Volume 03 Issue 12-2023
250
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
250-254
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This study examines how successfully improving the four language skills and proficiency of English language learners
can be achieved by employing an integrative approach. Generally speaking, teaching reading is linked to teaching
writing, vocabulary, and speaking skills in the context of modern language learning. Integrating language proficiency
with communication culture is important when teaching language skills. This will enable students to enhance both
their language proficiency and communication skills simultaneously. These needed to be equally authentic and
focused on interactions, allowing students to use their language skills for meaningful and productive communication.
Students are expected to take on different roles to meet the objectives of an integrated language-learning approach.
Additionally, many factors make effective integrated language learning practices difficult to implement in the
classroom. For an integrated approach to language learning to effectively use the factors, they must therefore be
recognized and addressed. The major goal of this article is to identify the variables that influence the application of
this methodology.
KEYWORDS
Integrative, Language, Teaching Approach, Teachers, Students, Peculiarities.
INTRODUCTION
Research Article
ESSENTIAL PECULIARITIES OF LANGUAGE TEACHING THROUGH
INTEGRATED APPROACH
Submission Date:
December 10, 2023,
Accepted Date:
December 15, 2023,
Published Date:
December 20, 2023
Crossref doi:
https://doi.org/10.37547/ajsshr/Volume03Issue12-32
Mavzuna Abdurakhmonova
PhD researcher, Department of English Language Practical Course, Tashkent State Pedagogical University,
Tashkent, 100035, Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ajsshr
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 12-2023
251
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
250-254
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
In recent years, the priorities of education have
changed significantly. At the forefront, modernity sets
the goals for the development of the personality of the
student. Therefore, the instructor himself must freely
and flexibly operate with information, be able to easily
show the students the level of their own knowledge
and teach them how to improve them.Teachers of
English generally acknowledge the close links among
the four strands of the language arts: listening,
speaking, reading, and writing. For the context of the
present study, the integration of language skills is
defined as the process in which each language skill is
learned in terms of the others. Learning to listen, talk,
read, and write always involves something content to
listen, talk, read, or write about. The teaching of
language skills cannot be left to chance. The
integration of language skills can best be achieved
through involving students in hands-on communicative
language learning activities. The active involvement of
students in communicative language learning activities
enhances the integration of the language strands.
Teaching language skills concurrently is known as an
integrative approach. This implies that instruction in
the four skills
—
reading, writing, speaking, and
listening
—
occurs simultaneously. The teaching of the
language skills of reading, writing, speaking, and
listening in tandem with one another, such as when a
lesson includes activities that relate speaking and
listening to reading and writing, is known as the
“integrated language skills teaching approach”
(Richards and Rogers, 2001). An integrated way to
language teaching is an essential strategy for
successful language acquisition. This method is
incorporating two or more language skills into a task or
lesson (Afnan, 2004). One way to describe teaching
language skills integrated is as a multi-skill syllabus or a
whole-language approach. This is so because the
method teaches every language skill at once. A whole
language approach is the integrated language skills
teaching approach. In other words, if a lesson covers
reading comprehension, it will also cover speaking,
listening, and writing.
Main part
Knowledge of one or several foreign languages has
become an urgent problem for many people. And in
these kinds of situations, the find for efficient
approaches for teaching foreign languages that target
particular professional issues has become pertinent.
The paper reveals and categorizes contemporary
approaches of teaching foreign languages. An
examination of contemporary materials about the
execution of the integrated approach to teaching
foreign languages and the abilities reform of the
educational standard is conducted. It also examines
the central claims of language teaching methodology,
specifically as they relate to topical approaches.
Language education plays an ever-expanding role in an
ever-evolving educational paradigm. Given that
learning a foreign language is regarded as an
Volume 03 Issue 12-2023
252
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
250-254
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
instrument that helps one perform professional tasks
in addition to helping one become accustomed to the
modern world. Furthermore, studying diverse sources
of information gives him/her the chance to broaden
both his/her professional and cultural perspectives.
Being able to speak one or more foreign languages has
become a pressing issue for many people.
