Eclectic Approach To Teaching Language
Eclectic Approach To Teaching Language
Eclectic Approach To Teaching Language
Eclecticapproachtoteachinglanguage
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Eclecticapproachtoteachinglanguage
made easy by brining into realistic situation, the best way of teaching English is by creating situations. The
situationmakesthelanguageeasilycomprehensible.Itconnectsacloserlinkbetweenanexpressionsandusageby
coordinatingmeaning.Itisalsoimportantthatcreatingsituationsshouldbeappropriatetostudents'levelandtheir
context of culture. Teachers of English themselves are not very efficient in many cases. This is why Eclectic
method may be appropriate in many situations. It advocates that number of methods can be used based on the
selectionofparticularmethodwhichdependsonlevelofstudents.However,basicprinciplelearningissimplicity.
Eclecticmethodoflearningisanintegralpartofthetotallearningprocess.
LarsenFreeman(2000)andMellow(2000)bothhaveusedthetermprincipledeclecticismtodescribeadesirable,
coherent, pluralistic approach to language teaching. Eclecticism involves the use of variety of language learning
activities, each of which may have very different characteristics and may be motivated by different underlying
assumption. The use eclecticism is due to the fact that there are strengths and weaknesses of single theory based
methods. Reliance upon a single theory of teaching has been criticized because the use of a limited number of
techniquescanbecomemechanic.Thestudentsthuscannotgetbenefitsoflearning.
Experiencehasshowntimeandagainthatstickingblindlytoasingle'pure'methodorapproachtoELTleadsto
marginalresultsandshortlivedcompetenciesinrestrictedareasoftheforeignlanguagepractice.Eclecticismhasa
verystrongadvantagetorecommenditundervariousconstrainedcircumstances.Itinvolvesaphilosophyoflocal
solutions to local problems. It is a very democratic approach to language allowing for a freedom of choice.
(Tarone & Yule 1989:10). Wills (1990) sees an eclectic approach as a response to the conflict between syllabus
andmethodology,whicharenotdiscreteoptions."Brumfit(1984)recommendsthatalanguagelearningprogram
should provide a balance of activities. Some of which focus on accuracy and some on fluency. Accuracy
presupposes a focus on form and fluencyon exchanging meaning accomplishing tasks and reaching outcomes.
Crombie points out a recent tendency syllabus designers accept eclecticism as offering better opportunities for
betterteaching.Increasingly,syllabusdesignersseemtobeadoptingtheviewthatthebestsyllabuswillinmany
cases, be one which is based on eclecticism: one which emerges from a combination of approaches rather than
fromasingleapproach.(Crombie1985:10)
Therealissueisnotwhichsyllabustoputfirst:itishowtointegrateeightorsosyllabuses(functional,notional,
situational, topic, phonological, lexical, structural, skills) into a sensible teaching program (Swan 1990:89).An
eclecticapproachbasedonthestructural,functionalnotionalandcommunicativeapproachestolanguageteaching
couldkeepabalanceofaccuracyandfluency.
Masum Billah is Programme Manager, BRAC Education Programme and VicePresident, Bangladesh English
LanguageTeachersAssociation.Email:[email protected]
7Comments
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CornelioCasimiroEduardoMondlaneUniversity
ILIKEDTHISAPPROACH
LikeReplyMar7,20158:32pm
MuhammadAlam
Iendorsethispointofview.Theconceptinthepieceofwritingisveryclearandappealing
aswell
LikeReplyMar13,201510:08pm
QueenvictoriaLawsonPrincipalConfidentialSecretaryatFederalUniversityWukari,
TarabaState(FUWUKARI)
Theapproachisgood
LikeReplySep27,20155:10am
ShohelRanaCoordinatorTeacherDevelopment(CTD)atEnglishinAction
Reallygreatpathprovidingwritingforteachingandlearninginappropriate,situationaland
cognitiveinthebangladeshicontext.
LikeReplyJan16,20169:33pm
SoukainaIslamIFCS
thanksthisiswonderfull
LikeReplyFeb2,20163:35am
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