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The present research addresses the problem of teaching speaking in the secondary phase for Libyan students. Traditional and activity-based approaches are compared in an attempt to show how innovative approaches are more fruitful. The research is confined to a randomly selected group of students from the Etaf Secondary School, Simian, Libya. The quasi- experimental method was selected. In this direction, the subjects were randomly selected. The randomly chosen group of 20 second-year students from the Etaf Secondary School, Simian, Libya, was divided into two groups: one control group of 10 students, and one Experimental group ot 10 students. Data were collected over an 8 week period in two classes, showing two conditions: Group A known as Control Group (n=10) did traditional speaking exercises only, Group B known as Experimental Group (n=10) did traditional speaking exercises with communicative methods. All EFL learners completed the pretest and posttest. The findings revealed that control group students performed better in the pre- and post-tests according to the innovative methods used.

هدف هذا البحث إلى تحقيق أهداف التربية الجمالية اللغوية وتنمية المهارات الخطابية لدى معلمي اللغة العربية، وذلك باستخدام برنامج في علم البديع على عدد (100) معلم من معلمي المرحلة الثانوية، وقد تم قياس ذلك بمقياس التربية الجمالية وبطاقة ملاحظة المهارات الخطابية، وقد أسفرت النتائج عن وجود فروق ذات دلالة إحصائية عند مستوى 0.01 لصالح الأداء البعدي للمعلمين في الأداتين، وهذا النمو في الجمال اللغوي سيكون له مردود تربوي في الجمال السلوكي لدى المعلمين وينعكس على تلاميذهم.