Abstract:
This study attempts to investigate the impact of teaching literature to secondary school students on enhancing their communicative competence. The study employed a methodology that combines experimental design with descriptive design. The population of the study is somesecondary school students in Sudan. The sample consisted of 100 students and 30 teachers. The students were divided into two groups; the experimental group and the control group, each of which comprised 25 males and 25 females. The teachers were 30; 18 males and 12 females. They covered a wide range of academic qualifications and experience.Data collection tools were (1) (Written Discourse Competition Test )WDCT, (2) (Multiple-Choice Discourse Competition Tests)MDCT, and (3) the teachers' questionnaire. The data were analyzed statistically for the weighted means and the t-tests. The analysis revealed that (1) before the intervention, the two groups were the same, (2) after the intervention the means were higher in both groups with the experiment group achieving a dramatic rise in the means, (3) the teachers are not fully aware of the objectives of teaching the MSGRs and they are not familiar with the online MMS. The study offered some recommendations the most important of which is the training of the teachers to use the online MMs. It also suggested topics for further research the most important of which is investigation of the effect of the explicit teaching of communicative competence on developing the communication skills of the students.
Keywords: communicative competence, (Written Discourse Competition Test)WDCT , (Multiple-Choice Discourse Competition Tests)MDCT , MSGRs , line means.
