Teaching integrated reading skills to english majors at an giang university

MINISTRY OF EDUCATION AND TRAINING
HO CHI MINH CITY OPEN UNIVERSITY

TEACHING INTEGRATED READING SKILLS
TO ENGLISH MAJORS
AT AN GIANG UNIVERSITY

A thesis submitted in partial fulfillment
of the requirements for the degree of Master of Arts (TESOL)

Submitted by TRAN THI BICH DUNG

Supervisor
Dr. NGUYEN THANH TUNG

HO CHI MINH CITY, AUGUST 2011


STATEMENT OF AUTHORSHIP
I certify my authorship of the thesis submitted today entitled “Teaching integrated
reading skills to English majors at An Giang University” as the statement of
requirements for thesis in Master‟s Programs at Ho Chi Minh City Open University,
issued by the Higher Degree Committee.

Except where reference is made in the text of the thesis, this thesis does not contain
material published elsewhere or extracted in whole or in part from a thesis by which I
have qualified for or been awarded another degree or diploma.
No other person‟s work has been used without due acknowledgement in the main text
of the thesis.

This thesis has not been submitted for any degree in any other tertiary institution.

Ho Chi Minh City, August 2011

TRAN THI BICH DUNG

i


RETENTION AND USE OF THE THESIS
I hereby state that I, Tran Thi Bich Dung, being the candidate for the degree of
Master of TESOL, accept the requirements of the University relating to the retention
and use of Master‟s Theses deposited in the Library.

In terms of these conditions, I agree that the original of my thesis deposited in the
Library should be accessible for purposes of study and research, in accordance with
the normal conditions established by the Library for the care, loan or reproduction of
theses.

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ACKNOWLEDGEMENTS
I would like to show my sincere and respectful thanks to those people whose
kindnesses have helped to make this work possible.
First and foremost, I would like to express my deepest gratitude to my dear supervisor,
Dr. Nguyen Thanh Tung, for his great enthusiasm and patient guidance, without which
the barrier to the completion of this gigantic task could be hardly lifted. Had he not
helped inspire me with this direction from the very start, the interesting one today
could not have been born and grown up. Furthermore, his innumerable constructive
comments and devoted guidance have helped raise me up to reach this present

knowledge. I have really learnt a lot from his intellectual and ultra-careful instruction.
I owe all the instructors of the course of Master of Arts in TESOL of intake 2 at Ho
Chi Minh City Open University, for their valuable sources of knowledge and teaching
experiences.
I am particularly indebted to the leaders of An Giang University for providing me with
necessary permission and favorable conditions. With the same feeling, let me reserve
my sincere thanks for those in the School of Graduate Studies of Ho Chi Minh City
Open University for their lasting nice support.
My heart-felt appreciation goes to all Reading-2 teachers for their kind-hearted
cooperation in allowing my long-term classroom observations and in yielding
meticulous interviewing answers and those first year English majors for their
enthusiasm in giving informative responses to the questionnaires.
Some of my close friends, classmates of M.A. in TESOL of intakes 1, 2 and 3, and
kind colleagues deserve my special thanks for their valuable share of materials,
consultation, and irreplaceable emotion and experiences.
Last but not least, I owe thousands of deep thanks to my loving parents and older
brothers and sister, for their immense love for me throughout the steps of my life.

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ABSTRACT
Vietnam‟s economic growth indicated the urgency of promoting learners‟
communicative competence in English teaching. As such, teaching integrated skills
was stirred up and has been employed. However, the reality of this teaching
orientation revealed disunity among various educational institutions. The need to
explore how it has been put into real teaching practice is thus aroused.

This study, thus, aims at experiencing the implementation of teaching integrated skills
in reading classes to discover issues around this teaching behavior, i.e. its merits and

demerits, to uncover the practicality of this teaching tendency in reading classes and
then to facilitate its popularity.

To approach this aim, the theory of teaching integrated reading skills was shaped first.
Its principles and implications for reading classroom practices were then considered.
On such theoretical premise, the study was conducted at AGU from January 18th,
2010, to May 30th, 2010, to gather necessary data from three sources of 52 classroom
visits to four Reading 2 classes, 4 interviews with teachers in charge of those classes,
and 114 copies of questionnaire for students. The data obtained were then analyzed
and interpreted based on the analytical framework of textual and descriptive statistics.

The findings showed that teaching integrated skills was not used very frequently
during three reading stages. More importantly, both teachers and students expressed
positive attitudes towards its application and disclosed some merits and demerits to
pursue this teaching tendency.

