THE REPUBLIC OF TURKEY KAFKAS UNIVERSITY FACULTY OF

SCIENCE AND LETTERS

DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE

Eclectic Approach to Language Teaching

Language Teaching Visa Assignment

Prepared by
Burhan ÇALIŞKAN
170225001

Lecturer:

Dr. Nilüfer AYBİRDİ

May -2021
KARS
 Eclectic Approach to Language Teaching

Abstract

In modern language instruction, the eclectic approach to language instruction has become mainstream
and trendy. But not much has been done to explain eclecticism in language teaching. Different language
learners cannot all be communicatively competent in all real-life settings with a single teaching approach.
As a result, many different techniques and methods have been used in language instruction at various
periods. Perhaps the search for more effective language education approaches will never last. In line with
this viewpoint, in this article we analyze the Eclectic Approach, in which all excellent ideas, concepts, and
practices from diverse approaches are synthesis and harmoniously combined while taking into account
the learners' skills and also the lesson's purposes. Also we give its definition and a brief overview of the
Approach in teaching language. And then discusses some important characteristic of the approach that
including some of its distinctive principles, advantages and disadvantages.

Keywords: Eclectic Approach, Single Method, Language Teaching, Multimodal, Teaching Approaches,

Introduction

Since the beginning of formal education of second or foreign language, many of teaching
approaches or methods have arisen in the world and each of which has its own distinctive
characteristics. Gradual shifts in language teaching method reveal that one aproach may be better
or more effective than another in a particular condition. However there is no such thing as a
perfect or ideal approach because each approach has its own set of advantages and disadvantages.

In reality, no single method can meet all linguistic requirements and program objectives.
Furthermore, no one can deny that different ways of teaching languages can support one another.
What should a language teacher do in this case? Will he/she strictly adhere to a single method or
will he/she follow the required principles of other approach that actually suit his/her requirement
and are appropriate for the context? In this situations the Eclectic Approach, allows the teacher
to choose any context-appropriate approaches or strategies, can be a useful or good solution
Eclectic approach has the ability to capture the attention of the teacher because it offers him/her
some specific advantages that are cannot found in any other method (Wali, 2009:40).

In this paper we will presents the definition and a brief overview of Eclectic Approach in teaching
language. And then discusses some important characteristic of the method that including some of
its distinctive principles, advantages and disadvantages.

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Definition

Eclectic approach is a language learning/teaching strategy that mixes multiple ways and
techniques to teach language based on the lesson's goals and learners' skills. The instructor has
more freedom and adaptability in this method to choose the appropriate aspects that based on the
students' needs and goals. To meet the needs of the students, several teaching approaches are
borrowed and adapted, by this it can be said that it breaks the uniformity of the classes. According
to Kumar (2013:1), “the eclectic method is a combination of different method of teaching and
learning approaches”. It also entails the use of a range of language learning practices, which are
largely distinct and might be motivated by different underlying language teaching ideas. It also
contains the use of a variety of language learning practices, which are largely distinct and might
be motivated by different underlying language teaching theories. (Al Hamash 1985; Larsen-
Freeman 2000; Mellow 2000,). Gao (2011:1), claim that, the eclectic approach as “not a concrete,
single method, but a method, which combines listening, speaking, reading, and writing and
includes some practice in the classroom.” He added that the current popular teaching methods are
an integration of Grammar-Translation, structural method and CLT and advised instructors to use
advantage of all other methods whilst avoiding their disadvantages. Another chief advocates of
the Eclectic Approach is Rivers (1981), He claim that Eclectic approach give opportunity to
language teachers 'to absorb the best techniques of all the well-known language teaching methods
into their classroom procedures, using them for the purposes for which they are most appropriate'.
From this perspective in this approach the teacher could use the different language learning
approaches instead of sticking to one standard approach.

Theoretical background

The thought of selecting among several methods for one's teaching objectives and teaching
situations is not new. Henry Sweet (1845-1922), a prominent figure in the field of language
teaching, believed that an effective technique must be comprehensive and eclectic (Rivers,1964).
According to Stern (1983), the eclectic 'Compromise Method' was advocated as a solution to the
language teaching method controversy in the 1929 Memorandum on the Teaching of Modern
Languages, which was based on a British study. The Eclectic Method was proposed as a reaction
to the profusion of language teaching approaches even in the 1970s and 1980s.

