Methods of integrated language skills teaching approach in actual classroom: review article

The review critically examined the current emphasis on both fluency and accuracy of language use, it seems clear, that integrated language skill teaching and learning as well as integrative instructional models, will need to continue to be refined and developed ( Breen, 1991; Swain, 1991). According to Richards and Rodgers (2001), integrative language skills teaching that engages learners in meaningful communication and enables them to attain their language skill learning objectives can be found in many ways, different teaching materials and techniques. A few examples of such integrated language skill teaching methods are content-based (sometimes also called theme-based), task-based, text-based (also called genre-based), discourse-based, project-based, network-based, technology-based, corpus-based, interaction-based, literature-based, literacy-based, community-based, competency-based, or standards-based. the two common methods of integrated language skills instruction are content-based language instruction and task-based instruction(Oxford,2001) These models emphasis on learning content through language (Oxford, 2001). Both of these benefit a diverse range of materials, textbooks, and technologies for the EFL classroom. Currently, task-based and content based instruction are probably among the most widely adopted integrated models(Hinkel,2006). Thus, an attempt is made to provide brief explanation about the two common methods of integrative language teaching approach in the review.