THE IMPORTANCE OF INTEGRATING READING AND WRITING FOR THE EFL TEACHING

  • Pysarchyk O
  • Yamshynska N
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Abstract

Teaching and learning English are uneasy tasks for both teachers and<br />learners. It causes an urgent demand of high level of English<br />proficiency applying in the study. This article deals with formation and<br />effectiveness of integrating reading and writing skills while learning a<br />foreign language, gives the definition to different skills (writing,<br />speaking, reading, listening), shows stages of writing process, defines<br />the benefits of writing and reading integration. The article views the<br />background of the integrated-skills approach, shows differences between<br />spoken and written language, describes reading as a whole process and<br />gives some examples of activities which can be used at three main stages<br />of this process. The importance of this article is defined by the need<br />of modern schools in professionally savvy specialists, who in excellence<br />possess all the language skills. The value of teaching the primary<br />skills is described and the ways how to maximize their efficiency in the<br />language teaching process by integrating them are discussed. The paper<br />considers teaching strategies for integrating reading and writing<br />skills, describes benefits of integrated-skills approach. This paper<br />presents the research conducted with the purpose to explore effects of<br />integrating reading and writing during the lesson on English language<br />learning. The research findings indicate that the students got better<br />results in post-test of academic reading and writing skills. Modern-day<br />perspectives on skill integration and integrated curriculum designs will<br />also be discussed, together with problems and issues typically<br />associated with integrated teaching.

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APA

Pysarchyk, O. L., & Yamshynska, N. V. (2018). THE IMPORTANCE OF INTEGRATING READING AND WRITING FOR THE EFL TEACHING. Advanced Education, 0(3), 77–83. https://doi.org/10.20535/2410-8286.44298

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