Integrated skills in communication
Дата публикации: 23.04.2019 2019-04-23
Статья просмотрена: 66 раз
Библиографическое описание:
Турсунбаева, Д. А. Integrated skills in communication / Д. А. Турсунбаева. — Текст : непосредственный // Молодой ученый. — 2019. — № 16 (254). — С. 288-290. — URL: https://moluch.ru/archive/254/58247/ (дата обращения: 12.12.2021).
In teaching a foreign language much attention and strength should be given to formation productive skills which include language and speech skills. For efficiency of successful communication it is important to improve integrated skills. In other words process of communication involves the integrating skills of speaking, listening, writing and reading. And this requires the awareness of the nature of communication and its reference to various stages of learning. That is why the importance of integrating skills should be emphasized.
Communication between humans extremely complex changeable and has many variables. Communicative activities have communicative purpose. That means a speaker involved into communication, always has some purpose. In other words the speaker tries to get or to give information or wants to express pleasure etc. During the conversation speakers behavior may be rude, flatter, agreeable.
Communication is usually carried out by four types of speech: speaking, listening writing and reading. In oral communication speaking and listening skills are integrated and in the written form of communication writing and reading skills are integrated. Summing up all above said it should be stressed that while organizing communication teachers should improve integrated skills in all types of speech. It is obvious that whenever communication takes place of course there is a speaker and listener.
During oral communication we may notice a quick change of positions in which speaker quickly becomes a listener and a listener becomes a speaker, because communicative process is a bilateral process and they change their positions while talking. These all require that speech skills should be integrated. Whatever activity the learners are involved in, if it is to be communicative, and if really promoting the language use, the learners should have a desire to communicate. If they don’t have desire for communicating and if they are not involved or don’t want to be involved then such communication will not be effective.
But when the learners have objective (or communicative purpose) their attention is centered on the content of what is being said (or on the content of the conversation)
While the students are engaged in the communicative activity the teacher shouldn’t stop the student by correcting their mistakes or giving interactions. This will negatively influence on the communicative purpose of the activity. In such cases the teacher may be involved in the communicative activity as a participant.
In non-communicative activities there will be no desire to communicate on the part of the learners and they will have no communicative purpose. In other words in such cases the learners are involved just in a drill in repetition because they will not be motivated by desire of reaching a communicative purpose. If the emphasis is given to the use of the language forms but not to its content then such communicative activity cannot be real.
Comparative study of non-communicative and communicative activities help us to define their peculiarities.
Non-communicative activities have the following characteristic features:
– lack of communicative desire:
– lack of communicative purpose:
– attention is focused on the form not on the content,
– one language item is emphasized,
– teachers intervention in the conversation exist,
– using materials which force the use of certain language forms
Following peculiarities are characteristic for communicative activities:
– existence in the learners a desire to communicate
– existence a communicative purpose,
– attention is focused on the content not on the form,
– variety of language forms are available to be used;
– there is no teachers intervention to the learners conversation;
– there is no material control.
In improving productive skills of communication three major stages are emphasized. They are: a) introducing new language, b) practice and c) communicative activities.
The introduction of new language is often treated as non-communicative activity. During such activities the teacher will work with controlled techniques. This means that teacher asks the learners to repeat and perform language material in drills. And the teacher will insist on accuracy and correct if the learners make mistakes. The teachers job at this stage of the lesson is to present the students with clear information about the language means and to show the function of the language form or utterances. In other words the teacher shows what the new language means and how it is used.
The learners can see and hear the foreign language material at the same time and understand what it means. A good context will help the learners so, it should be interesting for them.
If the text book is not interesting for the learners, the teacher will create his own context for language use. The context of introduction may include the following types;
1) The classroom context (physical surroundings of learners);
2) Situational context (invented stories and simulate real life situations);
3) The context of formulated situation (simulated real life example).
Mind: every language material (phonetic, lexical, grammatical) should first be introduced orally, drawing the attention of the learners to the important points.
At the practice stage the language material is to be used in drill exercises. During practice stages the teacher may intervene very slightly to help the learners. Oral practice includes oral drills, information gap activities, games, personalisation and localization.