Advantages

Scholars agree that applying the eclectic approach has numerous advantages, since it exposes the
language teacher to a variety of options and encompasses all four language abilities of speaking,

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reading, writing, and listening. According to Brown (2002), the eclectic method is crucial because
it allows teachers to choose what is appropriate in their unique dynamic teaching context.
According to Kumar (2013), the eclectic method has the following advantages:

(a) It makes it easier for students to understand the language of the book in its cultural context;
(b) it combines the four skills of language learning that consist from listening, speaking, reading,
and writing,

(c) Assists teachers in teaching effectively by utilizing the strengths of various methods while
avoiding their weaknesses.

(d) Learning is simple since and realistic situation and genuine experiences are used in the
classroom.

(e) More flexibility; here, the instructor has a lot of freedom in making judgments depending on
student performance and feedback from a variety of sources.

(f) Variety in the classroom, A variety of tactics can be used by the teacher to make language
more understandable, monitor student comprehension, and make corrections as needed.

(g) Dynamic classroom atmosphere, Learners are always looking for something new and
intriguing. The Eclectic Approach includes practically every type of learning activity and keeps
the learner from becoming bored.

The implication from the preceding statements is that the eclectic approach is comprehensive. It
considers not just the theoretical components of teaching and learning, but also relates teaching
and learning to the learners' real-life experiences, while the teacher has full freedom to use
whatever works best in his teaching situation.

Disadvantages

Although eclecticism is idealized as the finest technique to teaching English, it also has a number
of disadvantages. This is ironic, because the eclectic approach is founded on the advantages and
disadvantages of other approaches. This just goes to illustrate how complicated teaching is. For
example Brown (1994:74) points that “theoretical eclecticism is suspicious on logical and
theoretical grounds [and] without principles, eclecticism is likely to fall into a state of
arbitrariness‖. According to Weidemann (2001):”The eclectic approach has the following
disadvantages:

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(a) It prevents teachers from reconsidering their professional practices. In a brief, it makes them
less likely to reflect on their instruction. They've made up their minds; they'll use whatever works,
produces results, and is free of ideological excesses.

(b) Using an eclectic approach might be risky because a teacher may become trapped in the
methodological baggage that comes with it.

(c) While combining a variety of methods and techniques may result in a larger teaching arsenal,
doing so might lead to a variety of difficulties.

(d) When new methods and techniques are offered, teachers lose sight of the logic behind the
techniques in their eagerness to incorporate them into their traditional teaching ways.

(e) The influence of an innovative technique is weakened if it is employed only seldom and mixed
in with other (possibly contradicting) techniques.

Despite the fact that the eclectic approach has a number of acknowledged disadvantages, it is
more advantageous than disadvantageous. In fact, most of the above weaknesses are only
acceptable when teachers are undertrained and unprepared for the classroom. Weidmann (2001:6)
says that “the argument that emerges against eclecticism is perhaps more about the dangers of an
unprincipled eclecticism than anything else.” This is why Eclecticism need teachers who
understand their students, subject matter, teaching techniques, and the essence of teaching. They
must comprehend what eclecticism entails and be able to justify any methodology or method they
want to incorporate.

Conclusion

The study attempted to show and debate the eclectic approach's conceptualization by highlighting
its key elements. The study demonstrated the eclectic approach to language and language
teaching. An eclectic mixture of instructional techniques can be most successful logically because
learners need to learn a wide range of language skills, and different techniques are appropriate
for teaching different aspects of these skills. As a consequence, the Eclectic Approach, which
incorporates the best elements of each approach to provide an optimum overall result while
assisting students in achieving desirable language education goals, may be firmly advocated.

The primary criticism leveled towards eclecticism is that "it does not offer any guidance on what
basis and by what principles aspects of different methods can be selected and combined" (Stern,
1983). However, it should be noted that the application of eclecticism does not imply a
spontaneous mix of various approaches. There must be some philosophical basis and some
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systematic relationship between various activities. Furthermore, the concepts or characteristics
from many approaches must be chosen not at random, but on the basis of a good examination of
their applicability in light of contextual circumstances, students' preferences, and other concerns.

Again, some critics argue that only well-trained instructors can become eclectic: instructors who
lack theoretical understanding of the benefits and limitations of any technique cannot adopt it.
This dilemma is solvable if it is remembered that eclectic teaching is not mandated for all teachers
in a program, but rather offered as a voluntarily adopted choice.

References:

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second language. Bagdad: Alshaay Press.
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Diagnosis, Treatment, and Assessment. In J. Richards and W. Renandya (eds.),
Methodology in Language Teaching: An Anthology of Current Practice. Cambridge:
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Brown, H. D. (1994). Teaching by Principles. Englewood Cliffs, NJ: Prentice Hall.
Gao, L. (2011). Eclecticism or Principled Eclecticism. Creative Education. 2(4): 363-369.
Kumar, C.P. (2013). The Eclectic Method: Theory and Its Application to the Learning of English.
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