Ecclectic Approach ELTM

The Eclectic Approach

A’liya, Haslina, Hafizan & Sofea

ELT METHODOLOGY (TSL3033) TUTORIAL PRESENTATION 2

E. A.

1. Backgroun

d

2. Basic Principles

3. Roles

4. Implicatio

ns

5. S & L

6. Activity


1. Background • Sofea


Brief Background

Started in the early 1990’s as a reaction to the profusion of

teaching methods in the 80’s & 70’s

A “Compromise Method” as a solution to the language

teaching method debate


Larsen- Freeman (2000) & Mellow (2000) used the term

‘principled eclecticism’ to describe a desirable &

coherent approach to language teaching.

Involves the use of a variety of language learning activities

Why use eclecticism?


Why use E.A.?

Because 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

teaching techniques.

Thus, students cannot get benefits of learning.


2. Basic Principles • Sofea


Basically, E.A. is…

Use of techniques and activities from a range of language teaching

approaches and methodologies.

The teacher decides what methodology or approach to use depending

on the aims of the lesson and the learners in the group.

provides a third option for teachers because it fuses elements

from traditional and cognitive methods to deliver on the

strengths of both.


3. Roles • A’liya


3. Roles

Roles

Teachers

Learners


Learner’s Role

Learners are the center of the class.

They are active participants of the activity, explorer of the

language, negotiator and evaluator of the learning process.

Their needs and interests influence the course.

The learner is the source of the input and part of a support system.


Learner’s Role

Students help each other in solving problems rather than

depending wholly on the teacher.

Group discussion in solving the problems can encourage

independence.

Learners take initiative in the classroom.


Teacher’s Role

The teacher is the guide of the learning process.

The role of guide also lies in giving advice for learning strategies.

During the communicative activities, the teacher is both the

organizer and the resource.

When the activity is finished, the teacher gives appropriate

feedback which focuses on the content of the activity.


Teacher’s Role

Communication of meaning is primary. When the use of English

is discussed, emphasis should be laid on the appropriateness of

language instead of grammatical mistakes.

Additionally, it is also important for the teacher to create a warm

atmosphere in classroom so that a positive attitude on learning is

easy to develop.


4. Implications • Hafizan

Implications To English Language T&L

The teacher can decide what methodology or approach to use depending on:Level, students’ interests, lesson aim, learning styles.

Variety of activities in classroom the teacher have many choices to use all the principles of language teaching


5. Strengths & Weaknesses

• Hafizan

STRENGTHS

Does not restrict ideas to only one perspective.

(allows new ideas to be generated)

Provides a fuller understanding of behaviour

(it considers all relevant factors and how they might combine)

Learning process become exciting to learners as this approach is broad and may

include every kind of learning activity.

(they always like something new and exciting. )

Keep a balance of accuracy and fluency in English.

(An eclectic approach based on the structural, functional

notional and communicative approaches to language

teaching)

STRENGTHS

Weaknesess

May lead to confusion. (without grabbing to one

approach, curriculum choices and overall directions can be

confusing)

it is difficult to combine the different approaches to make one new theory as the they are very different from each

other


6. Sample Activity • Haslina


Example of Eclectic Approach Activity in the ClassroomThe class starts with an inductive activity where learners are

asked to list out several adverbs that they can find in a

reading/listening text.

The teacher lists the adverbs and does the drilling (audio-

lingual method).


Example of Eclectic Approach Activity in the ClassroomThe teacher assigns the pupils to work in pair (task-based

learning) to complete a task; information gap to complete a

sentence with the correct adverbs (communicative approach

and lexical approach).


Example of Eclectic Approach Activity in the Classroom Examples of adverbs: gracefully, beautifully, soundly, safely, loudly, lovely

Information gap:

Pupil A has the adverbs “gracefully” and “soundly”. Pupil A tells Pupil B about the adverbs he/she has.

Pupil B needs to make a sentence respectively using the correct verbs to suit the adverbs. Pupil A will write Pupil B’s answers and check the answers.

E.g. The girl dances gracefully.


Conclusion


Billah, M. (2015)

“The kind of eclecticism we tried to implement here is a

mixture of traditional reading based approach and some

conversational practice for students. Language is based on

structures which are used to convey meanings, which

perform functions. We see language learning as combined

process of structural and communicative activities”.


Mutawa & Kailan (1989 : 27)

“The frequent shift of methodology have mode teachers feel that

it is better to have a combination of elements from all of the

teaching methods. The eclectic method is, therefore involving

procedures and techniques drawn from various methods.

Teachers need techniques, that work in their particular

situation with specific objectives that are meaningful for the

kind of students they have in their classes”.


Crystal (1985 : 104)

“teachers can use other concepts and procedures, deriving

from other theories and methods. Thus, experienced

teachers are very sensitive to limitation of different methods,

so they reject the weak points of each approach and

retain only those aspects that are applicable in the particular

learning situation in which they find themselves”

End Of Presentation Thank You

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Ecclectic Approach ELTM