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Journal articles on the topic 'Arabic Grammar'
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Nawar Ibrahim, Michael, Mahmoud N. Mahmoud, and Dina A. El-Reedy. "Bel-Arabi: Advanced Arabic Grammar Analyzer." International Journal of Social Science and Humanity 6, no. 5 (May 2016): 341–46. http://dx.doi.org/10.7763/ijssh.2016.v6.669.
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Roviin, Roviin. "al-Masa’il al-Nahwiyyah (Dirasah Taqabuliyyah Baina Madrasah al-Bashrah wa al-Kufah)." ALSINATUNA 3, no. 2 (August 16, 2018): 119. http://dx.doi.org/10.28918/alsinatuna.v3i2.1247.
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When Islam spread to the Arabian Peninsula, the Arabs were also scattered, communicating with non-Arabs and mixing with each other. As a result, a new generation emerged that could not preserve the authenticity of its language. Therefore, the Arabs became distorted from the authenticity of their language. The emergence of many of these irregularities led to the need to preserve the originality of the Arabic language, and Abu al-Aswad al-Duwali was the first who establish Arabic grammar on the orders of Caliph Ali ibn Abi Talib. After Abu al-Aswad al-Duwali, emerging famous grammars were divided into madrasa of Bashra and Kufa, each madrasa had characteristics and differences. The differences between these two madrasas is enormous and in many cases. The prominent difference is that the madrasa of Bashra is more stringent in Arabic grammar, while the madrasa of Kufa is looser.
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Vidro, Nadia. "Grammars of Classical Arabic in Judaeo-Arabic." Intellectual History of the Islamicate World 8, no. 2-3 (July 30, 2020): 284–305. http://dx.doi.org/10.1163/2212943x-20201010.
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Abstract This article presents an overview of medieval Classical Arabic grammars written in Judaeo-Arabic that are preserved in the Cairo Genizah and the Firkovich Collections. Unlike Jewish grammarians’ application of the Arabic theoretical model to describing Biblical Hebrew, Arabic grammars transliterated into Hebrew characters bear clear evidence of Jewish engagement with the Arabic grammatical tradition for its own sake. In addition, such manuscripts furnish new material on the history of the Arabic grammatical tradition by preserving otherwise unknown texts. The article discusses individual grammars of Classical Arabic in Judaeo-Arabic and tries to answer more general questions on this little known area of Jewish intellectual activity. An analysis of the corpus suggests that Jews who copied and used these texts were less interested in the intricacies of abstract theory than in attaining a solid knowledge of Classical Arabic. Court scribes appear to have been among those interested in the study of Classical Arabic grammar.
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Alothman, Ameerah, and AbdulMalik Alsalman. "An Arabic Grammar Auditor Based on Dependency Grammar." Advances in Human-Computer Interaction 2020 (December 4, 2020): 1–10. http://dx.doi.org/10.1155/2020/8856843.
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The Arabic language has many complex grammar rules that may seem complicated to the average user or learner. Automatic grammar checking systems can improve the quality of the text, reduce the costs of the proofreading process, and play a role in grammar teaching. This paper presents an initiative toward developing a novel and comprehensive Arabic auditor that can address vowelized texts. We called the “Arabic Grammar Detector” (AGD-أَجِــدْ). AGD was successfully implemented based on a dependency grammar and decision tree classifier model. Its purpose is to extract patterns of grammatical rules from a projective dependency graph in order to designate the appropriate syntax dependencies of a sentence. The current implementation covers almost all regular Arabic grammar rules for nonvowelized texts as well as partially or fully vowelized texts. AGD was evaluated using the Tashkeela corpus. It can detect more than 94% of grammatical errors and hint at their causes and possible corrections.
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Versteegh, Kees. "Extended grammar: Malay and the Arabic tradition." Histoire Epistémologie Langage 42, no. 1 (2020): 13–31. http://dx.doi.org/10.1051/hel/2020006.
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Throughout history, a number of languages have achieved the status of learned language, i.e., a language included in the curriculum of an educational system without yielding any communicational benefits. In large parts of the Islamic world, Arabic was (and still is) such a learned language. Acquisition of the learned language took place through the memorization of texts, with instruction and/or translation in vernacular languages. The vernacular languages themselves were not deemed to be in need of grammatical description, which explains why grammars for them were late to be developed. The present paper focuses on Malay, the lingua franca of choice in Southeast Asia for both Muslim missionaries and British and Dutch colonial administrators, while serving as the auxiliary language in the Islamic curriculum. The first grammars of Malay were published by the British and Dutch. Malay grammars written by native speakers did not make their appearance until the nineteenth century. Their main representative is Raja Ali Haji (d. probably 1873). In his Bustān al-kātibīn, he used the grammatical framework of Arabic grammar for a grammatical sketch of Malay, using in part the Malay terminology that had been developed in traditional education for the study of Arabic grammar and Qurˀānic exegesis.
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Shaalan, Khaled F. "Arabic GramCheck: a grammar checker for Arabic." Software: Practice and Experience 35, no. 7 (2005): 643–65. http://dx.doi.org/10.1002/spe.653.
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K., A. S., and Hamdi A. Qafisheh. "Yemeni Arabic Reference Grammar." Journal of the American Oriental Society 114, no. 3 (July 1994): 520. http://dx.doi.org/10.2307/605133.
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Kaye, Alan S., and Yasir Suleiman. "Arabic Grammar and Linguistics." Language 76, no. 4 (December 2000): 955. http://dx.doi.org/10.2307/417249.
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Mustapha, Nik Hanan, and Nik Farhan Mustapha. "Grammar Efficacy and Grammar Performance: An Exploratory Study on Arabic Learners." Mediterranean Journal of Social Sciences 8, no. 4 (July 27, 2017): 123–28. http://dx.doi.org/10.1515/mjss-2017-0011.
