fsi modernwrittenarabic volume1 studenttext

7/29/2019 Fsi ModernWrittenArabic Volume1 StudentText

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SERVICE INSTITUT- MOD E R N WRITTEN --------'7ARABIC

Volume 1

EPA R T MEN T 0 F S TAT


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MOD E R N WRITTEN

ARABIC

VOLUME 1

Thi s work was prepa red by th e Staffof th e Fo reig n Serv ice InstituteArabic Language and Area School in

Beirut, Lehanon.

Ed i t ed by HARLIE L. SMITH, JR .

FOREIGN SERVItE INSTITUTEWASHINGTON, D.C.1969

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FOREIGN SERVICE INSTITlITEBASIC COURSE SERIES

E4iCetlhyAUGUSTUS A. KOSKI

For sale by the Superintendent of noeu_u. U.s. Goftn......t Prlntl.- 0tIleeWuh ln ' - . D.C. . . .


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PREFACE

Modern Written Arabic, Volume I, derives from work over a period of yearsby the staff of the Foreign Service Institute Arabic Language and Area Schoolin Beirut. It was prepared for use in FSI programs of instruction for members ofthe U. S. Foreign Service and is intended to be used with the help of a native-speaking Arabic instructor and with tape recordings.

The original materials on which this volume is based were prepared byDaud A. Abdo with the assistance ofSalwa Hily and under the general supervisionof William G. Cowan. Modification of the Arabic text for this version was doneby Nash' at Naja. The accompanying notes are primarily the work of Hartie L.Smith, Jr. , who also made the final decisions on the form and content of thevolume. In his part of the project Dr. Smith had valuable aid and counsel fromWarren C. Benedict and James A. Snow.

Tape recordings which are available to accompany Modern Written Arabicwere prepared by George Sayegh. Previous editions of the manuscript were typedby Victoria Ilasheesh and Shoukri Alawy; camera copy for the present volumewas typed by Elias Alawy. The manuscript in all stages of preparation wasreviewed and corrected by Mr. Naja.

( ) ~ ~ I t ,1/ James R. Frith, DeanSchool of Language StudiesForeign Service InstituteDepartment of State

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TABLE OF CcmmTsPage

PREFACE. i i iINTRODUCTICN v iLesson1 1

2 .63 144 5 6

22 30.45

7 558 619 6910 111213

96107

11814 13415 16

168

17

v

183


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0

196208

2202372532652772:892913103213363te364379

30 3132

2223 24 25 26 27 28 29

18 1920 21

REVmi 394

VOOABULARY .0. 398

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INTRODUCTION

The Language

Within the Arabic speaking world there i s considerable dialectdiversity. In addition to the col loqu ia l d ia le ct s" t he re is a superposed l i te rary language which can be roughly divided into threehis torical periods:* (1) Classical ArabiC" approximately spanningthe S ixth through Eighth Centuries" characterized by the daninantinfluence of Arabs themselves (poli t ically and cultura.lly, includingthe l i te rary output), and most notably inc luding pre-Islamic poetry"the Koran, and the early Islamic l i tera ture ; (2) Medieval Arabic,continuing up through much of the Nineteenth Century, characterized bya codified grammar and the predaninant influence of non-Arab writers,and culminating in a long period of declining social and pol i t ica l

**mportance; and (3) Modern Written Arabic (MWA), reflect ing a re-naissance in Arab self-consciousness and certain very notab le trendstoward breaking with the t radi t ional forms and ideals.

*For a more extensive introduction to this l i terary language, cf .,Carabiyya', Encyclopaedia of Islam, 2nd. ed., pp. 561-574.**other names currently in use are 'Modern s tandard Arabic'"'Contemporary Arabic' , 'Modern Literary Arabic' , 'Contemporary StandardArabic', etc. The name abbreviated MWA, however, i s intended to represent the written language (rather than a combination of written andoral ) , and is thus fe l t to be the leas t ambiguous for present purposes.

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However, whatever the di fferences between the written Arabic ofthese three periods - -- differences seen most obviously in vocabularyand style - - - there are strong bonds of continuity, especially inmorphology and syntax.

Thus, in the Arab world today, MWA has no native speakers, is ratherspecialized in function as the vehicle of l i terary expression withinArab society, i s of high prestige as the modern counterpart of a highlyesteemed l i terary language o f th ir te en centuries duration, and has hada long history of painstaking, thorough gra.unnatical study. I t has, inaddition, a number of grammatical categories not present in the colloquials (e.g. , case inflect ions, dual forms for pronouns and verbs, etc.) .

Scope and Purpose

Instruction in MWA in the Foreign Service Inst i tu te takes place,broadly speaking, in three stages, each of which partialJ..y overlapswith the stage following:

(1) Prepared materials (the MWA course, of which t he p re sentvolume is the f i r s t in the series) . During this stage the student gainsrecognitional mastery of a certain basic vocabulary and becomes thorough

~ y familiar with basic morphological and syntactic patterns. Becausethe goal of instruct ion in th is course is to read Arabic for information(rather than to decipher texts or engage in dictionary look-upexercises), t he s tuden t wil l t ranslate extensive selections (approximately 1400 typewritten pages of Arabic for this stage), and wil lprepare a limited part of the total for reading aloud. Matters ofspeaking a modified form of MWA, comprehension of formal spoken Arabic

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or any of the dialects, as well as composition a.re not deal t with inthis portion of the FSI curriculum (though they are ha.nclled elsewhere).

