THE LINGUODIDACTIC ESSENCE OF ENGLISH LISTENING AND SPEAKING SKILLS AND THEIR PEDAGOGICAL INTEGRATION

Listening and speaking constitute the foundational oral-aural continuum of communicative competence in English language education. While traditionally taught in isolation, contemporary linguodidactic research emphasizes their cognitive, pragmatic, and pedagogical interdependence. This article examines the linguodidactic essence of English listening and speaking skills, tracing their theoretical foundations in psycholinguistics, second language acquisition, and language pedagogy. It further explores the rationale, models, and classroom implications of integrating these skills within modern EFL/ESL curricula. Drawing on communicative language teaching, task-based learning, and cognitive-load theory, the paper argues that integrated listening-speaking instruction enhances fluency, strategic competence, and authentic communicative performance. Methodological strategies, technological affordances, and assessment frameworks are discussed alongside persistent pedagogical challenges. The article concludes with recommendations for teacher development, curriculum design, and future empirical research, positioning skill integration as a linguodidactic imperative rather than an optional pedagogical preference.