3.1 An overview of the significance
Larsen-Freeman & Anderson (2011) conceptualizes principled eclecticism
in teaching as a coherent and diverse approach to target language
learning, wherein activities are designed and implemented based on the
focal points of language learning rather than solely from the
perspective of the target language’s characteristics, such as vocabulary
and grammar. This approach acknowledges that foreign language learners’
motivations, experiences, and objectives vary due to internal and
external factors (Cai, 2022;
Dizon & Thanyawatpokin, 2021; Pasban & Narafshan, 2020; Peng et al.,
2022), necessitating course designs and implementations that are
congruent with these characteristics and needs. Principled eclecticism
in teaching, therefore, involves instructing learners on topics directly
relevant to them and guiding them through learning tasks in a meaningful
learning environment that effectively facilitates the acquisition of
target language knowledge and skills.
Three key elements are essential for the effective application of
principled eclecticism in foreign language classrooms: the teacher’s
professional autonomy and ability to apply knowledge usefully; an
understanding of learners’ experiences and cultural backgrounds coupled
with an assessment of their strengths and needs; and the adoption of
appropriate teaching methods based on instructional content to create
authentic and useful language use contexts (Cushing-Leubner & Bigelow,
2014). Mellow (2002) asserts that the design of classroom activities
within the principled eclecticism framework should carefully consider
the coherence and gradual progression of language forms and functions.
For example, after teaching a grammatical concept, appropriate contexts
must be provided for learners to practice and apply this knowledge,
ultimately enabling them to use what they have learned in real-life
situations. In the classroom, the role of the teacher is that of a
facilitator, while students are active participants in the learning
process (Mwanza, 2017). The
teaching strategies employed include enhancing learning opportunities,
fostering communicative interaction, reducing cognitive disparities,
stimulating learning perception, cultivating linguistic awareness,
contextualizing language input, integrating language skills, promoting
learner autonomy, increasing cultural awareness, and ensuring societal
relevance (Cushing-Leubner &
Bigelow, 2014; Kumaravadivelu, 2006; Rian, 2016). In terms of
instructional materials and methods, the characteristics of the
grammar-translation method, such as explaining new vocabulary and
syntactic points according to learners’ levels, are suitable for
teaching new words, sentence patterns, and text-based lessons (Mellow,
2002). The audio-lingual method focuses on practicing pronunciation,
vocabulary, phrases, and sentence patterns through repeated exercises to
habitualize the use of the target language (Mellow, 2002), making it
ideal for practicing new words, sentences, dialogues, and substitution
drills within the course material. The direct method emphasizes teaching
in the target language to immerse learners fully in the target language
environment, fostering their ability to think and learn directly in the
target language (Mellow, 2002). Demonstrations and the use of visual and
physical aids to facilitate understanding are common tools in the direct
method (Toreniyazova &
Otegenova, 2022; Djauhar, 2021), especially suitable for learners from
diverse national backgrounds where translating using a single auxiliary
language is challenging and for materials featuring cultural
characteristics of the target language.
In summary, principled eclecticism in teaching advocates that no single
teaching method can achieve instructional effectiveness on its own. A
flexible integration of the strengths of various teaching methods is
recommended to tailor lesson plans to different teaching situations
within the diverse atmosphere of foreign language classrooms. This
approach aims to meet the varied characteristics and needs of learners,
thereby maximizing learning outcomes and setting a trend for the
development of foreign language teaching (Asif & Khan, 2022).