FSI - Levantine Arabic Course
We made using the FSI - Levantine Arabic Course material easier to use and more effective. You can now read the ebook (in the pane on the left), listen to the audio (pane to the right) and practice your pronunciation (use on the Pronunciation Tool tab on right) all at the same time.
The FSI - Levantine Arabic Course material can be used both as a self-guided course or with the assistance of a qualified Arabic tutor.NOTE: Some of these ebooks are quite large and may take a minute to fully load.
NOTE: To read the file, listen to the audios and use the pronunciation tab on your computer or device you need to have a PDF reader and a modern browser.
AudiosLevantine Arabic - Pronunciation - Tape 10 - R10 to S8
Levantine Arabic - Pronunciation - Tape 1A - B1 to F5
Levantine Arabic - Pronunciation - Tape 1B - F6 to G7
Levantine Arabic - Pronunciation - Tape 2A - G8 to H5
Levantine Arabic - Pronunciation - Tape 2B - H6 to I10
Levantine Arabic - Pronunciation - Tape 3B - J8 to K4
Levantine Arabic - Pronunciation - Tape 4A - K5 to K13
Levantine Arabic - Pronunciation - Tape 4B - K14 to L5
Levantine Arabic - Pronunciation - Tape 5A - L6 to L15
Levantine Arabic - Pronunciation - Tape 5B - M1 to N1
Levantine Arabic - Pronunciation - Tape 6A - N2 to N12
Levantine Arabic - Pronunciation - Tape 6B - N13 to O4
Levantine Arabic - Pronunciation - Tape 7A - O5 to O11
Levantine Arabic - Pronunciation - Tape 7B - O12 to O20
Levantine Arabic - Pronunciation - Tape 8A - O21 to O31
Levantine Arabic - Pronunciation - Tape 8B - P1 to P14
Levantine Arabic - Pronunciation - Tape 9A - P15 to Q5
Levantine Arabic - Pronunciation - Tape 9B - Q6 to R9
This Introduction to Levantine Arabic Pronunciation consists of two parts: The booklet presently in hand, and approximately nine and one-half hours of accompanying tape recordings. The two are designed, first, to teach the student to recognize the major points of phonological interference between Levantine Arabic and (most of the more common dialects of) American English as well as the significant phonological contrasts within this dialect of Arabic itself, and, secondly, to provide the student with a model for mimicry.
Levantine Arabic as used here refers to a dialect of educated Palestinians who have been long-term residents of Beirut. This dialect is mutually intelligible with most urban dialects of Lebanon, Syria, Jordan, and Palestine. Fran a purely phonological point of view, however, most of the problems (for speakers of American English) that occur within this dialect also occur in most of the Arabic dialects from Iraq through North Africa, as well as occurring also in Classical Arabic. Consequently, this course can also be used for dialects other than Levantine Arabic.
It is to be noted at the outset that, for the most part, the words chosen in the drills are verbs, and that these verbs were originally found, as a matter of convenience, from a fairly systematic searching of the roots of Wehr's dictionary. This means that these words and lists have a fairly heavy literary (rather than purely colloquial) bias. However, inasmuch as the purpose of this Introduction is not meaning or normal colloquial usage apart from pronunciation, this bias has been considered to be of no great significance.
The materials themselves consist of nineteen 'sections'. These sections are ordered so as to take the student from what he knows, or has learned, to what is new.
Within a given section, the sequence of drills is ordered, in general, to teach the student to hear the sound or contrast first, and then to give him an opportunity to mimic it. There are seven types of drills utilized, each one being explained at the point at which it is introduced:
Familiarization Drills (introduced p. 2);
Reading Drills (p. 3);
Dictation Drills (p. 4; p. 18);
Discrimination Drills (p. 8);
Recognition Drills (p. 9);
Mimicry Drills (p. 9);
Transformation Drills (p. 91)
The drills which are utilized to teach the student to recognize the sounds provide immediate confirmation or correction of the student's response. They can thus be done independently of any outside monitor. However, though the student will most often be able to make judgments as to the accuracy of his own pronunciation, he may still not be able to produce the sound satisfactorily. Consequently, his production (or mimicry) should be monitored or spot-checked.
If the student can mimic the sound satisfactorily, he has achieved the primary goal of that particular segment of the course. If he cannot mimic the sound adequately, the problem will usually be a problem in the mechanics of articulation (in which case explanation and/or demonstration will usually suffice). Occasionally the problem might be in hearing the sound correctly, in which case a review of the Discrimination and Recognition Drills with a monitor would be in order, followed by the Mimicry Drills.
A word concerning the Dictation Drills is in order. FSI/Beirut students do not begin Written Arabic concurrently with their study of colloquial. They thus need to be able to write down new vocabulary items in some accurate transcription, and it is for this purpose that the Dictation Drills were introduced. These Drills, however, have proven to be rather difficult for most students, and thus, for use in other circumstances, it might be found advisable to omit the Dictation Drills or alter the instructions for them.
Arabic (Levantine) is spoken in: Lebanon, Syria, Jordan, Palestine
Arabic (Levantine) has no known alternate names.