NOTE 38p.; Paper delivered at the Defense Language

This paper 'first explains the diversity of the Arab. World, the unifying force of Classical. Arabic, and that Modern Standard Arabic, leSs complicated)in structure and less ornate in rhetoric, is sufficiently Different from colloquial dialects to require considerable'instrucion in schools. For contrastive 'analysis to be useful as a basis for EFL methods and materials, one must ``'therefore answer the question "What is the native language of the Arabic-speaking student? " Examples of Arabic interfdrence.(often differing from one dialect to, another) are given in phonology, Syntax, and rhetoric. Techniques for teaching segmental sounds are suggested,as well as drills to practice linking. For t4le teaching of vocabulary, it'is argued that since students are accustomed to analytical'procedures of learning language forms, they may enjoy and profit from exercises that manipulate base morphemes and some common derivational affixes. For the teaching of grammar, the redundant use of the object pronoun is presented (The food which we ate it was good) with sample, sequential exercises. For the teaChng of rhetoric, reference is made to the influence of Arabic rhetotic and the;unusual emphasis on coordination rather.than-on subordinations Sample exercises demonstrate guided practice of paragraph organization-in English. (author /TL) ***************************************************4(*****************