الفهرس 
Chapter one: Background & problemيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
”the content of English language curriculum is not based on developing the communicative competence for non-specialist students at faculty of Education, Beni-Sueif University, and it focuses on grammatical competence rather than communicative competence, this led to apparent weakness in students’ oral fluency and listening comprehension. To solve this problem, the researcher suggested a program based on the communicative approach to enable students to carry out a second language meaningful communication.
The main aim of the present study was to see the effect of using CLT on developing first year non-specialist students’ English communicative competence. The study was guided by the following questions
1. What are the English language speaking and listening skills which are appropriate for the first year non-specialist students? The researcher constructed listening and speaking checklists, rubrics, and other instruments.
2. What are the activities that could be used to enhance students’ communicative competence? To answer this question, the researcher reviewed several resources to find suitable and effective activities and modified it to develop students’ communicative competency.
3. What is the effect of a proposed program based on communicative approach on developing non-specialist students’ English speaking and listening skills? To answer this questions, the researcher constructed a program and administered it to the first year non- specialist students at the faculty of education. The posttest was administered by the end of program application. The results of the pre/posttests were compared to see the effect of using CLT in developing learners’ speaking and listening skills
Pedagogical implications
Following are several possible reasons why this program was effective in developing English language speaking and listening skills.
• The authentic and challenging learning environment helped students to learn without stress and have self-confidence to do tasks.
• the enjoyable and funny Real life situations that used in learning process helped students to acquire English language functions and competence more easily.
• Learning through communicative tasks helped students to be active participant, and motivated.
• Tolerated errors helped the students to practice language without embarrassment or fear.
• The strategy covered all their weakness points
• The training program was appropriate to their abilities.
• The students enjoyed the program and its tasks.
• Using communicative tasks increase students’ abilities to carry out the task in correct way and raised their self-confidence to communicate well with their colleagues. The students showed great ability to communicate in real life situations. This type of teaching energized the students’ desire towards English learning and to interact freely and communicatively.
• The implementation of teaching using communicative tasks improve students’ positive reaction as being work through real life situations as a real communication. The students preferred that type of learning.
• Using communicative tasks helped the experimental group students to improve their communicative competence. It provides the students of the experimental group a chance to practice language without stress because errors are tolerated, the researcher gave them feedback after they finishing the task and providing them with vocabulary while they were communicating. The researcher focused on fluency not accuracy in teaching the experimental group.
• Communicative tasks are realistic and meaningful. Real communication situations were the focus instead of isolated structures with no real-life reference.
Limitations:
• Some learners didn’t attend the first session. The researcher started the second session with a quick revision to outline the main objects of the program.
• At the beginning of the program, the learners were somewhat shy to talk in English. They didn’t have enough self-confidence. The researcher makes sure to break the ice between herself and the learners and between the learners themselves.
• Two times the session was delayed to the upcoming week because of some problems in the linguistic lab.
• Sometimes the voice that coming from out of the classroom affected the students to listen carefully.
Results of the study:
1. There were statistically significant differences on the post-tests between the mean scores of the control group and experimental group on developing overall speaking sub-skill in favor of the experimental group.
2. There were statistically significant differences on the post-tests between the mean scores of the control group and experimental group on developing each speaking sub-skill in favor of the experimental group.
3. There were statistically significant differences between the mean scores of the experimental group on the pre-test and post-test on developing overall speaking skills in favor of the post-test.
4. There were statistically significant differences between the mean scores of the experimental group on the pre-test and posttest on developing each speaking sub-skills in favor of the post-test.
5. There were statistically significant differences on the post-tests between the mean scores of the control group and experimental group on developing overall listening skills in favor of the experimental group.
6. There were statistically significant differences on the post-tests between the mean scores of the control group and experimental group on developing each listening sub-skills in favor of the experimental group.
7. There were statistically significant differences between the mean scores of the experimental group on the pre-test and post-test on developing overall listening skills in favor of the post-test.
8. There were statistically significant differences between the mean scores of the experimental group on the pre-test and post-test on developing each listening sub skills in favor of the post-test.