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Abstract
The aim of this study was to investigate the effectiveness of using
situationally based dialogues in the teaching of grammar rules on
developing some communicative skills, i.e. listening and speaking skills,
for preparatory stage students. The subjects of this study included ( 76 ) students in the second year preparatory stage. The subjects were divided into two groups: the experimental group which included ( 40 ) students and the control group which included ( 36) students. The following procedures were conducted in this study: 1- Reviewing the previous studies related to the study variables. 2- Reviewing the content of the students’ textbook to determine the grammatical rules which will be taught. 3- Writing the grammatical rules in situationally based dialogues and administering them to the jury to determine their validity and reliability . 4- Choosing the sample and dividing them into two groups: the experimental group and the control group. 5- Designing the instruments ofthe study as follows:
a)the speaking test b)the listening test. 6- Administering the tests to each group as pre-tests. 7- Teaching the situationally based dialogues to the experimental group by the researcher. 8- Teaching the grammatical ules to the control group traditionally by another teacher. 9- Administering the tests to each group as post-tests.
10- tatistical treatment and discussing the results. A speaking rating scale, designed by the researcher, was used to
assess the students’ speaking sub-skills, i.e. pronunciation, correct use of grammar, use of suitable vocabulary and the fluency in speech. The results of this study supported its hypotheses. The showed that there were statistically significant differences betw experimental group and the control group in using each speaki skill except for the pronunciation sub-skill. These differences favour of the experimental group. The results indicated that there were statistically si differences between the experimental group and the control group development of their communication skills. This development
favour of the experimental group.
The results indicated that there were statistically si differences between the mean scores of the experimental group pre-test and their mean scores on the post-test in using eac speaking skill. These differences were in favour of the their sc the post-test. The results also indicated that there were statistically si differences between the mean scores of the experimental group pre-test and their mean scores on the post-test in the develop their communication skills. This development was in favour of scores on the post-test.