Manuel D'ecriture Et De Prononciation Arabes

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Ce Manuel dcriture et de prononciation est le fruit de plusieurs annes denseignement de la langue arabe aux Nations Unies Genve et dinteraction avec des tudiant(e)s de cinquante pays, donc de diffrents cultes et cultures et de diffrentes origines linguistiques. Il est lensemble des leons prpares spcifiquement pour rpondre aux besoins immdiats de chaque tudiant(e), surtout en prenant en considration sa langue dorigine. Lalphabet arabe contient plusieurs lettres et sons qui nexistent pas dans dautres langues. Les apprenants arrivent difficilement les distinguer et ils les confondent souvent. Dans les langues qui utilisent lalphabet arabe, il existe plusieurs lettres qui scrivent et se prononcent diffremment. Cest surtout le cas du persan, de lourdou ou du pachtou. Cest la raison pour laquelle, quelle que soit la langue dorigine de lapprenant, jinsiste sur la bonne criture et la bonne prononciation ds le dbut. Il existe galement dans ces langues des mots qui sont dorigine arabe mais qui ont une diffrente signification. Cest aussi le cas dautres langues qui nutilise pas lalphabet arabe mais qui sont influences par la religion musulmane, comme le malais ou le wolof, ou par la civilisation arabo-islamique, comme le maltais ou lespagnol. Connatre une langue c'est connatre la mentalit, la faon de penser, de sexprimer, les coutumes, et le mode de vie de celui ou de celle qui la parle. On n'arrive jamais bien connatre et comprendre un peuple sans connatre sa langue, alors quen ltudiant lon peut sidentifier lui et mme laimer. Ce livre nest pas un trait de linguistique compare. Cependant, au lieu de traiter uniquement les langues qui utilisent lalphabet arabe, jai fait allusion aux autres langues, car je trouve quil y a certains traits communs que tout tudiant de la langue arabe doit savoir, quelque soit sa langue dorigine, quil utilise ou non lalphabet arabe. Abdallah Nacereddine enseigna larabe lOffice des Nations Unies Genve pendant plus de vingt deux ans, tout en dirigeant son Institut denseignement de la langue arabe Genve, Lausanne, Berne et Zurich. Il mena les cours de langue arabe la Ligue des Etats arabes, en conjonction avec la Chambre arabo-suisse de commerce, a enseign recemment au Bureau international du travail. Ses matriels denseignement sont le fruit de cette exprience et ont t tests fond en classe. Il est lauteur notamment de Manuel darabe fondamental (2e d., 2010) et de Nouvelle approche de lenseignement de la grammaire arabe (2e d., 2010).
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Abdallah Nacereddine enseigna larabe lOffice des Nations Unies Genve pendant plus de vingt deux ans, tout en dirigeant son Institut denseignement de la langue arabe Genve, Lausanne, Berne et Zurich. Il mena les cours de langue arabe la Ligue des Etats arabes, en conjonction avec la Chambre arabo-suisse de commerce, a enseign recemment au Bureau international du travail. Ses matriels denseignement sont le fruit de cette exprience et ont t tests fond en classe. Il est lauteur notamment de Manuel darabe fondamental (2e d., 2010) et de Nouvelle approche de lenseignement de la grammaire arabe (2e d., 2010).

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Publisher
AuthorHouse
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Published on
Jun 1, 2011
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Pages
148
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ISBN
9781456720636
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Language
French
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Genres
Education / Teaching Methods & Materials / General
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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This Handbook of writing and pronunciation is the fruit of several years’ teaching the Arabic language at the United Nations Office in Geneva and interaction with students from fifty different countries, i.e. from different religions cultures, and linguistic origins. It is the collection of lessons prepared to reply specifically to the immediate needs of each student, taking especially into consideration his or her language of origin.

The Arabic alphabet contains several letters and sounds which do not exist in other languages. Learners differentiate between them with difficulty and often confuse them. Among the languages which use the Arabic alphabet, there are several letters which are written and pronounced differently, as in Persian, Urdu or Pashto. This is why, whatever the language of origin of the learner, I insist on good handwriting and good pronunciation from the very beginning.



