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An approach based on integrated skills
Sirojiddin SHOXOBIDDINOV
1
Kokand state pedagogical institute
ARTICLE INFO
ABSTRACT
Article history:
Received May 2021
Received in revised form
28 May 2022
Accepted 20 June 2022
Available online
25 July 2022
This article focuses on the differences between an
integrated-skills approach and a segregated-skills approach in
L2 acquisition: teaching receptive (listening and reading) and
productive (speaking and writing) skills together rather than
separately in a foreign language classroom. The opposing two
perspectives of each teaching approach advocate will be
discussed in this article, as well as the rationale(s) provided by
each team to support the effectiveness of their foreign language
teaching approach: integrated-skills approach and segregated-
skills approach.
2181-
1415/©
2022 in Science LLC.
https://doi.org/10.47689/2181-1415-vol3-iss6/S-pp1-6
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
integrated-skills approach,
segregated-skills approach,
receptive skills,
grammatical structures,
communicative language
teaching,
linguistic competence,
discourse competence,
sociolinguistic competence.
Integrallashgan k
o‘
nikmalarga asoslangan yondashuv
ANNOTATSIYA
Kalit so‘zlar
:
integral k
o‘
nikmalar
yondashuvi,
ajratilgan k
o‘
nikmalar
yondashuvi,
retseptiv qobiliyatlar,
grammatik tuzilmalar,
kommunikativ tilni
o‘
rgatish,
lingvistik kompetensiya,
nutq kompetensiyasi,
sotsiolingvistik
kompetensiya.
Ushbu maqola L2 ni
o‘
zlashtirishda integratsiyalashgan
k
o‘
nikmalar yondashuvi va ajratilgan k
o‘
nikmalar yondashuvi
o‘rtasidagi farqlarga qaratilgan: xorijiy tilni o‘qitish
sinflarni
alohida guruhlarga ajratish orqali emas, balki retseptiv
(tinglash va
o‘
qish orqali) va samarali (gapirish va yozish
orqali) k
o‘
nikmalarini birgalikda
o‘
rgatishga asoslanadi. Ushbu
maqolada har bir
o‘
qitish yondashuvi himoyachisining qarama-
qarshi ikki nuqtayi nazari, shuningdek, har bir jamoa
tomonidan chet tilini
o‘
qitishning samaradorligini q
o‘
llab-
quvvatlash uchun taqdim etilgan mantiqiy asos(lar) k
o‘
rib
chiqiladi.
Shuningdek,
integratsiyalashgan
k
o‘
nikmalar
yondashuvi va ajratilgan k
o‘
nikmalar yondashuvi shular
jumlasidandur.
1
Teacher, Kokand state pedagogical institute, Uzbekistan. E-mail: sirojiddin.isomiddinovich0@gmail.com.
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Подход, основанный на интегрированных навыках
АННОТАЦИЯ
Ключевые слова:
интегрированный подход,
подход сегрегированных
навыков,
рецептивные навыки,
грамматические
структуры,
коммуникативное
обучение языку,
лингвистическая
компетентность,
дискурсивная
компетентность,
социолингвистическая
компетентность.
В этой статье основное внимание уделяется различиям
между подходом интегрированных навыков и подходом
сегрегированных навыков в овладении L2: обучение
рецептивным (аудированию и чтению) и продуктивным
(говорение и письмо) навыкам вместе, а не по отдельности
в классе иностранного языка. Также в ней будут
обсуждаться две противоположные точки зрения каждого
сторонника подхода к обучению, а также обоснования,
предоставленные каждой командой для поддержки
эффективности их подхода к обучению иностранному
языку: подход с интегрированными навыками и подход с
отдельными навыками.
INTRODUCTION
The traditional approach to teaching a second or foreign language, also known as
the
“
segregated-skills approach
”
, involves teaching listening and reading (receptive
skills) separately from writing and speaking (productive skills) in a language learning
setting. When using a traditional or segregated-
skills approach’ in language learning,
L2 instructors emphasize skill orientation and rote memorization, focusing on specific
skills instruction such as reading and writing, and providing class activities that focus on
word-decoding, phonetic identification, and grammar drills. As a result, implementing a
segregated-skills approach in language learning classrooms helps to isolate the four
language components: listening, reading, writing, and speaking from their use in
communicative and authentic contexts [1.1].
