The purpose of this paper is to review the discipline of communication theories as a way to intercommunicate among Listening/Speaking, Reading, and Writing education research and to explore its method and direction. First, the author starts with the premise that each of the three sub-disciplines has its own individuality as a part of the language education discipline. He then reviews the tradition of communication theories as a common ground of the three disciplines from a meta-discourse perspective. He explains three aspects of intercommunication among the sub-disciplines: purposes, content, and methods of communication. He presents the following intercommunication purposes: the construction of self-identity of each sub-disciplines, the systematization of the superordinate discipline, and improvement of the learners’ language lives. As for content of intercommunication, he lists components of a theory, characteristics and methodologies of the research, and research objects as the aspects. Furthermore, exposition, comparison and analysis, and integration are the main steps he proposed as methods of communication. Finally yet importantly, the author pays attention to the ecological approach as a common agenda. This view is related to the concept that literacy is a kind of social practice; on that basis, he emphasizes that it is important to research language activities in and out of school throughout life, while considering a practical living context.