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APPLYING CLIL METHOD FOR A COMPREHENSIBLE INPUT IN READING SKILL

Abstract:

The lack of students’ interest in upgrading Reading skill in a low percentage is perhaps, due to the fact that people are not accustomed to read in their spare time in many countries, even for their schooling duties. For many years, the development of reading activities in class has normally been carried out in a simple way, with simple instructions which have not let the learners be in depth with their contents. It means that it has been performed superficially without providing comprehensible input to the students. This research focus on how well CLIL methodology maximizes reading comprehension and the acquisition of the new language in contrast with the methodology applies in the Direct Method.(Rosenshine, 1985 as cited in Silver, Strong, Perini, 2007) says that “Teachers who spend more time demonstrating and explaining procedures and skills are more effective than teachers who spend less time doing so.” The findings of this study show that reading skills developed with the CLIL methodology would be helpful to enhance students’ communicative skills and motivation taking into account the time devoted to performing tasks in class, the aim of each activity, the knowledge that the students get and the outcomes that the students could get at the end of the English teaching and learning process.