Abstract
The post-method advocates that there is no best method to be adopted for coping with all foreign language teaching contexts but the most appropriate way for the particular teaching context, teaching subject and teaching content. The intercultural communication English teaching rightly echoes the macro ideas of post-method pedagogy and it is feasible in Chinese high school. Post-method pedagogy can offer theoretical and practical support to intercultural communication English teaching in Chinese context and provides important teaching enlightenment for English teachers.
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