A. L. Kotkovets


The article deals with the peculiarities of an integrated-skills approach to learning a foreign language through the use of the project method. It studies characteristic features of communicative language teaching and the integrated-skills approach, that are aimed at students’ acquisition of communicative competency applying their speaking, listening, reading, and writing skills in the process of interaction in real-life situations. An integrated development of four main language skills is emphasized in contrast to acquiring discrete skills. Content-based (including theme-based, adjunct and sheltered) and task-based types of an integrated-skills instruction are observed. The notions of communicative language teaching, integration, and project-based learning are defined in the paper. Tasks, which promote integrating reading with other activities, are also suggested in the article, as well as main criteria for texts selection, regarding the authenticity, difficulty level, length, and content of the text. The characteristic features of project-based learning, the origin of the method, types of projects according to the classification by Ye. Polat and stages of conducting project work are presented. Also highlighted are the advantages of the project method in foreign language teaching and the way students’ language skills are integrated in the process of projects realization.


communicative language teaching; an integrated-skills approach; the project method; language skills

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ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)