During the rest of the class (another 45 min) we do conversation exercises based on the vocabulary and phrases in the text. The procedure above usually take around 45 min. Much of this discussion is typically focused on pragmatics. We discuss students' question, and I (the teacher) make further comments if needed. The transcript is projected on the whiteboard for ease of reference. One student gives a short summary of the video in their own language (i.e., not in Arabic). We watch the video together to refresh our memory. Take notes of comments or questions and bring to class. Watch the video again, this time with the printed transcript at hand. Try to answer the questions for the corresponding activity in the book, still without looking at the transcript. Pause and listen again to sections if you need to. View the video several times without looking at the transcript. Students are then familiar with the basic vocabulary of the chapter when they are presented with the Syrian Arabic texts.įor the Spoken Arabic classes, students are provided with the transcript before class and are given the following instructions: We typically cover one chapter each week, with the Standard Arabic material in the chapter covered Monday through Thursday, and the Syrian Arabic material covered on Friday. Teaching procedureĪt the Arabic department at the University of Gothenburg we teach Spoken (Syrian) Arabic in parallel with Standard Arabic. This is intended to reflect inconsistencies found in authentic written vernacular Arabic. Dialectal phonology is reflected in the spelling some words (e.g. the 3ms enclitic pronoun is here ـه as in the book rather the conventional ـو), although there are inconsistencies. I have tried to follow the orthographic practices of Al-Kitaab, which often follows Standard Arabic orthography, even when this is at odds with orthographic practices of written Syrian Arabic (e.g. The transcripts are written with Arabic script (i.e., not latinized). You can of course still use the videos to have students practice listening comprehension by having students first listen to and extract information from the dialogues, and only thereafter have them read the transcript. I, however, find a written text to be useful for detailed discussion of the dialogues in the classroom, in that it makes it possible to point at things, look at several places in the text simultaneously, and go through the material slowly and methodically without having to pause and play. The pedagogical idea behind the inclusion of the videos in the book is for students to improve their listening comprehension of spoken material, and therefore no text is provided. The authors have done a very good job in creating dialogues that feel authentic and are communicatively relevant, while at the same time being restricted by the grammar and vocabulary of the book. BackgroundĪl-Kitaab includes videos with dialogues in Syrian and Egyptian Arabic. This may be useful for lecture plans and the like. Index-files in various formats provides lists of the files with links to the transcripts and the corresponding videos. Both the markdown files and the pdfs are included in this repository. The texts are written in plain text in Pandoc flavored markdown and converted to pdf via pandoc. This repository contains transcripts of the Syrian Arabic video clips from the Arabic textbook Al-Kitaab fii taʿallum al-ʿarabiyya, Part 1, Third edition (Brustad et al.
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