Throughout different methods of teaching and learning approaches.

        

        Throughout history, several methods and
theories were introduced in the field of language teaching. Although each
method came following different circumstances, all of them had one ultimate goal,
which is to facilitate the learning process for students and improve their language
proficiency. However, there is no perfect method as each method has its
strengths and weaknesses. Thus, the emergence of the idea of eclecticism, also
known as ‘the melting pot of education’. From the standpoint of some people,
they consider this approach as effective comparing to the adherence to only one
method.

 

        To start
with, Kumar (2013:1) notes that ?the eclectic method is a combination of
different methods of teaching and learning approaches. It can also be viewed as
principled eclecticism implying that the approach is characteristically
desirable, coherent and pluralistic to language teaching. Indeed, it helps the teacher
to teach effectively by drawing on the strength of various methods and avoiding
their weaknesses. In fact, the role of the teacher becomes much broader, he is more
active as he is no longer limited to one pattern that he has to stick to blindly,
while teaching. He becomes more creative as he is the designer of his own
method. Moreover, the teacher is the guide and facilitator during the learning
process. Brown claims that
principled eclecticism helps language teachers participate in a teaching
process of ‘diagnosis, treatment, and assessment’ (Brown, 2002: p. 13).  Having a deep knowledge about these old methods,
their strengths and weaknesses is like having an empirical data about the field
of language teaching, thus the role of the teacher here is a researcher, who is
seeking to design his own method of teaching building on these previous ‘experiences’.
For instance, following the grammar translation method we can opt for learning
by heart grammar rules and irregular verbs to improve accuracy, while avoiding the
translation from the source language to the target language, which would humper
pronunciation(fluency). All these factors pour in one recipient which is meeting
the different needs of students through providing them with an adequate and rich
input that fits all the students.

 

         Furthermore,
the eclectic approach is accommodative and flexible. In a classroom, students are
heterogenous with various levels and different needs, so if it was the case of
following one method many students would not be responsive in the classroom as
this approach may not fit their needs. It would rather demotivate them and
lower their                 affective
filter, which will lead to a direct failure of the learning process. Contrary
to the eclectic approach which would attract and stimulate students due to its
variety, in terms of techniques and activities. As a result, it will respond to the needs of learners of diverse characteristics (Kumar 2013).
Hence, it gives confidence to learners and provide them with a creative and comfortable
environment.

       In addition, the eclectic approach views
language as a whole. According to Larsen-Freeman (1992), the components of
language such as pronunciation, grammar and vocabulary do not have meaning if used
in isolation. Hence, meaning is expressed when language is used as a whole.
Language teaching therefore should follow the same way. Kumar (2013) reiterates
the same point when he advised that language should be viewed as a whole
without separating into isolated units of pronunciation, grammar and
vocabulary. As part of viewing language as a whole, language should not be
separated from its culture. For instance, learning becomes easy due to the use
of realistic situations in the classroom. In fact, this technique is one of the
tents of the eclectic approach and it is borrowed from situational language
teaching.

 

 

  

 

 

Written by