A Study of the Differences among EFL/ESL Methods for Reading Comprehension and Language Awareness

The present paper reports on the effectiveness of Grammar-Translation Method, Communicative Language Teaching and Content Integrated Learning upon reading comprehension language awareness. study recruited a convenience sample 164 Spanish students from rural area in southern Spain who randomly received these three ESL/EFL methods. research was focused two hypotheses. Firstly, L2 learning is more effective CLT CLIL than GTM despite being visual skills main core translation Secondly, demand contextual learning, so methods consider pragmatic awareness relevant GTM. Results showed method offered similar results among tasks (p<.01). However, descriptive study, obtained best performance globally. Pragmatic performed weakest all interaction between suggested that intervention supportive for CLT. Also, significant intra-gender differences according to methodology were provided. Study limitations future recommendations also discussed.