Furthermore, the
“
segregated-skills approach
”
reduces students
’
motivation and
interest in learning [languages]” [2.1] criticizes
[1.2] this teaching method, claiming that
students are motivated to learn a large number of individual words, idioms, and
grammatical structures rather than using the language for real communicative purposes.
“
It is impossible to teach reading without extensive use of writing, speaking, and
listening
”
, according to Chen, and
“
students can benefit from practicing all of the
language skills in integrated, meaningful, and communicative ways
”
[1.3].
MATERIALS AND PROCEDURES
Theory of Communicative Language Instruction (CLT)
The goals of language teaching, the mechanism by which learners learn a language,
the characteristics of classroom activities that best facilitate language learning, and the
roles of both teachers and learners in the language learning setting are all determined by
communicative language teaching (CLT) [3.1]. The primary function of language use,
according to CLT, is communication, which
“
lies in the moves and strategies of the
participants
”
[4.1].
CLT’s main goal is to help students develop communicative competence and apply it
to real-life situations that require communication. According to the CLT theory,
communicative competence is defined as the ability to interpret and enact appropriate social
behavior that necessitates the learners’ active participation in the target language
production. linguistic competence, sociolinguistic competence, discourse competence, and
strategic competence are all sub-competences of communicative competence, according to
Principles of Communicative Language Teaching and Task-Based Instruction [4.2].
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1.
Linguistic competence [3.2] refers to a learner’s understanding of how to use
language for a variety of purposes and functions. Linguistic competence can also be defined
as “understanding how to use a language’s grammar, syntax, and vocabulary” [5.1].
2.
Sociolinguistic competence: the learner’s understanding of how to vary language
use depending on the context and participants. To put it another way, when to use formal
and informal registers, as well as what language to use for written vs. spoken
communication [3.3].
According to Tolstykh and Khomutova, sociolinguistic competence deals with the
specific words and phrases that fit a specific setting and topic, as well as the extent to
which the learner can express a specific attitude (courtesy, authority, friendliness, and
respect) when he needs to [5.2].
3.
Discourse competence: the learner’s understanding of how to create and
distinguish various types of text, such as narratives, reports, interviews, and
conversations [3.4]. Discourse competence, according to Tolstykh and Khomutova, refers
to the learner’s ability to interpret the larger context and how to teach longer stretches of
language so that the parts form a coherent whole.
4.
Strategic competence: the learner’s ability to maintain communication despite
limited language knowledge using a variety of communication strategies [3.5]. Strategic
competence, according to Tolstykh and Khomutova, is c
oncerned with the learner’s
ability to recognize and repair communication breakdowns, work around gaps in his
language knowledge, and learn more about the language and context [5.3]. The
Communicative Language Teaching theory emphasizes engaging the learner in
contextualized, meaningful, and communicative-oriented learning tasks in order to
promote the development of real-life language skills.
CLT is made up of eight methodologies or principles that embrace a diverse
teaching approach:
1. Using tasks as a principle of organization
2. Promoting learning through doing 3. Enriching input 4. Serving meaningful,
comprehensible, and elaborated input
5. Encouraging collaborative and cooperative learning
6. Concentrating on the form 7. Providing clear error feedback
8. Recognizing and respecting learnin
g’
s affective factors [6.1].
Richards lays out ten core assumptions that shed more light on the importance of
using CLT as a strategy and approach for L2 instruction, as well as a framework for
curriculum development in the L2 acquisition spectrum:
1.
Learners’ ability to learn a second language is aided by interaction and
meaningful communication.
2. Tasks and exercises in the classroom that are effective allow students to
negotiate meaning, expand their language resources, observe how language is used, and
participate in meaningful interpersonal exchanges.
3. Students process content that is relevant, purposeful, interesting, and engaging,
resulting in meaningful communication.
4. Communication is a multifaceted process that frequently necessitates the use of
a variety of language skills or modalities.
5. Language learning is aided by activities involving both inductive and discovery
learning of underlying rules of language use and organization, as well as language
analysis and reflection.
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6. Language learning is a gradual process that involves trial and error as well as
creative language use.
7. Learners take their own paths to language acquisition, progress at different
rates, and have different language learning needs and motivations.
8. Effective learning and communication strategies are required for successful
language learning.
9.