Furthermore, under these conditions, the look for
efficient methods of teaching foreign languages that
address particular issues in the workplace has gained
significance. Training qualified specialists with the right
level and profile is the primary goal of professional
education in higher education, according to the
modernization of education concept. Learning
language with the help of integral approach implies
that students learn collaboratively to speak,
understand, and express their thoughts with
understanding. Holistic approach activities usually
include students in a realistic process of interacting, in
which the correct use of language is less important
than
the
successful
achievement
of
the
communication task that they perform. The second
specific feature of the common approach is mastering
all aspects of a foreign language culture through
interacting. It is the active method that first advanced
the position that communication should be taught only
through interacting, which has become one of the
characteristic features of modern methods. In the
integral teaching approach, interacting performs the
functions of learning, cognition, development and
education.
A whole language approach is used in the teaching of
integrated language skills. Put differently, a lesson that
focuses on reading comprehension will also cover
speaking, listening, and writing. Through the use of an
integrative approach, the four English language skills
can be taught in a classroom context. To answer and
ask pertinent follow-up questions, for instance, a
learner can concentrate on both speaking and listening
when they practice conversational skills. Since every
language skill is regarded as crucial to helping students
become proficient communicators, they should all be
taught simultaneously using an interactive approach to
language learning. As such, the method promotes the
integration of all language skills in real-world
classroom settings (Crystal, 2003). Put differently, the
natural method of acquiring a language is through the
integrated language skill teaching approach. Language
abilities are seldom employed separately in everyday
communication; it is uncommon for one of the four
abilities to be employed alone. As per Jing (2006),
simultaneous comprehension and speaking are
necessary for participating in a conversation. More so
than for other students, the integration question is
evidently brought up in language learning. According
to scholars a more comprehensive perspective of
language use has been gradually incorporated into
language learning theory (Nunn, 2006). Wagner (1985)
Volume 03 Issue 12-2023
253
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
250-254
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
defined language arts integration as giving students
access to authentic learning contexts where speaking,
listening, reading, and writing can be developed
collaboratively for real-world goals and audiences.
Language instructors must incorporate language skills
into their lessons to make language learning as realistic
as possible, which is necessary for communication. One
skill will frequently reinforce another; for example, we
learn to write by looking at what we can read, and we
learn to speak by modeling what we hear (Brown,
2001). For example, it is simple to connect reading
instruction to writing and vocabulary instruction, and
oral skills are well-suited to teaching pronunciation,
listening
comprehension,
and
cross-cultural
pragmatics (Hinkel, 2001; Lazaraton, 2001; McCarthy
and O'Keeffe, 2004). Moreover, other academics agree
that language learning exercises ought to be created in
an integrative way (McDonough and Show, 2003).
Additionally, educators contend that integrated
la
nguage skill instruction can boost students’ chances
for language acquisition as well as meaningful
communication, interaction, and real-life language use,
as well as a variety of contextualized discourse and
linguistic features, all of which are intended to advance
students’ language proficiency and skills (Fotos, 2002;
Ellis, 2003). Furthermore, using an integrated approach
to teaching language skills can assist a teacher in
making their lessons lively by involving the students in
a variety of activities and interactions (Richards, 2006).
This can give the students plenty of opportunities to
participate in class and boost their motivation to learn
the language. It also facilitates students’ free and easy
learning of English language.
CONCLUSION
From the summary above, it is clear that the integrated
language teaching skill approach is the standard
method for language acquisition and that it enables
teachers to monitor their students' simultaneous
progress in several skills. By integrating language skills,
students will be exposed to real-world language use
and encouraged to interact. Additionally, there are a
number of benefits to teaching language skills through
the following approach. In light of this, the current
study was carried out to determine what issues
prevent the integrative teaching of language skills and
how language teachers address these issues to move
forward with successful language skill teaching and
learning. The study's findings offer solid evidence in
favor of the necessity of incorporating an integral
approach into language course of study. The fact that
any language teacher can effectively employ
integrative teaching methods in the classroom is
arguably the most important pedagogical conclusion
to be made.
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Volume 03 Issue 12-2023
254
American Journal Of Social Sciences And Humanity Research
(ISSN
–
2771-2141)
VOLUME
03
ISSUE
12
P
AGES
:
250-254
SJIF
I
MPACT
FACTOR
(2021:
5.
993
)
(2022:
6.
015
)
(2023:
7.
164
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
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