THE CONCEPT OF INTEGRATED LANGUAGE SKILLS IN MODERN APPLIED LINGUISTICS AND PEDAGOGY: THEORETICAL FOUNDATIONS AND PRACTICAL IMPLEMENTATION

Abstract

Traditional language pedagogy has long operated on a segregated model, treating the four core language skills—reading, writing, listening, and speaking—as isolated compartments. Modern applied linguistics, driven by cognitive psychology, strongly advocates for the Integrated Skills Approach (ISA). This study explores the conceptual framework of integrated language skills in the modern Second Language Acquisition (SLA) paradigm. The paper analyzes the socio-cultural and psycholinguistic foundations of integration, demonstrating how the synthesis of receptive (input) and productive (output) modes mirrors real-world discourse. Through an examination of Content-Based Instruction (CBI) and Task-Based Language Teaching (TBLT), the study provides a pedagogical taxonomy for implementation and addresses systemic challenges in curriculum design and standardized assessment