The main function of practice is to use language forms in practice. It should be stressed that drills are usually controlled activities. That is why they shouldn’t be used too frequently or too long. It is advised to use different speech patterns flashcards, pictures and other visuality during practice the new language forms.
In question and answer drills teacher may present a picture and may ask the learners question on the picture. In information gap activities the learners are given different bits of information by sharing this information they can complete the task.
Personalisation and localization activities are aimed to practice language material concerning the personality of the learners. Here they use language material to make their own real sentences.
Oral activities motivate the learners and involve them into active work. The learners may be given cards of the following type;
Guess who he\she is;
The activity can be carried out by pair or group work. The learners ask questions using the given clues. The next activity is aimed to elicit likes and dislikes. In this case the following speech patterns can be used.
1. I like…. 3. I agree…….
2. I don’t like….. 4. I’m afraid I don’t agree……
A pair and group work are suitable here and this will improve discourse skills. Discourse involves four types of language skills: speaking, listening and understanding, writing, reading and understanding. Two of them are productive (speaking and writing) and the other two (listening and reading) are receptive skills.
It is teacher’s responsibility that all four main language skills should be integrated. In some cases teachers concentrate the attention of the learners only on reading and the other time on speaking. Such position is not right for two reasons.
In all above mentioned cases many different skills are used. So, in organizing teaching process or in teaching foreign language teachers should also take into consideration this fact. When teacher asks students to read the text it shouldn’t be just reading for reading. This reading should follow such activities as to retell or to answer the questions, put to the content of the text or to do some exercises dealing with the text and etc.
It is true that sometimes attention is focused on one particular skill but the attention later should be concentrated on two or more other skills.
The principle of integrating skills should be one of the leading principals in teaching English as a foreign language. Communication is usually carried out orally and in the written form. So, we differentiate oral speech and written speech. Oral speech includes speaking and listening. In oral communication a speaker has a great range of expressive possibilities at his disposal. Except words he can vary his intonation, stress and this helps the speaker to show which parts of what he is saying are more or less important. Besides this the speaker can use paralinguistic means as facial expressions, gestures and body posture to make conversation more expressive. But a person who is speaking on the phone cannot use facial expression or gestures. In such cases a speaker expresses his feelings by intonation and stress.
Written speech requires more accuracy. There is no immediate feedback from the reader. A person who is writing cannot use intonation and paralinguistic means of expressing speech. And these disadvantages may be compensated by accuracy and using grammatical and stylistic techniques.
Teacher should show the learners the difference between spoken and written forms of a foreign language. In conclusion we’d like to stress once more the importance of integrating skills in language learning, because the process of communication always include speaking and listening skills. While explaining the teaching material a teacher usually speaks, writes, reads and the learners also listen, write, read and speak. So, in organizing the teaching process we cannot get effective results without integrating language skills and four types of speech skills.
Integrated Skills
Level 1
Integrated Skills- Level 1
This course will help students develop basic language skills in listening, speaking, reading and writing English. Students will learn the basic skills they will need to communicate basic needs in English. They will have a lot of opportunities to practice in class and will learn skills they will need to communicate with English speakers outside of the classroom.
Upon successful completion of the course, students will be able to:
Level 2
Integrated Skills-Level 2
This course will help students improve their basic language skills in listening, speaking, reading and writing English. The course will help beginning level students become more confident so they can use what they learn in class to communicate familiar and basic needs in English with speakers outside the classroom.
Upon successful completion of the course, students will be able to:
Level 3
Integrated Skills-Level 3
This course will help students develop beginning Intermediate language skills in listening, speaking, reading and writing English. Students will be able to use the basic language skills they learned at the beginner’s level courses and expand that knowledge and usage to more complicated settings. They will develop skills to effectively use language in increasingly more complicated and unfamiliar situations.
Upon successful completion of the course, students will be able to:
Level 4
Integrated Skills-Level 4
This course is designed to help students solidify their Intermediate language skills in listening, speaking, reading and writing English. The course will help students expand and extend their knowledge of English to more complex and unfamiliar situations. They will be developing skills to use more complex English constructions. Instructors will direct students to rely less on body language and to incorporate all the knowledge they have learned in previous courses when speaking, listening, reading and writing in English and/or with English speakers.
