Syrian Colloquial Arabic - Język Arabski potoczny w Syrii.pdf
(
27035 KB
)
Pobierz
Syrian Colloquial Arabic
Integrated Arabic
Colloquial
a functional course
Arabic
Mary-Jane Liddicoat
Richard Lennane
lman Abdul Rahim
Syrian
TO RIFA'AT
ACKNOWLEDGMENTS
This book would not have been possible without the support and encouragement of
many friends. In particular we would like to thank the following people for their
invaluable help: our advisorsReham Al-Aryan, Hassana Mardam Bey, Quotaiba
Mardam Bey; the British Council Damascus for being persuaded to set up an Arabic
course; and our first students Daniel, Eri, Heleene, Jutta, Katsuhito, Kaoru, Maria,
Miyako, Tanya and Vicki.
We would also like to thank all our teachers in the Arabic Department of the British
Council in Cairo for making Arabic such fun.
VOICES
Mary-Jane Liddicoat, Iman Abdul Rahim, Rana Al-Atrash, Assem Al-Bunney and
Abu Mohammad.
WARNING:
This book is available in Syria only through the sole distributor. Purchase
from any other source is an infringement of copyright.
Syrian Colloquial Arabic, a Functional Course
Copyright
O
1998 by M-J Liddicoat and Richard Lennane
All rights reserved, including the right to reproduce this book or portions thereof in
any form without the written permission of the publishers.
Revised Edition March 1999.
First published in 1998 by M-J Liddicoat and Richard Lennane
A Voluntary Female Labour Production
88 La Perouse Street Griffith ACT 2603 Australia
Sole Distributors
SYRIA:
Tanya Mennear ph: (+963-11)611-5726 fax: (+963-11)611-2067
OTHER:
M-J Liddicoat ph: (+61-2)6260-6116 fax: (+62-2)9810-2511
National Library of Australia Cataloguing-in-Publicationentry
Liddicoat, Mary-Jane, 1965-.
Syrian Colloquial Arabic
:
a functional course.
Rev. ed.
Includes index.
ISBN 0
646 36958
X.
1.
Arabic language
-
Dialects
-
Syria
-
Textbooks for
foreign speakers
-
English. I. Lennane, Richard (Richard
Charles), 1969-. 11. Abdul Rahim, Iman. 111. Title.
(Series: Integrated Arabic).
kTseful ~hrases
for the classroom
11
INSTRUCTIONS
fla(1,
-1,
-u
..
.ld-ktaab
open..
.
the book
close
...
the book
look
...
at the board
...
at the example
listen
repeat
...
the word after me
...
the sentence after me
ask a question
answer
.
..thequestion
...
b-soot eaali
read
...
it out aloud
write
s&d&el,
-i,
-u
...
Id1
'tneen mar bard
..
.Mil
waabed la-baalo
do
...
it in groups of two
...
by yourself
all
of us together
kmanmrra
mrrataanye
(do!say it) again
(dolsay it) again
The endings
-1
+-
and
-u
Id-
above are (respectively) feminine and plural. The ending used on
the tape is the plural. You will find more useful phrases for the classroom on the inside back
cover.
kJseful~hrases
for the classroom
111
QUESTIONS AND ANSWERS
fii su'aal
?
eundi su'aul
are there a11y questions?
I
have a question
I
don't understand
how do you say
...
how do you write
...
in Arabic?
we say
...
we write.
for example..
.
what does it mean?
what is the meanit~gof..
...
this word?
...
this sentence?
&
e'l-farq
been
...
w...?
what's the difference
F
between...and..
..
?
n@s
h&&i
it's the same thing
&-tilej
it's different
&I
e'l-wazilfe?
what is the homework?
dl-wazirfe.
...
the homework is..
.
..
.tatmiin rqanz
...
....
exercise number
..
.sclfha..
..
...page
...