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Abstract Previous research has clearly documented that self-efficacy in language learning positively affects students′ performance in acquiring language skills. While much research has studied grammar efficacy indirectly as part of writing efficacy, none of these focuses on Arabic language learning. Considering the impact of self-efficacy on language learning, as well as the important role of grammar in Arabic learning, this study examines the relationship between grammar efficacy and grammar performance among students learning Arabic as a foreign language in Malaysian public universities. Specifically, it intends to determine the relationship between grammar efficacy and grammar performance among Arabic learners on three aspects: Correction of grammar errors, vocalization of words, and construction of sentences. Using a newly-developed questionnaire, 140 students majoring in Arabic language from a public university in Malaysia participated in the study. The questionnaire covers three important aspects in Arabic grammar learning: Correction of grammar errors, vocalization of words, and construction of sentences. This study showed a moderate correlation between grammar efficacy and grammar performance. Efficacy of sentence construction appeared to correlate the highest among the three aspects. Teachers′ awareness on the importance of heightening students perceived confidence in accomplishing grammar tasks will eventually promote better learning among students.
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Sayed, Mohamed Aziz Abdelmaksoud, Ousmane Manzo, Rusdee Taher, Isma-ie Katih, Prasert Panprae, and Yousef A. Baker El-Ebiary. "Strategy of Networked Cooperative E-Learning and Its Effect in Facilitating the Learning of Arabic Grammar in Light of the Quranic Text." Journal of Computational and Theoretical Nanoscience 17, no. 11 (November 1, 2020): 5117–21. http://dx.doi.org/10.1166/jctn.2020.9350.
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Often see complaints about the difficulty of learning the rules of Arabic grammar. Also that how many claims were made to its simplification, books and literature were classified to make it easier and this is a vision in facilitating E-learning the rules of Arabic grammar through networked cooperative E-learning strategy. So the question is can introduce the rules of the Arabic educational grammar in an electronic template using modern technology means? To make it easier for learners of Arabic grammar to understand its rules and that is through application models in the light of the Quranic text, to understand it and to understand its context. Keeping pace with modern technological developments (inventions), the requirements and developments of the time, these factors push specialists of Arabic grammar to think about presenting its rules in various new ways. Maintaining its constants while benefiting from modern electronic technologies away from traditional ones that are concerned with preserving the rules in deaf molds, which led to the exclusion of many from learning the rules of Arabic grammar. There are many claims made to facilitate the teaching of Arabic grammar, beginning with Ibn Mada’ Al Qurtubi in his book “al-Radd ‘ala‘ al-Nuhat” Response to specialists of Arabic grammar. Second is Ibrahim Mustafa in his book “Revival of grammar,” and third Dr. Shawqi Daifin his preface of the book “Responding to specialists of Arabic grammar” by Mada’ Al Qurtubi where he called for the necessity of a new classification of grammatical material. There are some other claims went in the field of renewal and facilitation.
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BAHNYNY, Slimane. "SUPPORTERS OF THE ORIGINALITY OF ARABIC GRAMMAR." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 232–41. http://dx.doi.org/10.47832/2757-5403.4-3.20.
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Some orientalists doubted the authenticity of Arabic grammar, followed by some Arab thinkers. In this article, I tried to show that the up-growth of Arabic grammar arose far from any foreign influence, whether this influence was direct from Indian culture or Greek culture, or indirectly through The impact of translations made by these two cultures at the hands of the Persians of the Syriacs, and I used in this matter the opinions of Arab and foreign thinkers who supported the emergence of Arabic grammar Under the auspices of the Arab-Islamic culture, such as: Muhammad Al-Tantawi, who acknowledged the originality of Arabic grammar. And Abdel-Fattah Al-Dajani, who refuted any Greek or Syriac influence on him. And Abed Al-Jabri, who tried to differentiate between the Aristotelian and Arabic categories. And Muhammad Khair Al-Halawani, who tried to respond to all those who claimed foreign influence on the Arabic grammar. Littmann, who showed that the Arabic grammar arose away from any for.
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Ul Islam, Imam Dhia, and Ridha Fadillah. "APPLICATION OF ARABIC LANGUAGE RULES TO STUDENTS OF SMA Al BALADUL AMIN KANDANGAN AND MA UMMUL QURA AMUNTAI." Jurnal Al-Maqayis 8, no. 2 (November 7, 2021): 14. http://dx.doi.org/10.18592/jams.v8i2.5004.
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The research is intended to explore the application of Arabic language rules to students of SMA Al Baladul Amin Kandangan and MA Ummul Qura Amuntai. This study departs from the researcher's initial observation that many of the students are passive in Arabic. Some of them are active but the grammar is not good and some students have a lot of vocabulary but they cannot use them in speaking. In addition, many students find it difficult to learn Arabic, especially in memorizing vocabulary and learning grammar as well. The results of this study indicate that 1) Arabic vocabulary used by students is illustrated by; a) The suitability of the given vocabulary. The Arabic teacher of SMA al-Baladul Amin has provided vocabulary to his students by adjusting to the subject being studied and the daily needs of students in communicating among students. The Arabic teacher of MA Ummul Qura has given vocabulary to his students by adjusting to the subject being studied. b) The ability of students to memorize the given vocabulary. High school students al-Baladul Amin did not find it difficult to memorize Arabic vocabulary. Meanwhile, MA Ummul Qura students still find it difficult to memorize Arabic vocabulary. c) Students' ability to practice vocabulary. Al-Baladul Amin high school students are easy to practice Arabic vocabulary. Meanwhile, MA Ummul Qura students still have difficulty in practicing Arabic vocabulary. 2) Arabic grammar used by students is illustrated from; a) Procedures for teaching teachers to students about grammar. The Arabic teacher of SMA al-Baladul Amin teaches his students by giving an explanation first and then immediately putting it into practice. The Arabic teacher of MA Ummul Qura teaches his students by lecturing or explaining the grammar in Arabic and occasionally asking some students. b) Students' ability to understand grammar. Al-Baladul Amin High School students easily understand Arabic grammar. As for the MA Ummul Qura students, it is difficult to understand Arabic grammar. c) Students' ability to practice grammar.Key Words: Application, Rules in Arabic, and Arabic.
