Enhancing Grammatical Competence among Final-Year Secondary Students in Libya through Task-Based Language Teaching and Grammar Consciousness-Raising Approaches
DOI:
https://doi.org/10.37375/foej.v5i1.3844الكلمات المفتاحية:
Task-Based Language Teaching (TBLT)، Grammar Consciousness-Raising (CR)، Libya، Secondary Education، EFL Pedagogy، Communicative Competence، Grammar Acquisition، Curriculum Reformالملخص
This paper explores the effectiveness of Task-Based Language Teaching (TBLT) and Grammar Consciousness-Raising (CR) in improving grammatical competence among final-year secondary school students in Libya. Despite curricular reforms aimed at integrating communicative strategies, traditional grammar-based instruction remains dominant in Libyan classrooms. This research provides an extensive literature review, methodological analysis, classroom observations, data interpretations, discussion, and pedagogical implications. The study argues that integrating TBLT with CR can significantly enhance grammatical accuracy, student motivation, and communicative competence. The findings underscore the need for teacher training, improved learning environments, and curriculum restructuring to support modern pedagogical approaches.
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