چکیده:
This study was an attempt to investigate the comparative impact of two types of teaching approaches, namely content-based (CBI) and task-based (TBLT) instruction on the reading comprehension of Iranian EFL learners. For this purpose, sixty intermediate students from apool of eighty five students studying at a private language school were chosen using a piloted PET. The students were then randomly assigned to two experimental groups: CBI and TBLT. These teaching approaches were coupled with critical thinking activities. A piloted PET reading was administered as the posttest of the study after each group was exposed to the treatment for 18 sessions in six weeks. The mean scores of the two groups on this posttest were compared. The result of this study depicted no significant difference concerning the impact of CBI and TBLT on EFL learners’ reading.
خلاصه ماشینی:
"The Comparative Impact of Content-Based and Task-Based Teaching in a Critical Thinking Setting on EFL Learners’ Reading Comprehension Hamid Marashi* Islamic Azad University, Central Tehran Branch, Tehran, Iran Saloomeh Noochirwani Tehran Islamic Azad University, Science and Research Branch, Tehran, Iran Received: August 22, 2012 Accepted: December 1, 2012 This study was an attempt to investigate the comparative impact of two types of teaching approaches, namely content-based (CBI) and task-based (TBLT) instruction on the reading comprehension of Iranian EFL learners.
They were used to provide open-ended questions, interactions, and small group cooperation through the following 10 critical reading strategies: making inferences, challenging the ideology of the texts, annotating, comparing and contrasting, evaluating, contextualizing, reflecting, outlining and summarizing, questioning, and previewing.
The critical reading activities in this text were doing group cooperation, asking and answering open-ended questions, interacting, comparing and contrasting, previewing, questioning, and evaluating.
Accordingly, the researchers observed that using critical reading activities and exercises provided learners with an opportunity to have a more in-depth view when dealing with different texts; this was evident in the kind of comments and questions they raised in both classes since their interactions both among themselves and also with the teacher were extensively beyond the normal discourse of a typical ELT classroom.
Conclusion Based on the findings of this study, it can be argued that although previous studies mainly supported that one of CBI or TBLT approaches was effective in reading skill development, the setting of learning can also be effective especially when dealing with various types of critical thinking strategies and exercises."