Content-Based Instruction (CBI) is viewed as relatively a new approach to teaching English as a foreign or second language. CBI integrates teaching of the linguistic aspects and the subject matters as a core of the learning process. It focuses on the integration of the language skills.
This paper attempts to investigate the effect of implementing Content-Based Instruction on the students recognition achievement in teaching reading comprehension at university level. The sample of the study consisted of (50) second-year students studying in the Department of History, College of Arts, University of Mosul. The sample is divided in to experimental and control groups. Each has (25). After achieving co-equivalence between them, an achievement test has been conducted on them. It hypothesized that using CBI will better help students of History in: Comprehending vocabulary items, word knowledge, grammatical structures, reference, lexical relations, cohesion and coherence correctly and meaningfully at recognition level. The result obtained indicates that using CBI in teaching reading comprehension was found to be effective approach that helped to enhance the students ability at recognition level.