Upon successful completion of the course, students will be able to:
Level 5
Integrated Skills-Level 5
This course is designed to help students improve their English language skills in listening, speaking, reading and writing beyond the basic level. Students will be able challenged to use language in increasingly more complex and complicated environments.
Upon successful completion of the course, students will be able to:
Level 6
Integrated Skills-Level 6
This course is designed to help students fine-tune their advanced English language skills in listening, speaking, reading and writing English. The course will extend students’ communicative competence to an advanced level of proficiency, refining the use and understanding of the intricacies of English. They will have many opportunities to carry out communicative tasks that require an exchange of information and negotiation of meaning, will extend their oral and grammatical skills, and will have a lot of opportunities to practice them in authentic communicative contexts.
Upon successful completion of the course, students will be able to:
Integrating The Main Language Skills In EFL Classes: Why And How?!
Integrating the main four language skills means combining reading, writing listening and speaking in foreign language teaching in the classroom.
In some cases, teachers separate language skills and highlight just one skill at a time. That was often for instructional purposes but even if it were possible to develop one or two skills effectively in the absence of the other language skills at the beginning stages, this does not ensure the real communication using the language in which not only all the language skills but also communicative skills are employed simultaneously.
In a normal situation, people use all language skills to communicate so experts in foreign language teaching have been moving in recent years toward integrating the four main language skills in EFL classes.
All new courses which are being created nowadays seem to integrate these language skills with communicative skills to improve learners’ communicative competence using accurate and fluent language.
Reasons for Integrating the Four Main Language Skills:
Here Are More Reasons
How to Integrate the Four Main Language Skills in Your Teaching:
Final Word:
It is important to understand that the main purpose of integrating the four language skills is developing real-life communication, which means that it is very important to provide students with authentic materials and create real-life situations to increase opportunities for real communication and continuous practice in order to gain both fluency and accuracy in using the language.
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How to incorporate integrated skills into the classroom
Teachers spend a lot of time in class working on reading, writing, listening and speaking with their students. These skills are essential for effective communication and are the areas tested in many well known English language examinations.
We may work on a number of these skills within a single lesson, however, we often teach students to do them in isolation. If we want our learners to become successful communicators, we need to make the situations as authentic as possible inside the classroom.
To do this we need to use an integrated approach to language learning.
An integrated approach to language learning
This is when we ask the students to use a combination (or all four) of these skills within a single activity (or series of activities) to create a situation which is much more similar to one they might come across in the real world.
If you take, for example, a simple telephone conversation. We listen to what the other person is saying and then reply. We may also need to make a note of something they’ve said, read it back to make sure it makes sense and then explain it to someone else.
Integrating skills can help students transfer skills, e.g. if students have to read a blog post before writing their own they’ll become familiar with the structure and content which will help them write it.
It also allows you to vary your activities in class, creating a more engaging and motivating experience for students.
How to Integrate the four skills
The four skills can be referred to as Receptive Skills (listening and reading) or Productive Skills (speaking and writing).
Perhaps the easiest way to start integrating skills in your class is by combining the receptive and productive skills which are used across the same medium.
Oral medium – Listening and Speaking
Put students into groups (or, if you have a small class, do it as a whole class activity) and tell them to sit in a circle.
Nominate a student to think of a sentence (ideally related to what you’ve been doing in class). Have them whisper their sentence to the next person in the circle, who must listen and repeat what they heard to the person next to them. This continues until they reach the final person in the group. The last person then has to say out loud what they thought they heard. Finally ask the first person what their original sentence was and write both on the board and compare them. Deal with any issues which come up.
Written medium – Reading and Writing
Group story writing
This game works well with all levels and can be used to write funny stories using the target language of your choice.
First, put students into groups (or if you have a small class do it all together). Hand out a piece of paper to each student.
Next, read a cue (see an example below) to the students and have them write a sentence at the top of the paper. They then fold the paper so their sentence is hidden and pass the paper to the person on their right. Each student should receive a new piece of paper each time they pass it on.
Continue until you’ve read all the cues. At the end of the game each student unfolds their piece of paper and reads it to the rest of their group. Make the activity more challenging by getting students to read the story and then retell it to the class without looking. They should then discuss the stories and decide which one they thought was best.
