Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition PDF

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1 Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition Nasr D. Abdrabo, EdD [email protected] Defense Language Institute Foreign Language Center (DLIFLC) May 2014 2 ABSTRACT This article is devoted to distinguish between integrated-skills approach and segregated-skills approach in ...

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Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition Nasr Abdrabo

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Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition Nasr D. Abdrabo, EdD [email protected] Defense Language Institute Foreign Language Center (DLIFLC)

May 2014

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ABSTRACT This article is devoted to distinguish between integrated-skills approach and segregated-skills approach in L2 acquisition: teaching receptive skills (listening and reading) and productive skills (speaking and writing) inseparably vs. teaching these main four skills separately in foreign language learning classroom. The article will discuss the opposing two perspectives of each teaching approach advocates, as well as the rationale(s) provided by each team to support the effectiveness of their foreign language teaching approach: Integrated-skills Approach vs. Segregated-skills Approach. The researcher will also provide a new teaching strategy/technique of how receptive and productive skills can be integrated in foreign language classroom, that is Cause, Means, Result-Based Analysis (CMRBA): A model of student-learning center whereby L2 instructor can integrate the four skills of listening, reading, speaking and writing in language learning process.

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Integrated-skills Approach: Teaching vs. Practice in L2 Acquisition Introduction Teaching listening and reading (receptive skills and writing and speaking (productive skills) separately in language learning setting, has been defined as ‘traditional approach to teaching second or foreign language’ (Su, 2007), or what is known as “segregated-skills approach”. When adopting traditional approach or ‘segregated-skills approach’ in language learning settings, L2 instructors stress skill orientation and rote memorization where they pay a great deal of attention to specific skills instruction such as: reading and writing, and tend to provide class activities that focus on word-decoding, phonetic identification and grammar drills. Thus, adopting the segregated-skills approach in language learning classrooms, significantly, participates in isolating the four language components: listening, reading, writing, and speaking from their use in communicative and authentic contexts (Chen, 1999). Furthermore, segregated-skills approach” limits students’ motivation and interest in learning [languages]” (Su, 2003). Criticizing this teaching approach, Chen (2002) argues that students are driven to identify a large number of individual words, idioms, and grammatical structures to enhance their language competence other than use the language for real communicative purposes. Chen (2002) contends that “it is impossible to teach reading without the extensive use of writing, speaking, and listening”, and that “students can benefit from practicing all of the language skills in integrated, meaningful and communicative ways”. Communicative Language Teaching Theory (CLT)

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Communicative language teaching (CLT) is a set of principles determining the goals of language teaching, the mechanism that learners use to learn a language, the characteristics of the classroom activities that best facilitate language learning, and the roles of both teachers and learners in the language learning setting (Richards, 2006, p. 2) CLT operates on the theory that the primary function of language use is communication that “lies in the moves and strategies of the participants” (Savignon, n.d, p. 15). The primary goal of CLT is for learners to develop communicative competence and to make use of real-life situations that necessitate communication. Based on the CLT notion, communicative competence is defined as the ability to interpret and enact appropriate social behavior that requires the learners’ active involvement in producing the target language. According to Principles of Communicative Language Teaching and Task-Based Instruction (2007, pp. 5-6), communicative competence encompasses four sub-competences: linguistic competence, sociolinguistic competence, discourse competence, and strategic competence. 1. Linguistic competence: the learner’s knowledge of how to use language for a range of different purposes and functions (Richards, 2006). Linguistic competence is also defined as “knowing how to use the grammar, syntax, and vocabulary of a language” (Tolstykh & Khomutova, 2012, p. 38). 2. Sociolinguistic competence: the learner’s knowledge of how to vary the use of language according to the setting and the participants. In other words, when to use formal and informal registers, as well as what language is appropriate for written as opposed to spoken communication (Richards, 2006). According to Tolstykh &

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Khomutova (2012), sociolinguistic competence concerns the specific words and phrases that fit a specific setting and topic, the extent to which the learner can express a specific attitude (courtesy, authority, friendliness, and respect) when he needs to, as well as recognizing other peoples’ attitudes when they express them. 3. Discourse competence: the learner’s knowledge of how to produce and differentiate various text types, including: narratives, reports, interviews and conversations (Richards, 2006). As Tolstykh & Khomutova (2002) state, discourse competence indicates how the learner can interpret the larger context, and how to instruct longer stretches of language so the parts make up a coherent whole. 4. Strategic competence: the leaner’s ability to use different kinds of communication strategies to maintain communication, despite having limited language knowledge (Richards, 2006). According to Tolstykh & Khomutova (2012), strategic competence concerns how the learner can recognize and repair communication breakdowns, work around gaps in his knowledge of the language, and learn more about the language and in the context. Communicative Language Teaching theory (CLT) aims to promote the development of real-life language skills, and highlights engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. CLT includes eight methodologies or principles that embrace an eclectic approach to teaching: 1. 2. 3. 4. 5. 6.