In these languages, there are also words of Arabic origin, but they have different meanings. This is also true for other languages which do not use the Arabic alphabet but which are influenced by Islam, such as Malay and Wolof, or by Arab-Islamic civilisation, such as Maltese and Spanish.



To know a language is to know the mentality, the way of thinking and of expressing himself, the customs, and the life style of the person who speaks that language. It is never possible to know and understand a people without knowing its language; through studying the language, you can identify with the people and even come to love them.



This book is not a treatise on comparative linguistics. However, instead of dealing only with the languages which use the Arabic alphabet, I refer to other languages, since I find that there are common features which every student of Arabic must know, whatever his language of origin, whether or not it uses the Arabic alphabet.


Abdallah Nacereddine first taught Arabic in the United States before moving to Switzerland, where he led Arabic language courses at the League of Arab States and in conjunction with the Arab-Swiss Chamber of Commerce. He directed his own Institute for Arabic Language Teaching in Geneva, Lausanne, Bern, and Zurich, and taught Arabic at the United Nations in Geneva for over twenty-two years. At present, he is teaching at the International Labour Office. His teaching materials are the result of this experience and have been thoroughly tested in class. One of the first Arabic grammar books was published in the 13th century, under the title al-Alfia (didactic treatise in one thousand lines) by Ibn Malek (600-673 A. H. / 1203-1274 A. D) Since that time, Arabic grammar has not changed at all. In 1636, Thomas Erpenius published his definitive work, Grammatica Arabica, in Latin at Leiden. He followed a methodology which suited the European mind and adopted a specific terminology, which had to be applied by every non Arabic-speaking grammarian. Following this, several Arabic grammar books were published in different languages. Contrary to the grammar of other languages which have continued to evolve, Arabic grammar has remained unchanged. There are already a certain number of Arabic grammar books. What then is the point of publishing yet another? From his childhood, the author studied Arabic grammar, mainly from the al-Alfia treatise. He started to teach it in exactly the same archaic manner that he had learnt it. It was when he began to teach Arabic at the United Nations in Geneva to non-Arabic speakers in a multicultural context that he had to learn a new teaching method and its terminology. He therefore started to follow the European methodology for teaching Arabic grammar and to use its terminology.  

 

L'une des premires grammaires arabes a t publie au 13me sicle, sous le titre de al-Alfia (trait didactique de mille vers) par Ibn Malek (600-673 A.H. / 1203-1274 A.D.). Depuis ces temps-l, la grammaire arabe na nullement chang. En 1636, Thomas Erpenius a publi son uvre dfinitive, Grammatica Arabica, en Latin Leiden. Plusieurs grammaires arabes ont t publies, par la suite, dans diffrentes langues. Contrairement aux grammaires des autres langues qui ont continu dvoluer, la grammaire arabe est reste inchange.

Il existe dj un certain nombre de manuels de grammaire arabe. Pourquoi alors publier encore une autre ?

Ds sa jeunesse, lauteur a tudi la grammaire arabe, principalement dans le trait al-Alfia. Cest lorsquil a commenc enseigner lArabe aux Nations Unies Genve, des non arabophones et dans un cadre multiculturel, quil devait apprendre une nouvelle mthode denseignement. Il a donc commenc suivre la mthodologie europenne et en utiliser la terminologie.

Les grammaires arabes en diffrentes langues taient utiles. Cependant, il a rencontr beaucoup de difficults les appliquer dans ses cours, car elles taient destines aux enseignants et non pas aux tudiants. Il devait radapter cette mthodologie pour rpondre ses propres besoins.

Sans rien ajouter de nouveau la grammaire arabe, il offre une prsentation et une approche nouvelles, afin de la rendre plus abordable et plus accessible. Il sagit dune grammaire faite pour les lves et, en quelque sorte, par les lves, en raison de toutes les questions quils ont souleves. Il fallait trouver des rponses et des explications rencontres nulle part ailleurs.

Les exemples utiliss par les grammairiens anciens et repris par les modernes taient souvent dun caractre violent. Tous les exemples dans ce volume sont plus pacifiques, plus joviaux et plus pratiques.
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