DOCUMENT RESUME ED 368 156 FL 021 517 AUTHOR Ramauny, Raji M. TITLE Advanced Standard Arabic through Authentic Texts and audiovisual Materials. Part One: Textual Materials. Part Two: Audiovisual Materials, SPONS AGENCY Department of Education, Washington, DC. PUB DATE Sep 92 NOTE 453p.; Photographed as bound. PUB TYPE Guides - Classroom Use ~ Instructional Materials (For Learner) (051) LANGUAGE Arabic EDRS PRICE MFO1/PC19 Plus Postage. DESCRIPTORS Advanced Courses; “Arabic; Audiotape Recordings; *audiovisual Aids; Class Activities; Classroom Techniques; Cultural Awareness; Drama; Essays; *Grammar; Oral Language; Poetry; Proverbs; Second Language Instruction; Short Stories; Speeches; Uncommonly Taught Languages; Videotape Recordings; Vocabulary Development; Written Language IDENTIFIERS *Authentic Materials ABSTRACT Instructional materials for use in advanced Arabic second language instruction are presented in two separately-bound parts. The first contains 28 lessons on a wide variety of subjects using a series of authentic texts, all in Arabic. These texts inciude personal and formal correspondence, short stories, essays, plays, Poems, proverbs, and excerpts from speeches and panel discussions. All texts are abridged but unedited authentic printed mater ‘al. The second part contains 14 units based on authentic audiovisual materials including tape recordings of live speeches and lectures, television series, short stories based on Arabic proverbs, videotaped speeches and Inctures, and short films. Only the printed transcriptions are included here; all are in Arabic. The two parts can be used separately or together; ten units in part one correspond to ten units in part two. The lessons are presented in four stages? (2) prereading/listening/viewing, to activate background knowledge and topic familiarity; (2) reading/listening/viewing, to reveal general meaning and underlying sociocultural references; (3) evaluation, with opportunities to review linguistic and non-linguistic items; and post-reading/listening/viewing, to involve learners in using Arabic to discuss the topic critically and apply learning to other situations. Instructional activities encourage collaboration and negotiation of meaning, and require oral and written practice. (Author/MSE) LHe oR a i aS ISIS RSI SII IETS IIS SIS IIA IASI * Reproductions supplied by EDRS are the best that can be made = * ~ from the original document. * onion inicio oi Sa A aA IIIS ASIII IIISED 368 15¢ FLOZUSI- “Advanced Standard Arabic through Authentic Texts and Audiovisual Materials Part One Textual Materials Raji M. RammunyCopyright © Raji M. Rammuny, 1992FOREWORD This book aims at developing fluency and ease in the use of Mocern Standard Arabic for both oral and written communication. It is mainly designed for learners of Arzbic ac the Advanced and Superior levels of proficiency. The learner who successfully completes the book is expected to 1. Understand the main points and selecied details in a variety of authentic spoken materials, including narration, description, speeches, lectures, interviews and films; 2. Participate in most social, formal and informal discussions on practical, social and professional topics; 3, Read and understand the content and intent of a variety of authentic material including formal and informal correspondence, short stories, essays, poems, plays and written speeches; 4, Fill out forms and write personal and formal letters, short summaries and reports; and Identify and interpret specific cultural, religious and sociolinguistic references. ‘The book includes two parts, Part One contains 28 units based on a wide variety of subjects ranging from personal and formal correspondence to short stories, essays, plays, poerns, proverbs and excerpts from speeches and panel discussions. All the materials in this part are abridged, but unedited authentic printed material. In retyping some of them, in order to avoid unclear passages that often result from photocopying we have tried our best to preserve their original format and appearance. Part Two contains 14 units, based on authentic audiovisual materials including tape recordings of live speeches and lectures; television series, cluding short stories based on Arabic proverbs; videotaped speeches and lectures; and short films. ‘The two parts can be used separately or in combination with each other, especially since ten of the units in Part Two reinforce the ten units similar to them in theme in Part One. On the basis of our experimentation, we found it more effective and logical to teach those ten units in Part Two directly before or after those units identical to them in content in Part One. This, of course, depends on the needs of the various Arabic programs and whether or not they have the time and the interest to use the audiovisual material in Part Two along with the textual material in Part One.