Using tasks as an organizational principle Promoting learning by doing Enriching input Serving input needs to be meaningful, comprehensible, and elaborated Promoting cooperative and collaborative learning Focusing on form

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7. Providing effective error feedback 8. Recognizing and respecting affective factors of learning. (Principles of communicative language teaching and task-based instruction, 2007, pp. 7-21) Richards (2006) provides ten core assumptions, which shed more light on the importance of adopting CLT as a strategy and approach for L2 instruction, as well as a curriculum development framework in the L2 acquisition spectrum: 1. Second language learning is facilitated when learners are engaged in interaction and meaningful communication. 2. Effective classroom learning tasks and exercises provide opportunities for students to negotiate meaning, expand their language resources, notice how language is used, and take part in meaningful interpersonal exchanges. 3. Meaningful communication results from students processing content that is relevant, purposeful, interesting, and engaging. 4. Communication is a holistic process that often calls upon the use of several language skills or modalities. 5. Language learning is facilitated both by activities that involve inductive or discovery learning of underlying rules of language use and organization, as well as by activities involving language analysis and reflection. 6. Language learning is a gradual process that involves creative use of language, and trial and error. 7. Learners develop their own routes to language learning, progress at different rates, and have different needs and motivations for language learning. 8. Successful language learning involves the use of effective learning and communication strategies. 9. The role of the teacher in the language classroom is that of a facilitator, who creates a classroom climate conductive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and learning. 10. The classroom is a community where learners learn through collaboration and sharing. (pp. 22-23) Linguistic Competence vs. Communicative Competence Foreign language teachers have a set of responsibilities in facilitating L2 acquisition: to develop in the learner linguistic competence as defined by Chomsky (1965), who made the distinction between people’s knowledge of language defined as ‘competence’, and that knowledge put to use in real situations or ‘performance’ (Paradis, n.d). Language teachers should also develop learners’ communicative competence

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defined as: “the ability to use language in a social context”, and to “observe sociolinguistic norms of appropriateness” (Savignon, 2002, p. 2). Communicative competence also assists learners “ develop the ability to produce and understand grammatical utterances, to distinguish between grammatical from ungrammatical sequences, and to know when to select the one which is appropriate to the context, both linguistic and situation (Sanchez, 2000). Savignon (2002) provides a classroom model (figure1) that shows the hypothetical integration of the four components of communicative competence: grammatical (or linguistic) competence, discourse competence, strategic competence, and sociocultural competence. According to Savignon (2002), this model shows how learners gradually expand their communicative competence; grammatical, discourse, strategic, and sociocultural through practice in an increasingly wide range of communicative contests and events. Savignon argues that, “although the relative importance of the various components depends on the overall level of communicative competence, each [component] is essential” (Savignon, 2002, p. 8).

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Segregated vs. Integrated Approach Proponents of the segregated-skills approach argue that the mastery of discrete language skills, such as reading and speaking, is the key to successful learning. According to this approach, language learning is typically separated from content learning (Mohan, 1986). Brown (2000, cited in Moghadam & Adel, 2011) states that segregated-skill-oriented courses “have language itself as the focus of instruction to the extent that excessive emphasis on rules and paradigms teaches students a lot about language at the expense of teaching language itself”. The philosophy of the ‘integrated-skills approach’ (ISA) was derived from the notion that in natural, day-to-day experience, “oral and written languages are not kept separate and isolated from one another” (Su, 2007). Peregoy & Boyle (2001) argue that oral and written languages are integrated in most communication events and often occur together. Integrated-skills approach, similarly, functions just as both communicative language teaching (CLT) and whole language do since they both emphasize meaningful and authentic language use and link oral and written language development (Su, 2007). Educators contend that the principles of CLT emphasize the importance of using a language to communicate in order to learn it (Larsen-Freeman, 2000; Savignon, 1991; & Oxford, Lavine & Crookall, 1989). As stated by whole language advocates, “language (oral and written) functions to serve authentic purposes by facilitating meaningful communication” (Brooks-Harper & Shelton, 2003; Schwarzer 2001; Edelsky, Altweger & Flores, 1991; Weaver, 1990; & Goodman, 1986).

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Educators argue that listening, speaking, reading, and writing should be treated – in the language learning process – as integrated, interdependent, and inseparable elements of language, and that “No language process” should be separated from the whole teaching task. When a student reads, writes, speaks, or listens, this language encounter feeds into a common “data pool”, and that in subsequent encounters with language, this student can draw on this pool (Su, 2007). Rather than assuming that speaking, listening, reading, and writing should be kept separate, Su (2007) contends that these four skills “stress that all expressions of language support growth and development in literacy”, and suggests that “reading and writing as well as speaking and listening should be integral parts of all language activities because all these processes interact with one another”. Guiding L2 instructors, Su suggests that “Teachers should provide opportunities and resources for students to engage in authentic speech and literacy activities” (p. 29). In ISA, learners are exposed to authentic language and are involved in activities that are meaningful and interesting, which stresses the adoption of a content-based and task-oriented instruction (Shen, 2003). ISA has a goal of dealing with the four macro skills: listening, reading, writing, and speaking as one integral part of typical language proficiency and use (Akram & Malik, 2010). Akram & Malik (2010) view successful integrative approach as inevitable support that would assist language teachers to make the lessons dynamic, involve the learners in diverse activities and interactions. A vivid and effective communicative class is supposed to be involving the integration of the four language skills, in which the teacher needs to

