ARAB 101: Introduction to Modern Arabic Language and Culture I (Fall Semester)

Course Syllabus

 

 

Instructor:

 

Instructor:             Maher Awad

Office:                    Rayzor Hall 329

Office phone:        (713) 348-3260

E-mail:                    awad@rice.edu

 

 

Course Description:

 

This course introduces students to Modern Standard Arabic within the cultural context of the Arab world. Students will learn speaking, listening, reading, and writing skills through communicative drills and conversation practice. Multimedia material is an integral part of the course. Students will reach the Novice-High level. Recommended prerequisite: No prior knowledge of Arabic. (5 credits)

 

 

Course Goals in Terms of Proficiency:

 

By the end of this course, students will reach the Novice-High level on the scale devised by the American Council on the Teaching of Foreign Languages (ACTFL). The following statements will roughly describe your four language skills at the end of this course (taken from the ACTFL guidelines):

 

SPEAKING:  Speakers at the Novice-High level are able to handle a variety of tasks pertaining to the Intermediate level, but are unable to sustain performance at that level. They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations. Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture, such as basic personal information, basic objects and a limited number of activities, preferences and immediate needs. Novice-High speakers respond to simple, direct questions or requests for information; they are able to ask only a very few formulaic questions when asked to do so. Novice-High speakers are able to express personal meaning by relying heavily on learned phrases or recombinations of these and what they hear from their interlocutor. Their utterances, which consist mostly of short and sometimes incomplete sentences in the present, may be hesitant or inaccurate. On the other hand, since these utterances are frequently only expansions of learned material and stock phrases, they may sometimes appear surprisingly fluent and accurate. These speakers' first language may strongly influence their pronunciation, as well as their vocabulary and syntax when they attempt to personalize their utterances. Frequent misunderstandings may arise but, with repetition or rephrasing, Novice-High speakers can generally be understood by sympathetic interlocutors used to non-natives. When called on to handle simply a variety of topics and perform functions pertaining to the Intermediate level, a Novice-High speaker can sometimes respond in intelligible sentences, but will not be able to sustain sentence level discourse.

 

LISTENING:  Learners at the Novice-High level are able to understand short, learned utterances and some sentence-length utterances, particularly where context strongly supports understanding and speech is clearly audible. They comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy formulae. They may require repetition, rephrasing and/or a slowed rate of speech for comprehension.

 

READING:  Learners at the Novice-High level have sufficient control of the writing system to interpret written language in areas of practical need. Where vocabulary has been learned, they can read for instructional and directional purposes standardized messages, phrases or expressions, such as some items on menus, schedules, timetables, maps, and signs. At times, but not on a consistent basis, the Novice-High level reader may be able to derive meaning from material at a slightly higher level where context and/or extralinguistic background knowledge are supportive.

 

WRITING:  Writers at the Novice-High level are able to meet limited basic practical writing needs using lists, short messages, postcards, and simple notes, and to express themselves within the context in which the language was learned, relying mainly on practiced material. The writing is generally writer-centered and is focused on common, discrete elements of daily life. Novice-High writers are able to recombine learned vocabulary and structures to create simple sentences on very familiar topics, but the language they produce may only partially communicate what is intended. Control of Intermediate-level features is not sustained due to inadequate vocabulary and/or grammar. Novice-High writing is often comprehensible to natives accustomed to the writing of non-natives, but gaps in comprehension may occur.

 

In addition to the above four linguistic skills, students will gain information about and insight into the culture of the Arabic-speaking world.

 

 

Course Materials:

 

These books are required:

 

·         Alif Baa with DVDs: Introduction to Arabic Letters and Sounds, 2nd edn., 2004, by Brustad et al.

·         Al-Kitaab with DVDs: A Textbook for Beginning Arabic, Part One, 2nd  edn., 2004, by Brustad et al.

 

You can read my combined review of those books here:  < http://linguistlist.org/issues/16/16-796.html >.

 

The following book is not required. It is a classic, concise, and brief description of the Arabic language:

 

·         Arabic Language Handbook, Georgetown University Press, 2003, by Mary Catherine Bateson (updated reprint of the original 1967 edition).

 

 

Course Requirements and Grade Distribution:

 

1.  Attendance and participation – 20%. You are expected to come to every class meeting and to come prepared for class activities. This means that before you come to class you should do the assigned reading, watch the DVDs, study the new vocabulary, preview the exercises that are to be done in class, and be ready to answer questions. Quality participation in class is crucial for success. ‘Quality participation’ is a cover phrase for active, engaged, voluntary, non-disruptive, and consistent participation. Missing class not only means extra time for you to catch up, it is also unfair to your classmates as you will undoubtedly slow everyone down. You are allowed three absences during the semester for any reason and without any justification. Use these absences if you really need to. If you don’t need to, don’t use them. An absence beyond the three which is not excused will impact your grade negatively. For an absence to be excused, it must be for a compelling reason (e.g. illness, job interview, conference presentation, etc.) and it must be documented. Furthermore, note that class will begin and end on time and that two instances of tardiness will count as one absence. You are responsible in detail for material and information covered in class when you were absent or when you arrived late or left early. Check with your classmates or with me about what you may have missed. Note further that your participation grade is affected by whether or not you stay in touch with me in office hours on a semi-regular basis throughout the semester.

