This document discusses different approaches to integrating language skills, including content-based instruction, task-based language teaching, theme-based instruction, experiential learning, and the episode hypothesis. It provides examples of each approach and explains how they focus on integrating skills in a more authentic way and reinforcing language learning through meaningful tasks, themes, experiences, and episodic text structure. The approaches aim to make the second language a medium for conveying content, engage learners, and point toward real-world language use.

1. BY
somayeh Bagheri kangani

2. Appreciating the importance of integrating skills for
more authenticity and better reinforcement
Understanding the characteristics of several
different approaches that illustrate the integration
of skills
Analyzing a lesson from point of view of its
integration of skills
Applying concepts of skills integration to the next
four chapters, which deal with the separate skill

3. Oral
Productive performance:
Written
Aural
Receptive performance:
Reading

4. Focusing on the form in the pre-
Communicative Language Teaching
Administrative considerations
Certain specific purposes

5. Production and reception are two sides of a coin!
Interaction means sending and receiving
messages
The relationship between written and spoken
language
Interrelationship of these two is a reflection of
language and culture and society
Primarily attention to what learners can do with
language and secondary to form
Often one skill will reinforce another
In the real world of language use, not only the
integration of one or more skill, but also
connections between language and the way we
think, feel and act are involved.

6. Content-Based Instruction
Task-Based Language Teaching
Theme-Based Instruction
Experiential Learning
Episode Hypothesis

7. Focused on the nature of the subject-matter
rather than by language form
Second language is a medium to convey
informational content
Learners are focused on useful, practical
objectives as the subject-matter is perceived
to be relevant to long-term goals
It allows for the complete integration of
language skills

8. CONTENT-BASED INSTRUCTION
Immersion program
Sheltered English program
Writing across the curriculum
English For Specific Purpose (ESP)

9. Emphasize on centrality of the task itself
Importance of organizing a course around
communicative tasks that learners need to
engage in outside the classroom
Priority is on the functional purposes for which
language must be used
Focuses on a whole set of real-world tasks
The course goals center on learners’ pragmatic
language competence

10. Tends to focus on topics, situations or
“themes”
Is a weak version of content-based
instruction
Having an equal value on content and
language objectives
Example: English for Academic Purposes
(EAP)

11. I. Use environmental statistics and fact for
classroom reading, writing, discussion and
debate.
II. Carry out research and writing projects
III. Have students create their own
environmental awareness material
IV. Arrange field trips
V. Conduct simulation games

12. Includes activities that:
engage both left and right-brain processing
Contextualize language
Integrate skills
Point toward authentic, real-world purposes

13. EXPERIENTIAL LEARNING
Gives students concrete experiences through
which they discover language principles
Gives students opportunities to use language
as they grapple with problem-solving
complexities of a variety of concrete
experiences

14. EXPERIENTIAL LEARNING
An emphasis on the marriage of two
substantive principles:
A. One learns best by “doing” by active
experimentation
B. Inductive learning by discovery activates
strategies that enable students to “take
charge” of their own learning progress

15. EXPERIENTIAL LEARNING
Example: Language Experience Approach (LEA)
Learner-centered:
Hands-on projects, computer activities, research
projects, cross-cultural experience etc.
Teacher-controlled:
Using props, realia, visuals, show-and-tell sessions,
playing games, utilizing media etc.

16. Francois Gouin : Series Method

17. EPISODE HYPOTHESIS
John Oller: Episode Hypothesis
“ text will be easier to reproduce, understand,
and recall to the extent that is structured
episodically”

19. It challenges the teacher and textbook writer to
present interesting and natural language
It can be presented in either written or spoken
form
It can provide the stimulus for spoken and
written questions
Ss can be encouraged to write their own
episodes
Those written episodes might then be
dramatized in the classroom by students

20. Warm-up
A. Presentation
B. Listening focus
C. Grammar
D. Focus on the types of workers
Wind-down

21. Parisa Zaeifi
Winter, 2014
Islamic Azad University