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establish a positive atmosphere, plan appropriate activities encourage learners and deal with problems sensitively (Davis & Pearse , 2000). Interconnectedness of skills in language learning process 1. Writing and other skills Sanchez (2000) argues that writing activities give the students practice in manipulating structures and selecting and combining lexical elements, and that these activities help to consolidate the knowledge for use in other areas. According to the same source “written questions based on a reading passage encourage the student to read the text more attentively and discover areas which were misinterpreted on the first reading” (Sanchez, 2000, p. 29). Sanchez (2000) contends that the most effective writing practice will have a close connection with what is being practiced in relation to other skills: when students have read, heard and said to themselves or others what they are expected to write, they are more likely to write it correctly. More effective results will be achieved in writing exercises if there is a continual integration of practice in all the kills. In order to ensure the potential contribution of other skill areas, Sanchez (2000) suggests that “the teacher should promote active class discussion of what has been heard or read and encourage the presentation of short oral reports. This “will follow the communicative principle of task-dependency, which is essential to make the lessons meaningful from the students’ point of view” (p. 30). 2. Listening and other skills

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Sanchez (2000, p. 31) stated that when listening is integrated into a longer sequence of work, students feel the effort they have put into understanding is not wasted based on the following reasons: a. The listening skill could be regarded as the most difficult to develop, whether we look at it from a cognitive perspective or due to the added difficulties that derive from the acoustics, b. It is a vital part of the teacher’s job to help students to improve their listening to spoken language, and c. The better students understand what they hear, the better they will take part in spoken interactions. As such, listening comprehension activities should spring naturally from, or provide material for, oral practice or reading, as well as provide a stimulus for writing activities. Rivers (1981) argues that since listening and reading involve similar processes (speech perception), we could expect the development of listening strategies through intensive practice to carry over to reading. Rivers (1981) contends that “when various skills are integrated into free-flowing in which one provides materials for the other; students learn to operate confidently within the language, easily transferring knowledge acquired in one area for active use in another” (p. 167). 3. Reading and other skills When students learn to think in the L2, Sanchez (2000) argues these students should be discouraged to stop whenever they come across a new or rather unfamiliar word to insert a native-language gloss between the lines. Sanchez provides a suggestion

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to these students to increase their vocabulary: keeping individual notebooks in which they copy down words they wish to remember in complete phrases or sentences, so that they are reminded of the context in which they would be appropriately used, thus providing written practice from reading input. According to Sanchez (2000), extensive reading fosters vocabulary growth and the acquisition of syntax in context. As such, students can, by reading, develop personal intuitions about what good writing looks like; practicing and applying those intuitions in writing is probably the best way for a student to become a good writer in second language. Based on studies which concluded that writing competence is acquired subconsciously, without readers being aware that they have acquired it, Foong (1988) argues that students who get pleasure from reading at all ages, are better writers, while none of the poor writers seem to report “a lot” of pleasure reading. Foong concluded that persons with good writing ability do more reading than persons with poor writing ability. 4. Speaking and other skills Sanchez (2000) viewed oral speech as the “students’ output”, which can be based on previous written (through reading) or oral input (through listening). Students’ output can also lead to further activities in which the students continue to be involved. When students are involved in speaking activities, they are given a chance for rehearsal: to practice the real skill of speaking as preparation for using it outside the classroom. Conducting questionnaires, surveys and other information-gap activities are among speaking activities that include a task with a clear, achievable end product. These

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activities generate genuine discourse practices and lend themselves to an integration of the skills and task dependency (Sanchez, 2000, p. 36). When a student conducts a questionnaire or survey in target language, they practice speaking and listening skills, while addressing the questions and receiving the response from the informant(s). Writing the collected data/information in the questionnaire/survey form, will satisfy the student’s writing skill practice, while reporting the outcome—in target language—will additionally develop the student’s speaking skill. Application of Integrated-skills Approach: CMRBA Strategy Cause, Means, and Result-Based Analysis (CMRBA) strategy is a model of student-learning center whereby L2 instructor can integrate the four skills of listening, reading, speaking and writing in language learning process. This strategy aims to relating cause to result based on means, and assisting the students to analyze the final product of the task (Abdrabo, 2013, pp. 54-57). The CMRBA strategy consists of three steps. Step 1: To enhance listening and reading skills a. During the first stage of this step the teacher will group the class to three groups; A, B, and C and each group will be divided into two subgroups; A1, A2; B1, B2 and C1, C2. The teacher will assign subgroups A1 and A2 to search for the cause(s) of a specific phenomenon/event. Subgroups B1 and B2 will be assigned to search for the means of this phenomenon/event taking place, while subgroups C1 and C2 will search for the result(s) of the same phenom...