Volume 7-6 October 2011.

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Title
The Effect of Task-Based Language Teaching (TBLT) vs. Content-Based Language Teaching (TBLT) on the Iranian Intermediate ESP Learners' Reading Comprehension

Authors
Ali Malmir (Ph.D. Candidate of TEFL)
Allameh Tabataba’i University, Tehran, Iran.

Saied Najafi Sarem (Ph.D. Candidate of TEFL)
Islamic Azad University, Science and Research Branch, Iran.

Ayat Ghasemi (M.A.)
Ilam University, Ilam, Iran.

Bio Data
Ali Malmir is a Ph.D. candidate of TEFL at Allameh Tabataba’i University, Tehran, Iran. His research interests include Task-Based Language Teaching (TBLT), Discourse Analysis, Interlanguage Pragmatics, Language Assessment.

Saied Najafi Sarem is a Ph.D. candidate of TEFL at Islamic Azad University, Science and Research Branch, Iran. His research interests include Language Learning Strategies, Critical Pedagogy, and Language Assessment.

Ayat Qassemy has received a M.A. in TEFL, Ilam University, Ilam, Iran. His research interests include Task-Based Language Teaching (TBLT), Applied Linguistics, and Critical Pedagogy.  

Abstract
The present study has tried to investigate the impact of Task-Based Language Teaching (TBLT) vs. Content-Based Language Teaching (CBLT) on the reading comprehension of the intermediate Iranian ESP learners. There were two experimental groups of thirty participants in the current research. They were chosen randomly from the students of Islamic Azad University of Asadabad, Hamedan majoring accounting. The subjects were given a reading comprehension pre-test (reading section of TOEFL) in order to make them homogeneous regarding EFL reading comprehension at the outset. Then, in group A, reading comprehension was taught to the subjects based on the principles of TBLT. However, in group B, reading comprehension was taught to the students through CBLT. The data analysis using independent T-test revealed that the subjects in TBLT group performed better on the reading comprehension post-test. It means that TBLT has been more effective than CBLT in teaching reading comprehension to Iranian ESP learners.

Keywords: Task-Based Language Teaching (TBLT), Content-Based Language  Teaching (CBLT), English for Specific Purposes (ESP), Reading Comprehension