Information GAP activities in english reading comprehension

Abstract

Task-based teaching (TBLT) is a method that covers the Information-gap Activities (i-gap), and has proven to be very effective in teaching foreign languages, according to authors such as Yalcín and Balsaran. The general objective of the work was to apply Information-GAP Activities as a technique to improve the reading comprehension capacity, applied in a population constituted by twenty students from the Language Center of the Catholic University of Cuenca. Through a quantitative-experimental approach, these strategies were appliedto measure their effectiveness in acquiring the reading comprehension of texts in English in university students. The methodology was based on the application of a pre-test and post-test, the results revealed the positive effects in the improvement of reading skills and the increase of lexical contents in the participants. Readings were chosen for the application of this study that refer to the contents established in the guidelines of the Common European Framework of Reference for Languages, obtaining as a result a level of reading comprehension that is very satisfactory and adequate for this level and as a recommendation the consideration of the phases of reading to obtain a significant increase in the use of vocabulary in context and their reading comprehension in general