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Integrated Skills Approach

Integrated Skills Approach. Segregated skills Approach. Integrated Skills. Topics for discussion: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills?.

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Integrated Skills Approach

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  1. Integrated Skills Approach Segregated skills Approach

  2. Integrated Skills Topics for discussion: Why should we integrate the four skills? How can we integrate the four skills? What are the implications for teaching? What are the limitations of integrating the four skills?

  3. Why should we integrate the four skills? • There are many situations in which we use more than one language skill. • For this reason alone, it is valuable to integrate the language skills, but there are other reasons why integration can enhance the students’ communication competence.

  4. Above all，integrating the skills means thatyou are working at the level of realistic communication, which is the aim of communicative approach and many researchers believe that handling realistic communication is an integral part of essential conditions for language learning:

  5. Conditions for language learning Jane Willis. 1996. A Framework for Task-Based Leaning. Oxford: Longman Essential Desirable Exposure to a rich but comprehensible input of real spoken and written language in use Use of the language to do things (i.e. exchange meanings) Motivation to listen to and read the language and to speak and write it (i.e. to process and use the exposure) Instruction in language (i.e. chances to focus on form)

  6. How can we integrate the four skills? • The easiest form of integration is from receptive to productive skills. • The second kind is complex integration.

  7. e.g.: My name is Jim Green. I live at 152 Jiangguo Street, not far from the centre of the city. I have lived there since 1990. I go to Number 14 Middle School. I’ve been a student there for nearly two and a half years. Now write about yourself in the same way.

  8. Reading activity: a poster giving information about an English club Oral activity: students make up a dialogue between the club secretary and a person who wants to join the club Writing activity: students complete a membership application form for the English club based on their partner’s information The information that the students get from the reading is useful in the oral activity, while the writing activity is based on information from the oral activity.

  9. What are the implications for teaching? • Integration of the four skills is concerned with realistic communication. This means we are teaching at the discourse level. Discourse: a whole unit of communication text, either spoken or written.

  10. Implications • Focus on discourse • Adjusting/Adapting the textbook • Adjusting /Adapting the timetable

  11. What are the limitations of integrating the four skills? • It is necessary for teachers to maintain an appropriate balance between integration and separation.

  12. Limitations of integrating the four skills Integrating the four skills: • can be demanding of the teacher (understanding discourse, using textbook flexibly); • can be time-consuming, requiring a lot of preparation.

  13. Conclusion • Simple integration: A receptive languageskill serves as a model for a productive language skill. • Complex integration: a combination of activities involving different skills, linked thematically. Limitations of integration should not prevent teachers from using the integrative approach.

  14. Thank you!

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