Highlighting the Gap Caused by Neglecting the Teaching of Punctuation Marks in English Course Books: The Case of Libyan Students
DOI:
https://doi.org/10.65417/ljere.v1i2.74Keywords:
Punctuation, English course books, Libyan students, writing skills, teaching materials, qualitative analysis, material adaptationAbstract
This study explores the lack of focus on teaching punctuation in English course books for Libyan students. Punctuation is crucial for obvious written communication, yet various students struggle with its correct use. The research examines the differences and similarities between English and Arabic punctuation, highlights common errors in students’ writing, and identifies limitations in existing course materials. Practical solutions, including the creation of tailored teaching materials and interactive classroom activities, are suggested to meet these issues. Improving punctuation instruction can enhance students’ writing ability and support effective language learning. The study adopts a descriptive qualitative approach based on the analysis of students’ written samples and a review of English course books used in Libyan higher education.
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