الفهرس 
The Problem and Its SignificancOnly 14 pages are availabe for public view
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Abstract
This study examined the effectiveness of using two distinctive methods of developing oral communicative skills of listening and speaking to absolute beginners, namely, the communication language practice method, Treatment 1 , versus the controlled language practice method, Treatment 2 • The basis of treatment 1 was sequenncing structural pattern drills from mechanical to meaningful and then communicative drills, followed by some interaction activities to bridge the gap between skill getting and skill using phases
of language learning 0 Contrarily, Treatment 2 was based on only the mecha.nical manipulation of patterns through mimicryz~ion of dialogue lines which are some of’the characteristics
of the audio-lingual method. Hypotheses assumed that pupils in treatment 1 would score significantly better than pupils in t~~ment 2 on the linguistic discrete point tests of listening comprehension of vocabulary i terns, grammatical structures and pronuncia tion; and on the communication tests of listening and peaking, and finally on the total language proficiency testo t was also assumed that the amount of communication would be the first predictor of communicative competence, and that pupils ith high 1.Qo would score significantly better than pupils with ow loQ. on the communication tests and the total language Proficincy test •
Subjects involved in this study were 80 males and 80 females enrolled in the seventh grade in two prep. schools
in Miniao The experiment lasted for three months. Two teachers taught all groupso Tests of linguistic competence and communiicative competence were administered. Results confirmed all hypotheses with the exception of the hypothesis related to the 1.Qo In other words, pupils with high 1.Q. showed no superiority over those of low loQo on the prescribed testso Besides, pupils in Treatment I , scored significantly better than pupils in treatment 2 on all tests • The amount of communication was foood to be the first perdictor of communicative competence.