الفهرس 
The Problem and Its SignificanceOnly 14 pages are availabe for public view
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Abstract
The present study attempted to achieve the following objectives:
1. Developing the listening skills of first year English majors.
2. Developing the speaking skills of first year English majors.
In the light of the findings obtained in the present study, a number of recommendations were drawn.
1. The communicative situations-based program can be used for teaching the listening and speaking skills to students at other learning stages, taking into consideration students’ age, needs, and linguistic proficiency levels.
2. Communicative situations-based programs should be introduced via blended E-learning.
3. EFL teachers should focus on developing students’ aural-oral communicative competence including strategic, pragmatic, discourse, and cultural competencies.
4. Authentic materials are required in communicative situations-based courses so as to help students to develop their aural-oral communication skills.
5. Intensive use of conversational situations in the classroom for activating and developing students’ aural-oral communication skills.
6. Creating a non-threatening, anxiety free, motivating, friendly, and supportive classroom language learning environment for increasing students’ oral participation, language use, and motivation.
7. Using effective methods that promote students’ oral participation and reduce their oral communication apprehension in the EFL classroom.
8. Integrating the target culture in language teaching.
9. Integrating teaching phonology with conversational skills to enhance students’ pronunciation skills.
10. Aural-oral assessment should be stressed in TEFL college programs.
11. Using video-taping when implementing communicative activities for reflection.
12. EFL teachers should receive pre-service and in-service training programs on the use of communicative situations in the classroom.