Navoi state pedagogical institute the faculty of english language and literature

2.2. Integrated and segregated approaches in teaching language skills
There is currently a widely held belief among language professionals that languages ​​are inherently divided into four language skills such as listening, speaking, reading and writing. Such a division of language skills goes without saying. The educators of the time wanted to synchronize a harmony between the acquisition of the first language and the acquisition of the second language. In recent pedagogical practice, however, some methodologists have cast doubt on this supposed division of skills and have attempted to raise questions about the appropriateness of such a disconnected approach to language teaching. Unlike segregated approaches and methods to language teaching, some current approaches to language teaching strive to integrate all four skills into pedagogy to the extent reasonable. Integrated language teaching and various integrated pedagogical paradigms began to be established in practice after the emergence of the communicative movement. Unlike its predecessors, the audio lingual method attempted to integrate the four language skills and ushered in a new turning point in the integrated language teaching movement. Since then, several studies have been conducted with the aim of highlighting the most effective methods and approaches for teaching a foreign or second language. Nevertheless, the degree of relevance of an approach depends on the range of advantages and disadvantages determined in practice. The disjointed approach to language teaching practiced in the first phase focused on one or two of the four macro-skills, while the other skills were either dominant or completely unaffected. Oxford (2001) describes this approach as a segregated skills approach. In his view, such a separation of skills is reflected in traditional ESL/EFL language programs. However, this discrete skills approach has proven to contradict the natural process of first language acquisition. Perhaps because of the asymmetrical relationship with first language acquisition, some movements have advocated an integrated approach to teaching all four language skills within a single general framework.
Indeed, language skills are rarely used in isolation in practical language activities. Since language is taught by teaching skills one at a time, there is a large gap between learning in the classroom and using the language in real life. Regarding this concept, Brown (2001) argues that one skill often reinforces another; for example, we learn in part by modeling what we hear, and we learn to write by exploring what we can read. Introducing all skills through an integrated approach would make it easier for students to catch up with the natural process of language development. In support of this view, Richards and Rodgers (2009) argue that when listening to natural language, integration skills are inevitable and skills in integration should be practiced in the language classroom. In actual language use, a skill is rarely used in isolation. In many real-life communication situations, two or more skills need to be integrated together. As a guideline through this quote, it becomes an accepted fact that acts of human communication never occur in separate abilities. Therefore, language skills in the classroom also need to be integrated, just as happens in real-life linguistic communication. The teacher must integrate listening, speaking, reading and writing into a foreign language classroom. 
SEGREGATED SKILL INSTRUCTION
In the concept of separate skills, mastery of individual language skills, such as reading and speaking, is seen as the key to successful learning, and language learning is usually separate from content learning. (Mohan, 1986). This contradicts the integrated way people use language skills in normal communication, and contradicts the direction in which language teaching professionals have moved in recent years. The separation of skills is reflected in traditional ESL/EFL
Programs that offer courses focused on distinct language skills. Why do you offer such courses? Maybe teachers and administrators think it's logistically easier to present courses writing separated from speaking, or listening separated from reading. You may feel that in class it is impossible to focus on more than one skill at a time. Even if it were possible to fully develop one or two skills in the absence of all the others, such an approach would insufficient preparation for later success in academic communication, work-related language use, or everyday language use.
An extreme example is the grammar translation method, which teaches students to analyze grammar and translate it (usually in writing) from one language to another. This method greatly limits language learning limited and non-communicative range that does not prepare students to use the language in everyday life. Frequently, split-competency ESL/EFL classes provide instruction in skill-based learning strategies: reading strategies, listening strategies, speaking strategies, and writing strategies (see Peregoy & Boyle, 2001). Learning strategies are strategies that students use, usually  consciously, to enhance  their learning. Examples include guessing the meaning based on context, breaking a sentence or word into chunks to understand its meaning, and practicing the language with someone else. Very often, experts demonstrate strategies as if they were associated only with a specific skill, such as reading or writing (eg, Peregoy & Boyle, 2001). However, it can be confusing or misleading to think that a particular strategy is only associated with a particular language skill. Many strategies such as B. selective attention, self-assessment, Inquiry, analysis, synthesis, planning and forecasting are applicable in all skill areas (see Oxford, 1990). Shared strategies help weaves skills together. Teach Encouraging students to improve their learning strategies in one skill area can often improve performance in all language skills (Oxford, 1996). Fortunately, in many cases where an ESL or EFL course is characterized by a single skill, the separation of language skills can only be partial or even illusory. If the teacher is creative, a course titled Discrete Skills may actually include several built-in skills. For example, in an advanced reading class, the teacher is likely to give all instructions verbally in English, prompting students to use their listening skills to understand the task. In this course, students can discuss their readings and thus use the spoken word
and listening and some related skills, such as pronunciation, syntax, and social use. Students could be asked to summarize or analyze in writing what they have read in order to activate their writing skills. Literally, some courses labeled after a specific skill might actually reflect an integrated skills approach. The same goes for ESL/EFL textbooks. A particular series may highlight certain skills in one book or another, however all language skills can still be included in the assignments for each book. In this way, students have the advantage of practicing all language skills in an integrated, natural and communicative way, even if a skill is the subject of a particular volume. Unlike the teaching of distinct real and apparent skills, there are at least two forms of teaching that are clearly oriented towards the integration of skills.
Two types of integrated skills teaching are content language teaching and activity-based teaching. The former of these emphasize learning content through language, while the latter emphasizes performing  tasks that require communicative language. Both benefit from a wide variety of ESL or EFL classroom materials, textbooks, and technologies. "Content-Based Instruction". In content-based education, students practice all language skills in a highly integrated and communicative way while learning about content such as science, math, and social studies. Content-based language learning is valuable at all skill levels, but the nature of the content can vary by skill level. For starters, the content often includes basic social and interpersonal communication skills, but beyond the basic level, the content can become increasingly academic and complex. The Cognitive Academic Language Learning Approach (CALLA), created by Chamot and O'Malley (1994), shows how language learning strategies can be integrated into simultaneous content and language learning. There are at least three general models of content-based language teaching: thematic, supplementary and protected (Scarcella & Oxford, 1992). The thematic model integrates language skills into the study of a theme (for example, urban violence, intercultural differences in marital practices, natural wonders
of the world, or a broad topic such as change). The topic should be very interesting for students and allow them to practice a wide variety of language skills, always in the service of to communicate on the topic. The advantages of integrated skills approach The integrated skills approach as opposed to purely distinct approach that English learners are exposed to authentic language and challenges them to interact in a natural way language.  The richness and complexity of the English language as it is used communication. Moreover, this approach emphasizes that English is not just a topic of academic interest, nor just a key to access it to pass an exam; Instead, English becomes a real tool
Interaction  and exchange between people. This approach allows
Teachers track student progress in multiple skills the same time. The integration of language skills also promotes Learn from real-world content, not just dissect language Form. Finally, the integrated skills approach, found in
content-based or task-based language instruction or a hybrid form, can be very motivating for students of all ages and backgrounds.