Pronunciation plays a very important role in both teaching and learning processes in our social lives. Many students desire to speak the language perfectly and properly. When one wants to learn a language his first attempt to prove its knowledge is by speaking. When we study a language we are dealing with different sounds, utterances as well as other characteristics of forming speech, one of which is used to put emphasis on words that we think the key ones, this feature is called stress. Teaching word stress is a very important aspect in English language. Arranged drills are of a great importance in a advance of learning stress, they help to overcome the problems of mispronounce some words.

This study is an attempt to investigate word stress error made by secondary school students, where stress is being taught as

complicated issue that need to be analyzed and explained to students in more details to help them pronounce the words without obstacles.

Abstract

Although listening skill plays a significant role in daily communication and

education process in teaching English , listening subject has long been neglected

in second language teaching. This study aims to explore problems, difficulties

and barriers in teaching listening to Libyan students in our case study Alassaba

area, 3rd year secondary science school, Mosab Ben Omer Secondary School

and Omer Ben Alkhtab Secondary school. The participants of our study were 5

teachers. Classroom observation and teacher’s interview are used for data

collection. It is found that all teachers were using grammar translation method

in teaching listening. Most classes were uncomfortable learning atmosphere,

beside the absence of technology which used and facilitate teaching listening.

The findings based on data analysis and discussion may be of a great

significance to find solutions for these problems and improving the way of

teaching listening