for several years, researchers in familiarity of efl teachers with post-method and its role in second and foreign language learners’ productions have pointed out that the opportunity to plan for a task generally develops language learners’ development (ellis, 2005). it is important to mention that the critical varies in language teaching was shown is the disappearances of the concept of method and its replacement by kumaravadivelu’s post-method based pedagogy free from the constraints of methods. therefore, the necessity of the mentioned concept was not proved by language teachers and researchers. the present research studied the familiarity of efl teachers with post-method: considering their attitudes towards methods and post-method on second-language learning production with regard to accuracy and planning type; that is, the present investigation tried to explore the concern in efl methodology for the role of the language teachers in the executing the iranian efl curriculum; that is, the present investigation was conducted to test the efl teachers’ perspectives towards the post-methods by attention to the different factors; that is, the language trainers’ age, sex, educational degree and experience in teaching english language. a secondary concern of the study was to explore any correlation between the teachers’ teaching experience and their attitudes towards the present post-methods. the present study’s population consisted of 131 participants who were teaching english as a foreign language teachers from three english language institutes located in tabriz, iran(i.e.jahad-e-daneshgahi, ili, goldis) and also non-iranian efl teachers who were available via the social network connection(the web). since about the attitudes of language teachers towards the post-method should have been accessed, an opinion questionnaire was utilized for that purpose. the questionnaire consisted of two main parts: the first part asked the participants’ personal information, and the second part included some questions; that is, 38 items on a 5- point likert scale about the role of post method and familiarity of efl teachers with post method and how it impacted their teaching and learning. it is concluded that the findings of the present study suggested that language teachers knowledge of post-method methodology seemed to be an important factor in determining the importance of their teaching. the findings of this study have been to provide insight into the efl teachers attitude toward the post-method given such variables as age, field of study, teaching experience; and gender. in addition, the results have pedagogical implications as well as theoretical implications in second language teaching and relevance to second language learning assessment.