的概念来指导教学实践中的设计和程序要素。然而，事实证明，教师对教学方法的信念受其所处环境（包括其机构和学习者）的影响很大。这种现象使一些学者发现了一种后方法的情况，在这种情况下，教师优先根据他们的情境对教学做出有针对性的，有原则的决定。这项定性研究通过教师对教学方法的信念，研究了实践中后方法条件的模式和现实情况，重点是美国的10名法语和西班牙语的世界级中学语文教师。数据来源包括有关教学方法的调查，深度访谈和课堂观察。数据分析包括描述性统计，编码的多个阶段以及对这三个来源的综合分析。调查结果表明，这一组的教师在很大程度上被认为遵循一种主要的教学方法，在十种自我识别中，有八种使用的主要是可理解的输入和/或TPRS（阅读和讲故事的教学能力）方法。但是，通过调查他们对语法和准确性的看法；阅读，写作，听力和口语四项技能；投入和产出的重要性；在教学过程中，我们发现教师定期检查和重新检查他们的教学方法，这在很大程度上是由于他们的学习者和机构的影响。教师的信念和实践之间的关系是由情境驱动的教学决策所介导的，