Abstract
This study aims to add to both theoretical and applied pedagogical branches, in researching the teaching of phonetics to the Libyan learners of English. The methodology applied will be a comparative study of the segmental and supra- segmental phonology of Modern Standard Arabic, Tripoltanian Arabic and English. In chapter one I will be differentiating between Modern Standard Arabic and Tripoltanian Arabic, since the latter is the Libyan learners' mother tongue "L1". Both sound systems will be analyzed, the similarities and distinctions between MSA and TA will be discussed and a full account of Tripoltanian Arabic will then be presented. Moreover, the supra- segmental features of both systems will be explained comparatively to point out differences and similarities, these differences and similarities will be used as a theoretical basis in subsequent chapters. In chapter two, after distinguishing between Modern Standard Arabic and Tripoltanian Arabic, a detailed explanation of the segmental overview of the target languages, Tripoltanian Arabic and English. In chapter three, I will focus on the supra- segmental differences between Tripoltanian Arabic and English, for example, supra segmental features; gaps, templates, syllabification and stress. This will establish essential data which will be the foundation of the main aim of study. In chapter four, I will discuss established techniques of teaching phonetics and analyze them in terms of the appropriacy and efficacy of using the techniques of teaching phonetics to Libyan learners of English. I will then suggest alternative options for problematic techniques. In chapter five, teaching phonetics is one of the areas that need analysis. The relevance of teaching phonetics to Libyan learners of English and the aspects of phonological features that should be taught to them will be explored in the last chapter. Chapter five will account of the possible phonological features which need to be taught.