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    Abasic Course in Iraqi Sample

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    Muhamed Mokhtary
    A comprehensive introduction to Iraqi Arabic for beginners (with Iraqi-English and English-Iraqi glossaries) this is the language spoken by Muslim Baghdad residents, transcribed and not in Arabic script. It does not assume prior knowledge of Arabic. A Basic Course in Iraqi Arabic with MP3 Audio Files contains ten chapters of phonology to explain the sounds, and thirty more covering grammar and vocabulary. The phonology chapters all contain extensive drills. The grammar chapters start with a dialogue or brief narrative, then explain new vocabulary and points of grammar, and conclude with drills. The book is usefully enhanced with a bound-in CD with audio MP3 files to accompany the text and drills.

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    Abasic Course in Iraqi Sample

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    Muhamed Mokhtary
    611 views327 pages
    A comprehensive introduction to Iraqi Arabic for beginners (with Iraqi-English and English-Iraqi glossaries) this is the language spoken by Muslim Baghdad residents, transcribed and not in Arabic script. It does not assume prior knowledge of Arabic. A Basic Course in Iraqi Arabic with MP3 Audio Files contains ten chapters of phonology to explain the sounds, and thirty more covering grammar and vocabulary. The phonology chapters all contain extensive drills. The grammar chapters start with a dialogue or brief narrative, then explain new vocabulary and points of grammar, and conclude with drills. The book is usefully enhanced with a bound-in CD with audio MP3 files to accompany the text and drills.

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    A comprehensive introduction to Iraqi Arabic for beginners (with Iraqi-English and English-Iraqi glossaries) this is the language spoken by Muslim Baghdad residents, transcribed and not in Arabic script. It does not assume prior knowledge of Arabic. A Basic Course in Iraqi Arabic with MP3 Audio Files contains ten chapters of phonology to explain the sounds, and thirty more covering grammar and vocabulary. The phonology chapters all contain extensive drills. The grammar chapters start with a dialogue or brief narrative, then explain new vocabulary and points of grammar, and conclude with drills. The book is usefully enhanced with a bound-in CD with audio MP3 files to accompany the text and drills.

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    611 views327 pages

    Abasic Course in Iraqi Sample

    Uploaded by

    Muhamed Mokhtary
    A comprehensive introduction to Iraqi Arabic for beginners (with Iraqi-English and English-Iraqi glossaries) this is the language spoken by Muslim Baghdad residents, transcribed and not in Arabic script. It does not assume prior knowledge of Arabic. A Basic Course in Iraqi Arabic with MP3 Audio Files contains ten chapters of phonology to explain the sounds, and thirty more covering grammar and vocabulary. The phonology chapters all contain extensive drills. The grammar chapters start with a dialogue or brief narrative, then explain new vocabulary and points of grammar, and conclude with drills. The book is usefully enhanced with a bound-in CD with audio MP3 files to accompany the text and drills.

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    GEORGETOWN CLASSICS IN ARABIC LANGUAGE AND LINGUISTICS Pawo tee lL | Tecttlaeve- te with MP3.Audio Files WALLACE M. ERWIN Georgetown University Press, Washington, D.C. © 2004 by Georgetown University Press. All rights reserved. Printed in Canada 10987654321 2004 This book is printed on acid-free paper meeting the requirements of the American National Standard for Permanence in Paper for Printed Library Materials. ‘The research reported herein was performed pursuant to a contract with the United States Office of Education, Department of Health, Education, and Welfare. Library of Congress Cataloging-in-Publication Data Erwin, Wallace M. A basic course in Iraqi Arabic : with audio MP3 files / Wallace M. Erwin. p. em. — (Georgetown classics in Arabic language and linguistics) Originally published: Washington, D.C. : Georgetown University Press, 1969, in series: The Richard Slade Harrell Arabic series : no. 11. Includes index. ISBN 1-58901-011-6 (pbk. : alk. paper) 1. Arabic language—Dialects—Iraq. 2. Arabic language—Grammar. I. Title. UL. Series. PI6823.E685 2004 492.77'09567—de22 2003049539 Contents Contents of the Audio MP3 Filles ....... Arabic Research at Georgetown University ox ‘The History of the Arabie Research Progrim, Insitute of Languages snd Linguistics, Georgetown University xxvi Foreword to the Georgetown Classics » XXViii Acknowledgments . XXX k . . UNITS A. Consonants pbkg fv @Ssz5iCjmnwy 0c... eee B. Vowels: General comments . 3 C._Long vowel aa 5 D. Long vowel ii . 7 E. Long vowel wu. 8 E._Long vowel 00 9 G, Long vowelee ...... 10 H. Long vowels: Summary R J. Aubuiieibleabtese (8) ote ase pane e peer ES ESS 13 UNIT 2 A. Short vowela . 1s B. Automatic stress (2). 16 D. Short vowel u .. 18 E, Medial consonant clusters 19 F. Medial double consonants = 19 UNIT3 A. Consonant t 21 B. Consonant d ... 23 C. Consonant! . Bry D. Diphthongs aaw and aw 26 E. Medial double ww... maeene 2 F, Syllable structure; automatic stress (3)... 2... 0.22. 0ececee ee ee eee eeee 28 UNIT 4 A. Consonanth .. 31 B. Consonantr ... 32 Cx \Comonint © cnceccimancaaarenwiies TTR OEE «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. = vii = 2. Independent personal prounons: Second person. .....-....eeee eevee 83 3. Adjectives: Masculine, feminine, and plural forms ..........-2..-.205 84 NN I ER, UNIT 12 Aj Dithogue ess cnscincsrvencarccmwnssrnssevvaareaseenaines 87 B_Grammar L._Pronoun suffixes: First person .........0.2se.sesscessuseeeee sees 89 2._ The preposition Zind 89 3. Noun gender and adjective agreement. 90 4. Iraqi equivalents of English indefinite article 91 3. The article prefix 1/D- .....e0005 91 6, The demonstrative prefix hale/aD-. 93 CN nis ce eet dn eee UNIT 13 A; Dalgue sn icci me 98 B. Grammar 1, Pronoun suffixes: First-person pronoun suffix -ni 2. Independent personal pronouns: First person. 3._Preposition suffix -/- “to, for’. 4, Prefix §- ‘whar 5 6. Prefix w- ‘and’ . . Adjective inflecti C. Drills. UNIT A. Dialogue eo ss veseessseesereeesseesesseseeseeseserseeeeesseres 109 B. Grammar 1. Interrogative Sénu ‘what... 0.0... 22 2c cece cece cence teens ul 2. Equational sentences 3. General demonstrative pronoun: Masculine and feminine forms 4. reposition prefix /-/D- ‘to, for’... 5. 6, 7. M2 . Imperfect tense: First-person forms. . Imperfect tense: Second-person forms . . Future prefix rac. 8 C. Drills 9 124 i 125 2._ Imperfect tense: Third-person forms . 125 3, Summary of imperfect-tense verb forms 127 «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. -xi- 2. Plural forms of adjectives 3. Adjective agreement in gender and number. 23 275 C. Drills veces csecccssavevavsvevsvsvavsvsesvavseneseveuseevevens 276 UNIT 32 AL Dialogue 2.0.2... oe eee eee teeeceecee secu eeeeeeeeeseeees 278 B._Grammar TORINO CU anne eM 2. Constructions with maa ...... 0... s20ecceeeceeeeeeeeeeeeuesenee 282 Co DiS oe eee eee eect cette een tere etna 283 UNIT33 As: Dislogue nis asnepueroppryiswanncroeniiant meas geuseeeR US 285 B. Grammar L. Verb classes 287 2._Inflection of derived and quadriliteral verbs... 