‘The book utilizes an integrative methodology which has six distinctive features: 1. It involves whole language and, thus, takes into account the learners’ total language needs, namely, the linguistic, communicative, and cultural competencies. 2. It focuses attention on three basic learning processes: the process of internalization of newly learned vocabulary and cultural expressions, the process of interpretation of ‘meaning and the process of communication. 3. The basis for selection of the materials is not the linguistic system of the Arabic language as handled by traditional methodology, but authentic content-based materials that have real meaning and value for the learners’ particular needs. 4. The material is organized in such a way that instructors and their students can select the units best suited for their abilities, needs and intercsts without detracting from the rest of the units. 5. The lessons are presented in a logical and systematic manner following a four-stage sequence: (a) a pre-reading/listening/viewing stage aimed to activate learners’ background knowledge and familiarity with the topic under study and to encourage them to predict what the topic is likely to deal with; (b) a reading/listening/ viewing stage which is intended to help the learners understand the general meaning and discover the underlying sociocultural references; (c) an evaluation stage which provides opportunities to review both linguistic and non-linguistic aspects including newly-learned vocabulary and cultural expressions, organizational arrangements, choice of specific linguistic forms, etc, to facilitate discussion of the passage during the last stage; and (d) a post reading/listening/ viewing stage whose activities involve the learners in using Arabic to discuss the topic critically and also in applying what they have leamed from each text or audio/video cassette to other similar situations. 6. The types of learning and teaching activities included in each unit encourage collaboration, sharing of information, negotiation of meaning and require students to use both oral and written discourse as they get engaged in a variety of communicative interchanges and problem-solving tasks and drills.This book presupposes control of basic vocabulary and grammatical structures which are typically covered by the end of the intermediate level of Arabic instruction. Grammatical explanations are given only for remedial purposes, based on the actual common errors made by the students in their written assignments. Raji Rammuny's Student's Guide (International Book Center: Troy, Michigan, 1983) is recommended as a grammar reference (company this book. It contains (a) basic fundamentals for effective Arabic writing, (b) brief notes which illustrate the basic differences of grammar and idioms between Arabic and English keyed to the most common errors of American students, (©) common words and phrases that often cause trouble to students of Arabic and (d) two lists based on the most common verb-preposition idioms. The first list is arranged according to whether or not the verb-preposition idiom is equivalent to its English counterpart, while the second is arranged in alphabetical order according to the Arabic preposition in the idiom. This book provides amply for those students who are adequately prepared and willing to work hard in order to accomplish their goals. For mastery of the Arabic language requires seriousness of [purpose and systematic consistent practice. Finally, this edition is still in the experimental stage and, therefore, comments and reactions from both teachers and learners will be greatly appreciated. ACKNOWLEDGEMENTS Iam greatly indebted to the Council for International Exchange of Scholars and the United States Department of Education for their support during collection and preparation of the material included in this book. I am also grateful to my colleague Professor Ernest N. McCarus for his encouragement and valuable assistance during the development of the book. My genuine thanks goes to all students who were enrolled in my Arabic 501-502 courses over the past two years for their intelligent suggestions while trying the textual and audiovisual materials. I also owe special thanks to Mr. Eric ‘Thurston, Mr. David Wilmsen, Mr. Mark Siskin, Mr. Mousa Khoury and Mrs. Wedad Shalabi who helped in many ways including typing and formatting the lessons and preparing the segments of the audiovisual material included in Part Two. ‘Ann Arbor, Michigan Raji M. Rammuny ‘September, 1992ass tuslaly Ue se Jthel Taal cl pun ly cilayall cyst Tel Jac I Ge sade! Vyally dl Ly coll I ay heal! 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