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TABLE OF CONTENTS
STATEMENT OF AUTHORSHIP......................................................................................i
RETENTION AND USE OF THE THESIS........................................................................ ii
ACKNOWLEDGEMENTS ........................................................................................ iii
ABSTRACT ..................................................................................................................iv
TABLE OF CONTENTS ...................................................................................................v
LIST OF TABLES ........................................................................................................xi
LIST OF CHARTS .......................................................................................................xi
ABBREVIATIONS ..................................................................................................... xii
CHAPTER 1:INTRODUCTION .................................................................................1
1.1. Background of the study .......................................................................................1

1.2. Problem of the study ............................................................................................. 3
1.3. Statement of purpose ............................................................................................ 4
1.4. Research questions ................................................................................................ 4
1.5. Significance ..........................................................................................................5
1.6. Overview of the thesis ..........................................................................................5
CHAPTER 2: TEACHING INTEGRATED READING SKILLS: A
THEORETICAL FRAMEWORK ..............................................................................6
2.1. Introduction ...........................................................................................................6
2.2. Integration of skills in language teaching and learning ........................................6
2.3. The concept of integrated skills teaching ............................................................. 7
2.3.1. Definition of the term “integrated approach” ................................................8
2.3.2. Types of skill integration .............................................................................10
2.3.2.1. Integration of language skills ................................................................ 10
2.3.2.1.1. The first type of integration: partial integration ............................. 10
2.3.2.1.2. The second type of integration: total integration ............................ 11
2.3.2.2. Integration of language skills and linguistic knowledge .......................12
2.4. Skills integration in teaching reading .................................................................12
2.4.1. The effect of skills integration in teaching reading .....................................12

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2.4.1.1. Enhancement of students‟ positive attitude towards language learning
............................................................................................................................ 14
2.4.1.2. Enhancement of students‟ language learning ........................................12
2.4.2. Research results of integrative teaching on teaching reading ......................15
2.5. Principles behind teaching integrated reading lessons .......................................16
2.5.1. The involvement of skills integration .......................................................... 16
2.5.1.1. Pre-reading stage .................................................................................17
2.5.1.2. While-reading stage .............................................................................19

2.5.1.3. Post-reading stage ................................................................................19
2.5.2. Models of integrated-skill teaching.............................................................. 20
2.5.2.1. Theme-based teaching ...........................................................................20
2.5.2.2. Content-based teaching .........................................................................21
2.5.2.3. Task-based teaching ..............................................................................22
2.5.2.4. Experiential learning .............................................................................22
2.5.2.5. Episode hypothesis ................................................................................23
2.5.3. Guiding principles for integrative teaching .................................................23
2.6. Implication for teaching integrated skills in a reading class .......................... 25
2.6.1. Stage 1: Pre-reading stage .........................................................................25
2.6.2. Stage 2: While-reading stage .....................................................................26
2.6.3. Post-reading stage .......................................................................................26
2.7. Summary of Chapter 2 ........................................................................................27
CHAPTER 3: RESEARCH METHODOLOGY ......................................................28
3.1. Introduction .........................................................................................................28
3.2. General research approach: An ethnographic study ...........................................28
3.3. Study setting .......................................................................................................30
3.4. Participants..........................................................................................................30
3.4.1. Teachers of reading 2 classes .......................................................................31
3.4.2. Students of four Reading 2 classes .............................................................. 31
3.5. Data types and methods of data collection ......................................................... 32
3.5.1. Observation ..................................................................................................33
3.5.2. Semi-structured interview with teachers ......................................................36
3.5.3. Questionnaire for students ...........................................................................37
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3.5.4. Summary of adopted research measures and procedure .............................. 39
3.6. Analytical framework ......................................................................................... 39
3.6.1. Textual data analysis of observation and interview .....................................39

