Recent studies in corpus linguistics have revealed apparent inconsistencies between the prescriptive grammar presented in EFL textbooks and the type of grammar used in the speech of native speakers. Such variations and learning gapsdeprive EFL learners of the actual use of English and delay their oral/aural developmental processes. The focus of this research is therefore to highlight the necessity of integrating features of spoken grammar in L2 materials. Abasic comparative analysis is carried out to describe how reported speech, mainly direct speech, is prescriptively presented in Oxford Pocket English Grammar (OPEG) in comparison to how it is descriptively presented in the Longman Grammar of Spoken and Written English (LGSWE). The analysis reveals clearly the lack of spoken grammatical features of reported speech in (OPEG). In the light of the analysis, the paper proposes the incorporation of a twofold spoken/written grammar approach targeting primarily EFL advanced learners. Pedagogical implications and considerations for the incorporation of the twofold grammar approach are thoroughly discussed.

Corrective feedback (CF) in writing classes has been a central issue in the field of SLA. Various SLA studies recommended that raising the awareness towards EFL students' perceptions and attitudes of CF practices might lead to more effective learning of writing skills and more successful teaching methods in the L2 classroom (Ellis, 2009; Ferris, 2007; Lee, 1997; Pawlak, 2014). The present paper proposes a new perspective towards the use of CF practices in writing classes at the Saudi EFL context. The study, therefore, aims at collecting necessary data on students' attitudes towards the proposed practices of CF and finding out whether such practices would be positively or negatively perceived by students. It also aims at finding out whether or not such practices are beneficial for students. The results showed approval on the use of the proposed practices of CF among the majority of participants. Participants were motivated and exhibited patent ability for self-correction.

Second language acquisition studies have been significantly impacting the field of language learning and teaching and constantly informing EFL/ESL teachers with the best practices and implications for their language classes. The present study, therefore, examines issues on teaching practices of oral skills that are addressed in SLA studies and their relevance and applicability to the Saudi EFL situation in higher education. It highlights issues such as, the importance and limitations of the negotiation of meaning in group-work and pairs, the effect of training of interaction strategies on learners’ oral development, the importance of predicting intonational prominence, providing appropriate, feedback and the use of authentic materials. The present paper will further provide some recommendations on how EFL teachers may initiate interactive speaking activities in the EFL classroom and how that would aid leaners' second language development.

Abstract-As English is the most widely used language in the world in various areas such as technology, science, and business, many Arab countries including Saudi Arabia have shifted into more focus on communicative English language instructions. However, there is still a persistent gap between what is intended to be taught and what is expected to be produced by EFL students. The purpose of the present study is, therefore, to highlight the factors that contribute to Saudi EFL students' reluctance to speaking meaningfully and purposefully in the target language. A survey is conducted to find out Saudi EFL students' communicative proficiency at Jazan University. Instructed interviews are also carried out to include the voice of teachers on what hampers their students from producing oral output. The results showed that Saudi EFL students are encountering many challenges that hinder their developmental processes of speaking. Based on the research findings some recommendations were made for both teachers and students.

Formulaic language is a typical feature of textbooks materials used in EFL classes. EFL students are not engaged in the process of recognizing how naturally occurring speech takes place and is carried on. EFL learners in their helpless attempts to converse with others may tend to memorize formulaic fixed expressions and sometimes whole conversations. Following a conversation analysis approach, the present study explores the significance of involving Saudi EFL learners in understanding the flow and structure of spontaneous and interactive conversation. A sample of an excerpt taken from a conversation of an American TV talk show was recorded and transcribed. Practices of interactional competence such as conversational organization, situational characteristics, lexical choices, linguistics devices, and other conventions of speech behavior are identified and then discussed in details. This CA approach is, therefore, meant to serve as a model of salient interactive practices and norms that present the conversational system of actual everyday talk. The purpose is to raise EFL learners' awareness of the socio-cultural features of real-world communication and enhance their interactional skills necessary to boost their communicative competencies.