The Roles of the Teachers and Students in the Integrative Language Teaching Approach and Factors that Affect the Use of the Approach in Actual Classroom: Review Article

Abstract

With the spread of English as a lingua franca and as the medium for world-wide broadcasting of information and knowledge, in many cases, the pragmatic objectives of language learning emphasize the importance of integrated language skill teaching and flexible instruction. In general, insight on current language curriculum, teaching reading is typically associated to instruction on writing and vocabulary, teaching writing can be easily tied to reading and grammar, and speaking skills readily lend the learners to teaching listening, pronunciation, and cross-cultural pragmatics. In connection to this, Shen, (2003) confirms that the implementation of language in communication, should closely integrates linguistic competence with communicative skills and communicative culture in the process of language skill teaching so that the learners' linguistic competence and their communicative skills can be improved simultaneously. These had to be interaction-centered and as authentic as possible to enable students to use the language skills for purposeful and effective communication. To achieve the envisioned objectives of the integrative language teaching approach, both students are expected to play different roles. Furthermore, the effective practices of the integrative language skills teaching in the classroom may be challenged by different factors. Hence, the factors should be identified and addressed to effectively use the integrative approach to language skills teaching. In connection to this, the main purposes of this review article was to describe the roles of the teachers and students in integrative language teaching approach and to present the factors that affect the practice of this approach. To achieve this objectives various, books, book chapters, guidelines, research findings and documents were critically reviewed and analyzed. Accordingly, this review article describes the roles of the teachers and students in integrative language skill teaching approach. In addition, it presents the major factors that affect the practices of the integrative language skills teaching approach.

Keywords: Teachers, Students , Integrative, Language, Teaching Approach,  Factors,  Use , Actual Classroom

DOI: 10.7176/RHSS/9-15-04

Publication date: August 31^st 2019