3.6.2. Descriptive statistics data analysis of observation and questionnaire .........40
3.6.2.1. Frequency .............................................................................................. 40
3.6.2.2. Percentage.............................................................................................. 40
3.6.2.3. Arithmetic mean ....................................................................................40
3.6.2.4. Standard deviation .................................................................................41
3.7. Research reliability and validity from methodological perspective ...................41
3.8. Summary .............................................................................................................44
CHAPTER 4: DATA ANALYSIS AND INTERPRETATION .............................. 45
4.1. Introduction .........................................................................................................45
4.2. Analysis of data from classroom observation .....................................................45
4.2.1. About the real teaching practice in four Reading 2 classes ......................... 46
4.2.1.1. Teaching practice at pre-stage ............................................................... 46
4.2.1.1.1. The frequency of classroom activities used ....................................47
4.2.1.1.1.1. Group of classroom activities used with high frequency .........47
4.2.1.1.1.2. Group of classroom activities used with low frequency ..........48
4.2.1.1.2. Key teaching steps pursued and typical teaching illustration .........50
4.2.1.2. Teaching practice at while-stage ........................................................... 56
4.2.1.2.1. The frequency of classroom activities utilized ............................... 56
4.2.1.2.1.1. Group of classroom activities used with high frequency .........56
4.2.1.2.1.2. Group of classroom activities used with low frequency ..........57
4.2.1.2.2. Teaching steps and typical teaching illustration ............................. 58
4.2.1.3. Teaching practice at post-stage ............................................................. 61
4.2.1.3.1 The frequency of classroom activities employed ............................ 61
4.2.1.3.1.1. Group of classroom activities used with high frequency.........61
4.2.1.3.1.2. Group of classroom activities used with low frequency ..........62
4.2.1.3.2. Teaching steps and typical teaching illustration ............................. 64
4.2.2. The constraints of teaching integrated skills ................................................67
4.2.3. About the classroom atmosphere in integrated-reading skills classes .........71
4.2.4. Summary of the results from observation ....................................................72
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4.3. Analysis of data from interviews with teacher ...................................................73
4.3.1. The importance of reading in relation to the other skills ............................. 74
4.3.2. The significance of teaching with integration ..............................................74
4.3.3. The application of teaching with integration ...............................................75
4.3.3.1. The frequency of skills integration ........................................................75
4.3.3.2. Preference for stages to mix skills together ..........................................75
4.3.3.3. The usefulness of teaching reading with integration ............................. 75
4.3.3.4. The impediments to teaching integrated reading skills ......................... 77
4.3.3.5. Factors to successful integrated skills teaching .....................................79
4.3.3.5.1. Preparation before teaching ............................................................ 79
4.3.3.5.2. Factors to notice while teaching .....................................................79
4.3.4. Summary of analysis of interview data ........................................................80
4.4. Analysis of data from questionnaire for students ...............................................82
4.4.1. Students‟ self-evaluation of language aspects .............................................83
4.4.2. The importance of reading and method of teaching reading .......................83
4.4.2.1. The importance of reading ....................................................................83
4.4.2.2. Method of teaching reading ...................................................................84
4.4.3. The necessity of integrating skills and the application of TIS in RC ..........85
4.4.3.1. General understanding ...........................................................................85
4.4.3.2. The merits of integrative teaching in reading classes ........................... 86
4.4.3.3. The challenges of teaching integrated skills .........................................88
4.4.3.4. Reading activities ..................................................................................89
4.4.3.5. The application of teaching with integration in real practice of RLs ....91
4.4.3.5.1. Need for integration ........................................................................92
4.4.3.5.2. Students‟ preference for the phase of integrating skills .................92
4.4.3.5.3. Teaching reading with integration ..................................................93
4.4.4. Summary of questionnaire data....................................................................94
4.5. Overall summary.................................................................................................94

CHAPTER 5: DISCUSSION AND CONCLUSION ................................................95
5.1. Introduction .........................................................................................................95
5.2. Discussion of the findings...................................................................................95
5.2.1. General findings ........................................................................................... 95
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5.2.2. Specific findings........................................................................................... 98
5.2.2.1. Real teaching practice ...........................................................................98
5.2.2.2. Reflections on the application .............................................................100
5.2.2.2.1. The merits .....................................................................................100
5.2.2.2.2. The demerits .................................................................................100
5.2.3. Summary ....................................................................................................101
5.3. Conclusion ........................................................................................................101
5.3.1. Answers to the research questions .............................................................101
5.3.2. Strengths and weaknesses of methodology ................................................104
5.3.3. Recommendations for TIS in RC ...............................................................105
5.3.3.1. For English instructors ........................................................................105
5.3.3.2. For educational administrators ............................................................106
5.3.4. Suggestions for further research ................................................................107
5.3.5. Summary ....................................................................................................107
5.4. Overall summary...............................................................................................107
REFERENCES ..........................................................................................................108
APPENDICES ............................................................................................................116
Appendix 1: Classroom observation sheet ..................................................................116
Appendix 2A: Summary of reading activities used in class 1 .....................................118
Appendix 2B: Summary of reading activities used in class 2 .....................................119
Appendix 2C: Summary of reading activities used in class 3 .....................................120
Appendix 2D: Summary of reading activities used in class 4 .....................................121
Appendix 2E: Summary of reading activities used in four classes observed..............122