STUDY TIP
Make your own Syrian Arabic-English dictionary. Index a notebook or folder (index labels are
included for this purpose). Every time you learn a new word, record the word and its meaning
on the appropriate page. This way you not only revise new words, but you have a ready
reference
on
hand whenever you need it. As for an English-Syrian Arabic dictionary, you
cannot go past the fully transliterated
A Dictionaty of Syrian Arabic: Englis h-Arabic
Karl Stowasser and Moukhtar Ani
Georgetown University
ISB 0-87840-010-9
SYRIAN COLLOQUIAL
I
hteerated Arabic
-
Overview1
Arabic is the language spoken by over 200 million people throughout the Middle East and
Nortl1 Africa. It is one of the six official languages of the United Nations, the language of
Islam and its holy book the Qur'aan, and the lmguage
it1
which some of the world's greatest
works of literature, science and history have been written. Many events of global importance--
political, economic, social and religiousstake place inthe Arab world, and the amount of
foreign interest and involvement
in
the region is ever increasing.
Yet Arabic is not a widely-studied language in Europe and the West, and where it is studied it
tends
to
be studied--and taught--badly. We believe there are two major reasons for this:
1. There are a number of fundamental misconceptions about the nature of Arabic and its
teaching as a foreign language, both among Arabs and in the West;
2. There is a dreadful paucity of good,modern and interesting teaching and reference
material
at
the disposal of students and teachers.
Oae of the fundamental lnisconceptions is that Arabic is an impossibly difficult language.
IVhile it is true that Arabic is llot an Indo-European language and contains many features and
complexities that speakers of European languages find alien and challenging, it is not nearly as
unfathomable and mysterious as itis often made out to be. Arabic grammar is regular,the
vocabulary has
at1
inherent logic and ordering that often makes it possible to guess the meaning
of
a
word. and the script--however squiggly it may look--can be learned ina few hours.
Pronunciation is difficult, but is a matter of ddland practice: there is no intellectual barrier to
be surmounted.
We are convinced that a good part of this reputation as a fearsomely difficult language is due
to the lack of good, accessible textbooks and other materials, and indeed to the lack of good
teaching methods (although thankfully this is beginning to change).
The other major misconception concerns the nature of Arabic itself. Modern Arabic falls into
two distinct parts: the formal, written language which is shared throughout the Arab world, and
the colloquial dialects, which are restricted
to
a particular country or region The former is
known as Modern Standard Arabic (MSA orfisha), the latter we will refer to as the Colloquials
@armrmyya).
The misconception is this: that one is learning "Arabic" by learning just one or the other.
Outside the Middle East, especially
in
universities, it is almost certain that what is meant by
"Arabic" is MSA. It is often argued that MSA is the "true" Arabic, and that since itis
universally understood in the Arab world from Iraq to Morocco it is not necessary or desirable
to deal with the Colloquials. Arabs themselves often perpetuate this
myth,
dismissing their own
dialect as "slang",lower-class, or uneducated speech and insisting that foreigners learn MSA.
None of this is true. While it is possible to communicate with almost any Arab in MSA,it is
often unnatural a11d awkward
to
do so,and the communicatioll will be mostly one-way. Speaking
only MSA is a little like being unable
to
speak English, only to read and write it,and
to
communicate by writillg on a notepad and showing it
to
people. There will be no shortage of
people willing to write things down for you, but it is hardly a natural way to
communicate,
and
you will miss a lot. To be restricted to MSA is
to
miss out on the idiom, colour and humour of
everyday language, on songs, jokes, stories, movies and other aspects of popular culture. You
will not be talkmg to friends atld colleagues in their native language.
MSA is used in modern literature, the press, radio and television, and in formal
occasions, conferences, speeches and so on. The Colloquials are used in everyday life: at work,
in the home, with friends,
in
songs, plays, movies and soap operas.
Plik z chomika:
zona-egipcjanina
Inne pliki z tego folderu:
Alif is for Asad.mp4
(94907 KB)
Arabic_letters_writingbook.pdf
(148 KB)
Arabski.pdf
(2562 KB)
Egiptian Readingbook Vol. I.pdf
(174993 KB)
Egyptian Arabic - E. Abdel Massih - Comprehensive Study Vol 1 - Conversations.pdf
(28285 KB)
Inne foldery tego chomika:
ebooki
Egipt
filmy
Galeria
islam
Zgłoś jeśli
naruszono regulamin