Arabic-L:PEDA:Root and Pattern Introduction Responses

[Dilworth Parkinson]

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Arabic-L: Fri 20 Dec 2013
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1) Subject: Root and Pattern Introduction Response
2) Subject: Root and Pattern Introduction Response
3) Subject: Root and Pattern Introduction Response
4) Subject: Root and Pattern Introduction Response
5) Subject: Root and Pattern Introduction Response
6) Subject: Root and Pattern Introduction Response

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1)
Date: 20 Dec 2013
From: Manuel Feria <mferia at gmail.com>
Subject: Root and Pattern Introduction Response

Dear Michael,
For me, this concept is so essential that I should be introduced the very
first day. Obviously, there will be a long long way to go  for the
student before understanding the whole system... but, what´s the point in
not introducing a brief overview of the root-and-pattern system that will
give meaning to so many "family resemblances"?
Salaam,
Manuel Feria
University of Granada
https://granada.academia.edu/ManuelFeriaGarcía

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2)
Date: 20 Dec 2013
From: Ahmed Hassan Khorshid <khorshid at aucegypt.edu>
Subject: Root and Pattern Introduction Response

Dear Michael,
There are two approaches to teaching roots and patterns, or actually any
syntactic or morphological system. These are the deductive and inductive
methods.

*The deductive approach*: you start with the rules and go to applications.
Since students haven't had much application,  starting with the rule would,
most probably, be too early.

*The inductive approach:* is the reverse; you start with applications and
when your students have had a "fair exposure" to the system/rule in
question you explain the rules for broader understanding and
generalization. When you are explaining the rule, you students KNOW what
you are talking about. Here, it's a matter of what is "fair exposure", (not
TIME as in your question).

*In the field of TAFL* you don't really have choice. You must follow the
first approach. This is because you don't have material that focus on a
certain topic. Proponents of "authenticity" have always claimed that you
could find authentic material that serve this purpose. Personally, I
haven't found such material yet.

salaam

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3)
Date: 20 Dec 2013
From: Alexander Magidow <amagidow at gmail.com>
Subject: Root and Pattern Introduction Response

Salamaat,

I personally feel that it's worth introducing the idea as soon as you have
enough exemplars that the students can start (with help) to see a pattern.
As in curricula like the AK 3rd edition curriculum, you'll probably have a
lot of fa3iil-type adjectives early on, and this is a good first exposure
to the idea of awzaan - students can quickly recognize that all the
examples of this pattern have a type of 'rhyme', and that they are all
similar in that they are generally adjectives.

I've found it somewhat difficult to get across the notion of the
interlocking relationship between roots and patterns, so I devised a very
hands on drill, though I'm still developing it. I used this drill right
after the students learned about the verbal patterns I, II, III and V in
Al-Kitaab:

The basic idea is to for students to create a 'stencil' for each of these
patterns which they can write any root into and have an instant 'key' to
the pronunciation of that root+pattern combination. The goal is primarily
for the students to grasp the distinction between the two components of an
Arabic word.

The stencils are made by writing the wazan with the root substituted by
small boxes, something like the following for fusha form III present tense:
http://tinypic.com/r/315mryv/5

You then cut out the boxes, and, with a sheet of paper behind the stencil,
you can write in whatever root letters you want, giving you an instant
pronunciation guide.

Once the students have made the stencils for all of the roots, I have them
flip around in Hans Wehr, and find a good root- I steer them away from weak
verbs - and use their stencils to quickly figure out how the verbs derived
from that root would be pronounced. I have them 'collect' a number of verbs
with full vowelling and a definition on another sheet of paper, and then we
share them as a class. I try to point out some of the relationships between
the verb forms if they found good examples for this. It's also a good
introduction to using the dictionary.

The activity worked fairly well, and I think it got the idea across. The
biggest problem was actually the stencil making process - some of the
students were really slow with the scissors. The lesson is best for a 75
minute class period, or parts of two 50 minute periods.

Alex

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4)
Date: 20 Dec 2013
From: Andrea Facchin <andfacchin at gmail.com>
Subject: Root and Pattern Introduction Response

Dear M. Ibrahim,
I prefere introducing the root and pattern system at the very early stage:
that is soon after the end of the alphabet.
Anyway it is my personal opinion. Does anyone know articles concerning this
topic?
Many thanks
Best
Andrea Facchin

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5)
Date: 20 Dec 2013
From: Melanie Magidow <melaniemagidow at gmail.com>
Subject: Root and Pattern Introduction Response

Hi Michael,

In my experience, it helps to start mentioning the terms jidhr and wazn as
soon as the students have enough letters and vocabulary to begin
recognizing relationships between words. Usually the first example I use is
kitaab and maktab. I just introduce the concept as a key concept for
learning Arabic in order to give students a sense of what they will learn
later. I applaud them for having reached the stage in their knowledge of
letters to be able to begin seeing these patterns. I follow the lead of the
textbook that I use, Alif Baa (3rd ed.), and my classes benefit from its
organic, gradual introduction of the root and pattern system. I do not hold
students responsible for the information until we move into Al-Kitaab. By
then, the students are well prepared to grasp the concepts.

Best Wishes,

Melanie A. Magidow
Independent Scholar and Adjunct of Arabic Language & Culture
The University of Rhode Island
email: melaniemagidow at gmail.com
website: melaniemagidow.com

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6)
Date: 20 Dec 2013
From: Suad Mohamed <adanhelwah at gmail.com>
Subject: Root and Pattern Introduction Response

I used to follow the text books I teach to introduce the concept of Root
system and usually after 3 or 4 terms but last semester I found my students
with curiosity and eagerness to explore the language . I taught them the
root system without getting into details of Awzan at the end of alif Baa
book.. They were very responsive and  more appreciative of the logic of
Arabic language. I believe it is easier and more useful if we begin
teaching them early in the process...

Suad Mohamed
Lecturer of Arabic language and culture
MESALC
University of Virginia

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