297 3. Ordinal numerals 300 th mall ae 5. Days of the week, month, and dates... 0.0... .0ceeceeveeeeeeeeee 302 Cs Dalls vce casa UE AR NERT TSN EURES ONE ween SOF UNIT 34. GA AN fl en ue pre rop Cr eic acne NSIC 306 B. Grammar 1. Suffix -man ‘whose, whom’ 307 2. Active participles: Class 1 308 3. The word nafis ‘soul; same; sel” 314 C. Drills 3i4 UNIT 35 AL Narrative 0.20020 cece cee ce eee nessa eeeeese sees eeeeneeueees 316 B_Grammar «Active participles: Class I to X and Quadtiliterals . 37 1 2. ‘The auxiliary Zan with active participle ..........6. 3. Adjectives of color and defect . : C. Drills «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. = xv Unit Exercise Filename Time Page Drill 3 0503 1:44 42 Drill 4 0804 3:40 44 Drill 5 0505 2:06 a4 Drill 6 0506 144 a4 Drill 7 0507 1:35 a4 Drill 8 0508, 4:39 45 Drill 9 0509 1:40 46 Drill 10. 0510 134 46 Drill Li Osi 1:40 46 Drill 12 0512 3:01 47 Drill 13. 0513 1:31 47 Drill 14. 0514 0:58 a Drill 15 0515 1:00 48 6 Drill 1 0601 Ll 49 Drill 2 0602 1:49 49 Drill 3 0603 4:38 50 Drill 4 0604 1:08 50 Drill 5 0605 6:26, 3 Drill 6 0606, 1:06. 32 Drill 7 0607, 8:45 32 Drill 8 0608 1:29 3 7 Drill 1 0701 3:04 54 Drill 2 0702 1:56 6 Drill 3 0703 3:59 56 Drill 4 0704 234 a7 Drill S 0705 21 37 Drill 6 0706 219 37 Drill 7 0707 3:22 57 Drill 8 0708 1:58 59 Drill 9 0709 213 59 Drill 10 o710 2:23 3 Drill 11 om 2:35 60 Drill 12, o712 1:39 60 Drill 13 0713 2:12 60 Drill 14 o714 2:05 60, Drill 15 715 1:02 61 Drill 16. O76 0:47 61 8 Drill 1 0801 1:42 62 Drill 2 0802 3:25 62 Drill 3 0803 2:13 63 Drill 4 0804 2:13 63 Drill 5 0805 2:07 63 «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. = xix = Unit Exercise Filename Time Page Drill 6 1806 177 Drill 7 1807 a7 Drill 8 1808 178 Drill 9 1809 178 Drilt 10 1810 178 Drill 11 1811 179 Drill 12 1812 179 19 Dialogue 1900 180 Dialogue at normal speed 19000 180 Drill! 1901 184 Drill 2 1902 185 Drill 3 1903 185 Drill 4 1904 186 Dell 5 1905 186 Drill 6 1906 186 Drill 7 1907 186 Drill 8 1908 187 Drill 9 1909 187 Drill 10 1910 188 Drill 11 1911 188 Drill 12 1912 189 20 Dialogue 20002 189 Dialogue at normal speed 2000 189 Drill 2001 195 Drill 2 2002 195 Drill 3 2003 196 Drill 4 2004 196 Drill 5 2005 196 Drill 6 2006 197 Drill 7 2007 197 Drilt 8 2008 198 Drill 9 2009 198 Drill 10 2010 199 Drill U1 2011 199 Drill 2 2012 199 21 Dialogue 2100a 200 Dialogue at normal speed 21006 200 Drill t 2101 204 Drill 2 2102 204 Drill 3 2103 204 Drill 4 2104 208 Drill 5 2105 205 «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. = xxiii = Unit Exercise Filename Page 33 Dialogue 33002 285 Dialogue at normal speed 3300 285 Drill § 3301 304 Drill 2 3302 304 Drill 3 3303 304 Drill 4 3304 305 Drill 5 3305 305 Drill 6 3306 305 34 Dialogue 3400a 306 Dialogue at norma! speed 3400b 306 Drill 1 3401 314 Drill 2 3402 31S Dall 3 3403 BIS Drill 4 3404 31s Drill 5 3405 316 Drill 6 3406 316 35 Narrative 3500a 316 Narrative at normal speed 35006 316 Drill 1 3501 304 Dritt 2 3502 324 Drill 3 3503 304 Drilt4 3504 325 Drill 5 3505 325 Drill 3506 326 36 Dialogue 3600a 326 Dialogue at normal speed 36006 326 Drill 3601 333 Drill2 3602 333 Driti3 3603 3:03 334 Drill 4 3604 34 Drill 5 3605 24 Drill 6 3606 334 37 Dinlogue 3700a 338 Dialogue at normal speed 37006 338 Drill 1 fa) 3701a 343 Dill 1b) 3701b a3 Drill 1) 3701¢ 343 Drili 2 3702 343 Drill 3 3703 33 Drill 4 3704 344 Drill S 3705 344 Drill 6 3706 4 «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. - xxvii - Before his death in late £964, Dr. Harrell had done the major part of the work of general editor for the last five books of the Arabic Series, and to him is due the credit for all that may be found of value in that work. [t remained for me only to make some minor editing decisions, and to see these books through the process of proofreading and printing: for any errors or inadequacies in the final editing, the responsibility is mine alone, Wallace M. Erwin Associate Professor of Linguistics and Arabie Georgetown University «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Introduction This book is designed to be used in an oral-aural approach to language-teaching, which involves the memorization of short dialogues, and extensive oral drilling as an aid toward mastering the major gramm: structures. It is arranged in 40 units, the first ten of which deal with phonology, and the remaining 30 with grammar. The kind of Arabic presented here is that spoken by educated Muslims in the city of Baghdad, and the term “Iraqi” or “Iraqi Arabic” as used throughout the book should be understood to mean specifically Muslim Baghdad Arabic. This variety of Arabic can generally be understood throughout Iraq and, with varying degrees of difficulty, in most parts of the Arab world, A full description of the phonology, morphology, and syntax of this dialect may be found in my book A Short Reference Grammar of Iraqi Arabic (Washington: Georgetown University Press, 1963); the analysis pre- sented in that work forms the basis of the grammatical explanations in this textbook. For dictionaries of the same dialect, the reader is referred to A Dictionary of Iraqi Arabic: English-Arabic, edited by B. E. Clarity, Karl Stowasser, and Ronald G. Wolfe (Washington: Georgetown University Press, 1964), and A Dictionary of Inagi Arabic: Arabic-English, edited by D, R. Woodhead and Wayne Beene (Washington: Georgetown University Press, 1967). Another extensive presentation of Baghdad Arabic may be found in Spoken Arabic of Baghdad: Part One by R. J. McCarthy, S.J., and Faraj Raffouli (Beirut: Librairie Orientale, 1964), which includes gram- matical explanations, exercises, and vocabularies, and in Spoken Arabic of Baghdad: Part Two (A) by the same authors (Beirut: Librairie Orientale, 1965), which contains conversations, narratives, plays, songs, and proverbs. Units 1 to 10 of this texbook present a description of the phonological system of Iragi Arabic, with rather detailed explanations and drills designed to help the student learn to pronounce the vowels and difficult consonants in acceptable fashion, It is probably more satisfactory in the long run to cover these ten units thoroughly before proceeding to the dialogues and grammar drills beginning in Unit 11, but some teach- ers may wish to supplement the purely phonological work of the first ten units by presenting (orally) simple phrases of greeting, classroom expressions, and the like; these should however be carefully chosen at each stage to include only those sounds which have been covered by that time. Each of the untis from 11 to 40 consists of three main parts: (A) a short dialogue or narrative, with a list of new vocabulary items, (B) grammatical explanations, and (C) drills; in addition there are, where appropriate, brief cultural notes on features touched upon in the dialogues. Following is a discussion of each of the three main parts, with suggestions on their us A. Dialogues. These are short conversations, involving two or more people, and deal- ing generally with matters of everyday living in Baghdad. Every fifth unit has, in place of a dialogue, a narrative, which is usually a third-person account of the events of the preceding four dialogues, A loose thread of connection runs through the dialogues and i that for the most part they concern the