«МӘҢгілік ел идеясы алаш зиялыларының ТҦЛҒалық ТҦҒыры»

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II. written and spoken language often bear a relationship to each other the 
interrelationship of written and spoken language is an intrinsically motivating 
reflection of language and culture and society 
III. by attending primarily to what Learners can do with language, and only 
secondarily to the forms of language, we invite any or all of the four skills that are 
relevant into the classroom
IV. often one skill will reinforce another; we learn to speak, e.g. in part by 
modelling what we hear, and we learn to write by examining what we can read 
V. the whole language approach - in the real world of language use, most of our 
natural performance involves not only the integration of one or more skills, but 
connections between language and the way we think and feel and act [1]. 
Lbelska and Matthews provide seven statements relating to integrated skills for 
teachers to brainstorm with other teachers:
1) Integrating skills involves using some or all of Listening, Speaking, Reading 
and Writing to practise new material (vocabulary, pronunciation, grammar, text and 
discourse). 
2) All four skills must be practised in every lesson. 
3) As listening and speaking naturally go together, it is always desirable to 
integrate these two skills 
4) The sequence hear-speak- read- write is the most appropriate for integrated 
skill work. 
5) A common topic such as holidays or pets , it is a device linking the separate 
activities in integrated skill lessons 
6) If we want to develop specific subskills (reading for gist, guessing unknown 
words etc.), it is necessary to focus on individual skills in some lessons. 
7) Integrated skills may be fine with smallgroups of adults, but it is difficult to 
do with large classes and in lessons lasting 35 minutes [2]. 
It is obvious that teachers may have very different ideas regarding integrated 
skills in the classroom and there are no clear black and white answers to these 
statements. It could be argued that much will depend on the context. However, these 
«think about» points may be useful in getting teachers to reflect on what they do or 
on what they would like to do in the future. 
The concepts of integrated skills by looking at the definition provided by the 
Longman Dictionary of Applied Linguistics, according to Richard, Platt and Weber, 
it is «the teaching of the language skills of reading, writing, listening and speaking in 
conjunctions with each other as when a lesson involves activities that relate listening 
and speaking to reading and writing». If we look around us in our daily lives we can 
see that we rarely use language skills in isolation but in conjuction, as the definition 
above suggests and, even though the classroom is clearly not the same as «real» life, 
it could be argued that part of its function is to replicate it. If one of the jobs of the 
teacher is to make the students «communicatively component» in the learning, then 
this will involve more than being able to perform in each of the four skills separately. 
But giving learner tasks that expose them skills in conjuction, it is possible that they 
will gain a deeper understanding of how communication works in the foreign 

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language as well as becoming more motivated when they see the value of performing 
meaningful tasks, and activities in the classroom [3]. 
Integrated skills in the classroom. David Nunan suggests how an effective 
language lesson can incorporate a range of different factors that ought to maximize 
language learning potential be calls it «the integrated language lesson». Developing a 
unit of material to practice the integration of language skills in the context of a 
restaurant, he includes the following seven design principles: 
a) Authenticity: A tape containing authentic interaction between a waiter and a 
restaurant customer for learners to listen to. 
b) Task continuity: One activity builds on what went before; for example, 
listening leads on to reading and discussion. 
c) Real-world focus: The materials make an explicit link between the classroom 
and «real» world. 
d) Language focus: Learners are systematically exposed to the language system 
and are encouraged to identify patterns and regularities through discovery learning. 
e) Learning focus: The tasks develop the skills of self-monitoring and self-
evaluation. 
f) Language- practice: The activities give the opportunity to learners to 
(example, have controlled oral work practice). 
g) Problem-solving: Learners work in pairs or in small groups to try to facilitate 
are language acquisition [4]. 
In conclusion, with careful reflection and planning, any teacher can integrate the 
language skills and strengthen the tapestry of language teaching and learning. When 
tapestry is woven well, learners can use English effectively for communication. What 
is more, we believe that integrating four skills in English is very effective and useful 
method which can help learners to improve at the same time all four skills. In 
traditional method, teachers usually focus at first on grammar and writing, then 
reading and speaking, and latest is listening. For this reason, many learners are not 
good at all skills.
Literature:
1. Teaching by Principles, H. Douglas Brown. Integrating the four skills, Part 
IV, chapter 15: Listening, reading, writing, speaking. 
2. Diana. Lubelska and Margaret Matthews. Trainer’s guide. Cambridge 
University Press 
3. The concepts of integrated skills. The Longman Dictionary of Applied 
Linguistics, according to Richard, Platt and Weber 
4. Nunan. D. (1989). ―Designing tasks for the communicative classroom‖. 
Cambridge, UK: Cambridge University Press 

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