Appendix 2F: Summary of observed data ...................................................................126
Appendix 2G: Handouts used by Reading 2 instructors ............................................126
Appendix 3: Content of reading 2 course ....................................................................138
Appendix 4A: Lesson 3 - The secrets of a very long life ............................................139
Appendix 4B: Full transcript of audio-recording for reading lesson 3 .......................145
Appendix 5: semi-structured interview questions for teachers ...................................156
Appendix 6: Interview report sheet .............................................................................158
Appendix 7: eliciting questions to support semi-structured interviews ......................159
Appendix 8: Full transcription of a typical interview with F55 ...................................................162
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Appendix 9: Detailed interview summary...................................................................169
Appendix 10A: Questionnaire for students (English version) ....................................174
Appendix 10B: Questionnaire for students (Vietnamese version) ..............................183
Appendix 11: Summary of questionnaire results ....................................................... 192

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LIST OF TABLES
Table 3.4.2: Characteristics of the students involved in the study ................................ 31
Table 3.5.4: Summary of research instruments and data collection procedure.............39
Table 4.2.1.1.1.1: Summary of pre-reading activities used with high frequency .........48
Table 4.2.1.1.1.2: Summary of pre-reading activities used with low frequency ..........49
Table 4.2.1.2.1.1: Summary of while-reading activities used with high frequency......57
Table 4.2.1.2.1.2: Summary of while-reading activities used with low frequency .......58
Table 4.2.1.3.1.1: Summary of post-reading activities used with high frequency ........62
Table 4.2.1.3.1.2: Summary of post-reading activities used with low frequency .........63
Table 4.2.2: The constraints of integrated-skill teaching ..............................................67

Table 4.2.3: The learning atmosphere at the three-stage reading procedure.................71
Table 4.3.3.3: Teachers‟ opinions on students‟ performance in integrated reading
lessons ............................................................................................................................ 77
Table 4.3.4: Brief summary of results from interviews with teacher ............................ 81
Table 4.4.2.2: Students‟ opinions on types of RLs employed by teachers ...................85
Table 4.4.3.1a: Students‟ answers on the term “teaching integrated skills” .................85
Table 4.4.3.2: Students‟ opinions about the usefulness of IST .....................................87
Table 4.4.3.3a: Students‟ difference in opinions on the challenges encountered .........88
Table 4.4.3.3b: Students‟ opinions on the challenges encountered............................... 88
Table 4.4.3.4: Students‟ opinions on RAs that inspire and trouble learners .................90
Table 4.4.3.5.3: Students‟ opinions on teaching reading with integration ....................93

LIST OF CHARTS
Chart 4.4.1: Students‟ self-evaluation of English proficiency ..................................... 82
Chart 4.4.2.1: Students‟ opinions about the importance of four language skills ........ 84
Chart 4.1.3.1b: Students‟ opinions on the use of teaching with integration ................ 86
Chart 4.4.3.5.1: Students‟ opinions about the application of IST in RCs .................... 92
Chart 4.4.3.5.2: Students‟ opinions on favorite stages of skills integration ................. 93

xi


ABBREVIATIONS

CC

Communicative competence

CLT

Communicative language teaching

IAs

Integrated activities

IST

Integrated-skill teaching

RAs

Reading activities

RCs

Reading classes

RLs

Reading lessons

TIS

Teaching integrated skills

TIRS

Teaching integrated reading skills

TIRLs

Teaching integrated reading lessons

SST

Segregated-skill teaching

xii


Chapter 1 – INTRODUCTION

CHAPTER 1
INTRODUCTION
1.1. Background of the study
English has become one of the most widely used languages in the world. Truly, a big
number of “1.5 billion” over the world population use this communicative medium as
a first, second, or foreign language (Crystal, 2000, as cited in Ya-Chen, 2007, p. 27). It
has also been acknowledged as “the international language for business and
commerce, science and technology, and international relations and diplomacy”
(Larsen-Freemen & Long, 1991, p. 1). Undeniably, its current position as a global
language has been proved via the popularity of this means of communication around
the world.
As Vietnam is entering the period of development, English is also of paramount
urgency. Indeed, since the government‟ decision to expand their relation with other
foreign countries at the Sixth National Congress of Vietnamese Communist Party in
1986, the country has reached impressive development in many fields, especially in
economy. That has attracted many English-speaking foreigners to Vietnam for travel,
or business affairs, or commerce. In this context, English is required as a language for