In this story your students will tell an exciting story about trip they went on. Tell your students to write in full sentences. If this is too difficult you can give them the start of the sentence, the verb they need to conjugate or the key vocabulary etc.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
Fold the paper and pass it to your right.
When you start to feel more adventurous try to combine all four skills. A good way to do this is by doing content based learning (where students learn about other subjects like science, history or geography) using English as the medium of instruction. Task based learning also works well.
Here is an easy activity you can do at the start of a course that combines all four skills and helps the students learn new things about each other.
Have students write a short introduction (50-70 words) about themselves on a piece of paper. Include things like where they are from, their likes and dislikes etc. They shouldn’t include their names.
Collect the papers and distribute at random. Have students read out the information while the others listen. The students should then guess who they think it is about.
Once they’ve determined who it is, have your students mingle and ask further questions about each other based on what they heard.
Integrated skills in Pearson Test of English (PTE) General
One of things which sets the PTE General apart from other examinations is that it incorporates integrated skills.
In Section 2 students are tested on both their listening and writing. They first have to listen to a recording and then have to write down exactly what they heard. This is something we have to do in our daily lives and by including it in the exam, it encourages students to practice combining skills in class.
Sections 7 and 8 also rely on skill integration. Section 7 is a reading activity where students have to read a text and then complete some notes. In Section 8 they must write a correspondence such as an email or letter. However, to do so, they need to use the information found in the previous section.
Sample activity
Here is an example activity you can do to help students practice integrated skills and prepare for PTE General.
Choose two short texts similar to what might appear in Section 7 of the exam that your students might be interested in.
Split students into pairs – A and B. Give one text to person A and the other to person B.
Have student A read the text to their partner who has to transcribe it. Remind them to speak slowly and clearly, pausing when necessary.
Swap so that B reads their text to A who now has to write down what they hear.
Get students to check accuracy by comparing their transcriptions with the original texts. Assist them and help with difficult vocabulary or other problems.
Next have them briefly discuss each text with their partner, giving their opinion on the content.
Finally, they should write a correspondence like in Section 8 of the exam. This will vary depending on the text given and the level of the group, however, it should be something like an email to a friend or a letter of complaint to a hotel manager.
For more information visit the PTE General website and discover the free resources.
integrated skills
21 Department of Human Resources and Skills Development
22 Human Resources and Skills Development
23 Human Resources and Skills Development Canada
24 human-relations skills
This motivational program is designed to improve human relations skills as a way to increase job satisfaction. — Эта программа мотивации нацелена на улучшение навыков общения как одного из способов достижения удовлетворенности работой.
25 integrated circuit
26 integrated circuit layout
27 Integrated Circuits Treaty
28 integrated direct marketing
29 Integrated Framework
30 Integrated Framework for Trade-Related Technical assistance to Least Developed Countries
31 integrated marketing communication
32 Integrated Tariff of the European Community
33 job skills
34 layout design of integrated circuits
35 integrated
analog integrated circuit — аналоговая микросхема, аналоговая интегральная микросхема
digital integrated circuit — цифровая микросхема, цифровая ИМС
film integrated circuit — пленочная микросхема, пленочная интегральная микросхема
hybrid integrated circuit — гибридная микросхема, гибридная интегральная микросхема
integrated metallurgical plant — <metal.> завод с законченным металлургическим циклом
microwave integrated circuit — интегральная схема СВЧ диапазона, сверхвысокочастотная ИМС
36 skills analysis
Using our own skills analysis technology we can quickly and simply identify permanent staff in your own organisation, with the relevant skills and availability to fulfil roles currently being performed by contractors. — С помощью нашей технологии проверки квалификации мы можем быстро подобрать для вашей организации персонал с необходимыми навыками и возможностью выполнять роли, указанные вами.
37 skills inventory
The Consulting Skills Inventory is designed to assess, from the customer’s perspective, how well an organization’s sales or service people consult with them. — Квалификационный перечень умений и навыков по консультированию создан для оценки работы продавцов или обслуживающего персонала с точки зрения клиента.
38 technical skills
39 Treaty on Intellectual Property in Respect of Integrated Circuits
40 work skills
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