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Masrukhi, Moh. "KESALAHAN GRAMATIKA BAHASA ARAB PADA TULISAN MAHASISWA PRODI SASTRA ARAB UGM." Jurnal CMES 10, no. 2 (April 10, 2018): 121. http://dx.doi.org/10.20961/cmes.10.2.20198.
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<p>Error in the language occurs due to speakers or learners already have rules of grammar different from other grammars being studied. An impact arises on the imperfection or inability of speakers implying the use of the language. This article will reveal the errors that arise as a result of the lack of dominance of the rules of the language being studied. The goal is to find out on what level the error occurred. This research data is taken from the final examination of the subjects of Arabic Text Review Semester I and Semester III students of Arabic. Further data is analyzed by utilizing existing Arabic structure concept or theory. The result is that these learners' language errors occur both on the lexicon, Arabic phrase and as well in Arabic clauses. From the results of this study can be argued that to avoid language errors, grammatical mastery or grammar of a second language requires a lot of practice, both written and oral.</p>
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D’Anna, Luca. "Language Practice and Language Description among Arabic Grammarians from Sībawayhi to al-Šidyāq: the Case of Agreement." Quaderni di Studi Arabi 15, no. 1-2 (December 22, 2020): 47–66. http://dx.doi.org/10.1163/2667016x-15010204.
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Abstract Agreement in Arabic has received, in the last few decades, considerable interest, resulting in a satisfactory illustration of the system obtaining in pre-Classical varieties of the language, Classical / Modern Standard Arabic and the spoken dialects. On the other hand, the descriptions of agreement in traditional Arabic grammars have not yet been the object of detailed analysis. The present paper represents a first step in that direction, analyzing agreement in two grammarians situated at the chronological extremes of traditional Arabic grammar, i.e. Sībawayhi (d. 180/796) and al-Šidyāq (1805-1887). The approach adopted in this paper is twofold. The grammatical treatises in which the descriptions of agreement are provided, in fact, are considered as both a source of metalinguistic reflection and as a written text from which samples of agreement are collected, in order to gauge the consistency between language description and language usage at the dawn and sunset of traditional Arabic grammar.
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Djakaridja, KEITA. "The Reality of the Development of Arabic Grammar Curriculum for Arabic Secondary Schools in Mali in Light of the Standard Specifications." Journal of Educational and Psychological Studies [JEPS] 11, no. 2 (March 1, 2017): 444. http://dx.doi.org/10.24200/jeps.vol11iss2pp444-468.
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This study aimed to examine the reality of the development of Arabic grammar curriculum for Arabic secondary schools in the Republic of Mali in light of the standard specifications. To achieve this objective, the researcher used descriptive method based on interview technique. The study population comprises the officials of Patriotic Union of Arabic schools, Department of Arabic schools in the Ministry of Education, Literacy and National Languages Center, and Arabic language teachers participating in the development of Arabic grammar curriculum. The researcher selected 21 participants for the interview using purposive sampling. The findings revealed that the reality of the development of Arabic grammar curriculum for Arabic secondary schools in Mali in light of the standard specifications during the period 2003-2010 varied between high and inefficient. Based on the findings, the researcher recommended that improvement should be made on the development of Arabic grammar curriculum for Arabic secondary schools in the Republic of Mali.
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Kaye, Alan S., and Wolfdietrich Fischer. "A Grammar of Classical Arabic." Journal of the American Oriental Society 123, no. 1 (January 2003): 175. http://dx.doi.org/10.2307/3217851.
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Abboud, Mahmoud. "Arabic grammar by mathematical principles." Lebanese Science Journal 21, no. 2 (December 27, 2020): 230–39. http://dx.doi.org/10.22453/lsj-021.2.230-239.
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In mathematics, any equation is formed from specific elements; these elements are connected to each other according to a system of relationships (Borowski, 1995). This system allows us to build the general rule for the equation or the mathematical issue; similarly, the sentence is formed from elements that have grammatical properties, which can be transformed to mathematical data. Hence, the elements or the words that carry the grammatical properties of the sentence correlate to each other to form a mathematical relation; this mathematical relation forms the theory of sentence construction. Therefore, the analysis process is correct when we can collect mathematical data contained within the elements; in other words, we indicate the mathematical data contained in the words located in a specific sentence. These mathematical data will form the elements of the mathematical theory of the Arabic sentence.
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Nemer Abboud, Mahmoud. "Arabic Grammar by Mathematical Principles." Lebanese Science Journal 21, no. 2 (February 13, 2022): 252–61. http://dx.doi.org/10.22453/lsj-021.2.252-261.
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In mathematics, any equation is formed from specific elements; these elements are connected to each other according to a system of relationships (Borowski, 1995). This system allows us to build the general rule for the equation or the mathematical issue; similarly, the sentence is formed from elements that have grammatical properties, which can be transformed to mathematical data. Hence, the elements or the words that carry the grammatical properties of the sentence correlate to each other to form a mathematical relation; this mathematical relation forms the theory of sentence construction. Therefore, the analysis process is correct when we can collect mathematical data contained within the elements; in other words, we indicate the mathematical data contained in the words located in a specific sentence. These mathematical data will form the elements of the mathematical theory of the Arabic sentence.
