Skip to main content Accessibility help
×
Hostname: page-component-7c8c6479df-5xszh Total loading time: 0 Render date: 2024-03-28T08:46:54.839Z Has data issue: false hasContentIssue false

6 - Models of Arabic Pronunciation

from Part I - Arabic Applied Linguistics

Published online by Cambridge University Press:  23 September 2021

Karin Ryding
Affiliation:
Georgetown University, Washington DC
David Wilmsen
Affiliation:
American University of Beirut
Get access

Summary

Kassem Wahba argues for paying equal attention to the phonology of the dialects in the teaching of Arabic as a foreign language, noting, not without some frustration, that the conceptions of what constitutes Arabic or the legitimate study thereof were determined by the medieval grammarians of the language, who collectively defined what was to become the Arabic of formal writing and declamation, paying little heed to dialect variation in the language. Regardless, students of the language in the twenty-first century need to and want to learn how to use Arabic as it is spoken and written, which means, he argues, reconceiving how the phonology of Arabic is taught to include dialect variants as legitimate realizations of underlying historical forms.

Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Abboud, P. F. and McCarus, E. N. (1983). Elementary Modern Standard Arabic, vol. I: Pronunciation and Writing: Lessons 1–30. Cambridge: Cambridge University Press.Google Scholar
Abdalla, M. and Al-Batal, M. (2011). College-level teachers of Arabic in the United States: A survey of their professional and institutional profiles and attitudes. Al-ʿArabiyya, 44/45, 128.Google Scholar
Abdel-Tawwāb, R. (2000). Laḥn al-ʿāmmah wa-l-taṭawwur al-luġawī. Cairo: Zahraa’ al-r.Google Scholar
Al-Ani, Salman H. (1970). Arabic Phonology: An Acoustical and Physiological Investigation. The Hague: Mouton.Google Scholar
Al-Batal, M. (1995). Issues in the teaching of productive skills in Arabic. In Al-Batal, M., ed., The Teaching of Arabic as a Foreign Language: Issues and Directions. Al-ʿArabiyya Monograph Series. Provo, TX: University of Texas: The American Association of Teachers of Arabic (AATA), 115–33.Google Scholar
Al-Batal, M. (ed.) (2018). Arabic as One Language: Integrating Dialect in the Arabic Language Curriculum. Washington, DC: Georgetown University Press.Google Scholar
al-Jāḥiz, Uthmān ʻAmr ibn Baḥr (d. 868) (1968). Al-Bayān wel-Tabyīn. Beirut: Dār al-Fikr lil-Jamīʻ.Google Scholar
al-Khalīl b. Aḥmad Al-Farāhīdī. (175–791). Kitāb al-ʿayn. [Baghdād]: al-Jumhūrīyah al ʻIrāqīyah, Wizārat al- Thaqāfah wa-al-Iʻlām, Dār al-Rashīd : Tawzīʻ al-Dār al-Waṭanīyah, 1980–1984.Google Scholar
Al-Mamari, H. (2011). Arabic Diglossia and Arabic as a Foreign Language: The Perception of Students in World Learning Oman Center. MA thesis, SIT Graduate Institute in Brattleboro, Vermont.Google Scholar
Al-Mansour, N. S. (2016). Effect of attitude on foreign language acquisition: Arabic pronunciation as a case study. Arab World English Journal, 7(1), 309–25.Google Scholar
Almelhes, S. (2016). Teaching of Arabic Language Proficiency (Pronunciation) to Non-Native Speakers: Designing Interventions Using ICT. PhD dissertation, Western Sydney University, Australia.Google Scholar
Al-Nassir, A. A. (1993). Sibawayh the Phonologist: A Critical Study of the Phonetic and Phonological Theory of Sibawayh as Presented in His Treatise Al-Kitaab. London: Kegan Paul International.Google Scholar
