Résumé:
The current study investigates teachers’ attitudes towards the use of segregated and
integrated skills approaches in teaching English for specific proposes. The journey to
master any language is a nonlinear path that requires the development of various skills
and competencies. Similarly, teaching English for specific purposes is no different, as it
involves promoting skills such as listening, speaking, reading, and writing. However,
there is a controversy among English for specific proposes teachers regarding whether
these skills should be taught separately, or interwoven together. In other words, whether
to adopt a segregated skills approach or an integrated skills one. To this end, a descriptive
quantitative method was employed, using a structured questionnaire that was
administered to ten teachers from different Departments, at the University of 8 Mai 1945
Guelma. The results obtained from the questionnaire reveal that the majority of teachers
prefer the integrated skills approach to the segregated skills one. Moreover, concerning
the use of these two approaches, the majority of teachers adopt both, yet they favor
instructional type that incorporates some degree of overlap or connection between
language skills rather than isolating each skill completely.