“broader communication and cooperation” and thus officially acknowledged (Do,
1999, p. 1).
Resulted from such social needs, learning English boomed and was then intensified at
“an unprecedented speed” throughout the country (Do, 2006, p. 8). For instance,
hundreds of language centers have been established all over the country, with an
overwhelming majority of learners studying English (Ministry of Education and
Training, 1993, as cited in Do, 1999, p. 2). Though it has not yet fully documented,
“around 90% of foreign language learners have been studying English” (ibid., p. 8).
Not only at language centers but also at schools, those who choose English as a foreign
language “outnumber” those who choose Russian, French, Chinese, or other languages
though they all have the right to choose the one they like (ibid., p. 2). Remarkably, at
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Chapter 1 – INTRODUCTION

workplaces, since 1994, to any applicants, taking official foreign language exams or
being able to communicate in English before being recruited has been made
compulsory (Le, 1999, p. 1).
To really track English training to the age of international communication, thus,
teaching expectations for “competent English speaking people” (Le, 1999, p. 1) in
language classrooms was concurrently stirred. It is because “traditional pedagogy
which emphasizes the acquisition of grammar and vocabulary rather than
communicative competence” failed to satisfy the requirements of English learning in
an era of integration and globalization (Pham, 2005, p. 3). Evidently, since the early
1990s, communicative language teaching has quickly gained popularity in Vietnam
(ibid., p. 3).
Noticeably, as claimed by Richards and Rodgers (2001, p. 67), the aim of CLT is to
promote learners‟ CC and such competence was defined by Hymes (1967, as cited in
Brown, 2001, p. 246) as an aspect of learners‟ ability that “enables” them to “convey

and interpret messages” and “to negotiate meanings interpersonally within specific
contexts”. To meet this goal, language learners‟ various knowledge aspects are
involved. Among them is the ability to use the language to communicate and it is, as
noted by Winddowson (1978, pp. 50-68), learners‟ capability to understand, speak,
read, and write sentences”.
As such, the relationship between CC and language skills is acknowledged.
Interestingly, Choudhury (2006, p. 90) assumed above-mentioned ability can be built
“around the four skills”.
On such premise, teachers‟ job to make their students “communicatively competent in
L2” was identified. Remarkably, such task will involve them in a common mission –
to facilitate their learners “more than being able to perform in each of the four skills
separately” (McDonough & Shaw, 1993, p. 202).
As such, that language skills need to be taught in an integrated manner gradually
receives more recognition. Indeed, involving the integration of skills during
classrooms practices is considered as the “support of language learning”, as mentioned
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Chapter 1 – INTRODUCTION

in Phan and Faulkner‟s research twelve years ago (1999, p. 11). The necessity of such
teaching way was also heightened by the newly documented English curriculum of
Vietnam‟s Ministry of Education and Training which states that the goal of foreign
language teaching is to “enable school pupils to communicate in English at the basic
level in all modes of communication, namely listening, speaking, reading, and writing”
(Canh & Barnard, 2009, p. 23).
1.2. Problem of the study
However, despite the awareness of adopting integrative teaching and its importance,
its application throughout the country is still confusing. At first, the degree of
integration is of listening and speaking as they are assumed to be the two key factors

of communicative process. Thus, they are joined together as one subject in language
courses in some educational institutions. For instance, at Can Tho University (Can Tho
University, 2009, p. 1) and Binh Duong University (Binh Duong University, 2009, p.
1), instead of being streamed along four separate sessions, language skills courses are
organized in three as follows: listening-speaking, reading, and writing.
However, besides that of listening and speaking, the extent of integration can be of
any. Thus, views on organizing integrated-skill oriented courses also varied. For
example, as Nguyen Hoang Bich Ngoc (personal communication, April 24, 2009)
mentioned at AGU teachers are encouraged to engage TIS in skill-oriented classes. To
put it simply, teaching the four skills is managed in four separate subjects of listening,
speaking, reading, and writing in each of which skill integration is devoted to and
carried out as teachers‟ own wishes. Apart from that, at Ton Duc Thang University,
integrated-skill oriented classes are officially required in the curriculum beside
segregated-skill oriented classes (Ton Duc Thang, 2008, p. 1). This indicates that such
two types of lessons are both involved in the same term at this place.
Such variations in actual classroom practice of mixed skills prove that skills
integration has been receiving interest and concern. However, there still exists a
situation in which regardless of teachers‟ consciousness of teaching language in
integration, their real instructional practices keep resorting to SKT. As mentioned by
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Chapter 1 – INTRODUCTION

