شبكة المعلومات العربية التربوية

This study aimed at identifying teachers’ practice of language communication skills at low basic schools. Tool of the study: the researcher prepared and adopted a questionnaire for the skills of linguistic communication. Sample of the study: A random sample was selected from the study population. The researcher distributed (242) questionnaires, a number that statistically sufficient to get results that represent the study population. Of this number, (56) were male teachers (23.1%) and (186) were female teachers (76.9%). Study Methodology: The researcher used the descriptive analytical method. The main results of the study: 1) There are no statistically significant differences between the means of both female and teachers’ scores (government and UN) on all skills and the total score of the questionnaire on the variable of the communication skills. 2) There are no statistically significant differences between both UN and government teachers' mean scores on all skills and the total mean score of the questionnaire on the extent to which teachers of the low basic stage practice communication skills based on their views on the variables of (gender, academic qualification, years of service, class, supervising party.) 3) There are statistically significant differences between both the means of UN teachers' and government teachers’ estimations of all skills and the total score of the questionnaire about the extent of teachers’ practice of communication skills in favor of UN teachers. The main recommendations: 1) English language teacher should design drills on communication skills featured with flexibility and matching students’ distinctions. 2) Students should acquire basic language skills and there should be high-quality programs that offer students linguistically, culturally, and developmental appropriate experiences. 3) Developing the awareness of low basic stage teachers, advisors, and supervisors of the cultural activities on using various activities of to develop students’ communication skills. 4) Focusing on students' acquisition of language basic skills (reading, listening, speaking, and writing in particular) at early basic grades. 5) Schools, homes, and society should contribute to creating language environment suitable for students to converse and communicate with their teachers. 6) Setting high quality standards of the content of the texts meant for the basic grades, with full control and highly appropriate output. (Author’s abstract)