Ta'lim innovatsiyasi va integratsiyasi
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45-son_4-to’plam_May -2025
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ISSN:3030-3621
INTEGRATED SKILLS TEACHING: SPEAKING AND LISTENING
TOGETHER
Dadaboyeva Fayyoza Khikmatulloyevna
Shakhrisabz “Temurbeklar maktabi”
military-academic lyceum, English teacher (ESL)
fayyozad@gmail.com
Annotation:
This article examines the pedagogical approach of Integrated Skills
Teaching (IST), focusing on the simultaneous instruction of speaking and listening
skills in foreign language education. The article discusses practical strategies for
implementing IST, presents a case study from a military academic lyceum, and offers
recommendations for educators seeking to integrate these skills effectively.
Key words:
Speaking and Listening, Integrated Skills Teaching (IST),
Communicative Language Teaching (CLT), Task-Based Learning (TBL),
Collaborative Learning, Scaffolding Techniques, Listening Comprehension.
Annotatsiya
: Ushbu maqola chet tilni o‘qitishda Integratsiyalashgan
ko‘nikmalarni o‘qitish
yondashuvi asosida gapirish va eshitish ko‘nikmalarini bir
vaqtning o‘zida o‘qitish masalasi yoritilgan. Maqolada integratsiyalashgan o‘qitishni
amalga oshirishning amaliy strategiyalari muhokama qilinadi, harbiy akademik
litseyda olib borilgan tajriba yoritiladi va o‘qituvchilarga bu ko‘nikmalarni samarali
integratsiya qilish bo‘yicha tavsiyalar beriladi.
Kalit so‘zlar
: Gapirish va eshitish, integratsiyalashgan ko‘nikmalarni o‘qitish,
kommunikativ tilni o‘qitish, vazifaga asoslangan o‘qitish (TBLT), hamkorlikda o‘qish,
scaffolding (qo‘llab-quvvatlash) texnikalari, eshitib tushunishi.
Effective communication in a foreign language requires integrating speaking and
listening skills, as they are naturally interrelated in real-life interactions. However,
traditional language teaching methods often treat speaking and listening as separate
skills, which can lead to fragmented learning experiences. Integrated Skills Teaching
(IST) addresses this challenge by combining both skills, providing a more holistic
approach to language learning that mirrors real-world communication. This approach
aligns with the principles of Communicative Language Teaching (CLT), which
emphasizes meaningful communication rather than isolated drills.
In specialized educational settings like military academic lyceums, the ability to
effectively use both speaking and listening skills is essential. Knowing a foreign
language for
“
Temurbeklar Maktabi” military academic lyceums learners is crucial for
their success, as they must communicate clearly in English (foreign languages) for
various military tasks, including briefings, reports, and negotiations. This article
Ta'lim innovatsiyasi va integratsiyasi
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ISSN:3030-3621
explores the theoretical foundations of IST, presents a case study from Temurbeklar
Maktabi, and offers practical recommendations for educators aiming to implement IST
in military and other specialized language education contexts.
CLT advocates using language for real-world communication, prioritizing
fluency and interaction over formal accuracy. It promotes teaching through interactive
activities that encourage students to use language in authentic situations
.
IST embodies
these principles by combining speaking and listening tasks, promoting communicative
competence in learners.
From a cognitive perspective, integrating speaking and listening helps learners
process language more holistically, improving both comprehension and production.
The
sociocultural theory
of Vygotsky emphasizes the importance of social interaction
in learning. In this context, IST fosters collaborative learning, where students interact
meaningfully, enhancing both their language skills and understanding of context.
Studies have consistently shown that IST leads to higher levels of language
proficiency and greater learner engagement. For example, Su (2007) found that
students exposed to integrated skills instruction demonstrated increased participation
and higher performance. Bilgin (2015) also noted the positive impact of IST on
simultaneously improving speaking and listening skills.
Since “Temurbeklar Maktabi” lyceums prepare future leaders for the armed
forces, thier goal is to enhance the leaenrs’ proficiency in English, particularly in
speaking and listening, as these skills are crucial for military operations. Given the
demanding nature of military tasks, such as briefings, negotiations, and strategic
reports, proficiency in both listening and speaking in English is essential.
