Abstract:
Eclecticism is a multi-sensory language approach which involves different language
learning methods. This research is based on teachers’ use of Eclecticism in teaching
English vocabulary. The main aim of this study is to investigate how far Eclecticism
affects to develop vocabulary of students learning English as a second language.
Through trial and error, the people have realized that there is no single approach of
language learning which is universally accepted as the best. As a remedy Eclecticism
was introduced to the field of language learning. The research sample was 100 students
and 20 teachers in the North Central province. Teachers’ lessons were observed under
a criterion with ten techniques. Quantitative data were gathered from pre-tests, posttests
and O/L results and qualitative data were gathered from questionnaire given to
the teachers and lesson observation. Data were analyzed with the use of descriptive
statistics. In conclusion it was confirmed that Eclecticism supports the second language
learners to improve their vocabulary knowledge other than one traditional method. The
positive attitudes of teachers regarding Eclecticism were brought out by the research.
This research introduces a method to teach English vocabulary in an effective way and
gives guidance to teach and learn vocabulary. It was confirmed that the vocabulary
learning rate was accelerated in the Experimental group. Finally, it was found that
the main reasons behind the effectiveness of Eclecticism are its various capabilities
as a multi-sensory approach. Therefore, it is suggested that the Education authority
of second language teaching should pay more attention to introduce this approach to
English teachers and provide a training of effective use of Eclecticism in teaching
vocabulary.