(2 ) Newspapers. The student begins to deal with th is simplestform of unprepared Arabic materials when he is about three-quarters ofthe way through the f i r s t stage above. He wil l move progressively fromthe easier portions of the newspaper (front-page news, usua.J..ly trans-la ted from foreign languages into Arabic) to the more diff icult loca.J.news, editorials, essays, and the l ike (al l normally composed in Arabic).

(3) Anthologies, books, periodicals, etc. After the student hasfinished the f i r s t stage and has shown abi l i ty to read newspapers withreasonable faci l i ty , he will begin to read Arabic books which are ofrelevance to his interests. Again, though, he will s ta r t With thesimpler poli t ical , economic, and his torical materials before movinginto l i terary material (which has i t s own inherent diff icul t ies) .

Thus, the minimum goal for FSI students is to master the secondstage; usually not too many go fa.r beyond that un le ss th ey have had aprior background in Arabic. The MWA course lays the foundation forthis second stage.

Outline Of The Lessons

In th is f i r s t volume, the Arabic of a l l sentences and dr i l l s i s tobe read a loud ; in subsequent le sson s, th e emphasis is s hifte d to readingan increasing volume of material for canprehension, With a concomitantdecrease in emphasis on reading Arabic aloud.

Each lesson of this volume is divided into the following sections:

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Basic Sentences: These sentences contain the new vocabulary andgrammatical constructions in the lesson.

Supplementary Sentences: These sentences uti l ize the vocabularyand grammatical constructions introduced in the Basic Sentences.

Dril ls : These provide the student w ith opportunity to familiarizehimself with very canmonly recurring grammatical patterns and wordsand phrases. In subsequent volumes the dr i l l s are r ep laced by readingselections.

Notes: The notes are designed to ~ l a i n to t he student thosenew grammatical constructions which are included in th e le sson and toenable him to understand the particular construction involved. Thenotes are not intended to be a substitute for a systematic or completepresentation of the grammar ( the s tudent in FSI is given a systematicpresentation of the grammar after he has finished approximately 60lessons in the l-tlA course), but are rather intended to aid him inunderstanding the lesson a t hand.

Vocabulary: The new vocabulary for each lesson is g iven in theorder in which i t occurs in the lesson with the meaning appropriate toit a t that point. There is also a complete word l i s t for the book - -arranged by the f i r s t Arabic consonant of the form rather than byroot --- a t the end of the book. Note that, as soon as i t isappro-priate, both the perfect and imperfect forms of verbs are given.

F u r t h ~ r , derived forms of the verbs are ind icated by the conventionalRanan numeral.s I I through X. A1.so, nouns are cited in both the singularand plural., and are transcribed in pause form (diptotes being noted bya superscript 2, e.g. /mamBal.ik2/).*

*'Many of these conventions are the same as those used in Hans Wehr,A Dictionary of Modern Written Arabic, ed. J ~ l . t o n Cowan (Ithaca andWiesbaden, 1961).

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Haw To Use This Book

Prior to beginning this volume, the student i s expected to havelearned the Arabic writing system and reasonably accurate Arabicpronunciation. In addition, famil iari ty with the principles of syllabification and stress, pa,usal and non-pausal foms, and the t ranscript ionsystem util ized in the notes and v o c a b u l a ~ are likewise presupposed.

The procedure for utilizing this book is outlined in the following:1. Each lesson i s to be prepared before class by the student.

For th is , the tapes which accom;pa.ny the text are essential , With thefollowing format to be followed:

a. Basic Sentences(1 ) 'Reading for Listening': The Basic Sentences are

read on the tape in good newscast style but without pausesfor repet i t ion. The student is to l isten and read the printedtext silently along with th e tape.

(2) 'Reading for Repetition': The Basic Sentences areread on the tape With pauses for r epe ti ti on . During the pausesthe student is to read the sentence or part of sentence af terthe taped voice . In this volume, the taped voice shou ld becopied exactly in the use of pausal and non-pausal forms; inla te r vol-urnes, greater flexibil i ty on the part of the studentis both allowed and expected.

(3) The student is then to work out the translation ofthe sentences, utilizing the Notes and Vocabulary as necessary.b. Supplementary Sentences

(1) 'Reading for Listening': As above.(2) The student is then to t rans la te the Supplementary

Sentences.(3) He i s to prepare to read them aloud.

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c. Drills(1) 'Reading for Repetition': As above.(2 ) The student i s to be above to translate these

sentences (though this is not d i ff icu lt a ft er the above steps)and to read them loud in class.

2. In cass the following procedures are to be followed:a. Basic Sentences and Supplementary Sentences: Each

sentence is to be transJ.ated f i rs t , and then read aloud by thestudent. The instructor will make the necessa.ry corrections.

b. Dril ls : The f i r s t sentence of each dr i l l should bet ranslated by the student, and the subsequent sentences read aloudin Arabic only. Where deemed necessary, the instructor may readthe in i t i a l or subsequent sentence a10ud for the student to mimic.

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Transli teration

The transliteration system employed throughout the course is asfollows:

? , aa J:> 9y b t 9~ t t r

~ a '- ' f( j J qC H d kx J 1t d r mJ a v n) r h) z , w, uu

c.J" s U y, i iIf> "

,V'"a~

.;' q. i-'.b t; , u

Consonant length wil l be indicated by a pair of adjacent, ident icalconsonants, e.g. -!!-, - ~ - , -ff- , etc.

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Abbreviations

nom. nominativeacc. accusativegen. genitivesg. singularpJ.. plural.impf. imperfectperf'. perfectsubj. subjWlctivejuss. jussiveimpv. imperativemasc. or m. mascul.ine-feme or f. feminine1st f irst person2nd second person3rd third person

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fsi modernwrittenarabic volume1 studenttext

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