affairs of two or three specific fam- ilics (all quite fictitious, of course), and eventually touch on the engagement, marriage, «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. UNIT 1 A. Consonants pbk g fud8sedzijmnwy ‘There are more consonant sounds in Iraqi than in English. As you will see later, some of these sounds are quite unlike anything in English, and there- fore require considerable practice on the part of the English-speaking learner. Others are in some respects like certain English sounds, but are still different enough to deserve special attention. About half of them, however, are so much like English sounds that they present little or no difficulty, and it is these relatively familiar sounds that we take up in this section. The following table shows the symbols which will be used to represent the sounds in question, with an English word or two to illustrate each one, Voiceless Voiced » asin pay 6 asin bay e "7" gale 9 7" gale po" feel (wo veal) a "" Ghick, ether 8" this, either 5 7" seal - 7" geal #0" shake, fission (0 ""~ vision) é "%" choke ji" " joke moo" maiz no gail wo” well ¥ mae sell The two consonant sounds v and z, shown in parentheses above, are very rare in Iraqi. They occur only in a few words borrowed from other languages, and under certain circumstances as variants of f and of ¥ or i respectively, Iraqi words illustrating the other consonants in the table will be given in later sections of this unit. Voice. In Iraqi, as in English, some consonant sounds are voiceless and some are voiced. A voiceless consonant is one which is produced without any accompanying vibration of the vocal cords, for example the ¢ sound at the beginning of the English word seal. A voiced consonant is one which is ac- companied by vibration of the vocal cords, for example the x sound at the beginning of real. To hear clearly the distinction between voicelessness and 1 «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 1 5 example. In English, the vowels of the words pet, pat, and got are three different vowels: they sound quite different to our ears precisely because, in English, the difference between any two of them is enough to make the difference between one word and another, and we are accustomed from child- hood to hearing and reproducing this difference. In Iraqi there is a vowel a, which in some words sounds (to English-speakers) like the vowel of pet, in others like that of pat, and in still others like that of pot. These different- sounding qualities, however, are determined entirely by the environment of the a in a word; that is, next to certain consonants it sounds more like the vowel of pez, next to others more like that of paz, and so on. The differ- ences, in other words, are automatic: they are not subject to conscious choice by the Iraqi-speaker, but are determined for him by the environment; and they never serve to distinguish two otherwise identical words as the corresponding differences do in English. Thus we say that the one Iraqi vowel a has a range of variation covering the qualities heard in several different English vowels, and the same is true to a greater or lesser degree of the other Iraqi vowels as well. Having made these general comments, we can now proceed to a description of the individual vowels, As you will see, the words given to illustrate the vowels also illustrate the consonants discussed in Section A above. C. Long vowel aa This vowel has qualities ranging roughly from that of the vowel in has to that of the vowel in calm. Listen to the Iraqi examples given below. If you hear variations in the quality of the vowel from one word to another, re- member that these variations are automatically determined by the environ- ment—the neighboring consonant sounds—and that they are merely different aspects of the same vowel. Actually, in these particular examples you may nat hear much variation in the vowel quality, because the particular consonants occurring in these words all happen to have somewhat the same effect on the vowel aa. In later examples the variation will be more noticeable, In any case, both here and later, listen carefully and imitate what you hear as closely as you can, vowel variation and all, In time the variation will become as automatic for you as it is for Iraqis. Note: 1, Do NOT try to memorize the English meanings of the examples given below and throughout Units 1 ro 10. Many of them are common and useful words, and you will learn these in the proper place as you proceed through the course. Others have been chosen only to illustrate certain «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unrt 1 9 Drill 8. Contrast between English vowels and long vowel uu. Listen and repeat. moo => muu gooh > Junf boob buub rube kuub booze buys coon kuun doom 6uum moose maus Drill 9. Long vowel wu. Listen and repeat. | Guum sung mua - mans buub - Ruub- sung muus uu guum = 6uum Fuuf - meus = uum guum duun buub - Bunz buue = muy = guum mus iunf fuub - dunn Buun - kun - baud buuz duub suseg ~Fuxf mua - murs - Rus F. Long vowel 00 This is not very much like any English vowel. If you will say the English. word hose aloud several times very slowly, you will notice that during the course of the vowel sound your lips move from a somewhat rounded to a more rounded position and the back of your tongue moves slightly upward. ‘These movements cause the vawel to change quality toward the end, becoming more like the vowel of ooze, Now if you can prolong the first part of the vowel in hose, keeping your lips and tongue in the same position and thus not allowing the vowel to glide off into the vowel of ooze, you will be ap- proximating the Iraqi oo. It is a long vowel, but it has the same quality throughout—no off-glide as in English. Another way to approach the problem of learning to produce the Iraqi 00, which for some English-speakers may work better than starting from the vowel of hose as above, is this; Say the English word caw and note the sound of the vowel. Now say it again, but this time round your lips more, keep your lower jaw up so that your upper and lower teeth are only very slightly apart, and try to keep lips and tongue fairly tense and in the same position throughout. This should result in a reasonably good Iraqi oo. As you work through the drills, remember to notice both the length and the quality of the vowel, and if necessary repeat the exercises suggested above until you can produce the sound at will. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Uni 1 13 only a central quality, as in calm, but also 2 more front quality, as in has, and in some environments even a more back quality, as in cause (but with unrounded lips), In any event, it is always distinguished from the other long vowels by being low rather than mid or high. The following drills will illustrate contrasts among the five long vowels. You may find the distinction between ii and ee and between ua and oo a little harder to hear and reproduce than the others, and the last two drills below are devoted to these cases. Drill 16, Long vowel contrasts. Listen and repeat. | iti -jeeb muus- meex buub- baad Suuf ~Foof been - buux boos = biik meex- moox goor- geej jaab -jiib Sook - 8aak pias ~ geed Roan - eiek Drill 17. Contrast between long vowels ii and ee, Listen and repeat, | bil beet Hii ecb Siik - been Glib - jeeb ecb - iit gees - giis ceef - bis peek - piip Drill 18. Contrast between long vowels wa and oo. Listen and repeat. | muu-moox 6uum - Boob Swuf - foof I. Automatic stress (1) doom - kitun mooj - muut goon-guum Stress is the relative loudness of one syllable over others in a word. In English, for example, stress falls on the first syllable of apple and animal, «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 2 W7 through this drill, note that the final a in these Iraqi words, though un- stressed, still has the same qualities as it does when stressed. When you repeat the words, do not allow the final a to become an “‘uh” sound as in English sofaor Edna, Drill 7. Automatic stress. Listen and repeat. jeaba ‘he brought him’ suuga “drive M him" gaasa “he touched him’ boosa “kiss! jiiba “bring M him’ moora “banana” biina “in us’ jeeba “his pocket” muusa ‘his razor blade’ xeena “good F" C. Short vowel i ‘This vowel, like others, has a certain range of qualities, depending on the consonants it precedes and follows, and also on its position in the word. At the end of a word it has a quality like that of the long vowel ii, but it is shorter in duration. Drill 8 Short vowel i in final position. Listen and repeat. | baadi ‘having cried M’ jibe ‘bring F” Gaani ‘second M” gist ‘touch F” naasi ‘having forgotten M’ juufi ‘look F* batt ‘crying’ mausi ‘my razor blade’ sagi ‘irrigation’ Boob “my shirt’ nabi ‘prophet’ jeebi “my pocket’ When # is not in final position, its qualities range from the short version of ii just described to the vowel sound in English fit, In the examples given in the following drill it is more like the vowel of ft. Drill 9, Short vowel iin non-final position. Listen and repeat. 4 8ibb ‘throw away M’ bina ‘he built” simm ‘poison’ bita ‘he cried’ sinn ‘tooth’ sima ‘sky’ Fim ‘smell M’ fina ‘he destroyed’ iB ‘deflate M? isa ‘he forgot” mil ‘dust of M? iia ‘starch’ min ‘from’ dima ‘trufiles" «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 2 21 In all the examples thus far given, the double consonant is preceded by 2 short vowel. There are also words in which a double consonant is preceded by a long vowel. In practicing these, try to keep from shortening cither the vowel or the consonant. Drill 16. Medial double consonants preceded by a long vowel. Listen and repeat. | 5aa8@a ‘having transmitted F’ Saabba ‘having thrown away F baa88a ‘outstanding F” saamma _ ‘poisonous F” jeaffa = ‘dry F" Jaagga ‘having torn F” The last drill provides practice in distinguishing between single and double consonants. Drill 17, Contrast between medial single and double consonants. Listen and repeat. iife ‘he got well’ + diffe ‘lip’ ji8ad ‘corpses? fia ‘corpse’ jasib ‘attracting’ ea88ib ‘tell lies M? masa ‘evening’ massa ‘he spent the evening’ mazig ‘tearing’ mazzig ‘tear up M’ mati “walking” maiti ‘make go M? Jamis ‘sun’ jammis ‘putin the sun M’ bina ‘he built’ finna ‘wwe were’ sabab ‘cause’ sabbab ‘he caused” Baki ‘clever M’ iatki ‘allow to complain M’ saguf ‘ceiling’ sagguf ‘puta roof on M’ bati ‘erying’ batéi ‘make cry M? sijan ‘he jailed’ iia ‘small rug” UNIT 3 A. Consonant + The Iraqi t is a voiceless dental stop. It is similar to the English ¢ sound in take, but there is one difference between the two, Say the word take aloud several times, and you will notice that to produce the ¢ sound the tip of the tongue touches the roof of the mouth somewhere on the gum-ridge, behind «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 3 25 word, and of course also notice and imitate differences in other consonants and in the vowels. Drill 8. Contrast between English and Iragi 1. Listen and repeat. tell =» tall ‘hill’ laugh — lof ‘he wrapped’ shell Fall ‘he paralysed’ = lamb laam ‘he blamed’ sill sill ‘tuberculosis’ = oan loon ‘color’ moll maal ‘he leaned’ Molly mali. ‘mine’ feel fil ‘elephant’ belly bali ‘yes? ghoul guul ‘say M’ fill im flim ‘film’ tail teel ‘wire’ Phyllis fits ‘penny’ knoll oof ~— ‘loom’ skillet gilit ‘Tsaid’ Some additional examples of Iraqi | are provided in the following drills. Note: The examples given from here on will include some forms written with a hyphen, As far as pronunciation is concerned, these forms can be regarded as single words, the same as if written all together. The reason for the hyphen will be explained later. Drill 9. Consonant /. Listen and repeat. | laabie ‘wearing M? badta ‘suit, dress? laaxim ‘necessary MM’ fib ‘bring M to me’ lila ‘pearls’ balwa ‘trouble” lees ‘why? éilma ‘word’ leela ‘night’ Saal ‘he picked up’ Toor ‘almonds’ gaal ‘he said” lamm ‘he collected’ miil ‘mile libas ‘he put on’ guul ‘say M’ lizag ‘he pasted’ deel ‘tail’ malik ‘king’ Boot ‘these’ walad "boy" daliil ‘guide’ File ‘pick up P* faaluul “warts” Drill 10. Double #/. Listen and repeat. | falta ‘excellent’ kallaf ‘it M cost’ halla ‘sugar-loaf’ sallim ‘greet M’ gable ‘he told him’ eallib ‘hang M? gul-li ‘tell M me’ sallaat ‘baskets’ balay ‘he froze” tillaad ‘hook? dailal ‘he pampered’ bil-leel ‘at night’ «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unrr 3 29 1, éoa-kewé = ‘hammer’ 9. faa-yif ‘having seen M’ 2. duk-kaan ‘shop’ 10. jaa-yif-ni ‘having seen M me’ 3. wox-na (a weight) 1. mak-ta-ba ‘library’ 4, daxt-ni ‘he sent me” 12, mak-ta-bat-na ‘our library’ 5, dax-rat ‘she sent’ 13. risa ‘he forgot’ 6. mew-sim ‘season’ 14. kitab ‘he wrote’ 7, Jaww-fat ‘she showed! 15. bi-naw ‘they built” 8. jaw-wa ‘under’ 16, ta-na-ka ‘can” We define a long syllable as any syllable which contains (1) a long vowel, or (2) a short vowel followed immediately in the same word (not necessarily in the same syllable) by two consonants or a double consonant. A short syle lable is one containing a short vowel followed immediately in the same word by a single consonant or by none. Thus, in the examples given above, the long syllables are: both syllables of 1 and 2, the first syllable of 3 through 9, the first and second syllables of 10, the first syllable of 11, and the first and third syllables of 12. The other syllables, including all those of 13 through 16, are short. With the foregoing comments on syllable structure in mind, we can proceed to the formulation of a statement by means of which we can predict the position of stress in the great majority of Iraqi words. (There are a few exceptions, which will be noted as they arise.) The statement, known as the automatic stress rule, is as follows: Stress may fall only on one of the last three syllables of a word. If there are Jong syllables among the last three, stress falls on the long syllable nearest the end of the word. If there are no long syllables among the last three, stress falls on the next-to-last syllable in two-syllable words and on the third-from-last syllable in all others. To illustrate how this rule is applied, we list the above examples again, this time without showing syllable division, but indicating the position of stress by an acute accent mark placed over the vowel of the stressed syllable. 