CC BY
38
FORMS OF INTEGRATED-SKILL INSTRUCTION Fayzieva M.Ch.
Fayzieva Malikajon Choshovna - Teacher, DEPARTMENT OF PRACTICAL ASPECTS OF THE ENGLISH LANGUAGES, ENGLISH LANGUAGES FACULTY 3, UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: two types of integrated-skill instruction are content-based language instruction and task-based instruction. The first of these emphasizes learning content through language, while the second stresses doing tasks that require communicative language use. Both of these benefit from a diverse range of materials, textbooks, and technologies for the ESL or EFL classroom.
Keywords: CBI, TBI, integrated-skill approach, ESL/EFL instruction.
Skill integration also happens when students are involved in project work, which may well involve researching (through reading or listening), speaking (in discussions or when giving a presentation) and writing (submitting a report). Content-Based Instruction. In content-based instruction, students practice all the language skills in a highly integrated, communicative fashion while learning content such as science, mathematics, and social studies. Content-based language instruction is valuable at all levels of proficiency, but the nature of the content might differ by proficiency level. For beginners, the content often involves basic social and interpersonal communication skills, but past the beginning level, the content can become increasingly academic and complex. The Cognitive Academic Language Learning Approach (CALLA), created by Harmer [2] shows how language learning strategies can be integrated into the simultaneous learning of content and language.
At least three general models of content-based language instruction exist: theme-based, adjunct, and sheltered [1]. The theme-based model integrates the language skills into the study of a theme (e.g., urban violence, cross-cultural differences in marriage practices, natural wonders of the world, or a broad topic such as change). The theme must be very interesting to students and must allow a wide variety of language skills to be practiced, always in the service of communicating about the theme. This is the most useful and widespread form of content-based instruction today, and it is found in many innovative ESL and EFL textbooks. In the adjunct model, language and content courses are taught separately but are carefully coordinated. In the sheltered model, the subject matter is taught in simplified English tailored to students' English proficiency level.
Task-Based Instruction. In task-based instruction, students participate in communicative tasks in English. Tasks are defined as activities that can stand alone as fundamental units and that require comprehending, producing, manipulating, or interacting in authentic language while attention is principally paid to meaning rather than form [3].
The task-based model is beginning to influence the measurement of learning strategies, not just the teaching of ESL and EFL. In task-based instruction, basic pair work and group work are often used to increase student interaction and collaboration. For instance, students work together to write and edit a class newspaper, develop a television commercial, enact scenes from a play, or take part in other joint tasks. More structured cooperative learning formats can also be used in task-based instruction. Task-based instruction is relevant to all levels of language proficiency, but the nature of the task varies from one level to the other. Tasks become increasingly complex at higher proficiency levels. For instance, beginners might be asked to introduce each other and share one item of information about each other. More advanced students might do more intricate and demanding tasks, such as taking a public opinion poll at school, the university, or a shopping mall.
The integrated-skill approach, as contrasted with the purely segregated approach, exposes English language learners to authentic language and challenges them to interact naturally in the language. Learners rapidly gain a true picture of the richness and complexity of the English language as employed for communication. Moreover, this approach stresses that English is not just an object of academic interest or merely a key to passing an examination [1]; instead, English becomes a real means of interaction and sharing among people. This approach allows teachers to track students' progress in multiple skills at the same time. Integrating the language skills also promotes the learning of real content, not just the dissection of language forms. Finally, the integrated-skill approach, whether found in content-based or task-based language instruction or some hybrid form, can be highly motivating to students of all ages and backgrounds.
In order to integrate the language skills in ESL/EFL instruction, teachers should consider taking these steps:
* Learn more about the various ways to integrate language skills in the classroom (e.g., content-based, task-based, or a combination).
* Reflect on their current approach and evaluate the extent to which the skills are integrated.
* Choose instructional materials, textbooks, and technologies that promote the integration of listening, reading, speaking, and writing, as well as the associated skills of syntax, vocabulary, and so on.
References
1. Hadfield J., 2008. Introduction to teaching English. Oxford University Press. Eigal S.A.
Portugal.
2. Harmer J., 2007. How to teach English. Pearson Education Limited. Essex, England.
3. Richards J. and Renandya W., 2002 Methodology: Language Teaching, An Anthology
of Current Practice. Cambridge University Press.