 

2.  Homework – 15%. There will be two main kinds of homework: (1) homework that will be turned in to be corrected and graded, and (2) homework that will be spot-checked in class for verification that it was done. Expect one or the other kind of homework every class. At the beginning of class, all written homework that is not for turn-in must be visible for spot-checking. No late homework will be accepted without a compelling reason. It is your responsibility to arrange to turn in your homework on time even if you must miss class on the day the homework is due. The following grading scale will be used to grade homework (out of 10 points):

10     =    A   =    excellent/very good

9       =    B    =    good/above average

8       =    C    =    okay/average

7       =    D   =    acceptable/below average

1–6   =    F    =    failing

 

3.  Lab requirement – 5%. You will log at least 60 minutes of work in the language lab (Language Resource Center) every week. Your time there must be spent doing things above and beyond the normal class requirements—that is to say, things other than preparing for tests, working on homework assignments, using the Alif Baa or Al-Kitaab DVDs, etc. The purpose and spirit of this requirement is to encourage you to interact with and explore the Arabic language and culture beyond the normal class requirements. The following are some examples of creditable lab work: teaching yourself how to type in Arabic, watching and listening to Arabic programs on the Internet (e.g. SCOLA), reading Arabic texts on the Internet (e.g. newspapers), watching Arabic films, listening to Arabic songs and writing down their words (passive listening to music does not count), using Arabic learning software such as TMM, and so on. If you are not sure whether something counts toward fulfilling this requirement or not, ask me. To get credit for this requirement, students must log their time in the LRC log system.

 

4.  Conversation tutorial requirement – 5%. Along with a small group of your classmates, you will meet with a native speaker “tutor” for an hour a week to practice your conversation skills in Arabic.

 

5.  Vocabulary quizzes – 5%. There will be approximately 5 vocabulary quizzes, one every time we begin a new chapter in Al-Kitaab.

 

6.  Chapter tests – 25%. There will be 3 or 4 chapter tests, one every time we cover a couple of chapters or so. These tests will be scheduled as we go and will be announced a week or two in advance.

 

7.  Oral presentation – 10%. There will be one oral presentation due in class in the last two weeks of the semester. The script of the oral presentation is due a few days before the oral presentation is due.

 

8.  Final exam – 15%. There will be a cumulative final exam during the final exam period. The date of the final exam will be announced a few weeks into the semester, as soon as the Registrar’s office releases that information.

 

 

Grading Scale:  This is the scale that will be used to calculate your final course grade:

 

98–100%   =    A+                    89–91  =    B+                    80–82  =    C+                    71–73  =    D+                    0–64    =    F

95–97         =    A                      86–88  =    B                       77–79  =    C                       68–70  =    D

92–94         =    A-                     83–85  =    B-                     74–76  =    C-                     65–67  =    D-

 

Your goal is to learn Arabic, not to obsess over grades. The point of the grades is merely to keep you on track toward that goal. Do your work well, and the grades will take care of themselves.

 

 

Other Requirements and Expectations:

 

1.        It is highly unadvisable to take this course on a pass/fail grading basis as this tends to create two performance levels in class, the lower-level students being the ones opting for pass/fail.

 

2.        You should expect to spend at least two hours preparing for every in-class hour.

 

3.        You should come to office hours often during the semester, not only when there is a problem or an upcoming test. Your participation grade is affected by whether or not you stay in touch with me in office hours on a semi-regular basis throughout the semester.

 

4.        You are required to form groups of 3–4 students each and meet at a regular time for an hour once a week to practice your Arabic and to study together. Take the initiative in approaching your classmates to form your group.

 

5.        Planned absences (e.g., for religious observance, a job interview, a medical procedure, a conference presentation, etc.) must be communicated to me during the first two weeks of class, even if the exact dates of the planned absence are not known. In general, let me know as soon as you become aware that you must be absent on a given day. You will be responsible for making up any work you miss during your absence.

 

6.        No makeup exam or test will be given without a compelling documented reason.

 

7.        You are required to save every test and assignment returned to you in an organized folder until after the final grades are assigned at the end of the semester. This includes assignments that you send me electronically.

 

8.        Every requirement in this course, from the smallest to the biggest, will be carried out in accordance with the letter and spirit of the Rice Honor Code.

 

 

Special Needs:

 

Any student with a documented disability who needs academic adjustments or accommodations is requested to speak with me during the first two weeks of class. All discussions will remain confidential. Students with disabilities will also need to contact Disability Support Services in the Student Center (RMC).

 

 

 

Welcome to Arabic!

 

أهلاً وسهلاً إلى العربيّة!