The psycholinguistic foundations of the integrative teaching and assessment of language skills is rooted in the integrity of speech functions within the speech act. It is the result of the linguistic analysis that we, scholars, divide language into phonology, lexis, grammar in classical paradigm, or listening, speaking, reading and writing in the communicative paradigm, as well as production, reception, interaction and mediation paradigm suggested by The CEFR Companion Volume in 2018. In real life language functions as a holistic entity. A common mechanism of all speech activities is provided by the work of memory, probabilistic forecasting, mechanisms of comprehension, the interaction of the auditory and motor analyzers and the presence of internal speech in the processes of listening and speaking. They all function together and simultaneously, though for the sake of better understanding and teaching the complex phenomenon of whole language movement we divide it into skills, activities, functions, strategies, competences or whatsoever.
With this respect we claim that successful speech communication implies reconciliation of linguistic phenomena through the cognitive functions of a person. The psycho-linguistic model of relationship between receptive and productive skills is most clearly manifested in oral interaction, although it may be observed within reading-writing intercourse as well. Integrative training (testing included) is aimed at overcoming problems of misunderstanding and negotiation of meaning through integrated skills tasks.