Abctract: The aim of this study is to investigate and demonstrate the role of using short stories in teaching English to adult Libyan learners, and to outline the results of integrating this genre of literature on the learners' four language skills. This study traces back the use of literature in general, and short stories in specific on teaching English as EFL and ESL. Moreover, it illustrates the benefits and drawbacks of using stories as supplementary materials in teaching. Also, it suggests various activities to be used in the language classroom to enhance the learners' receptive and productive skills. Furthermore, it discusses the results of using short stories in teaching English to Libyan learners and how did they respond to different literary texts. On the basis of the results of this research, the researcher hopes to show all English teachers in Libya the importance of making use of short stories in teaching, as it results in the enhancement of the learners' language skills and makes the learning and teaching processes more collaborative and enriching not just in language, but also in terms of motivating the learner, broadening his insights, and improving his critical thinking, learning autonomy and creativity. The methodology followed was based on the researcher's personal observation in teaching two experimental classes with two different levels using short stories as supplementary materials. In opposition to teaching other classes with the same language levels but without using 3 any short stories in the teaching process. The results noticed from the learners' home works, language competence and classroom activities showed that the two experimental classes' language abilities enhanced noticeably far more than the other classes.
فاطمة محمد دلة (2015)

Abstract Lexical competence can be defined as one's ability to use words differently and fully. This study is an attempt to investigate the effective techniques for testing the lexical competence in foreign language teaching. The study consists of four chapters. Chapter one is an introduction to the study. It focuses on the background of the study, and the problem of the study as well as the purpose and the hypotheses of the study. Chapter two deals with the definitions, characteristics, types and methods for testing lexical competence were given. This chapter also focuses on the testing language skills and what to test in testing learners' lexical competence. Chapter three is the practical part of the study. It includes subjects of the study and data for the study. The data consisted of the students' test and the teachers' questionnaire with their analysis and results. Chapter four is concerned with the concluding remarks that have been drawn from the study. Some recommendations on the appropriate use of testing vocabulary are also suggested in order to overcome the teachers and the student’s problems for techniques in testing and teaching lexical competence.
حميدة علي الباوندي (2015)

Abstract: The main concern of this thesis is to examine the deficiencies of very important role of curriculum and syllabus plans in Tripoli Teacher Institutes to train and prepare the professionally qualified teachers to teach English for Specific Purposes in secondary schools in Tripoli. This study intended to investigate whether the curriculum and syllabus plans used in Teacher Training Institutes are adequate for training and preparing professional English for Specific Purposes teachers in secondary schools in Tripoli. Curriculum includes the philosophy, purposes, design, and implementation of the whole program. In this study a questionnaire and interview (of fifteen items) were distributed to two hundred and twenty five students who were enrolled in the 6th, 7th, and 8th semesters in the English department in Tripoli, Ganzour, and Bin- Ghesher in three Teaching Training, a questionnaire of twelve items was distributed to twenty secondary school teachers in various secondary schools in (Tripoli, Ganzour, and Bin- Ghesher ) schools, and interviews to twenty institute teachers in three institutes in Tripoli for investigation of curriculum and syllabus plans.
محجوبة أبوبكر الزيدي (2012)