ARABIC LANGUAGE 3

Arabic Language 3 is one of the core courses of the Near and Middle East curriculum of the Bachelor's Degree Programme "Languages, Cultures and Societies of Asia and Mediterranean Africa". It aims to provide learners with knowledge and skills in the fields of language and translation.
Its formative objectives are within the area linguistic skills learning, namely to acquire knowledge of intermediate level morphological and syntactic elements and to develop abilities in the competence of the Arabic language in the context of communicative situations, as well as in reading and interpretation of texts of a certain difficulty. In addition, an in-depth study of grammatical topics already covered in Arabic Language 1 (LT005C) and Arabic Language 2 (LT006C) courses is planned.

The student will acquire the knowledge, in order of urgency, of the standard Arabic language aspects (vocabulary, morphology, syntax) with the attainment of a level of linguistic competence equivalent to B1 level of the CEFR (Common European Framework of Reference for the knowledge of languages). In particular:
1. Knowledge and understanding
• Knowledge of the key sentences necessary to interact in the most common communicative contexts.
• Knowledge of intermediate level grammatical aspects of the standard Arabic language.
• Knowledge of the standard Arabic language main connectors.
2. Ability to apply knowledge and understanding
• Be able to correctly use the key sentences necessary to interact in the most common communicative situations.
• Be able to properly use what has been further learned on important grammatical and lexical aspects in order to understand written texts.
• Be able to write in Arabic and translate into Italian sentences of a certain difficulty using correctly what has been further learned about basic grammatical aspects.
3. Ability to judge
• Know how to use the tools made available to evaluate one's level of knowledge, skills and language skills.
4. Communication skills
• Knowing how to communicate the specificities of linguistic analysis, using appropriate terminology.
5. Learning skills
• Knowing how to relate the different contexts of study and apply their knowledge, skills and abilities for personal and professional growth.

Excellent knowledge (theoretical and practical) of the Italian language: being able to express themselves correctly both in the written and oral and to properly understand grammatical and logical analysis; be aware of the differences of registers.
Basic and elementary knowledge and skills in MSA, already acquired in the previous courses of Arabic Language 1 (LT005C) and Arabic Language 2 (LT006C), based on Deheuvels, Arabic Grammar. It is required an adequate knowledge of English language.

The teaching provides the students with an overall intermediate level of the knowledge of the modern standard Arabic language, both written and spoken. Specifically it offers:
• Strengthening of vocabulary and basic structures; contextualized introduction to the main MSA connectors: 30 hours of frontal lessons
• Application of the aforementioned notions for the development of active and passive skills and training in linguistic interaction in intermediate level communicative contexts: 120 hours of exercises;

Students are required to learn a set of vocabulary and structures, as found in context from the studied material (texts, videos and exercises) during the course.

Grammar and exercises:
Deheuvels, J-L., Grammatica Araba, Bologna, 2010-2011 e successive edizioni (vol. 2)
Al-Warraki, N.N., Hassanein, A.T., The Connectors in Modern Standard Arabic, Cairo: American University in Cairo Press, 1994. (Selected passages)
Lahlali, M. (2011). How to write Arabic, Cairo, AUC Press. (Selected passages)

Supplementary material provided by the teacher available online on Moodle platform: papers and exercises on various grammar topics explained in the course.

Recommended dictionaries
Baldissera, E., Il dizionario di Arabo. Dizionario Italiano-Arabo/Arabo-Italiano. 2ed. Bologna: Zanichelli, 2014
Traini, R. Vocabolario arabo-italiano, 3 vol., Roma: Istituto per l’Oriente, 1966
Wehr, H., Dictionary of Modern Written Arabic, edited by J. M. Cowan (Arabic-English)

Reference grammar:
Mion, G., D'Anna, L., Grammatica di arabo standard moderno: fonologia, morfologia e sintassi, Milano, Hoepli, 2021.

Texts related to exercises with Foreign Language Assistants
Solimando Salem, Imparare l’arabo conversando, Roma, 2011 (steps selected)
Lahlali, How to Write in Arabic, Edinburgh 2009 (steps selected)

E-learning:
Students are invited to enroll in the Quizlet.com virtual class “Lingua Araba 3 – LT007C” (https://quizlet.com/join/y486GrwdN ) in order to practice and memorize the vocabulary studied in class.

Useful resources and sites:
Mumkin.es: http://mumkin.es/ || Interactive Arabic: http://learnarabiconline.ksu.edu.sa/Account/Login.aspx || Dunya fii Lubnaan Storybook http://www.alefb.org/storybook/storybook.html || Qutrub: http://qutrub.arabeyes.org || Dictionaries and glossaries: Ejtaal: http://ejtaal.net/ (Ejtaal > Arabic Almanac: online version of famous dictionaries of modern standard and classical Arabic e.g. Wehr, Kazimirski, Lane) || Almaany: http://www.almaany.com .

The assessment of learning takes place through a written test and an oral test. The written test (of 2 hours), consisting of exercises similar to those carried out during the course, aims to ascertain the skills acquired (knowledge of grammar and connectors, translation skills Arabic / Italian and Italian / Arabic, and written comprehension). The use of dictionaries is not permitted during the written test. In the oral examination students must demonstrate that they knows how to use the grammatical and communicative knowledge and skills acquired during the lectures and the linguistic exercises.
The 12 credits associated with the teaching of Arabic Language 3 are obtained at the time of verbalizing the exam, i.e. after passing both the written and oral exam.

The teaching method develops the language skills all-round through the use of both multimedia tools and those usually accepted in the teaching of foreign languages. It alternates inductive activities with deductive ones and various exercises duly contextualized within the framework of a didactic unit (globality, analysis, synthesis, reflection, control).
Teaching is organized in:
a) lectures;
b) exercises

Italian

written and oral