Where phonetics and culture convergeThe Baghdadian method [Archives:2006/942/Education]
Muhsin Ahmad Bin Shamlan
Asst. Professor
Department of English
University of Science & Technology, Sana'a
[email protected]
Before the advent of the new state educational system in Yemen, both in the southern and northern regions, the traditional school was called [Kuttab] (pre-elementary school), the word being derived from [Kataba] which means (He wrote..). Perhaps some of the old people now still remember their glorious days, going and coming to and from the [Kuttabs]. The learning mechanics were not simple or naive, and the educational atmosphere was full of ardour and respect.
This article sheds light on the process of first language learning (Arabic) through focusing on the skills of listening and reading as manifested in the Baghdadian Method where the link between phonetics (the scientific study of speech sounds) and Islamic culture is quite evident and prevailing.
The process
The learners were first introduced with the 29 Arabic alphabetical letters associated with the individual sounds, each consonant accompanied by the front-central vowel [a]as in [ba], [ta], [da], [ka] etc. The second stage was to introduce each letter followed by the three Arabic short vowels respectively as in [ba], [bi], [bu], [ta], [ti], [tu], [da], [di], [du], [ka], [ki], [ku] etc. The next stage was to introduce each letter followed by the three short vowels sealed by the nasal [n] as in [ban], [bin], [bun], [tan], [tin], [tun] etc. This nasalisation is called [Tanween] in Arabic or nunnation. The following step was to introduce the [Shaddah] or doubling sounds as in [balla], [talla], [dalla] etc. A series of nonsensical utterances were introduced in various phonetic contexts to help learners practice pronunciation of different complicated utterances. Learners were then gradually trained to read meaningful words, first decontextualised and later put in partial contexts extracted from the Holy Quraan or from the sayings of Prophet Muhammad (Peace Be Upon Him), or from Arabic literary texts.
Culture and religion
The process finally led the learners to reading the first Surah, the Opening verses of the Holy Quraan. The learners then proceeded to read the last Surah of the Holy Quraan (Al-Nas) and on to the first Surah of Part 30 (Al-Naba) thus applying the principle of simplicity in grading the materials of the language concerned. Arabic was introduced at this phase almost solely through the Islamic culture represented in the Holy Quraan and other relevant texts. Learners did not experience any kind of alienation concerning the content or the form of the linguistic reservoir.
Memorization played a significant role in this method where selective linguistic chunks were stored and retrieved in need, mostly because of the effectiveness of the techniques applied such as the rapid repetition of the phonetic models used in this Baghdadian method. The rhythmic and intonational-syntactic groupings did help enlarging the working memory (Rivers, 1971) and made it easier for learners to retrieve what had been stored in a very smooth and systematic way.
Some useful implications
Most of Arab learners of English including Yemeni learners of course are not benefiting from the Baghdadian method in assimilating their L2.
Whether applying the Direct Method or any of the other oral methods, the pronunciation drills used in classrooms are usually designed to meet the needs of imaginary learners everywhere in the Globe. I assume that we could benefit from this analytical method in several directions exploiting both the cultural and phonetic aspects to enhance English language teaching-learning process. To mention but one example, we can draw parallel phonetic drills to emphasize the pronunciation of English phonemes which do not exist in Arabic, like, for example, [feeb,veeb], [feep,veep] (using the nonsensical utterances). The role of memorization could be stressed through introducing certain lines of the most appealing and fine English poetry.
Finally, one can say that drawing on our first language in terms of both the phonetic system or background culture could be of invaluable importance and usefulness for teaching English to Arab students.
References:
1. The Holy Quraan
2. The Baghdadian Method (Textbook for children)
3. McDonough, S.H., Psychology in Foreign Language Teaching (George
Allen &Unwin, 1981.
4. Rivers, W.1971, Linguistic and psychological factors in speech perception and their implications for teaching materials, in P. Pimsleur and T. Quinn (eds), The Psychology of Second Language Learning (Cambridge: CUP)
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