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S. Al-Dobaian, Abdullah. "Arabic Lexical Phrases." Advances in Language and Literary Studies 12, no. 5 (October 31, 2021): 52. http://dx.doi.org/10.7575/aiac.alls.v.12n.5.p.52.
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The Arabic traditional grammar as well as Chomsky’s mainstream theory may not be able to provide a good analysis of some fixed Arabic phrases. The challenge of such data directly stems from the fact that the general syntactic rules assumed by the two opposing theories cannot explain the syntactic and the semantic aspects of the fixed Arabic data. I argue that the Construction Grammar provides an adequate account that does not rely on syntactic structure alone, as assumed by the mainstream theory or the Arabic traditional grammar, but rather it links phonological, syntactic, and semantic information together in one basic construction by means of some correspondence rules. The Arabic data proves that there is a strong need for a linguistic theory that takes into consideration all data of different range of productivity.
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Shidqi, Muhammad Husni, and Adam Mudinillah. "The Effect of Nahwu Learning Understanding for The Insya’ Ability of AFL Students in West Sumatra/Fahm An-Nahw wa ātsāruh ‘alā Qudrah Al-Insyā ladā Thullāb Qism Ta’līm Al-Lughah Al-‘Arabīyah bi Sumatra Al-Gharbīyah." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 2 (December 13, 2021): 225–36. http://dx.doi.org/10.23971/altarib.v9i2.3105.
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So far, the success of learning insya' can be seen from the results of student essays when composing Arabic according to good and correct grammar. However, no single study has examined the effect or contribution of understanding Arabic grammar on learning outcomes insya'. Therefore, this study investigates the impact of understanding grammar, especially nahwu, on learning outcomes insya' for students majoring in Arabic language education at the Batusangkar State Islamic Institute. This research uses an experimental approach with the type of Expo Facto. This study indicates that understanding Arabic grammar (Nahwu) does not have a positive impact on the Insya' learning of students in the Arabic language learning department at the Batusangkar State Islamic Institute.
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., Arifuddin. "The Dialectic Of Time In Modern Arabic Linguistics Discourse." KnE Social Sciences 1, no. 3 (April 13, 2017): 19. http://dx.doi.org/10.18502/kss.v1i3.721.
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<p>This research aims to reveal the dialogue of modern Arabian Grammarians about time and its representations in Arabic grammar. Using new findings of general linguistics field, this dialogue reflects vast efforts of reconstructions and developments of Arabic grammar in particular tense and aspect. It is descriptive research that explains some significant ideas and thought produced by modern Arabian grammarians such as Tammam Hassan, Mahdi al-Makhzumi, Yusuf Malik al-Muthallibi, and Ibrahim as-Samirra’i, primarily selected for their outstanding studies and discoveries on the topics. The data are collected from their books, processed and analyzed by comparing one work to another. Early results show that expression of time or temporal act is signified by numerous grammatical and lexical means covering verbs, verb phrase, and nouns, and considering negative, positive, and affirmative sentences.</p><p> </p><p><strong>Keywords: </strong><em>Modern Arabic Grammar, Tense, Aspect.</em><strong></strong></p>
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Begmatova, Buzahro Marufjanovna. "Factors Of E’rab And Their Types In Arabic Grammar." American Journal of Social Science and Education Innovations 03, no. 01 (January 30, 2021): 303–9. http://dx.doi.org/10.37547/tajssei/volume03issue01-59.
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In Arabic, there are a number of factors that cause nouns and verbs to be varied and confused and they have been called “Factors of E'rab”. This article discusses the factors of E’rab and their types of Arabic Grammar.
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البار, ابتهال محمد. "تعليم النحو العربي لغير الناطقين بالعربية على ضوء نظرية تشومسكي." Al-Ma‘rifah 15, no. 1 (April 20, 2018): 57–73. http://dx.doi.org/10.21009/almakrifah.15.01.04.
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This research aims to study the concept of transformational-generative grammar by Noam Chomsky as well as the foundation of this theory and its actional principles in terms of language acquisition, and try to use the theoretical data in teaching Arabic grammar to non-native Arabic speakers. This can be done by using the analytical descriptive approach. This research is considered important because it deals with a modern linguistic theory which has a scientific value in the modern language lesson and employs it in the field of teaching Arabic grammar. The study has benefited from data of the transformational-generative grammar in the case of coping with teaching the rules of Arabic grammar to answer fundamental questions, which are: what are the foundations of transformational-generative grammar theory? What are the rules of transformational in Arabic grammar? What are the benefits of the transformational-generative grammar theory non-native Arabic speakers? The research concluded that the conscious practice of language takes place from a constructional point of view within the meaning and not just to the practical. Second language learner must be familiar with the vocal, and grammatical system in order to be able to practice the language with its rules. Finally, the aim is not to limit the linguistic attitudes in the educational process; as the generative grammar believes that a person has a tremendous ability to produce unlimited linguistic patterns of limited linguistic elements.
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Ismail, Azman. "Pentingnya Memahami Ma’na Dalam Berbahasa Arab." Jurnal Adabiya 20, no. 2 (July 17, 2020): 57. http://dx.doi.org/10.22373/adabiya.v20i2.7474.
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This study discusses the importance of understanding ma’na in Arabic, as well as trying to refute the accusation that Arabs are more concerned with the structure of the Language than they are from the Language. The method used in this study is descriptive analysis by citing relevant language leaders’ thoughts. Further proof of the case is in accordance with Arabic grammar and other proofs are also carried out in “un- derstanding Ma’na is very important in language” is also evidenced in the verses of the Arabic poetry. The results of this study prove that grammar appears to maintain the integrity of language, but grammar cannot prevent the occurrence of a speech that is sometimes different from the rules that have been compiled. Ma’na, which is contained in Arabic sentences, is very diverse, so this grammar of various Arabic languages results in accusations that Arabs are more concerned with grammar.
