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Kalit so‘zlar: integratsiya, o‘ziga xos xusussiyat, samarali, qabul qiluvchi, talqin qilish,
muloqot.
Аннотация: в данной статье мы обсудили важность интеграции навыков как аудирова-
ние, говорения, чтения и письма в образовательном процессе. Мы ещё раз подчеркнули,
что эффективное использование интегрирования четырёх навыков развивает способности
различных типов учащихся. Ключевые слова: интеграция, специфическая особенность,
эффективность, рецептивная, интерпретация, коммуникация.
Abstract: In this article, we have discussed the integration of skills such as: listening, speaking,
reading, and writing. This underscores the importance of creating learning opportunities for
different types of learners, that include the use of four interrelated language processes.
Keywords: integration, specific features, effective, receptive, interpretation, communication.
What does it mean to integrate listening, speaking, reading, and writing? In natural, day-
to-day experience, oral and written language uses are not kept separate and isolated from one
another. Instead, they often occur together, integrated in specific communication events. For
example, when you are reading the Sunday newspaper, you may comment on an article to your
roommate or spoke, engendering a discussion about it. Such discussion may lead you to reread
parts of the article to clarify questions that emerged in the discussion. In that case we’ll try to
describe English Specific purposes.
Therefore, “English for specific purposes is a term that refers to teaching or studying English
for a particular career (like law, medicine) or for sport in general”[1.3]. There is a specific
reason for which English is learned. pauline C. Robinson (1989) describes ESp as a type of ELT
(English Language Teaching) and defines it as: “Goal oriented language learning. “ [2.p.398]
that means student has a specific goal that is going to be attained.
As future professionals’ students need to be aware of the vocabulary and communication
patterns that are characteristic of their field of study. In this view, one of the main ESp
characteristics is its ability to be both an approach to organizing instruction and the end product
of education as the sum total of language units and communication strategies. ESp course
development combines needs analysis, learning theories analysis, methodology development,
and content selection. The content of ESp courses depends on the needs of the students and not
on the framework of a particular academic discipline or professional role. Since the course is
aimed at students, instructors should bear in mind that learners often do not clearly perceive their
future professional roles. Content selection and methodology largely depend on instructor but
they should reflect the learners’ or professionals’ requirements or industry needs for the English
language usage. ESp does not aim at improving students’ English proficiency indiscriminately.
Instead, students are acknowledged as important stakeholders who have decided to study this
language for particular reasons. After these reasons are mapped, we, as teachers, can help them
reach their goals. The gold standard in ESp is to allow students to use English to fulfil their needs
(e.g., read a manual, write a dissertation, listen to a lecture, present a sales pitch). For example,
there is little point in teaching writing to sport students in an ESp course. For these professionals,
the skills of listening and speaking are probably the most important ones since they will have to
interact with rivals (e.g., agreement the game time), colleagues (e.g., negotiate their schedule),
and police officers (e.g., ask for directions if they come across road diversions). [3.p.2].
Listening, speaking, reading, and writing are used together in learning events in high school
at all levels, even though traditionally they were taught separately. As we knew, in primary
grades, for example, the teacher may read a picture book aloud, taking time along the way to
let students orally predict what will happen next or to discuss the characters or plot. Learners
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