INTEGRATINGINTEGRATING THE FOUR SKILLS THE FOUR SKILLS

YESER ADRIEL RODRIGUEZ MARTINYESER ADRIEL RODRIGUEZ MARTIN

JOHANA ELIZABETH GOMEZ ASCENCIOJOHANA ELIZABETH GOMEZ ASCENCIO

JANET ROLDAN PEREZJANET ROLDAN PEREZ

WHY INTEGRATION?WHY INTEGRATION?

• LISTENING – READING – SPEAKING - WRITINGLISTENING – READING – SPEAKING - WRITING

• Skills Receptive PerformanceSkills Receptive Performance

• Productive PerformanceProductive Performance

• SEGREGRATION: SEGREGRATION: Focus on the forms of language predisposed curriculum designers to segment courses into the separate language skills. - Administrative considerations still make it easier to program separate courses. - Certain specific purposes for which students are studying English may best be labeled by one of the four skills, especially at the high intermediate to advanced levels.

• INTEGRATION: INTEGRATION: Production and reception are two sides of the same coin. - Often one skill will reinforce another.

MODELS OF SKILLS INTEGRATION

CONTENT-BASED INSTRUCTION: CONTENT-BASED INSTRUCTION: It integrates the learning of some specific subject matter content with the learning of a second language.

TASK-BASED LANGUAGE TEACHING: TASK-BASED LANGUAGE TEACHING: The priority is not the forms of language, but rather the functional purposes for which language must be used such as exchanging opinions, expressing feelings, asking for permission, etc.

Experiential learning - - - - Experiential learning gives students concrete experiences through which they "discover" language principles by trial and error, by processing feedback and by building hypotheses about language.

REFERENCESREFERENCES

•References Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy (3rd edition). USA: Pearson Longman