Vo (2002, p. 2) at Nha Trang Teachers‟ Training College, “there still remains the
separate teaching of four language skills”.
Concurrently, to glance through the research inventory on this teaching orientation in
Vietnamese educational context, to the best of her knowledge the researcher discovers
that until now there has not been any study carried out on this field to see how it has
been practically exploited and worked, the merits and demerits it can bring about to

language learning and teaching. As a matter of fact, there was one conducted at Nha
Trang Teachers Training College by Vo in 2002. However, it only focused on the
discussions of designing sample integrated-skill activities which could help empower
learners‟ communicative skills.
However, in reality, there are various ways to mix skills. That can be the integration of
any of the four language skills with each of the other three or any combination of
them, together with or without linguistic factor. To deep dig into the issue, this work
will thus minimize its scope to teaching integrated-skill in reading classes only.
1.3. Statement of purpose
As such, the researcher‟s attention to uncovering the implementation and practicability
of IST emerges.
1.4. Research questions
To achieve what expressed above, this work makes an effort to find the answer to the
following research question:
To what extent can integrated-skill teaching be applied into teaching reading?
This main question entails findings about teachers‟ teaching habit, educational values
and potential obstacles. Therefore, it embeds three sub-questions below:
1. How do teachers instruct their reading lessons in the light of IST?

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Chapter 1 – INTRODUCTION

2. How do students perform during those lessons referred to in (1) above in
terms of learning outcome and attitudes?
3. What are teachers and students‟ reflections on the application of IST into
reading classes?
As the answers to the third sub-question consist of two main types of
information of strengths and weaknesses, it is further broken down into two as follows:

3.1. What do teachers and students think about its merits?
3.2. What are the likely impediments?
1.5. Significance
The following contribution of the study to English teaching can be found. First,
teachers can know more about TIRS in terms of the value, hindrances, appropriate
skill mixing stages, and skill integration techniques. Second, as teachers are aware of
the necessity and potential hindrances of IST, better administration of it will be
involved in future teaching situations. In this regard, learners are those who benefit
most as they can experience useful instructions and authentic and interactive learning
environment.
1.6. Overview of the thesis
The thesis is composed of six chapters. Chapter 1 introduces the problem, aim,
research questions, significance and the structure of the thesis. Chapter 2 deals with
relevant theoretical framework of TIS, grounded in five main components of the
definition, types of integration, implementation, roles in language pedagogy, and its
implication. Chapter 3 is about the methodology in terms of the setting, participants,
data types and methods of data collection, and analytical framework. Chapter 4
considers the data collected from classroom observation, interview with teachers, and
questionnaire for students. Chapter 5 discusses the findings in the light of the data
previously

analyzed

and

then

concludes

the

thesis

with

main

findings,

recommendations for English teaching, and suggestions for further research.

5


Chapter 2 – TIRS: A THEORETICAL FRAMEWORK

CHAPTER 2
TEACHING INTEGRATED READING SKILLS: A
THEORETICAL FRAMEWORK
2.1. Introduction
As articulated in the introduction chapter, due to its notable role in language learning
and teaching and its marked variations in the application, a desire for an investigation
into teaching integrated skills was aroused.
Accordingly, as a must, this chapter will shape a theoretical framework of the issue
under scrutiny. To that end, the chapter, firstly, will consider the relation between
skills integration and language learning. Secondly, the conceptual definition of the
term “integrated approach” and types of integration of skills will be explored
respectively. Thirdly, the role of this type of instruction in reading classes will be
probed into. Fourthly, the principles behind TIRS in respect of when to combine skills,
how to facilitate skills integration, and what to notice will be discussed in rigorous

detail. Finally, the application of above grounded theories into real RLs is covered.
2.2. Integration of skills in language teaching and learning
Up till now, there have been two contrastive views on the nature of language in terms
of the study of language.
The first is the view by Chomsky. He assumes learners‟ CC is also their grammatical
competence (as cited in Sanchez, 2000, p. 22). He equated “a theory of linguistic
intuition” with “a grammar” (Chomsky, 1965, pp. 3-19). Indeed, he defined learners‟
knowledge of the language system as their linguistic competence and this competence
can ensure thier satisfactory language performance. Obviously, two factors of the
“social context” of language use and “language learners‟ ability” were not included in
Chomskian concept of “linguistic competence”. Thus, in Chomskyan sense, once
language learners are poured with enough grammar rules of the language, they might
6


