الفهرس 
Study Problem & its ContextOnly 14 pages are availabe for public view
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Abstract
The study was intended mainly to investigate the effect of manipulating the Oral Discourse Analysis (ODA) on improving EFL prospective teachers’ oral performance of the semantic, morphological, syntactic, phonological, and pragmatic (SMSPP) proficiencies along with their related linguistic awareness. Attaining such a purpose, the researcher adopted a basic-applied, qualitative-quantitative, confirmatory study design. Conducting the current treatment, she has randomly assigned a number of 40 EFL third year students to one treatment group administered to a pre-and post-testing technique for the purpose of data gathering and analysis. Performing the testing sessions, she has employed a semi-structured interview along with a five-point, Likert scale questionnaire. Carrying out the training sessions, she has utilised a wide range of various authentic videos encompassing academic, non-academic, formal, and informal ones as the chosen study material, in addition to an observation checklist for monitoring the participants’ progress. The current Pedagogical ODA treatment was conducted over a period of seven consecutive weeks, along 20 practical sessions, within the second term of the academic year 2015-2016. The results of the study confirmed that Pedagogical ODA had a positive effect on improving the participants’ oral performance of the SMSPP proficiencies along with their related linguistic awareness.
Key Words: Oral Discourse Analysis (ODA), The Semantic, Morphological, Syntactic, Phonological, and Pragmatic (SMSPP) Proficiencies, Linguistic Awareness (LA) , and EFL Prospective Teachers.