Because of the diversity of Arabic dialects (Lebanese, Iraqi, Syrian, Algerian, Moroccan, Libyan, Sudanese, Saudi Arabian, Palestinian, and Egyptian), and the fact that Arabic writing allows for a wide range of different pronunciations, the question faced by students is where to begin. It is instructive to consider how this problem is dealt with…

Four major difficulties encountered by Iraqi learners of English when pronouncing English vowels are outlined and discussed, and suggestions for the teacher of English are made. (RM)

THIS PUBLICATION REPRESENTS A 1-YEAR COURSE IN LITERARY ARABIC FOR THE SECONDARY SCHOOL LEVEL. AN AUDIOLINGUAL APPROACH IS TAKEN, EMPHASIZING, AT FIRST, ORAL COMMUNICATION AND CORRECT PRONUNCIATION, AND INTRODUCING ARABIC SCRIPT AFTER SPOKEN LANGUAGE ELEMENTS ARE MASTERED. (GD)

The purpose of this report is to survey and evaluate the various facets of teaching of Arabic in the United States, and to give an appraisal of the state of the art. The objectives o f Arabic language teaching, the special problems that Arabic presents to Americans, and the various components common to all foreign language teaching programs,…

Paper presented at the Third Annual Meeting of the American Council on the Teaching of Foreign Languages (ACTFL) on November 29, 1969 in New Orleans, Louisiana. (DS)

This is a text for a basic course in Gulf Arabic, the language used in informal situations by the educated indigenous populations of the United Arab Emirates. A brief linguistic sketch of the area in which this variety of Arabic is spoken is given. The text is divided into forty-two units, each consisting of a dialog or narrative, a presentation…

This article discusses the importance of the teaching of phonetics to students of English as a Second Language (ESL) and describes the place of phonetics in a course for Iraqi students of English at the University of Mosul, Iraq. (CFM)

In contrast to language-teaching systems which stress conversation, this system for teaching Arabic starts by presenting the written language. One reason for doing so is that knowing how to write Arabic characters helps students to remember the unfamiliar sounds of this language. A computer-assisted instruction (CAI) program was felt to be more…

In recent years, individualized instruction has been gaining popularity in foreign language teaching. The results obtained from experimentation with this new approach has offered new insights into methods of teaching and students' needs. This article is based on experimentation with "A Programmed Course in Modern Literary Arabic Phonology and…

Three samples of 58 subjects each, selected from the students of seven eighth grade classes and matched with respect to scholastic achievement, program of study, and sex, were taught a foreign alphabet (Arabic) differently. Sample A was told the principles of the alphabet and applied it to examples; Sample B was given most examples first, then…

The methods and objectives of teaching Arabic in the Arab world are outlined here. In elementary school (ages 6-12) about 1/3 of the instructional time is allotted to teaching Arabic. It aims to provide the child with basic skills in reading, conversation and writing. The speech taught is that of modern Arabic used by educated speakers. Reading…

The linguistic situation in the Arabic-speaking world is briefly described, and variation and the factors that cause it are discussed. By reviewing the history of the literary language, it is shown that there exist no native speakers of the literary language, Modern Standard Arabic. The relaity is, rather, a classic case of diglossia. This reality…

Proposes a method of individualizing instruction in scientific or technical fields in an institution of higher learning where the language of instruction is French but the students have varying levels of proficiency in the language. (AM)

This paper first explains the diversity of the Arab World, the unifying force of Classical Arabic, and that Modern Standard Arabic, less complicated in structure and less ornate in rhetoric, is sufficiently Different from colloquial dialects to require considerable instruction in schools. For contrastive analysis to be useful as a basis for EFL…

This bibliography cites theses pertaining to various aspects of the teaching of English in Arabic-speaking countries, ranging from instructional materials and curriculum planning to specific teaching problems. The theses were completed at universities and other institutions of learning in Britain, and most were completed since 1960. (CLK)