Chapter 2 – TIRS: A THEORETICAL FRAMEWORK

be experts in communicative situations.
Conversely, the second view believes that these two concepts are completely different
notions and the study of language will be inefficient without one of them. Therefore, in
teaching a second language, teachers try to develop in their learners not just
grammatical competence but also their CC (Richards & Rodgers, 2001, pp. 67-85;
Sanchez, 2000, p. 22).
In this part, the second viewpoint will be reviewed as it receives a strong advocate of
many researchers at different times and is related to the issue under scrutiny –
language skills in conjunction.
Indeed, Winddowson (1978) also agrees on this view. He stated that language learning
involves not merely acquiring the knowledge of the grammatical rules but also the
ability to use them in communication (pp. 50-78). To him, two types of competence
mentioned above can help develop learners‟ ability to produce and understand

grammatical utterances and distinguish grammatical from ungrammatical sequences.
In this regard, successful communication can be achieved.
Obviously seen, the mastery of these two components plays vital role to learners‟
exchanging messages and producing meaningful utterances. In such communicative
situations, all the four skills of listening, speaking, reading, and writing are engaged.
However, it is also claimed by Hinkel (2006, p. 113) that in meaningful
communication, skills are not employed in isolation but “in tandem”.
It thus can be concluded that language learning requires learners‟ exposure to the four
skills of reading, writing, listening and speaking in integration. In other words, there is
a connection between language study and teaching skills in conjunction.
2.3. The concept of integrated skills teaching
The relationship between IST and language learning has been identified. To achieve a
fuller understanding about IST, this part will explore issues around this concept in

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greater depth by posing its working definition and types of skills integration.
2.3.1. Definition of the term “integrated approach”
According to Choudhury (2006), Harmer (2007), Lucantoni (2002), and Peregoy and
Boyle (2001), language skills are generally integrated but separately occured. Thus,
they need to be taught in association especially for the purpose of communication
(Winddowson, 1978). Not only that, Chen (2002, as cited in Ya-chen, 2007, p. 28)
highlights the “possible benefits of implementing the integrated-skill approach” and
assumes students can benefit from “practicing all of the language skills in integrated,
meaningful, and communicative ways”.
Thus, this part tries to propose the operational definition of the teaching method named
“Integrated approach” to shed light at her upcoming exploration. Enlightenment on

this term can be obtained in the following assumptions.
In 1981, though the term integrated approach was not officially defined, skill
integration in classroom was known and advocated for its prospect. Furthermore, it
was claimed the extent of integration much depends upon the activities or the tasks
used. As Byrne (1981) said, language classroom involves linking the skills in such a
way that “what has been learnt and practiced is reinforced and extended through
further language activities” (as cited in McDonough & Shaw, 1993, p. 204). This
belief, obviously, stresses the important role of classroom tasks to integration.
However, Byrne‟s perspective does not emphasize the essence of skill integration as to
him, it occurs naturally when the lessons are instructed.
Four years later, in 1985, Richards, Platt, and Webber (p. 144) defined this term as the
teaching of the language skills of reading, writing, listening, and speaking in
conjunction, as when a lesson involves activities that relate listening and speaking to
reading and writing. Though this definition of Richards, Platt, and Webber is
composed of a completely different expression compared to what was mentioned by
Byrne, it reveals unanimity in using classroom tasks to combine skills. Evidently, four
researchers all agreed on the key role of classroom activities to integrated skill
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teaching habits. Besides, McDonough & Shaw (1993, pp. 203-225) supported this
assumption about this classroom instrument.
Inevitably, differences can be found beside such similarity in the acknowledgement of
the role of classroom tasks. Indeed, Byrne mentions to this device for mixing skill
together and the positive effects it bring about whereas Richards, Platt, and Webber
underline the inevitability of skill combination as the lessons proceed and focus on the
pattern of integration which is of oral and written skills.
Afterwards, in Scarcella and Oxford‟s definition in 1992, integrated approach is

considered as “the linking of the main and subsidiary language skills for the purpose of
real communication” and those subsidiary skills being mentioned are grammar and
vocabulary (as cited in Kim, 1998, p. 26). This claim, thus, makes modification to type
of skills to be mixed by the announcement of the combination between four skills and
linguistic aspects. On the contrary, previous assumptions about integration techniques
and its outcome are ignored.
As such, though addressed in different ways, above definitions reveal commonalities.
First, the integration of skills in language teaching is noticed. Second, this teaching
orientation is believed to be the destination of teaching procedure. Lastly, skill
integration is closely related to “communication”. Therefore, by giving learners tasks
which expose them to these skills in conjunction, it is possible that they will gain a
deeper understanding of how communication works (McDonough & Shaw, 1993, p.
202). Generally, the necessity of skill mixing in classroom context is acknowledged.
Obviously, this instruction is contrary to segregated-skill approach and consistent with
the communicative language teaching and whole language. To be precise, the former
promotes “teaching written and spoken language separately” whereas the two latter
emphasize “meaningful and authentic language use” and “the connection of oral and
written language development” (Oxford, 2001, p. 20; Wilhelm, 1997, pp. 1-5; Yachen, 2007, p. 29).
To conclude, above definitions have made a considerable contribution to the overall
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understanding of language instruction labeled integrated-skill approach. It involves
teaching of oral, written and subsidiary skills in combination and can be achieved via
classroom activities used.
In this manner, first, it has been known as “the only plausible approach” within the
communicative, interactive framework (Brown, 1994, p. 219). Second, in reality, it can
limit the weaknesses of traditional segregated-skill one in a sense that it highly values

