Integrating Speaking and Reading Skills in Communicative Pedagogy

Abstract

The integration of reading and speaking within communicative pedagogy has become increasingly significant in the context of higher education. In language teaching, particularly in English as a Foreign Language (EFL) settings, the ability to connect receptive and productive skills is central to developing communicative competence. This paper examines how communicative language teaching (CLT) principles promote the interaction between reading and speaking, and how this relationship enhances comprehension, fluency, and engagement among university students. The discussion is grounded in established theoretical perspectives such as the input and output hypotheses, sociocultural theory, and communicative competence models. Drawing on previous studies, this paper argues that combining reading comprehension with oral communication creates a dynamic and interactive environment conducive to deeper learning and more authentic language use