Alsabaan, M. (2015). Pronunciation Support for Arabic Learners. PhD dissertation, University of Manchester, UK.Google Scholar
Alsuhaim, A. (2017). Teaching Pronunciation via Computer Technology: Principles and Best Practices. MA thesis, University of Wisconsin-River Falls. https://minds.wisconsin.edu/bitstream/handle/1793/77778/AhmadAlsuhaim.pdf?sequence=1.Google Scholar
Alwabari, S. (2013). Non-Native Production of Arabic Pharyngeal and Pharyngealized Consonants. MA thesis, Carleton University, Ottawa, Ontario, Canada.Google Scholar
Asfoor, M. A. (1982). Difficulties English Speakers Encounter in Arabic Phonology. Unpublished doctoral dissertation, University of San Francisco.Google Scholar
Badawi, E. (1973/2011). Mustawayāt al-ʿarabiyya al-muʿāṣira fī miṣr (Levels of Contemporary Arabic in Egypt), 2nd ed. 2011. Cairo: Dar al-Maʻārif.Google Scholar
Badawi, E. (1985). Educated Spoken Arabic: A problem in teaching Arabic as a foreign language. In Jankowsky, K. R., ed., Scientific and Humanistic Dimensions of Language. Philadelphia, PA: John Benjamins, 1522.Google Scholar
Badawi, E. (2002). In the quest for the Level 4+ in Arabic: Training Level 2–3 learners in independent reading. In Leaver, B. L and Shekhtman, B, eds., Developing Professional-Level Language Proficiency. Cambridge: Cambridge University Press, 156–72.Google Scholar
Belnap, R. K. (2006). A profile of students of Arabic in U.S. universities. In Wahba, K. M., Taha, Z. A., and England, L.., eds., Handbook for Arabic Language Teaching Professionals in the 21st Century. New York: Routledge, 169–78.Google Scholar
Brosh, H. (2013). Motivation of American college students to study Arabic. International Journal of Humanities and Social Science, 3(19), 2738.Google Scholar
Brown, A. (1988). Functional load and the teaching of pronunciation. TESOL Quarterly, 22, 593606.Google Scholar
Burnham, K. R. (2013). Phonetic Training for Learners of Arabic. PhD dissertation, University of Texas at Austin.Google Scholar
Celce-Murcia, M. and Goodwin, J. M. (1991). Teaching pronunciation. In Celce-Murcia, M., ed., Teaching English as a Second or Foreign Language, 2nd ed. Boston, MA: Heinle & Heinle.Google Scholar
Cowan, D. (1958). An Introduction to Modern Literary Arabic. Cambridge: Cambridge University Press.Google Scholar
Derwing, T. M. and Munro, M. J. (2005). Second language accent and pronunciation teaching: A research-based approach. TESOL Quarterly, 39(3), 379–97.Google Scholar
Derwing, T. M., Diepenbroek, L. G., and Foote, J. A. (2012). How well do general-skills ESL textbooks address pronunciation? TESL Canada Journal, 30 (1), 2244.Google Scholar
Ferguson, C. A. (1959). Diglossia. Word. 15, 325–40.Google Scholar
Fück, J. (1951). Al-ʿarabiyyah: dirāsāt fi-l-luġah wa-l-lahajāt wal-ʾasālīb. Translated into Arabic by al-Najjār, A. H.. Cairo: al- Ḫankī.Google Scholar
Gairdner, W. H. T. (1925). The Phonetics of Arabic. Oxford: Oxford University Press.Google Scholar
Goldberg, D., Looney, D., and Lusin, N. (2013). MLA Report: Enrollments in Languages Other Than English in United States Institutions of Higher Education. Modern Language Association web publication. February 2015. www.mla.org/content/download/31180/1452509/EMB_enrllmnts.Google Scholar
Hallberg, A. (2016). Case Endings in Spoken Standard Arabic. PhD dissertation, Lund University, Faculties of Humanities and Theology, Sweden.Google Scholar
