RT journal article
T1 A study of the differences among EFL/ESL methods for reading Comprehension and language awareness
T2 Diferencias entre métodos de lengua extranjera en relación con la comprensión lectora y conciencia lingüística
A1 Núñez Vázquez, Isabel María
A1 Crismán Pérez, Rafael Fernando
A2 Filología
A2 Psicología
K1 cognitive development
K1 ESL
K1 language comprehension
K1 language awareness
K1 reading
AB 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.
PB UNIV GRANADA
SN 1697-7467
YR 2021
FD 2021-01
LK http://hdl.handle.net/10498/24617
UL http://hdl.handle.net/10498/24617
LA eng
DS Repositorio Institucional de la Universidad de Cádiz
RD 13-nov-2026