A study of the differences among EFL/ESL methods for reading Comprehension and language awareness

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URI: http://hdl.handle.net/10498/24617
DOI: 10.30827/portalin.v0i35.15412
ISSN: 1697-7467
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Diferencias entre métodos de lengua extranjera en relación con la comprensión lectora y conciencia lingüística
Date
2021-01Department
Filología; PsicologíaSource
Porta Linguarum 35, enero 2021 pp. 9-24Abstract
The present paper reports on the effectiveness of the Grammar-Translation Method, Communicative Language Teaching and Content and Language Integrated Learning upon reading comprehension and language awareness. The study recruited a convenience sample of 164 Spanish students from a rural area in southern Spain who randomly received these three ESL/EFL methods. The research was focused on two hypotheses. Firstly, L2 reading learning is more effective from CLT and CLIL than GTM. Secondly, CLT and CLIL demand more contextual learning. Results showed CLT method offered more similar results among the reading comprehension tasks (p<.01). However, from a descriptive study, GTM obtained the best performance globally. In all three methods, scores were weakest for pragmatic awareness. However, the interaction between reading comprehension and language awareness suggested that the intervention was more supportive for CLT. Also, significant intra-gender differences according to the learning methodology were found. Study limitations and future research recommendations also were discussed.
Subjects
cognitive development; ESL; language comprehension; language awareness; readingCollections
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