An Overview of Integrated Skills and Non-english-Major Students’ Communicative Competence
- 10.2991/978-2-38476-042-8_21How to use a DOI?
- Non-English-Major Students; Integrated Skills Approach; Communicative Competence
Teaching English to non-majored students to foster communicative competence and to meet learning outcomes standards is the most considerable concern of lecturers, managers, and universities. Currently, students’ ability to use listening, speaking, writing, and speaking to communicate to serve their studies as well as their work is still limited. Among many teaching skills approaches, the integrated skills approach is proposed as the most productive one to satisfy these expectations. This article is a review of literature relating to the integrated skills approach and communicative competence. First, the paper will present the rationale for using an integrated skills approach in an English classroom. Then the paper will synthesize the key concepts and highlight the importance of integrating four skills to boost non-English-major students’ communicative competence. In addition, the paper will review previous studies in the field of integrated skills approach and communicative competence to indicate the research gap. Last, the implications for further research will also be discussed.
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Cite this article
TY - CONF AU - Nguyen Tan Loi AU - Bui Hong PY - 2023 DA - 2023/04/28 TI - An Overview of Integrated Skills and Non-english-Major Students’ Communicative Competence BT - Proceedings of the 19th International Conference of the Asia Association of Computer-Assisted Language Learning (AsiaCALL 2022) PB - Atlantis Press SP - 247 EP - 253 SN - 2352-5398 UR - https://doi.org/10.2991/978-2-38476-042-8_21 DO - 10.2991/978-2-38476-042-8_21 ID - Loi2023 ER -