This learning unit is not being organized during year 2020-2021.
The learning outcomes of the LARAB1302 course help prepare the student for the advanced course in Modern Arabic (LARAB2500), as well as for the courses in Middle Arabic and Mixed Varieties of Arabic (LGLOR2721 - LGLOR2722).
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
It aims at the understanding and grammatical analysis of texts and oral expressions in Eastern colloquial Arabic, on a variety of topics (cultural, literary, political, religious, pertaining to daily life). The basic training focuses on either Cairene or Syro-Lebanese Arabic, and the other varieties will be dealt with in a comparative framework.
The course covers the following aspects of learning the Arabic language:
- pronunciation drills aiming at authenticity;
- passive knowledge of unvocalized Arabic script as generally used for writing colloquial Arabic;
- passive knowledge of transcription systems used in scholarly literature for writing colloquial Arabic;
- acquisition of a basic vocabulary, characteristic of modern daily life in its multiple aspects.
At the end of this learning unit, the student is able to :
By the end of the course, the student should be able:
The contribution of this Teaching Unit to the development and command of the skills and learning outcomes of the programme(s) can be accessed at the end of this sheet, in the section entitled “Programmes/courses offering this Teaching Unit”.
It emphasizes the acquisition of immediately applicable substantial basic vocabulary, as well as the main mechanisms of the language, through the study of morphology and syntax.
This entire process should result in a proficiency level that compares to levels A2 (for the active aspects) and B1 (for passive aspects) of the Common European Framework of Reference for Languages.
Note: The Arabic dialects have a range of characteristics that make their acquisition notoriously hard for French-speaking beginners. They have a set of consonants that do not exist in French, a distinct right-to-left script, and a complex grammar. Additionally, Arabic vocabulary shares few elements with French or other languages usually known to students. Thus, it is difficult to apply the Common European Framework of Reference for Languages to the acquisition of Arabic dialects.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.This course includes classroom instruction sustained by the Moodle virtual teaching environment. It requires active involvement, with exercises to be prepared individuallly for each class.
Due to the COVID-19 crisis, the information in this section is particularly likely to change.
- Continuous assessment of quality of participation in class (in the case of a second inscription: to be replaced by an assignment). Proportion: 30%.
- Partial oral exam (January session). Proportion: 30%.
- Final oral exam (June session). Proportion: 40 %.
- Portefeuille de lectures/textes
- Textes imprimés, textes en photocopies, documents présentés sous forme numérique, support sonore.
- Inscription obligatoire sur Moodle.
- Manuels de référence :
Manfred Woidich & Rabha Heinen-Nasr, Kullu Tamam ! An Introduction to Egyptian Colloquial Arabic, Cairo: The American University in Cairo Press, 2004 (ISBN 978-977-424-842-9).
- Mary-Jane Liddicoat, Richard Lennane & Iman Abdul Rahim, Integrated Arabic – '''' ''''' – Syrian Colloquial Arabic – a functional course, Griffith ACT (Australia)
- Herman Talloen & Abied Alsulaiman, Manuel d'arabe standard moderne, Anvers-Apeldoorn: Garant, 2007.
- Portefeuille de lectures/textes