Comparative Study of Content-Based vs. Task-Based Syllabi-Oriented Instruction on Developing Reading Skills among EFL Learners

This study is a comparative investigation of content-based and task-based syllabus instruction on developing student’s reading skill among Iranian EFL learners. Content-based syllabus are materials related to the field of study and students focus on course information and learn language indirectly, while in task-based syllabus students are exposed to natural conditions by reading real texts such as magazines and letters. This study is quantitative analysis performed using pre and posttest and treatment sessions. Population of the study was 60 students from Islamic Azad University of Tehran south breach and Iran’s National Language Institute. In this study the two groups of participants were examined using preliminary English test and 40 eligible students were included in a 16 sessions of related syllabus treatment after pretest of reading skill. Posttest of reading skill was performed and the effect of syllabus treatment and differences between the two syllabuses was specified using SPSS 21. Result of the study showed that there is a significant relationship between using syllabus treatment and students reading skill. Result of difference between the two independent variables showed that there is a significant difference between task-based and content based syllabus in developing reading skill so that students in task-based group performed better than content based group.

کلیدواژه ها:

content-based ، task-based ، reading skill ، syllabus.