The role of the integrated-skills approach in teaching English

the paper offers a theoretical and methodological analysis of the integrated-skills approach to teaching English as a foreign language (ESL). Based on a theoretical review of scholarly literature, it demonstrates that the interconnected development of all four language skills (listening, reading, speaking, and writing) shifts instruction from rule acquisition to the functional use of a language. The findings indicate that such organization increases learners’ motivation, engagement, and confidence. It also fosters transversal competences, including critical thinking, collaboration, and reflection. The paper systematizes key integration models content-based learning and task-based learning and explores their hybrid configurations that allow tailoring course design to instructional goals, learners’ age, and proficiency level. The methodological principles of integration are clarified: the unity of the language system, communicative orientation, cross-curricular and sociocultural integration, personal relevance, and cooperation. The technological logic of the lesson (“input ? interaction ? output”) is described, along with its implementation through authentic materials and varied activity formats. The study specifies didactic conditions for effectiveness, including a balanced sequencing of receptive and productive skills. It also notes limitations of the integrated-skills approach: the labor-intensive design of integrated tasks, challenges of comprehensive assessment, and dependence of outcomes on institutional resources and teacher’ qualification. The results of the analysis made let the authors argue for adopting the integrated approach as a methodological foundation for core and elective English courses.

foreign language, English, ESL, communicative competence, teaching approach, integrated-skills approach, language skills, authentic materials