The paper focuses on some of the main tenets of the principled eclecticism approach, which has been embraced by most international courses of English for teachers and language instructors. As a former graduate of one of such courses, the author sees her goal as threefold. First, to provide some theoretical knowledge of teaching methods within the paradigm of principled eclecticism – an approach that makes use of the best of all the other approaches to teaching English, with the communicative one playing a more prominent role than the rest. Second, the author intends to establish whether the main principles of the said approach are systematically practiced within the Russian system of teaching English to students. Ultimately, the author hopes to help all language instructors to become not only better at teaching, but also at learning. In accordance with the above aims and objectives, the paper is divided into several parts.
In the introduction (1), some general background as to what inspired the author to conduct the research is outlined. The methodology and data collection section (2) gives a detailed explanation of the main methods, techniques and approaches to the research. The planning section (3) minutely describes the essential components to any workable and efficient plan. In the ‘correction’ section (4), the main techniques of correcting learners are enumerated, with the emphasis that overcorrection is to be discouraged at all stages of the lesson, as it is detrimental to learners’ progress and may significantly dent their confidence. The ‘teacher’ (5) section explores some of the personal and professional qualities any efficient teacher should have. A selective list of ‘an-ideal-teacher’ attributes is provided, based on the interview conducted with Russian learners of English. In the ‘learners’ section (6), the main types of learners are discussed, with the emphasis on primary representational systems – sensory channels unconsciously used by learners in order to perceive, process, store and retrieve information. The ‘results’ section (7) describes the main findings of the research. In conclusion (8), the author evaluates the significance of the findings and outlines possible areas for further research.
Key words: teaching, methodology, principles eclecticism, CELTA, upper-intermediate, accuracy, fluency
For Reference: Lavrova, N. A. (2019). The principled eclecticism approach to teaching English and its integration into the Russian system of education. Perspektivy nauki i obrazovania – Perspectives of Science and Education, 39 (3), 423-431. doi: 10.32744/pse.2019.3.32
Information about the author:
Nataliya A. Lavrova (Moscow, Russia) - Associate Professor, Doctor of Philology, Associate Professor of the Department of English Phonetics and Lexicology. Moscow Pedagogical State University. E-mail: firstname.lastname@example.org. ORCID ID: 0000-0002-6403-781X