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Majadly, Haifaa, and Aharon Geva-Kleinberger. "Arabic Grammar Curricula for Primary Schools in Middle Eastern Countries." Journal of Educational Media, Memory, and Society 12, no. 2 (September 1, 2020): 1–29. http://dx.doi.org/10.3167/jemms.2020.120201.
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This article analyzes the contents of Arabic grammar curricula authorized for the upper years of primary school by the ministries of education of Israel, Palestine, Jordan, Lebanon, and Saudi Arabia. The article aims to determine the attitudes and rationales behind these curricula, as well as their objectives, the grammatical materials they cover, the amount of time they allocate to the study of grammar, and their educational and pedagogical approach. Drawing on the results of a comparative analysis, the authors propose developmental alternatives to the current curricula. Arabic language instruction in Hebrew language schools in Israel is not addressed. The results of the study suggest that the examined curricula fail to achieve the functional standards for grammar instruction they set for themselves and to integrate the various domains of linguistic study, and that they suffer from other weaknesses that must be addressed.
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Yasmadi, Yasmadi. "المنهج النحوي عند البصريين." Al-Ta lim Journal 22, no. 1 (February 28, 2015): 68–80. http://dx.doi.org/10.15548/jt.v22i1.111.
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the aim of the study is to identify the Arabic grammar based on Nahu. Formerly, Basrah scholars focused on their study to determine Nahu and Arabic grammar. Although they agreed with Kufah group that hadits and word sayings of Arabic people can become references to in determining syntactical structure (grammar) of Arabic language. Thus, they provide strong requirement to those references. Meanwhile the scholars made qiyas as ijma` as Nahu regulations. Copyright © 2015 by Al-Ta'lim All right reserved
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Rustam Koly. "الجملة الإنشائية في اللغتين العربية والإندونيسية في ضوء التحليلي التقابلي (جملة الأمر نموذحًا)." البصيرة: مجلة الدراسات الإسلامية 3, no. 1 (April 14, 2022): 83–105. http://dx.doi.org/10.36701/bashirah.v3i1.529.
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This study aims to determine Arabic and Indonesian grammar in the form of imperative sentences by describing the similarities and differences between them. This research is a qualitative descriptive study using a comparative research methodology which consists of three research steps, namely describing imperative sentences in Arabic and Indonesian grammar, collecting sides of similarities and differences in imperative sentences in Arabic and Indonesian grammar, and predicting students' difficulties in learning Arabic because of the grammatical differences that exist between them. The results of the study show that the two languages have similarities in: 1) commands and times, where the imperative sentences in both languages are addressed to the interlocutor and for the present or future time; 2) there is no change in the form of imperative sentences in Arabic grammar, especially in ism fi'il amr and maṣdar na'ib ‘an fi'il amr, which also occurs in Indonesian grammar; 3) the order of command sentences in both languages consists of fi'il (verb) and fa'il (subject). The grammatical differences between the two languages lie in the breadth of Arabic in the variety of uslub, suitability in type (male or female), number, and personal (speaker, interlocutor and spoken to) where this is a difficulty for Indonesian students in learning Arabic.
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Zaenuri, Muhammad. "كتب قواعد اللغة العربية في المعاهد الإسلامية بإندونيسيا: بناؤها ونوعها وعلاقتها بطرق تعليمها." LISANIA: Journal of Arabic Education and Literature 3, no. 1 (June 28, 2019): 68–90. http://dx.doi.org/10.18326/lisania.v3i1.68-90.
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Arabic is a foreign language for Indonesian people. Among the languages of Arabic that are widely taught in Islamic boarding schools in Indonesia are the grammar of Arabic or nahwu and sharaf. Among the elements of teaching are books, books have an important role in the learning process. This study aims to find out the Arabic grammar books used in Islamic boarding schools in Indonesia, analyze their constructs, their models and their relevance to Arabic grammar learning for non-Arabs. This research is a literature research. Data collection uses documentation techniques, while the analysis technique uses content analysis. From the results of the study, it is found that the Arabic grammar books used in Islamic boarding schools are books compiled with the qawa'id ilmiyah approach instead of qawa'id ta'limiyah, so it needs the development of methods in learning so that the students (santri) not only memorize the rules, but are also able to apply them in language skills. While in terms of the drafting model, there are at least three models, namely, matan, syarah, and khasiyah.
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Mahmuddin, Ronny, and Zulfiah Sam. "دراسة تحليلية عن كتاب النحو من سلسلة تعليم اللغة العربية في تعليم القواعد ومهارات اللغة العربية." البصيرة: مجلة الدراسات الإسلامية 2, no. 1 (April 27, 2021): 49–65. http://dx.doi.org/10.36701/bashirah.v2i1.329.
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This research aims to know and describe a good textbook in teaching Arabic language skills, taking into account the teaching of grammatical rules to non-native speakers. As for the type of this research, it is qualitative descriptive research using the office method by analytical study on a textbook "The Grammar Book in the Arabic Language Teaching Series" with finding On resources to collect information. The results of this research indicated that the textbook in the grammar book in the series of teaching the Arabic language is a good textbook for teaching Arabic language skills, taking into account the teaching of grammar rules to non-native speakers, and the quality of this book is as follows: (For the first) this book uses the direct method in teaching Arabic language skills, taking into account the teaching of grammar rules to non-native speakers, (second) this book uses the audio-verbal method with a multiplication of mechanical exercises through listening and speaking, in order to form the habit of students while learning the grammar rules Through Alsaqq, (the third): This book uses the inductive method, which is the method that made the dialogic text the focus of language activities in speech or reading related to grammatical rules, with the use of the three language exercises based on the axial or reciting text, which are the (mechanical), semantic and communicative exercises, taking into account Theoretical grammar and (Fourth) Use the communicative method in teaching Arabic language skills, taking into account the teaching of grammar.
