This article focuses on the differences between an integrated-skills approach and a segregated-skills approach in L2 acquisition: teaching receptive (listening and reading) and productive (speaking and writing) skills together rather than separately in a foreign language classroom. The opposing two perspectives of each teaching approach advocate will be discussed in this article, as well as the rationale(s) provided by each team to support the effectiveness of their foreign language teaching approach: integrated-skills approach and segregated-skills approach.
| Mualliflar | Shoxobiddinov , Sirojiddin, Шохобиддинов , Сирожиддин, Shoxobiddinov , Sirojiddin |
|---|---|
| Jurnal | Жамият ва инновациялар / Общество и инновации / Society and innovations |
| Nashr sanasi | 2022-08-01 |
| Jild | 3 |
| Son | 6/S |
| Betlar | 1-6 |
| Til | Ingliz |
| DOI | 10.47689/2181-1415-vol3-iss6/s-pp1-6 |
DOI: 10.47689/2181-1415-vol3-iss6/s-pp1-6 · Maqolaning asl sahifasi
интегрированный подход, подход сегрегированных навыков, рецептивные навыки, грамматические структуры, коммуникативное обучение языку, лингвистическая компетентность, дискурсивная компетентность, социолингвистическая компетентность, integrated-skills approach, segregated-skills approach, receptive skills, grammatical structures, communicative language teaching, linguistic competence, discourse competence, sociolinguistic competence, integral ko‘nikmalar yondashuvi, ajratilgan ko‘nikmalar yondashuvi, retseptiv qobiliyatlar, grammatik tuzilmalar, kommunikativ tilni o‘rgatish, lingvistik kompetensiya, nutq kompetensiyasi, sotsiolingvistik kompetensiya
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