Harrell, R. (1957). The Phonology of Egyptian Arabic. New York: American Council of Learned Societies.Google Scholar
Harrell, R. (1963). Lessons in Colloquial Egyptian Arabic. Washington, DC: Georgetown University Press.Google Scholar
Hellmuth, S. (2014). Towards a research-led approach to the teaching of Arabic pronunciation. Concordia Working Papers in Applied Linguistics, 5, 295309.Google Scholar
Heselwood, Barry. (2007). The ‘tight approximant’ variant of the Arabic ‘ʿayn’. Journal of the International Phonetic Association 37, 132.CrossRefGoogle Scholar
Holes, C. (2013). Orality, culture, and language. In Owens, J., ed., The Oxford Handbook of Arabic Linguistics. Oxford: Oxford University Press, 281–99.Google Scholar
Husseinali, G. (2006). Who is studying Arabic and why? A survey of Arabic students’ orientations at a major university. Foreign Language Annals, 39(3), 395412.CrossRefGoogle Scholar
Huthaily, K. Y. (2003). Contrastive Phonological Analysis of Arabic and English. MA thesis, University of Montana.Google Scholar
Huthaily, K. Y. (2008). Second Language Instruction with Phonological Knowledge: Teaching Arabic to Speakers of English. PhD dissertation, University of Montana.Google Scholar
Ibn ʿĀjarrūm, Abu Abd-l-lāh Muḥammad ibn Muḥammad ibn Dawūd al-ṣanhājī (d.723/1323). al-ʿĀjarrūmiyya., ed. al-Nabhān, Ḥāyif.Google Scholar
Ibn Fāris, Abu l-Hussein Aḥmad (d. 395/1004) (1963). Al-ṣāḥibī fī figh al-luġa wa-sunan al-ʿArab fī kalāmihā. ed. el-Showēmī, Moustafa. Beirūt.Google Scholar
Ibn Mālik, Abū ʿAbd -llāh ǧamāl al-Dīn Muḥammad. (d. 1274/672). Al-Ḫulāṣah al-‘Alfiyya. Beirūt: al-Maktabah al-shaʿbiyyah.Google Scholar
Lin, C.-W. (2018). The Perception and Production of Arabic Lexical Stress by Learners of Arabic: A Usage-Based Account. PhD dissertation, University of Michigan.Google Scholar
Mejdell, G. (2006). Mixed Styles in Spoken Arabic in Egypt: Somewhere between Order and Chaos. Leiden: Brill.Google Scholar
Mitchell, T. F. (1986). What is educated Spoken Arabic? International Journal of the Sociology of Language, 16, 732.Google Scholar
Mitchell, T. F. (1990). Pronouncing Arabic I. Oxford: Clarendon Press.Google Scholar
Mitchell, T. F. (1993). Pronouncing Arabic II. Oxford: Clarendon Press.Google Scholar
Mitchell, T. F. and El-Hassan, S. (1994). Modality, Mood, and Aspect in Spoken Arabic. London: Kegan Paul International.Google Scholar
Modern Language Association of America (MLA) (2007). Foreign Languages and Higher Education: New Structures for a Changed World. New York: MLA.Google Scholar
Newman, D. (2013). The Arabic literary language: The Nahda (and beyond). In Owen, J., ed., Handbook of Arabic Linguistics. Oxford: Oxford University Press, 472–94.Google Scholar
Odisho, E. Y. (2005). Techniques of Teaching Comparative Pronunciation in Arabic and English. New Jersey: Gorgias Press.Google Scholar
Parkinson, D. (1991). Searching for modern fuṣḥa: Real-life formal Arabic. Al-ʿArabiyya, 24, 3164.Google Scholar
Parkinson, D. (1996). Variability in standard Arabic grammar skills. In Elgibali, A., ed., Understanding Arabic. Cairo: American University in Cairo Press, 91101.Google Scholar
Rifaat, K. (2017). A strategy for teaching Arabic pronunciation. In Wahba, K. M., Taha, Z. A., and England, L., eds., Handbook for Arabic Language Teaching Professionals in the 21st Century II. New York: Routledge, 329–43.Google Scholar