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Shittu, S. A., and I. A. S. Adebolu. "Semantic Connotation of Hadith and the Emergence of Arabic Schools of Grammar." European Scientific Journal, ESJ 12, no. 20 (July 30, 2016): 186. http://dx.doi.org/10.19044/esj.2016.v12n20p186.
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Scholars focused the contributions of the Qur’ān to the evolution of Arabic Grammar, but few of them focused on the effect of prophetic tradition on the area. This paper, therefore, focuses on semantic connotation of prophetic traditions: “Guide your brother, he has gone astray” and “Divergent opinion of my followers is a blessing” These sayings of the prophet led to the evolution of Arabic grammatical studies and the establishment of its schools that enriched Arabic grammar. It opens with the grammarians’ contribution to the development of Arabic grammar such as Abul-Aswad Addu’alī (d.69 A.H), Seyyid ‘Ali b. Abī Talib, al-Khalīl ibn Ahmad al-Farāhidī and so on. Although, There were five major schools of Arabic grammar namely: al-Madhhab al-Basra, al-Madhhab al- Kūfa, alMadhhab al-Bagdād, al-Madhhab al- Andalusī and al-Madhhab al- Misrī but this paper, mainly focuses on the two prominent schools - Basran and Kūfan. It analyses the conflict of theory in Arabic grammar on some topics and other terms, grammatical debates between notable scholars of the two schools with their divergent opinions. The discussion ends with the justification of analogical deduction employed by the two schools in their analysis as a commendable exercise.
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Carter, Michael G. "Writing the History of Arabic Grammar." Historiographia Linguistica 21, no. 3 (January 1, 1994): 385–414. http://dx.doi.org/10.1075/hl.21.3.06car.
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Al-Douri, Adnan Abdul-Rahman. "Facilitating grammar for non-Arabic speakers." Journal of University of Human Development 1, no. 1 (January 31, 2015): 108. http://dx.doi.org/10.21928/juhd.v1n1y2015.pp108-131.
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اللغة العربية هي لغة القرآن الكريم ولغة رسول الله r ولغة العرب منذ الجاهلية الأولى وإلى يومنا هذا. قال تعالى في كتابه الكريم: )إِنَّا أَنْزَلْناهُ قُرْآناً عَرَبِيًّا لَعَلَّكُمْ تَعْقِلُونَ(([1])
وضابط اللغة العربية هو النحو العربي الذي به تعرف معانيها ومقاصدُها، فهو المعوَّلُ عليه، والمَفْزِعُ إليه.
قال أبو العباس ثعلب (ت 291هـ):
« لا يصح الشعر ولا الغريب ولا القرآن إلاَّ بالنحو, النحو ميزان هذا كلّه.وقال:تعلموا النحو فإنه أعلى المراتب. »([2])
قال أبو بكر الزبيدي (ت 379هـ):
« لم تزل العربُ تنطق على سجيتها في صدر إسلامها وماضي جاهليتها، حتى أظهر اللهُ الإسلامَ على سائر الأديان، فدخل الناسُ فيه أفواجاً، وأقبلوا إليه أرسالاً، واجتمعت فيه الألسنة المتفرقة، واللغات المختلفة، ففشا الفسادُ في اللغة العربية، واستبان منه في الإعراب الذي هو حليُّها، والموضح لمعانيها»([3]).
وفَضلُ القرآنِ الكريم على اللغة العربية كبيرٌ لا يُدرِكُ مَداهُ إِلاَّ من غار في بحره ، وعَرَفَ خفاياه ودُرَرَهُ, وتَذوَّقَ معانيهِ واسرارَهُ. قال ابنُ قَيِّمِ الجَوزِيَّة (ت 751 هـ):
«انما يَعرفُ فضلَ القرآنِ من عرفَ كلامَ العربِ , فعَرفَ علمَ اللغة وعلمَ العربية وعلمَ البيان , ونظر في أشعار العرب وخطبِها ومقالاتِها في مواطنِ افتخارِها ورسائِلها وأراجيزها وأسجاعِها, فعَلِمَ منها تلوينَ الخطابِ ومعدوله , وفنون البلاغة وضروب الفصاحة, وأجناس التجنيس وبدائع البديع، ومحاسن الحكم والأمثال.
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Luthfan, Muhammad Aqil, and Syamsul Hadi. "Morfologi Bahasa Arab: Reformulasi Sistem Derivasi dan Infleksi." Alsina : Journal of Arabic Studies 1, no. 1 (August 3, 2019): 1. http://dx.doi.org/10.21580/alsina.1.1.2599.
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Morphology, in the study of Arabic linguistics known as the discipline ‘ilm al-ṣarf, as part of grammar which examines the internal structure of words, has an urgency to be studied in depth. Especially in the context of Arabic studies that embrace typologies of complex inflective languages. This article examines the Arabic morphological system from a modern linguistic perspective, especially on derivational and inflectional changes. The discussion begins on the conception of derivation and inflection in the view of modern linguistics, as an introduction to see the system of derivation and inflection changes in Arabic linguistics. Morphological theories of Arabic grammars, in this article developed and communicated with modern linguistic theories. From this development a new formula was produced in the study of Arabic morphology which is expected to provide a more systematic description of the understanding of the Arabic morphological system.
