Abstract
ABSTRACT This study, which consists of five chapters, aims at comparing two reading methods in ESP context, i.e. Structural^ method and Interactive method in teaching reading in English as a foreign language. The study was administered to tuio groups whose levels are the same. In the first chapter, the various purposes for teaching reading from different standpoints are emphasized. The brief outline, af various language teaching to reading is summarized. At the end of the first chapter, the purpose of this study, and its scope is briefly explained. The second. chapter is concerned with approaches to foreign language teaching. How these approaches handle reading is reviewed. Moreover, the place and the importance of ESP in reading classes, and requirements of reading in ESP context are strongly indicated. Finally, language tests are mentioned for clarifying the testing of reading in ESP context. Test are reviewed as a measurement of achievement. The third chapter deals with the research design, selection of subjects, data collection and data analysis. Limitations and methodological assumptions are also seen in this chapter. 11The fourth chapter presents statistical analysis which derived from the data obtained from the tests. In the fifth chapter, statistical interpretations are discussed and the conclusion is drawn by stating distinctive approaches tD reading ESP. The methods compared in this study are diametrically different. It is concluded that the Interactive method is more effective in developing reading skill in ESP context. m
