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)

" من خلال تجربته كأستاذ للغة الانجليزية بالإدارة العامة للتدريب والنادي الاجتماعي لاحظ الباحث إن معظم ضباط الشرطة لديهم الحافز(الدافع) القوي لتعلم اللغة الانجليزية وذلك كلا حسب مكان وطبيعة عملة وامكانياتة. ومن خلال تواجد الباحث تمكن من معرفة بعض المعوقات التي تكون محبطة لحافز التعلم اللغوي لديهم. لذلك تقرر البحث في هذه المشكلة وتقديم بعض المقترحات التي تساعد علي رفع مستوي الحافز لدي ضباط الشرطة لتعلم اللغة الانجليزية. قام الباحث أولا بجمع المعلومات من خلال إجراء استبيان ومسح لبعض أراء كبار ضباط الشرطة في هذا الصدد. ويتضمن البحث أربعة فصول وهي كالأتي: الفصل الأول: يتناول عرضا شاملا لدور الحافز في تعليم اللغة الانجليزية لدي ضباط الشرطة. الفصل الثاني: دراسة عملية عن دور الحافز لدي ضباط الشرطة في تعلم اللغة الانجليزية. الفصل الثالث: يتناول هذا الفصل تحليلا لنتائج الدراسة العملية التي أجريت على ضباط الشرطة. الفصل الرابع: وينتهي بالنتائج والتوصيات التي توصل إليها.  Abstract: Some police officers in Libya are still not clear about the reasons why they need to learn English. Most of them have studied English for a long time, since preparatory school, and they are not aware of the benefits they gained through learning English. It is easy for them to follow teachers’ instructions without strong motivated self-learning. The phenomena of a few independent learning models may explain why police officers usually do not have a systematic way of learning English, or a clear goal for studying the language. However, the only concern they have is to pass the final English examination at the end of a given course. Learners’ motivation determines the degree of their efforts and personal participation in learning English. This thesis examines police officers’ motivation of learning English, looks at definitions of motivation, Gardner’s social-educational model, and addresses how to facilitate the efficient teaching. Researching Gardner’s theory on police officers’ motivation can help teachers to use classroom activities that can stimulate students’ interests in learning English better. This thesis includes four chapters: The first chapter: Background of the Study this chapter talks about Motivation and language learning. The role of motivation in success the language learning. Why ranking police officers are motivated to learn English? The second chapter: Literature Review; in this chapter I will define motivation and types of motivation. This chapter also reviews motivation theories, including Gardner’s social psychological approach and Gardner’s socio-educational model. The third chapter: In this chapter, I did an experimental study to measure motivation of ranking police officers in learning English in Tripoli and then analysis of data and findings. The fourth chapter: In this chapter, I have collected the results and Conclusion and also the recommendations of the research. The relevant motivation theories can help teachers to build a supportive learning environment, to initiate students’ interest, and to enhance their learning motivation. As far as police officers, they generally lack learning motivation and have lower proficiency; therefore it is necessary for teachers to use appropriate strategies to cultivate students’ motivation. "
محمد عمر علي عاشور (2010)

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)