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Khalil, Hussein, Taha Osman, and Mohammed Miltan. "Extracting Arabic Composite Names Using Genitive Principles of Arabic Grammar." ACM Transactions on Asian and Low-Resource Language Information Processing 19, no. 4 (July 7, 2020): 1–16. http://dx.doi.org/10.1145/3382187.
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Alnassir, Mohammed A. "The Effect of Teaching Arabic Grammar by Using Curriculum Dramatization Approach on Achievement and Oral and Written Composition Skills for Students of the Primary Sixth Grade." Journal of Educational and Psychological Studies [JEPS] 8, no. 1 (January 1, 2014): 150. http://dx.doi.org/10.24200/jeps.vol8iss1pp150-170.
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The purpose of this study was to investigate the effect of teaching Arabic grammar by using the curriculum dramatization approach on the scholastic achievement and oral and written composition skills for the sixth grade elementary students in Qatif city in the Kingdom of Saudi Arabia. The sample of the study consisted of 62 students distributed in two equal groups: one is experimental which studied three units of grammar subjects and oral and written composition skills by using the curriculum dramatization approach while the other is the control gropu which studied the same units of grammar through the inqductive method and oral and written composition skills through the model method. The data of the study was collected by using three instruments designed especially for the purposes of the study: an achievement test of grammar and written composition and an oral composition scale. Data analysis revealed the following results: There were statistically significant differences at 0.00 between the means of the total marks of the students in the achievement test of grammar and written composition, andoral composition scales, which is attributed to the effect of using the curriculum dramatization approach. These differences were in favor of the experimental group. The study concluded by recommending the need for training Arabic teachersin using the curriculum dramatization approach.
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Tschacher, Torsten. "(De-)Limiting the Universal: Engaging with Arabic in Muslim Tamil Poetry." Philological Encounters 4, no. 1-2 (December 13, 2019): 80–108. http://dx.doi.org/10.1163/24519197-12340060.
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AbstractThis article explores how the encounter of Arabic with Tamil discourses on language limited as well as enabled a particular instantiation of Islamic discourse. It argues that, rather than allowing a hyperglossic extension of Arabic grammatical and poetical discourses to Tamil, Muslim Tamil poets clearly demarcated the respective domains of Tamil and Arabic grammar, thereby making each relevant only to the language it originally defined. The prime space of interaction between the two languages was afforded by Arabic vocabulary, as Tamil grammar implicitly permitted the utilization of Arabic words in Tamil poetry. The equalization of the two languages in the realms of grammar and poetics was, however, threatened both by Arabic’s simultaneous status as a divine language and by the porousness of the boundary between the two languages occasioned by ignorance of the system of equivalences created through learned discourse.
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Kafi, Fina Aunul. "Taswiyat al-Kifāyah fī al-Qawāi’d al-Lugah al-‘Arabiyyah." Al-Fusha : Arabic Language Education Journal 3, no. 2 (May 24, 2021): 49–57. http://dx.doi.org/10.36835/alfusha.v3i2.479.
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Arabic students need to have proficiency in using Arabic grammar both syntactically and morphologically. This article aimed to measure student grammar proficiency and analyze error answers to the Arabic language education students of Institut Agama Islam Al-Falah As-Sunniyyah Kencong Jember, class 2018-2019 with objective test instruments taken from Learning al-Jazeera.net website. This article used a qualitative approach with documentation as a data collection technique. A total of 54 samples found an average grammar proficiency of students in that batch of 54.5%. These results indicated the students' ability to occupy the upper intermediate level. Understanding grammar functionally and observing its syntactic effects needs to be emphasized in learning so that students can construct or analyze sentence structures correctly.
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SALAH, Mohamed. "IMPACTS OF ZAHIRI APPROACH TO FACILITATE ARABIC GRAMMAR NEWLY." RIMAK International Journal of Humanities and Social Sciences 03, no. 05 (June 1, 2021): 277–89. http://dx.doi.org/10.47832/2717-8293.5-3.27.
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There were many attempts in the past decades to facilitate Arabic Grammar as it has many difficulties. These attempts were not all of a sudden or on second thought, but it has an ancient history. One of these historical attempts is Zahiri Approach, Zahiri Approach is a jurisprudential and grammatical school. Considering all of these attempts, it was noticed that these attempts are based on inherited legacies. By searching in theses inherited legacies, we reach to these attempts removing all the obstacles and suspicions. This research aims to introduce Zahiri School of jurisprudence and grammar to explain the differences between facilitation, renewal, reform, and revitalization of Arabic grammar, clarify scientific principles adopted by the scholars as a basis for their facilitations, innovations, and reforms, and explain impact of Zahiri Approach on some recent attempts to facilitate Arabic Grammar. The research used both historical and comparative approaches to reach these goals, consider the attempts of Zahiri Approach (jurisprudential and grammatical school) and reach assets of these attempts. Most important results of the Research; the point that was considered by preachers of facilitation as the greatest fault in Arabic Grammar, which they unanimously fought it, is demolishing this foundation resulting the demolition of most important rule of Arabic Grammar. All of preachers of facilitation building their opinions and theories on this basis (factors theory) as they specify reason or cancelling the factor. This reason is also a factor; they cancel factor by another factor.
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Bibi, Asiya, and Kaleem Ullah. "A-4 Analytical Study Exegeses of “Alfiyya Ibn-E-Malik”." Al-Aijaz Research Journal of Islamic Studies & Humanities 5, no. 1 (March 20, 2021): 38–49. http://dx.doi.org/10.53575/a4.v5.01(21).38-49.
