This paper classifies and analyzes the various instructional approaches or methods stated in the syllabi written by the 43 instructors teaching freshman and sophomore English Conversation Laboratory courses at the Chinese Culture University's Language Center during the 1997-98 academic years. This is followed by an examination of the major TEFL/TESL approaches and methods espoused by renowned researchers, educators, linguists and theorists. These approaches are then used m a comparison with those put into practice by the CCU instructors. This comparison yields 10 significant findings regarding instructional approaches most beneficial for the laboratory classroom setting or similar courses.
