Abstract
Having an awareness of the theoretical aspect of integrative language teaching approach is important to effectively practice the approach in real classroom situation. The awareness determines the extent to which a teacher can implements the theory. Accordingly, this study attempted to reveal the awareness of English language teachers and students about the integrative language teaching approach. To collect the necessary data for the study, semi-structured interview for six teachers, questionnaire for one hundred seventy students, classroom observation and document analysis were employed. To analyze the collected data, qualitative and quantitative methods of data analysis were employed. That is, data collected through questionnaires were analyzed employing statistical tools such as frequency and percentage using SPSS version 20, while responses obtained from interview was described and discussed. The findings of the study indicate that all teachers and a great majority of students have positive attitude towards the importance of this approach. However, the implementation of integrative language teaching approach in the actual classroom situation was not as expected and their students were not interested to engage in different classroom activities the process of integrative language classes. Based on the findings, recommendations are forwarded to improve the implementation of integrative language skills teaching approach. Keywords : Awareness, English Language, Integrative Language and Teaching Approach. DOI : 10.7176/RHSS/9-15-03 Publication date : August 31 st 2019
Highlights
Background of the study and Rationale With the spread of English as a lingua franca and as the medium for world-wide broadcasting of information and knowledge, in many cases, the pragmatic objectives of language learning emphasize the importance of integrated language skill teaching and flexible instruction. (Celce-Murcia, 2001)
Insight on current language curriculum, teaching reading is typically associated to instruction on writing and vocabulary, teaching writing can be tied to reading and grammar, and speaking skills readily lend the learners to teaching listening, pronunciation, and cross-cultural pragmatics (Hinkel, 2001)
The study revealed that teachers have an awareness about the meaning, advantages and disadvantages of implementation of integrative language teaching approach
Summary
Background of the study and RationaleWith the spread of English as a lingua franca and as the medium for world-wide broadcasting of information and knowledge, in many cases, the pragmatic objectives of language learning emphasize the importance of integrated language skill teaching and flexible instruction. (Celce-Murcia, 2001). It can be inferred that the majority of English language teachers seems to have an understanding of the meaning, advantages and disadvantages of integrative language teaching approach.
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