The teacher’s role in the language classroom is that of a facilitator, who creates
an environment conducive to language learning and gives students opportunities to use
and practice the language as well as reflect on it.
10. The classroom is a community where students collaborate and share their
knowledge.
Linguistic and communicative competence are two different things.
Foreign language teachers have a set of responsibilities in facilitating L2
acquisition: to develop linguistic competence in learners, as defined by Chomsky, who
distinguished between people’s language knowledge, defined as’competence,’ and that
knowledge
put to use in real situations, defined as’performance’ [7.1]. Language teachers
should also help students develop their communicative competence, which is defined as
“
the ability to use language in a social context
”
and
“
the ability to adhere to
sociolinguistic norms of appropriateness
”
[2.2]. Learners can also use communicative
competence to
“
develop the ability to produce and understand grammatical utterances,
to distinguish between grammatical and ungrammatical sequences, and to know when to
choose the one that is appropriate to the context, both linguistic and situation [7.2]
”
.
DISCUSSION AND RESEARCH
The segregated-skills approach advocates argue that mastering discrete language
skills like reading and speaking is the key to successful learning. Language learning is
usually separated from content learning in this approach. According to Brown,
segregated-skills courses
“
have language itself as the focus of instruction to the extent
that excessive emphasis on rules and paradigms teaches students a great deal about
language at the expense of teaching language itself
”. The philosophy of the ‘integrated
-
skills approach’ (ISA) is based on the idea that “
oral and written languages are not kept
separate and isolated from one another
”
in everyday life [2.3].
Oral and written languages are integrated in most communication events,
according to Peregoy and Boyle, and they frequently occur together. In the same way that
communicative language teaching (CLT) and whole language do, the integrated-skills
approach emphasizes meaningful and authentic language use and links oral and written
language development [2.4]. According to educators, the principles of CLT emphasize the
importance of communicating in a language in order to learn it.
“
Language (oral and
written) functions to serve authentic purposes by facilitating meaningful
communication
”
, whole language advocates say.
Educators argue that in the language learning process, listening, speaking, reading,
and writing should all be treated equally.
–
as integrated, interdependent, and inseparable language elements, and that
“
no
language process
”
should be separated from the entire teaching task. When a student
reads, writes, speaks, or listens, the language encounter feeds into a common
“
data pool
”
,
from which the student can draw in subsequent encounters with language [2.5].
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Rather than assuming that speaking, listening, reading, and writing should be kept
separate, Su argues that these four skills
“
stress that all expressions of language support
literacy growth and development
”
, and that
“
reading and writing, as well as speaking and
listening, should be integral parts of all language activities because all these processes interact
with one another
”
.
“
Teachers should provide opportunities and resources for students to
engage in authentic speech and literacy activities
”
, Su advises L2 instructors [2.6].
Learners are exposed to authentic language and engaged in meaningful and
engaging activities in ISA, which emphasizes the use of content-based and task-oriented
instruction. The four macroskills of listening, reading, writing, and speaking are all
addressed by ISA as one integral part of typical language proficiency and use [8.1].
Successful integrative approaches, according to Akram and Malik, are an
unavoidable support that will help language teachers make lessons more dynamic by
involving students in a variety of activities and interactions. A lively and effective
communicative class should include the integration of the four language skills, and the
teacher should create a positive environment, plan appropriate activities, encourage
students, and deal with problems sensitively.
CONCLUSION
When receptive (listening and reading) and productive (writing and speaking)
skills are practiced separately in L2 acquisition, an artificial distinction between in-
classroom language use and out-of-classroom communicative practice is created.
While the segregated-skills approach emphasizes instruction that places an
excessive emphasis on rules and paradigms and teaches students a lot about language at
the expense of teaching language, the integrated-skills approach argues that language
skills such as listening, reading, writing, and speaking should not be taught separately or
isolated from one another in a foreign language learning setting.
Scholars argue that, regardless of how artificial or simulated the teaching/learning
environment is, it is critical to bring classroom contexts and situations closer to real-life
situations. The basic goal of L2 lang
uage teaching and learning is to develop learners’
communicative competence: linguistic competence, sociolinguistic competence,
discourse competence, and strategic competence as part of a whole language approach,
which treats all language skills
–
listening, reading, writing, and speaking
–
as
interrelated. Practitioners argue that the key to effective language learning is to integrate
all language skills as they occur in actual language use whenever possible.
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