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In groups: demonstrate how each approach iscarried out.

Reflect on the strengths and weaknesses of

each approach.

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Mithraroobini Jeganathan Suhaidah Koppeli

Siti Noor Wahida

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Lexical approach (Lewis, 1993) Lexis is the basis of language.

The lexical approach focuses on developing

learners' proficiency with lexis, words, andword combinations, and it is an alternative totraditional grammatical approach to secondlanguage acquisition.

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Teachers should develop class activities that enablelearners to discover collocations themselves, both in theclassroom and in the language they encounter outsidethe classroom.

Stress more on chunks of meaning rather than to

grammatical rules holistic and concentrates on patterns of meaning

Activities used to develop learners knowledge of lexicalchains:

Intensive and extensive listening and reading in the

target language First and second language comparisons and translation Repetition and recycling of activities to keep words and

expressions that have been learned active

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Guessing the meaning of vocabulary itemsfrom context

Noticing and recording language patterns andcollocations

Working with dictionaries and languagecorpuses created by the teacher for use in theclassroom or accessible on the Internet (suchas the British National Corpus or COBUILD Bankof English) to research word partnerships,

preposition usage, style, and so on.

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It has lexically based theory of language

It doesn't have any certain learning theory

It is an alternative approach

It focuses on words and word combinationsGrammar and lexis are the heart of learning

It aims to teach vocabulary within grammar

Teachers help learners to discover knowledgeinstead of giving it directly

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It lacks full characterization of an approach

Lack of a detailed learning theory

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Eclectic Method is a combination of differentlearning approaches.

It is based on combined materials of the besteducational models for language teachingmethod in order to meet the standard needsof an individual.

The eclectic approach allows teachers to use

varieties approach and methodologies for awide range of techniques and activities forlanguage teaching methods.

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The class starts with an inductive activity withlearners identifying the different uses ofsynonyms of movement using a reading text.

They then practice these using TPR(TotalPhysical Response)

In another class the input is recycled througha task-based lesson, with learners producing

the instructions for an exercise manual.

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Teachers gathered and combined someadvantages from several different methods to

be taken for their learning and teachingprocess.

The use of methods and approaches wereadjusted to meet the teaching-learningneeds.

Each of the combined theories will have itsstrengths and weaknesses.

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Logically, we should expect an eclectic blending of

instructional approaches to be most educationallyeffective because:

we want students to learn a wide variety of ideas(Conceptual Knowledge) and skills (Procedural

Knowledge); different approaches are useful for teaching various

aspects of these ideas-and-skills;

students' characteristics vary in many ways (in their

learning preferences, abilities to experience successwith various types of instruction,..) and we want tomatch the characteristics of more students with atleast one of our teaching styles.

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The main criticism of the eclecticism is that"it does not offer any guidance on what basisand by what principles aspects of differentmethods can be selected and combined."

Stern (1983, p. 512)

Besides, it will be hard for teacher to choosethe most effective method to be used as allmethods have their own good andweaknesses.

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In short we think that the best way to use iseclectic approach as it offers a wide choicesto teachers in order to create a conducivelearning environment. Besides, the teaching

method will not only focus on certain methodand makes it becomes more creative. Thus,the process of T& C will not become boring.