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

Isabel Núñez-Vázquez,Rafael Crismán-Pérez

doi:10.30827/portalin.v0i35.15412

Abstract

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.

Highlights

IntroductionResearch into English as a second/foreign language learning (ESL/ EFL) method has increased considerably
Over past decades, research into English as a second/foreign language learning (ESL/ EFL) method has increased considerably
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

Summary

Introduction

Research into English as a second/foreign language learning (ESL/ EFL) method has increased considerably. The Grammar-Translation Approach, the Communicative Approach and the Language Immersion Approach are developed by three methodologies respectively: the Grammar-Translation Method (GTM), Communicative Language Teaching (CLT) and Content and Language Integrated Learning (CLIL). CLT and CLIL only consider foreign language as a reference. This last aspect has given rise to some controversy. CLT and CLIL consider the four linguistic skills in an integrated way (Listening, Speaking, Reading and Writing). Pragmatic awareness is “the conscious, reflective, explicit knowledge about pragmatics It involves involves knowledge of those rules and conventions underlying appropriate language use in particular communicative situations and on the part of member of specific speech communities” It involves involves knowledge of those rules and conventions underlying appropriate language use in particular communicative situations and on the part of member of specific speech communities” (Alcón & Jordá 2008, p. 193)

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Results

Discussion

Conclusion