A NEW PERSPECTIVE FOR THE INTEGRATION OF SKILLS TO READING

Abstract

A striking debate has arisen shortly on the discrimination of teaching language skills discretely or teaching them co-operatively. Integration of the skills are The concern of this study is to identify and exhibit the differences between teaching reading in a discrete skill program, in which reading is taught separately and tra-ditionally, and in an integrated skills program, in which reading is taught in an in-tegrated manner. Differing from the previous studies on the same topic in the field, integration has been assessed from different perspectives, which has given rise to a new categorization of skills: grammatical integration, functional integration, and thematic integration. A few course books have been surveyed to pinpoint to what extent integration takes place in them. And this new model of evaluation is under-pinned throughout the study.