the integrated performance of skills and the crucial possibility of connecting skills of
learning tasks. Finally, it aims at treating skills in an integrated manner, even in a
single lesson. As Oxford (2001, para. 19) announced, “Even if a given course is
labeled according to just one skill, remember that it is possible to integrate the other
language skills through appropriate tasks”.
2.3.2. Types of skill integration
As addressed in the first section, in language teaching and learning process, language
skills should be chained to one another for the aim of communication. In this part, two
main ways of weaving language skills with one another will be taken into
consideration. They are the integration of language skills themselves and integration of
language skills with linguistic knowledge.
2.3.2.1. Integration of language skills
There are two main ways of chaining language skills to each other, namely partial and
total integration.
2.3.2.1.1. The first type of integration: partial integration
The first way of integrating skills is from receptive skills (listening and reading) to
productive skills (speaking and writing). This pattern of integration is of the best
method of unifying skills. Indeed, skills can best be integrated in a model where the
“practice” of receptive skills of listening and reading leads into the “practice” of the
productive ones of speaking and writing, as McDonough and Shaw (2003, as cited in

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Djibiti, 2008, p. 19) asserted.
More interestingly, Burgess (1994) also believed such mixture can be achieved via
“the use of a body of information the learner read or listen to, a discourse expressing
the body of information and later reproduce at least some of its content in spoken and/

or written language”. (ibid., p. 19)
However, this type of integration can be carried out in various orders. First, skills can
be integrated along the productive-receptive pattern (ibid., p. 20; Celce-Murcia, 2001,
p. 200). Second, they can be combined within the same medium of oral-written
pattern. Some typical combinations of two skills oriented to this pattern are those of
listening and speaking, listening and reading, listening and writing, reading and
speaking, speaking and writing, and reading and writing. (El-Koumy, 2002, pp. 61135)
To sum up, partial integration involves a total of three integration patterns. The next
will be about a more complicated orientation to mix skills named total integration.
2.3.2.1.2. The second type of integration: total integration
Total integration is the combination of all main skills together around certain tasks.
However, such integration is claimed to be successful only at tertiary levels as it
challenges learners to “linguistic knowledge” on use level (El-Koumy, 2002, p. 65).
For this pattern, some useful sequences proposed by Read (1985, p. 73) are speakingreading-writing-speaking

(-writing),

listening-writing-speaking-writing,

reading-

writing-listening-speaking (-writing), and listening-speaking-reading-writing.
In a word, in the level of the integration of skills, two main patterns of partial and total
integration are considered. In the upcoming section, skill mixing at the level of
language skills and linguistic knowledge will be discussed.

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2.3.2.2. Integration of language skills and linguistic knowledge
This part is about the integration of subsidiary skills with the main language skills. The
subsidiary skills, as mentioned by Kim (1998, p. 26), are vocabulary and grammar. For
this level, language areas can be combined in two contrary directions. The first is the
integration of subsidiary with main skills and the second is that of main with
subsidiary skills.
In conclusion, the researcher has generally gone over the various trends in joining
skills together. There are two main ways of combining language aspects. They are the
integration of language skills themselves and of language skills and linguistics areas.
The first tendency is divided into two of partial and total integration.
As such, basic understanding about integrated skills approach and patterns of
integration are reviewed. The upcoming part will concentrate on issues around IST in
RCs.
2.4. Integration of skills in teaching reading
The researcher‟s attention is drawn in two main sub-part of the usefulness of adopting
integrated reading skill lessons (item 2.4.1) and the consideration of research results on
this teaching field (item 2.4.2).
2.4.1. The effect of skill integration in teaching reading
IST is believed to be of crucial necessity due to the benefits it devotes to learners‟
attitudes and language learning. Hence, the particulars of this focus will be considered
in terms of attitude and performance.
2.4.1.1. Enhancement of students’ positive attitudes towards language learning
In addition to the students‟ considerable improvement in language learning, its
application also brings about favorable effects to students‟ attitudes.
Integrated-skill approach is believed to be able to nourish students‟ learning spirits as
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