THE RESEARCH OUTLINED HERE IS CONCERNED WITH A CONTRASTIVE ANALYSIS OF THE PHONOLOGIES OF AMERICAN ENGLISH AND MODERN LITERARY ARABIC FROM A PEDAGOGICAL VIEWPOINT. THE MAJOR GOALS OF THIS STUDY ARE--(1) TO DETERMINE THE SPECIFIC AREAS OF DIFFICULTY ENCOUNTERED BY AMERICAN STUDENTS IN PRONOUNCING AND READING ARABIC, AND (2) TO STUDY THE STRUCTURE OF THE ARABIC WRITING SYSTEM, BOTH AS A DISCRETE SYSTEM, AND AS IT RELATES TO THE PHONOLOGICAL STRUCTURE. ALSO TO BE DERIVED FROM THIS STUDY IS A SET OF PENMANSHIP EXERCISES IN ARABIC. AMERICAN STUDENTS HAVE BEEN TESTED FOR ERRORS IN PRONUNCIATION AND READING, AND AREAS OF DIFFICULTY HAVE BEEN CLASSIFIED. THE ARABIC WRITING SYSTEM HAS BEEN ANALYZED INTO BASIC COMPONENT UNITS. VOCABULARIES OF 11 ELEMENTARY TEXTBOOKS IN USE IN THIS COUNTRY HAVE BEEN COMPILED AND COMPARED TO DETERMINE VOCABULARY ITEMS OF MOST WIDESPREAD USE. FINALLY THREE SETS OF INSTRUCTIONAL MATERIALS (INCLUDING PRONUNCIATION, READING, AND WRITING EXERCISES ACCOMPANIED BY TESTS) HAVE BEEN PREPARED AND TRIED OUT IN THE UNIVERSITY OF MICHIGAN FIRST-YEAR COURSE IN ARABIC. THIS REPORT APPEARS IN "STUDIES IN LANGUAGE AND LANGUAGE BEHAVIOR, PROGRESS REPORT NO. IV," CENTER FOR RESEARCH ON LANGUAGE AND LANGUAGE BEHAVIOR, UNIVERSITY OF MICHIGAN, ANN ARBOR, MICHIGAN 48108. (AUTHOR/TP)