1, Caakdue 9, ddayif 2. dukkdan 10. aayifni 3. wdena 11. méktaba 4. dézxni 12. maktabdtna 5. déxzat 13. nisa 6. mdwsim 14, kite 1, Sdwwfat 15, binew 8. jdwwa 16, tdnaka «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 4 33 The flap d is also quite different from the American English r sound in the same position. Contrast the following pairs: carry > caddie hurry buddy sorry body harem Adam barrack paddock garish radish The Iraqi sound which we symbolize r is very similar to the American English d sound in such words as those in the right-hand column above, It is classified as a voiced dental flap, and is produced by a very brief fick of the tongue-tip against the gum just behind the upper teeth. Whereas the flap variety of English d occurs only between two vowel sounds of which the second has weak stress, the Iraqi r is always 2 fap no matter what its position in a word. ‘The following drills illustrate r in various positions. Drill 5. Medial r between two vowels. Listen and repeat. 4 baarid ‘cold M’ bariid ‘mail’ daari ‘take care of M’ kariim ‘generous M” tirak ‘he left’ girth ‘close M’ diras ‘he studied’ kaarunk ‘cradle’ jure ‘puppy’ jariida ‘newspaper’ biira ‘beer" jariima ‘erime” jigeara ‘cigarette’ dirasna ‘we studied’ kuura ‘hive’ jiiraan ‘neighbor’ Drill 6. Medial r preceded or followed by another consonant. Listen and repeat. | kabraan ‘grown up M’ tartiib ‘arrangement’ sitra ‘jacket’ warda flower” matruus ‘filled M’ sirdaab “basement” madrasa ‘school’ markax ‘police station’ tadritb ‘raining’ warga ‘lea? sakroan ‘drunk M’ surgi ‘bolt? safra ‘crip’ darbuuna ‘alley’ Hisrat ‘she broke” darzan ‘dozen’ jiera ‘carrot’ earcaf ‘cover’ samra ‘brunette F? tarjam ‘he translated’ tamriin ‘drill’ barmiil ‘barrel’ «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 4 37 Drill 10. Double *?. Listen and repeat. | raffas ‘he named as head’ sa? Pas “he discouraged’ safaal ‘inquisitive M’ yitla?tam ‘hei mean’ ‘The next drill gives examples of ® at the end of a word. (Some words of this type also have variant forms without the final *, but here we are con- cerned with the forms which have it. In any case you should learn to hear when it occurs and when it does not, and be able to produce it yourself at will.) Drill 11, Final *. Listen and repeat. { sun? ‘evil’ jarii® ‘daring M” bina? ‘construction’ laaji® ‘refugee M? liwaa® (administrative division) naasi? ‘resulting M’ bari ‘innocent M’ haadi® ‘calm M’ The glottal stop very commonly occurs immediately preceding or following another consonant in a cluster. Here are examples. Drill 12. Medial * preceding or following another consonant. Listen and repeat. | ta®jiil —_‘postponement* masuul ‘responsible M’ ta®sits foundation’ mitfakkid ‘certain M’ tatliif ‘composition’ mit®allim ‘pained M’ ta®miim ‘nationalization’ mitfassif ‘sorry M” rafsen ‘directly’ mastala ‘problem’ si?lat ‘she asked’ jurta ‘boldness’ yi?saw ‘they despaired’ yistal "he asks? The matter of the glottal stop at the beginning of an Iraqi word deserves some comment. In English, words which we think of as beginning with a vowel actually quite often begin with a glottal stop, although we are not usually aware of it. This is most frequently the case when the word is the first, or the only, word in the utterance. Try the following, one at a time: ox, each, ache, open, all, ouch. Whisper each one with your ears plugged, and listen for the click of the glottal stop just before each initial vowel. Probably you will hear it in some instances and not in others. In Iraqi, as it happens, the physical facts are quite similar, but they are regarded from the opposite point of view, That is, words which Iraqi-speakers think of as beginning with a glottal stop sometimes actually begin without it, although the speakers are not «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unt 5 41 cave shape like a shallow bowl. This may sound like a very complicated set of tongue gymnastics, but in fact it is exactly what we do in English in producing afinal [ sound as in the words bell or sill, As you will recall from 3 C, it is the sound of the Iraqi plain ! which is different from the English / sound and which therefore requires some practice. You should find the sound of the Iraqi emphatic | much easier. The plain s and 3, on the other hand, are quite like the corresponding English sounds, and it is the emphatic s and 8 which are different, In the case of ¢ and #, both are somewhat different from the English t sound ; see 3 A for the former. When you first hear the contrast between a plain and an emphatic consonant, your reaction will probably be to say that the only difference you hear is one between the quality of the adjacent vowels, Listen to the fol- towing pairs: Drill 1. Vowels aa and @ next to a plain consonant and next to an emphatic. Listen. taab ‘he repented’ > faab ‘it became pleasant” tamm ‘it was completed’ famm ‘he buried’ batt ‘he decided’ batt ‘ducks’ ‘You are hearing correctly: these vowel differences are physical facts, easily perceptible to English-speakers—the vowels next to the plain consonants sound more like those of has or hat, and those next to the emphatics more like those of cause or hot. For an English speaker, this much of a difference in vowel quality is enough to make the difference between one word and another, as is shown by het and hot. In these two words there may also be a physical difference between the two final t sounds, but such a difference is never enough in the English system to make the difference between two words, and the English-speaker is consequently unaware of it: it is auto- matic, therefore non-significant, therefore imperceptible to our ears. Now in Iraqi the situation is much the same, but the other way around. It is the difference between a plain and an emphatic consonant which is enough to make the difference between two words, as is shown by each of the three pairs in the drill above, There may well also be a physical difference in the quality of the vowels in such pairs, but this difference is completely automatic: certain vowel qualities go with plain consonants, and certain others with emphatics. The vowel differences alone are never enough to make the difference between two words, and therefore Iraqi-speakers are generally unaware of them, In the Iraqi system, the aa of taab and the aa of faab are the same vowel, and it is the two consonants which, for an Izaqi, are quite obviously different, English-speakers learning Iraqi must therefore learn to recognize and produce «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unsir 5 45 D. Emphatic consonant 5 Between plain s and its emphatic counterpart s there is the same relation as between ¢ and ¢. The plain s is very much like most occurrences of the English s sound, as for example in see: the front part of the upper surface of the tongue just behind the tip (for some people, the tip itself) approaches the gum ridge behind the upper teeth and thus forms a narrow channel through which the breathstream passes with the characteristic hissing noise; the rest of the tongue is relaxed and slopes smoothly backward and downward. For the emphatic s, on the other hand, the front part of the tongue (not the tip in this case) performs the same action as for s, but the central part is depressed and the back part raised a bit, the whole surface assuming a hallow shape, just as it does in the production of the English final ? as in Sell, or the in else. The s sound in this last word, under the influence of the preceding “emphatic” J, is probably something like the Iraqi $, certainly closer to it than the s in see. These facts suggest a preliminary exercise which may help you begin the process of learning to distinguish between s and 3. Say the word see several times without any pause: seeseeseeseesee, Next whisper the same sequence, and gradually