Ryding, K. C. (1991). Proficiency despite diglossia. A new approach for Arabic. Modern Language Journal, 75(2), 212–18.Google Scholar
Ryding, K. C. (2009). Educated Spoken Arabic: A flexible spoken standard. In special section on the teaching of Arabic in the US. The NECTFL Review, 64, 4952.Google Scholar
Ryding, K. C. (2013).Teaching and Learning Arabic as a Foreign Language: A Guide for Teachers. Washington, DC: Georgetown University Press.Google Scholar
Saadah, E. (2011). The Production of Arabic Vowels by English L2 Learners and Heritage Speakers of Arabic. PhD dissertation, University of Illinois at Urbana-Champaign.Google Scholar
Sawadogo, O. (2015). Perception of /q/ in the Arabic /q/–/k/ Contrast by Native Speakers of American English: A Discrimination Task. MA thesis, Southern Illinois University Carbondale. https://opensiuc.lib.siu.edu/theses/1695/.Google Scholar
Schmidt, R. W. (1974). Sociolinguistic Variation in Spoken Egyptian Arabic: A Reexamination of the Concept of Diglossia. PhD dissertation, Brown University.Google Scholar
Schmidt, R. W. (1986). Applied sociolinguistics: The case of Arabic as a second language. Anthropological Linguistics, 28(1), 5572.Google Scholar
Shehata, A. (2017). Teaching Arabic pronunciation to non-natives: Cognition and practice. In O’Brien, M. and Levis, J., eds., Proceedings of the 8th Pronunciation in Second Language Learning and Teaching Conference, Calgary, AB, August 2016. Ames, IA: Iowa State University. 110–20.Google Scholar
Sībawayhi, ʿAmr ibn ʿUthmān (d. 180/796). (1988). In Hārūn, ʿAbd al-Salām Muḥammad, ed., Al-Kitāb: Kitāb Sībawayh Abī Bishr ʿAmr ibn ʿUthmān ibn Qanbar, 3rd ed. Cairo: Maktabat al-Khānjī.Google Scholar
Szpyra-Kozlowska, J. (2015). Pronunciation in EFL Instruction: A Research-Based Approach. Bristol, UK: Multilingual Matters.Google Scholar
Versteegh, K. (2018). Learning Arabic in the Islamic World. In Ayoub, G. and Versteegh, K., eds., The Foundation of Arabic Linguistics III. Leiden: Brill.Google Scholar
Wahba, K. (1993). A Sociolinguistic Treatment of the Feature of Emphasis in Egypt. PhD dissertation, University of Alexandria, Egypt.Google Scholar
Wahba, K. (1996). Linguistic variation in Alexandria Arabic: The feature of emphasis. In Elgibali, A., ed., Understanding Arabic. Cairo: The American University in Cairo Press, 103–28.Google Scholar
Wahba, K. (2006). Arabic language use and the educated language user. In Wahba, K. M., Taha, Z. A., and England, L., eds., Handbook for Arabic Language Teaching Professionals in the 21st Century. Mahwah, NJ: Lawrence Erlbaum, 139–55.Google Scholar
Wahba, K. (2017). Materials development in Arabic language learning and teaching: Realities, needs, and future directions. In Wahba, K. M., Taha, Z. A., and Englan, L., eds., Handbook for Arabic Language Teaching Professionals in the 21st Century II. New York: Routledge, 232–52.Google Scholar
Woidich, M. (2007). Teaching Arabic at the Universiteit van Amsterdam: Colloquial first. Idioma. 19, 7595.Google Scholar
Younes, M. (2015). The Integrated Approach to Arabic Instruction. New York: Routledge.Google Scholar
Younes, M. (2018). To separate or to integrate, that is the question: The Cornell Arabic Program Model. In Al-Batal, M., ed., Arabic as One Language: Integrating Dialect in the Arabic Curriculum. Washington, DC: Georgetown University Press, 2335.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×