In groups: demonstrate how each approach is carried out. Reflect on the strengths and weaknesses of each approach.

Mithraroobini Jeganathan Suhaidah Koppeli Siti Noor Wahida

 Lexical

approach (Lewis, 1993)

Lexis is the basis of language. The lexical approach focuses on developing learners' proficiency with lexis, words, and word combinations, and it is an alternative to traditional grammatical approach to second language acquisition.

Teachers should develop class activities that enable learners to discover collocations themselves, both in the classroom and in the language they encounter outside the 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 lexical chains: 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

Guessing the meaning of vocabulary items from context

Noticing and recording language patterns and collocations Working with dictionaries and language corpuses created by the teacher for use in the classroom or accessible on the Internet (such as the British National Corpus or COBUILD Bank of English) to research word partnerships, preposition usage, style, and so on.

 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 combinations Grammar and lexis are the heart of learning It aims to teach vocabulary within grammar Teachers help learners to discover knowledge instead of giving it directly

It lacks full characterization of an approach

Lack of a detailed learning theory

Eclectic Method is a combination of different learning approaches. It is based on combined materials of the best educational models for language teaching method in order to meet the standard needs of an individual. The eclectic approach allows teachers to use varieties approach and methodologies for a wide range of techniques and activities for language teaching methods.

The class starts with an inductive activity with learners identifying the different uses of synonyms of movement using a reading text. They then practice these using TPR(Total Physical Response) In another class the input is recycled through a task-based lesson, with learners producing the instructions for an exercise manual.

Teachers gathered and combined some advantages from several different methods to be taken for their learning and teaching process. The use of methods and approaches were adjusted to meet the teaching-learning needs. Each of the combined theories will have its strengths and weaknesses.

Logically, we should expect an eclectic blending of instructional approaches to be most educationally effective 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 success with various types of instruction,..) and we want to match the characteristics of more students with at least one of our teaching styles.

The main criticism of the 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, p. 512) Besides, it will be hard for teacher to choose the most effective method to be used as all methods have their own good and weaknesses.

In short we think that the best way to use is eclectic approach as it offers a wide choices to teachers in order to create a conducive learning environment. Besides, the teaching method will not only focus on certain method and makes it becomes more creative. Thus, the process of T& C will not become boring.