A key challenge faced at “Temurbeklar Maktabi” is the lack of military-specific
content in many existing English textbooks. While general military vocabulary and
phrases are regularly taught, textbooks often do not include enough context-specific
language, which leaves gaps in learners’ practical language skills.
To address this issue, “Temurbeklar Maktabi” academic lyceums have to
implement an IST-based activities focusing on real-world military communication
tasks. These tasks include role-plays, briefing simulations, and discussions, which
require pupils to use both speaking and listening skills. For example, learners may
listen to recorded military briefings and then respond in real-time, answering questions
and providing feedback, mirroring authentic military operations. This approach not
only helps improve their speaking fluency but also enhances their listening
comprehension.
The implementation of IST at “Temurbeklar Maktabi” led to notable
improvements in cadets’ language proficiency. Regular assessments revealed
significant gains in listening comprehension and speaking fluency. Cadets reported
increased confidence in using English in military settings, attributing their progress to
Ta'lim innovatsiyasi va integratsiyasi
https://scientific-jl.com
45-son_4-to’plam_May -2025
69
ISSN:3030-3621
the integrated approach. The practice of engaging with authentic scenarios through
role-plays and simulations was particularly beneficial in preparing cadets for real-
world challenges.
Designing tasks that require both speaking and listening can effectively integrate
these skills. For instance, information-gap activities, role-plays, and problem-solving
exercises compel learners to listen attentively and respond appropriately, thereby
fostering interactive communication.
Using authentic materials such as military podcasts, news reports, and recorded
conversations allows learners to engage with real-world language. These materials
provide valuable context for improving listening comprehension and serve as models
for speaking practice.
Collaborative learning activities such as peer interviews, group discussions, and
debates encourage interaction and provide opportunities for learners to practice
speaking and listening in a supportive, cooperative environment. At “Temurbeklar
Maktabi”, students’ residence in dormitories allows them to collaborate after class,
working together on projects or participating in additional language activities.
Providing appropriate scaffolding during language activities supports learners in
performing tasks they cannot yet accomplish independently. Techniques such as pre-
listening questions, guided discussions, and feedback sessions help learners build their
speaking and listening abilities step by step.
Curricula at military academic lyceums like “Temurbeklar Maktabi” should be
designed to integrate speaking and listening activities. A holistic approach that includes
both skills in tandem will ensure that cadets develop practical language abilities,
preparing them for real-world military scenarios. Effective implementation of IST
requires that teachers be trained to design integrated activities and assess students'
performance in both speaking and listening. Professional development programs are
essential for equipping educators with the skills and knowledge to apply IST effectively
in their classrooms.
Integrated Skills Teaching (IST) offers a comprehensive approach to language
instruction, promoting the simultaneous development of speaking and listening skills.
The case study from “Temurbeklar Maktabi” illustrates how IST can enhance learners’
language proficiency and communicative competence, particularly in specialized
contexts like military training. By adopting IST, educators can provide learners with
meaningful, engaging learning experiences that reflect authentic communication needs
and prepare them for real-world language use.
References
1.
Bilgin, F. (2015).
The importance of teaching listening and speaking skills
.
Academia.edu. Retrieved from https://www.academia.edu/14172100
Ta'lim innovatsiyasi va integratsiyasi
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ISSN:3030-3621
2.
Brown, H. D. (2007).
Principles of Language Learning and Teaching
(5th ed.).
Pearson Education.
3.
Celce-Murcia, M. (2008).
Rethinking the Role of Communicative Competence in
Language Teaching
. In E. Alcón Soler & M. P. Safont Jordà (Eds.),
Intercultural
Language Use and Language Learning
(pp. 41–57). Springer.
4.
Council of Europe. (2020).
Common European Framework of Reference for
Languages: Learning, Teaching, Assessment – Companion Volume
. Strasbourg:
Council of Europe.
5.
Su, Y.-C. (2007).
Integrated skills approach improves the communicative
competence in EFL students
. Polo del Conocimiento. Retrieved from
https://polodelconocimiento.com/ojs/index.php/es/article/view/4281
6.
Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher
Psychological Processes
. Harvard University Press.
