الفهرس 
Chapter One: Introduction and Problem of the StudyOnly 14 pages are availabe for public view
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Abstract
The present study aimed at investigating the effect of a pragmatics-based program on developing EFL prospective teachers’ oral communication and critical thinking skills. The study participants were thirty third-year EFL prospective teachers chosen randomly from Faculty of Education in Damietta University. They were divided into two groups: experimental group (N = 15) and a control one (N = 15). The researcher prepared an oral communication checklist to identify the appropriate oral communication skills required for the participants. A pre-post oral communication test was administered to the two groups to measure their oral communication performance before and after implementing the program. Moreover, a critical thinking checklist was designed to determine the critical thinking skills suitable for them. Besides, a pre-post critical thinking test was applied to the participants before and after the treatment. The pragmatics-based program was implemented to the experimental group for six weeks while the control group did not receive any courses except their regular courses at the faculty. The results of the study showed that the experimental group outperformed the control group in the oral communication test as well as the critical thinking test. Comparing between the experimental group pre- and post-administrations indicated the positive effect of the pragmatics-based program in developing the participants’ oral communication and critical thinking skills. The results asserted that using the implicit way for teaching pragmatic aspects helped in developing EFL prospective teachers’ oral communication and enabled them to develop their critical thinking skills.