suppress everything except the s sound s—s—s—s—s—. Now go through the same steps with the word else, ending up with a sequence —s—s—s—s—s in which you continue to think the whole syllable else but actually produce only the s sound audibly. ‘The see exercise should. give you a sound more like the Iraqi s, and the else exercise 2 sound more like 5. The following drills illustrate the contrast between s and s. As in the preceding section, while you are doing these drills, concentrate on hearing and reproducing the difference between the two consonants, but also notice and imitate the automatic differences in the quality of adjacent vowels. Drill 8 Contrast between initial plain s and emphatic 3, Listen and repeat. seam ‘he priced’ > jaam “he fasted” saad ‘he governed” saad “he hunted” siir ‘march M’ stir “hecome M’ sin (letter name) sini “Chinese M’ suug ‘market’ suum “fast M’ suuri ‘Syrian’ juura ‘picture’ seef ‘sword’ seef ‘summer’ seed ‘torrent’ seed ‘hunting’ soof “wearing out” foob ‘side’ (of river) sooda ‘black F” fooda “soda” sadd ‘dam’ sadd ‘he repelled’ «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 6 49 Notice that when a labial, like 6 or m, is mear an emphatic J, the labial is also emphatic, just as it is when near a primary emphatic. Drill 1. Emphatic consonant {. Listen and repeat. | lati ‘nice M? fabul ‘drum’ luguf ‘kindness? galba ‘his heart’ taltaf ‘nicer’ gamla louse’ nutiub ‘we request” ramla ‘sandy place’ glaas ‘glass’ yalla ‘come on!” B. Emphatic consonants » } fm ‘The first four of the secondary emphatics listed in the heading are labials, and we will consider them first, as a group. The difference between the plain labials p 5 f m and their emphatic counterparts ¢ 6 f m is similar to the difference between plain and emphatic consonants described in Unit 5: for the plain labials, the lips form the basic articulation, and the tongue is rela~ tively relaxed and out of action; while for the emphatic labials, the lips again form the same basic articulation, but the tongue is tenser, depressed in the middle and raised at the back. In addition, labial emphatics are com- monly released with a little extra lip-rounding, which makes them sound as though they were followed by a faint tw sound, This effect is particularly noticeable when there is a vawel @ following. As between plain labials and their emphatic counterparts, the latter gen- erally occur automatically near one of the primary emphatics ¢ 8 or near the secondary emphatic |. Here are examples; note again that when the labial is automatically emphatic, as here, we do not write the dot underneath. Drill 2, Embhatic consonants p > f m. Listen and repeat. 1 paag ‘bus’ saffa “his class’ abba ‘bunch’ *asfar ‘yellow M’ ‘ball’ na88ma ‘organize M it M’ ‘easy M? mastaba ‘bench’ matbuug ‘correct M’ gumat ‘he scalded? Labial emphatics also occur in a great many words which do not contain a primary emphatic. In most such cases, the occurrence of the labial emphatic (rather than its plain counterpart) is still automatic, but is determined by «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unt 6 53 ‘tighten M’ ‘you M tighten” ‘officer’ ‘the officer’ ‘year’ ‘the year’ ‘market’ “the market’ ‘voice’ ‘the voice” ‘box! “the box’ ‘chain’ ‘the chain’ ‘butter’ “the butter’ ‘windew" ‘the window’ ‘you M saw’ “what did you M see’ ‘bag’ “the bag’ ‘word” “the word” ‘child M’ “the child M’ ‘newspaper’ ‘the newspaper’ ‘he acted’ ‘acted M’ ‘comb M’ "having combed M’ ‘people’ ‘the people” ‘he slept’ ‘we sleep’ labnaan ‘Lebanon’ “to Lebanon’ Tela ‘night” ‘the night’ ratiis ‘president’ ‘the president’ rijil ‘leg’ “the leg’ When the semivowel w occurs doubled in initial position, the first element has a vowel-like sound, similar to the vowel in English oof, and the second ele- ment has the usual w sound as in well. Similarly, when the semi-vowel y occurs doubled in initial position, the first element has a vowel-like sound, similar to the vowel in English deat, and the second element has the usual y sound asin yell, Drill 8, Contrast between initial single w and y and initial double we and yy. Listen and repeat. wannas ‘he amused’ = wwennas ‘and he amused’ wucta ‘his face’ wewutia “and his face’ ween ‘where?’ weween ‘and where?’ yabbis ‘dry M’ yyabbis ‘he dries’ yattimi ‘discourage M me’ yya®isni ‘the discourages me’ «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unt 7 57 Drill 4. Initial x. Listen and repeat. | xa0f ‘he was afraid’ ass ‘lettuce’ xaal ‘maternal uncle” wait ‘he entered’ xaali ‘empty M’ wamsa “five” xoof ‘fear’ saline ‘nose’ x00F ‘good" xidma ‘service’ xuu8a ‘helmet’ subur ‘bread’ eel ‘horses’ salliini ‘let M me’ weer ‘goodness’ xaddaama ‘maid’ Drill 5. Final x. Listen and repeat. | laax ‘other M’ daayix ‘dizzy M? door “felt” tarix ‘wheel’ jes ‘sheik? nusax ‘copies’ tax “brother’ Eruux “wheels? muxx ‘brains’ battiix ‘melons’ lux ‘other F* tabbaax ‘cook M1” Drill 6, Medial single x and double xx. Listen and repeat. | maaxi8 ‘having taken M’" Padaxxin ‘Ismoke’ dooxa ‘dizziness’ daxzxil ‘putin M’ Puxud ‘sister" Oaxxan ‘he thickened’ faxaaf ‘Tam afraid’ faxxar ‘he sent on an errand” axiir ‘last M” zaxxaat ‘rain showers’ Gixiin “thick M’ duxxaan ‘smoke’ Drill 7, Consonant x in medial and initial clusters, Listen and repeat. | stardam ‘he employed’ tabsan ‘thicker’ maxzan ‘store’ Parxat ‘cheaper’ muxtabar —‘laboratory” nusza ‘copy’ musfis ‘sincere M? yitearraj ‘he graduates’ muxtear (local official) *aixaas ‘persons’ faxbaar ‘news’ teallé ‘you M let’ stinag ‘he choked’ Lease ‘the lettuce’ Barr ‘it M turned green’ mzarbat ‘messed up M? xbaabiiz ‘bakers’ nxaan ‘he was betrayed" «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 8 61 Drill 15. Short vowel 0. Listen and repeat. baanyo ‘bathtub’ maayo “bathing-suit’ raadyo ‘radio’ pyaano ‘piano’ gaaziino (kind of cafe) D. Diphthongs eew, ooy, and iw ‘These three diphthongs are far less common than those described in 3 D and 4 D. The first, eew, consists of the Iraqi long vowel ¢e (the first variant described in 1 G) followed smoothly by a glide into a vowel sound like that of English boot, The second, coy, consists of the Iraqi long vowel oo followed. smoothly by a glide into a vowel sound like that of English feet; and the third, iw, consists of a short vawel sound like that of English f¢ followed very quickly by a glide into a vowel sound like that of English boot. The second and third are extremely rare, occurring in only one or two words each. Examples follow. Drill 16. Diphthongs eew, ooy, and Listen and repeat. | geewti ‘my clippers’ booy “boy, waiter’ jreew ‘puppy’ stiwlaan ‘settling down’ UNIT 8 A. Consonant ¢ In the English writing system the letter q is usually followed by u, and this combination of letters represents the two sounds éxw. In our transcription of Iraqi, however, the symbol ¢ represents a single consonant sound, different from anything in English. This sound is a voiceless uvular stop. It differs from the voiceless velar stop & only in the point at which the closure occurs. For &, as we have noted earlier, the back of the tongue cuts off the breathstream momentarily by touching the velum (soft palate), For g, the extreme back of the tongue cuts off the breathstream by touching a point noticeably farther back than for 4, in the region of the uvula, The uvula is the small appendage which hangs down in the center of the mouth, at the very back of the velum; you can easily sce it in a mirror if you open your mouth wide and keep your tongue relaxed. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 9 65 nakim ‘greedy M’ mukimm ‘important M’ famtan ‘bigger around’ mimtann “grateful M’ *axrag ‘bluc M’ mizragg ‘haying turned blue M’ barid ‘coldness’ Sistiridd “he gets back’ baddil ‘change M’ sistidill ‘she infers’ UNIT 9 A. Consonant ¢ The two consonants to be described in this unit are produced by the action of the pharynx, which is the upper part of the throat, above the larynx; and they are therefore called pharyngeal consonants, There are no similar speech sounds in English, The first is €, which is a voiceless pharyngeal spirant. In the production of this sound, the muscles of the pharynx are tightened so that the throat passage becomes smaller and narrower than it is in a relaxed state, and the breath passes through this narrowed channel with a friction noise which differs in quality from that of ordinary breathing and is much more audible, In addition, the root of the tongue (the part which is too far down in the throat to see in a mirror) is drawn back slightly so as to form part of the front wall of the narrowed passage (but no part of the tongue approaches the velum 2s for x or touches the uvula area as for g). It is a voiceless sound: there is no accompanying vibration of the vocal cords. Tt is a spirant: the breathstream is never completely cut off at any point, but continues ta scrape through for the duration of the sound. Here, for listening purposes only, are some examples of words beginning with C. Drill 1. Initial c. Listen. 4 Gaal ‘condition’ Cabil ‘rope’ Cook ‘house’ Cati ‘alk’ Cuuta ‘whale’ Curr “free M’ Cerwa ‘quince’ ilu ‘sweet M’ Ciira ‘perplexity’ Ciss ‘voice’ At first you may have some difficulty in distinguishing this sound from the Iraqi A, which is very much like English 4; and even after you have learned. to hear the difference you may find it difficult to produce a distinctive € yourself, Nevertheless it is very important to learn to make a clear € from the beginning. For Iraqi-speakers, the two sounds are just as different as any other two consonants, and if you produce & when you mean €, you will «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 9 69 When practicing ¢, as in the case of €, remember that it is a sound produced entirely in the throat, and that the tongue should not curl up or back. Again, if necessary to prevent this, press the tongue tip against the back of the upper teeth. As a first exercise, say the syllable daa, and hold the long vowel sound for a moment: baaaaa. Now repeat, and this time, when you come to the end of the long-drawn-out vowel, suddenly tighten your neck and throat muscles, so that you get the impression of having choked off the sound in your throat, This is in effect a ¢, probably a good deal exaggerated at first, but basically the sound you are trying to acquire: baaaaaé. Repeat this several times, and each time shorten the vowel a bit: baea¢—baaat¢—baa. The last is a normal Iraqi syllable, and in fact is a real word, which appears in the list above, Try it all again, and then replace aa with each of the other long vowels, as in the drill below. Drill 8 Practice exercise: consonant 2. Listen and repeat. baaaaé - basa - baaé booook - booog- book buwuue- buuud - baud beeee€~ beeec~ bee biti - IL - BIL The next step is to add another vowel to the end of these syllables. First, take a deep breath and start out with the original long-drawn-out syllable baaaaad. Now, while holding the long vowel sound, alternately tighten and relax the throat muscles, remembering to keep the tongue entirely out of action, and also to keep the vocal cords vibrating throughout, so that there is an un- interrupted stream of voiced—not whispered—noise, The result should be a series of long caaaa sounds separated by 2 sounds, the latter probably overly long and exaggerated, something like basaaé €¢aaaaa颀aaaaa, Repeat the sequence several times, concentrating on the alternate squeezing and relaxing sensations in the throat. Repeat several times again, and now try to reduce the exaggeration of the € sounds; that is, keep the aaaaa sounds long, but try to reduce the intervening C£¢ sounds to a single momentary squeeze: bacaaa€aaaaadaanaalaaaaa, Next, repeat the sequence, now gradually re- ducing the length of the vowel as well, with the end result of a sequence like baadaa€aa@aalaa, Finally, climinate the initial 6 and try to start off with a squeeze, immediately relaxing it into a vowel: CaaCaaCaaCaa. Now go through the whole procedure with each of the other long vowels, Most English-speaking students, when encountering the ¢ for the first time, have difficulty in distinguishing it from certain other consonant sounds, or find that it gives them the impression of a vowel sound of some «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. ‘Untr 10 73 rupted stream. In this fow of normal-speed speech, it often happens that an. individual sound is modified or changed to something else by the influence of adjacent sounds, whether in the same word or not, and also that the form of awhole element (word, prefix, or suffix) is influenced by the form of a preced- ing or following element. In this unit we discuss the main types of this kind of modification in Iraqi. We also present, in the last section of the unit, complete charts of the consonants, the vowels, and the diphthongs. A. Assimilation A sound, under the influence of another (usually adjacent) sound, may become more like the other in some respect, or identical to it; this kind of modification is assimilation. In Iraqi, a stop, affricate, or spirant may assimilate to another consonant in any of these categories as to voice (in this case it is usually the first of the two which assimilates to the second): a voiceless consonant followed by a voiced consonant tends ta become voiced, and a voiced consonant followed by 2 voiceless consonant tends to become voiceless. For example, the word sudus ‘one-sixth’ begins with an s, which is voiceless. In the plural of this word, *atdaas ‘sixths', the + in question is immediately followed by d, which is voiced, so the s assimilates to the d by becoming voiced, which makes it a z. Thus the word which we write as *asdaas is normally pronounced “fazdaas”. Nevertheless, in this and similar cases we continue to write the unassimilated form (here fasdaas), because doing so makes clearer the relationship between the word in question and related words in which there is no assimilation (here suduz), and because the assimilated pronunciation is in any event quite automatic. Some other examples: maiguul ‘busy M’ is pronounced tasdigaat ‘friends’ “ “ matkuur ‘mentioned M’ af a Tibsat ‘she wore’ “ “ A consonant may also. assimilate to another as to the feature of emphasis, a plain consonant becoming emphatic when cither followed or preceded by an emphatic (or even, as we saw in 6 A, when an emphatic is not adjacent but nearby). For example, there is a suffix -ti which occurs in past-tense verb-forms: 4ifabri ‘you F wrote’. When this suffix is added to a stem ending in an emphatic, the f of the suffix may assimilate to the emphatic by becoming emphatic 4, as in xupatti ‘you F mixed’, For other examples see 6 A and B. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unit 10 71 As the examples in (3) and (4) and in the right-hand column above show, a written sequence consisting of a double consonant letter followed by another consonant letter, for example zh, xx-l, or xx m, represents a spaken sequence consisting of a single consonant sound followed by another (single) consonant sound. Such a sequence is a cluster of only two consonant sounds, and is therefore permissible. F. Charts As 2 final summary of the sounds of Iraqi, all the consonants, vowels, and diphthongs are shown below in chart form. Consonants 4 < — E | 4 a 2 2 ~\|2|z allele lie E B a p = 5 Z/S|E/E8 15 |/2]8 STOPS tt & q ¢ a g SPIRANTS Voicelese pele les] i | el] 4 Voiced v {8 Ble cl z | @ é |AFFRICATES Voiceless é Voiced j NASALS mm n LATERALS ie FLAP r ISEMIVOWELS | w ’ «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unir 11 81 NoTES ON DIALOGUE 1. Polite formulas, Like all forms of Arabic, Iraqi is rich in words and expressions used automatically in certain social situations, for example on meet- ing or taking leave of someone. Some of these polite formulas lend themselves quite well to translation into English: jconak, for example, corresponds in meaning to How are you? and is used in just about the same way. Others, however, may present problems. In certain situations, both the Iraqi and the English-speaker normally use some sort of polite formula, but the two expres- sions may not have the same literal meaning; or, in certain other situations, the Iraqi may habitually use a polite formula where the English-speaker would normally say nothing at all. When an Iraqi polite formula occurs in a dialogue in this book, we show its approximate literal meaning in the indented break- downs, but in the translation of the numbered sentence we give the expression that an English-speaker would normally use in the same situation (or no equivalent at all, if that would be normal). In any case, it is best to learn every polite formula as a whole, associating it with the situations in which it is used, and not to be too concerned about its literal meaning. In these Notes we will give a brief comment on each new polite formula and list some of the situations in which it is used. marCaba An informal phrase of greeting, corresponding ap- proximately to English hello. Said on meeting an aequaintance. Hoonak ‘The most common enquiry about health, correspond- ing closely ta English How are you? This form is used only in addressing a male person; for other forms see B below. I£amdilla A frequently used expression, meaning literally ‘praise to God’, It is used: (1) as a favorable reply ‘to any enquiry about health, either alone or with some word meaning ‘well, good’ (such as seen). In this context the English equivalent is Fine, thank you or the like. (2) In general, any time something good happens, or something turns out in a desirable way. In this context the equivalent might be Good, Thank goodness, or Thank God, depending on the seriousness of the matter. Besides the form shown here, other slightly differing forms may be heard, for example Camdilla, 1€amdillaa, or the Classical Arabic *al-Camdu lillaah, «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. ‘Unrr 11 85 write M, F, MP, or FP after the English word to indicate the distinctions made by the Iraqi forms.) Masculine zeen maiguul Feminine zeena maiguula Masculine plural zeeniin maijuuliin Feminine plural weenaat maiguulaat This table illustrates some facts which are true of many adjectives: the masculine form is usually the simplest, without any ending; the feminine form bears the ending -a; the masculine plural form, -iin; and the feminine plural form, -aat. Cc DRILLS Drill 1. Repeat the utterance, replacing the underlined name with each of the new names given, and making any other necessary changes. mer€aba abu xaalid! Hloonak? Hello, Abu Khalid! How are you M? ruheer Zuhayr samiira Samira mustafa Mustafa meammad Muhammad xaalid Khalid Drill 2. Repeat the utterance, replacing the underlined name with each of the new names given, and making any other necessary changes. marCaba tumm xaalid! Hoonic? Hello, Umm Khalid! How are you F? suheer Zuhayr samiira Samira mustafa Mustafa mCammad Muhammad xaclid Khalid Drill 3. The following utterances are addressed to a man. Say them as you ‘would to a woman. Hoonak? Hoonit? marCaba! Hloonakt marCabal Hoonit? haay weenak? haay weenii? ma-da-niuufak. ma-da-niunfid. haay weenak, ma-da-niuufak? haay weenii, ma-da-niuufic? youusuun Pitdak. youusuun Piidié. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unrr 12 389 NOTES ON DIALOGUE 1, The coffee-house. In Iraq, as in most parts of the Middle East, the coffee-house is a flourishing institution. Men go there to sip a drink, talk to their friends, play cards or other games, read the newspaper, and in general relax, Women never go. Some coflee-houses serve only tea and coffee; some offer a few other kinds of beverages such as yoghurt or bottled soft drinks. Tables are outside when the weather permits. B. GRAMMAR 1, Pronoun suffixes: First person In Sentence 2 of the dialogue, note the ending -i in the form ma-Cindi. ‘This is the first-person singular pronoun suffix, corresponding in most cases to English my or me, Here are two other examples: ttidé ‘my hand’ yammi ‘next to me! There is no masculine-feminine distinction in the forms of the first-person singular pronoun suffix, as there is in those of the second-person singular; in the first person the only distinction is between singular and plural. The form -i, however, is only ane of three forms, or alternants, of the first-person singular pronoun suffix (the others will be given later). The alternant -i is attached to certain nouns and prepositions, but not to verbs. The first-person plural pronoun suffix is -na, corresponding in most cases to English our or us, for example: iuguina ‘our work’ yammna ‘next to us” This pronoun suffix has the form -na wherever it occurs. 2. The preposition ¢ind The form Cind, which occurs (with attached pronoun suffixes) in Sentences 1 and 2 of the dialogue, is a preposition. For the sake of brevity, it is trans- lated in the breakdowns as ‘on, with’, The fact is, however, that neither this or any other Iraqi preposition corresponds exactly to any English preposition, «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. «a You have either reached a page thatis unavailable for viewing or reached your viewing limit for this book. Unrr 12 93 6. The demonstrative prefix: hal-/haD- The Iraqi equivalent of the English demonstratives this and these (and in some contexts that and those as well) is a prefix consisting of the element ha- combined with the article prefix just described. This prefix therefore also has two alternants, hal-and haD-, and the use of these is exactly parallel to the use of the two alternants of the article prefix, Examples: Payyaam ‘days’ hal-ayyaam ‘these days’ mantiga ‘area’ hal-mantiqa ‘this area’ gakwa _—_‘coffee-house’ hal-gakwa ‘this coffee-house’ stikaan ——_‘teaoglass! hal-istikaan ‘this tea-glass? Fugul ‘work? haF-Eugul “this work’ aay ‘tea’ haé-taay “this tea’ An initial ¢, in an unstressed syllable, as in the first item above, is generally dropped when a prefix or another word immediately precedes it. Cc. DRILLS Drill 1. New words. Listen and repeat. Lindak beet? Do you M have a house?

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