This text refers to items 106 through 111.

1 Some may wish to argue that the integration of the

four skills diminishes the importance of the rules of listening,

of speaking, of reading, and of writing that are unique to

4 each separate skill. Such an argument rarely holds up under

careful scrutiny of integrated-skill courses. If anything, the

added richness of the latter gives students greater motivation

7 that converts to better retention of principles of effective

speaking, listening, reading, and writing. Rather than being

forced to plod along* through a course that limits itself to

10 one mode of performance, they are given a chance to

diversify their efforts in more meaningful tasks. Such

integration can, of course, still utilize a strong, principled

13 approach to the separate, unique characteristics of each

separate skill.

* plod along – to work slowly and continuously, but without imagination,

enthusiasm or interest.

_{Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).}

In the text,

This text refers to items 106 through 111.

1 Some may wish to argue that the integration of the

four skills diminishes the importance of the rules of listening,

of speaking, of reading, and of writing that are unique to

4 each separate skill. Such an argument rarely holds up under

careful scrutiny of integrated-skill courses. If anything, the

added richness of the latter gives students greater motivation

7 that converts to better retention of principles of effective

speaking, listening, reading, and writing. Rather than being

forced to plod along* through a course that limits itself to

10 one mode of performance, they are given a chance to

diversify their efforts in more meaningful tasks. Such

integration can, of course, still utilize a strong, principled

13 approach to the separate, unique characteristics of each

separate skill.

* plod along – to work slowly and continuously, but without imagination,

enthusiasm or interest.

_{Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).}

According to the text, it can be inferred that

This text refers to items 106 through 111.

1 Some may wish to argue that the integration of the

four skills diminishes the importance of the rules of listening,

of speaking, of reading, and of writing that are unique to

4 each separate skill. Such an argument rarely holds up under

careful scrutiny of integrated-skill courses. If anything, the

added richness of the latter gives students greater motivation

7 that converts to better retention of principles of effective

speaking, listening, reading, and writing. Rather than being

forced to plod along* through a course that limits itself to

10 one mode of performance, they are given a chance to

diversify their efforts in more meaningful tasks. Such

integration can, of course, still utilize a strong, principled

13 approach to the separate, unique characteristics of each

separate skill.

* plod along – to work slowly and continuously, but without imagination,

enthusiasm or interest.

_{Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).}

According to the text, it can be inferred that

This text refers to items 106 through 111.

1 Some may wish to argue that the integration of the

four skills diminishes the importance of the rules of listening,

of speaking, of reading, and of writing that are unique to

4 each separate skill. Such an argument rarely holds up under

careful scrutiny of integrated-skill courses. If anything, the

added richness of the latter gives students greater motivation

7 that converts to better retention of principles of effective

speaking, listening, reading, and writing. Rather than being

forced to plod along* through a course that limits itself to

10 one mode of performance, they are given a chance to

diversify their efforts in more meaningful tasks. Such

integration can, of course, still utilize a strong, principled

13 approach to the separate, unique characteristics of each

separate skill.

* plod along – to work slowly and continuously, but without imagination,

enthusiasm or interest.

_{Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).}

According to the text, it can be inferred that

This text refers to items 106 through 111.

1 Some may wish to argue that the integration of the

four skills diminishes the importance of the rules of listening,

of speaking, of reading, and of writing that are unique to

4 each separate skill. Such an argument rarely holds up under

careful scrutiny of integrated-skill courses. If anything, the

added richness of the latter gives students greater motivation

7 that converts to better retention of principles of effective

speaking, listening, reading, and writing. Rather than being

forced to plod along* through a course that limits itself to

10 one mode of performance, they are given a chance to

diversify their efforts in more meaningful tasks. Such

integration can, of course, still utilize a strong, principled

13 approach to the separate, unique characteristics of each

separate skill.

* plod along – to work slowly and continuously, but without imagination,

enthusiasm or interest.

_{Teaching by Principles. H. Douglas Brown. Prentice Hall. 3rd edition, p. 218 (adapted).}

According to the text, it can be inferred that