Linguistic competence and its relationship to the practices of teaching grammatical concepts among teachers of the second part of the basic education stage in Libya

Abstract

The research aimed to identify the level of linguistic competence among Arabic language teachers in the State of Libya and to reveal the existence of a fundamental impact of linguistic competence indicators represented by phonetic indicators, grammatical and class indicators, and semantic indicator in developing the of teaching grammatical concepts among Arabic language teachers in the second part of the basic education stage                               

Through the questions that the research seeks to answer, the descriptive analytical approach was relied upon, and the researcher prepared two observation cards to identify the level of linguistic proficiency and the extent to which teachers practice teaching grammatical concepts to stude                                      The study community was represented by a research sample of Arabic language teachers in the second part of the basic education stage under the supervision of Al- ayda Education, their number reached 28 teachers. The results of the study proved that the level of compatibility of linguistic proficiency indicators as a whole was at an average degree, and the ranking of the three areas in terms of the degree of compatibility was as follows: phonetic indicators, grammatical and morphological indicators, and semantic indicators. There is a moral satisfactory effect of linguistic proficiency indicators in developing the practices of teaching grammatical concepts among Arabic language teachers in the second part of the basic education stage          

to provide an encouraging and supportive environment for the transfer of knowledge and experience among Arabic language teachers, and to focus on developing linguistic competence among teachers and encouraging teachers to be creative and develop modern teaching methods