The Eclectic Approach Analysis

In the 1960s Noam Chomsky entered the scene with a new view of first-language acquisition that language learning is not a matter of developing good habits by mimicry, repetition, and over-learning. This view had an important effect on theories and methods of second-language acquisition. According to Chomsky, the ability to acquire such a complex skill as first language can only be explained by a unique human ability to acquire languages, i.e., the language acquisition device (A. Brown, 2006). In the early 1970s, there was a considerable interest in cognitive-code theory for language teaching, but no clear-cut methodology emerged. The lack of an alternative to Audiolingualism resulted in the emergence of several alternative method proposals

According to Rivers (1981) an eclectic approach allows 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’ (p. 55). The main criticism of the eclecticism is that it does not guide on what basis and by what principles, aspects of various methods can be selected and combined (Stern, 1983, p. 512). In the 1990s the notion of method came under criticism, and it was the beginning of the Post method

He believes that the important goal of pedagogic profession is teachers’ sense of plausibility which is teachers’ conceptualization of how their teaching leads to desired learning. Sense of plausibility is engaged in the teaching operation that teachers are involved and the activity of teaching is productive (Prabhu, 1990). Richard and Rodgers (2002) declared that methods prescribe for teachers what and how to teach, as well as the type of activities and teaching techniques to be used in the classroom. They believe the role of the teacher is