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This research deals with an Analytical Study Exegeses of “Alfiyya of Ibn Malik”. The Alfiyya of Ibn Malik is a rare book of Arabic grammar written by Ibn Malik in the 13th century. Ibn Malik was a great man, he was well versed in Arabic language and literature and Arabic grammar. He wrote works in the field of Arabic grammar, philology, Arabic metrics, Qira'at and Hadith. He left behind a number of scientific works, some in the form of prose, and other in the form of "educational poetry". Alfiyya is his by far the most important work, which made his famous and preserved memory of him to this day. Due to his overall contribution to the grammar of the Arabic language, The importance of Alfiyya of Ibn Malik can be gauged from this Along with the Ajārūmīya, the Alfiya was one of the first books to be memorized by students in religious schools after the Qur'an. Alfiyya of Ibn Malik has been included in madrassas for many years. Alfiyya of Ibn Malik was memorized in some madrassas in today’s۔ Alfiyya has been Part of the syllabus in madrassas for many years. Many Exegeses on Alfiyya of Ibn Malik have been written. These explanations have been reviewed in the following discussions.
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Yaacob, Solehah Haji. "Refuting the Alleged Transmission of Concepts of Greek Thinking to Arabic Grammar; Menyangkal Konsep Tatabahasa Arab dipengaruhi Pemikiran Greek." Journal of Islam in Asia (E-ISSN: 2289-8077) 8, no. 1 (June 15, 2011): 181. http://dx.doi.org/10.31436/jia.v8i1.123.
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Abstract The study aims to provide a critical examination of the influence of concepts from Ancient Greek thinking on Arabic grammar. In order to determine whether and to what degree Arabic Grammar was influenced by ancient Greek, the researcher adopts a theoretical and analytical approach based on linguistic studies conducted by authors like J. Weiss, H. Fleisch, M.G. Carter and G. Troupeau. The study seeks to debunk or refute previous studies on the issue of alleged transmission of Greek grammatical concepts into Arabic grammar. In order to reach a balanced and objective judgment on this issue, the linguistic corpus and the historical background of transmission shall be analyzed.
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BAHNYNY, Slimane. "THE PHASES OF ARABIC GRAMMAR BEFORE THE ÉMERGENCE OF GRAMMAR SCHOOLS." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 341–50. http://dx.doi.org/10.47832/2717-8293.7-3.31.
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Arabic grammar went a long way before it became a stand-alone science at the hands of Abu Al-Aswad Al-Du’ali. its first seeds began after the revelation of the Noble Quran and the spread of Islam, when the need for translating its verses became urgent, so that it would be understood by all the Desert Arabs, who were not at the same level of eloquence and understanding, and understood the Noble Qur’an correctly. And this is what the Prophet, peace be upon him, did when he explained many verses by clarifying the conjugation of words, or their uses, and thus he had sow the first seeds of grammatical reference, and he was followed in that by his great companions, may God bless them, such as Omar Ibn Al-Khattab, Ibn Masoud, Ali Ibn Abi Talib and Ibn Abbas, may God be pleased with him. All of them, and some of the followers such as Mujahid bin Jabr, Hassan Al-Basri and others, where many grammatical terms appeared. It should be noted that these grammatical analyses were for interpreting the Book of God Almighty, and were not to build a knowledge based on its own. Until Ali, may God be pleased with him, and Abu Al-Aswad Al-Du’ali came, and with them the journey of the science of Arabic grammar, which was matured at the hands of Al-Khalil and his student Sibawayh, began.
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Zając, Patryk. "Function Words of Arabic Origin in Hausa." Annali Sezione Orientale 79, no. 1-2 (May 16, 2019): 18–51. http://dx.doi.org/10.1163/24685631-12340070.
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Abstract The aim of this paper is to analyse Hausa function words of Arabic origin which act as grammatical elements within sentence structure. The twenty-one items identified in Hausa dictionaries as Arabic loans have been presented with reference to their grammatical status (nouns, particles, phrases) and function (co- and subordinators, prepositions). The descriptive features of the Arabic forms and their Hausa counterparts have been taken from reference grammars and verified contextually in regard to their functioning in sentences extracted from texts published on the BBC web-site. As a result, the function words of Arabic origin in Hausa were divided into groups according to their grammatic or pragmatic/stylistic functions. The analysis shows that the Hausa function words are result of contextual adaptation of the Arabic words to the Hausa grammar rather than simply lexical borrowings.
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Fani, Sara. "Arabic Grammar Traditions in Gibe and Harär: Regional Continuity vs Specificity of Scholarship." Aethiopica 19 (October 2, 2017): 113–34. http://dx.doi.org/10.15460/aethiopica.19.1.1131.
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The present study is based on the analysis of manuscript collections of two regions of Ethiopia in part collected during two field missions and in part already known. Gibe and Harär areas were chosen both for the interesting history of their Islamisation and for their location directed towards West and North Africa from the one side, and East Africa and the Arabian peninsula from the other. Among the different fields of Islamic education, Arabic grammar has been identified as a subject not specific to certain collections or areas, being Arabic learning at the base of every Islamic curriculum studiorum. The traditional core curriculum for Arabic learning has been determined according to the presence of traditional grammar works together with their comments, abridgements, glosses etc. in order to highlight possible specificities or common traditions between the two areas and between these and the surrounding regions through implicit intellectual networks along the historical trade routes.
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Zuhaidi, Nurshuhadah, and Hakim Zainal. "Sejarah Perkembangan Tatabahasa Arab di Dunia Barat oleh Orientalis Pada Kurun 16M-19M." ‘Abqari Journal 25, no. 1 (September 27, 2021): 63–79. http://dx.doi.org/10.33102/abqari.vol24no2.361.
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Abstract
The clash of Islamic civilization and the Western world has led to the transfer of Islamic sciences by Western orientalists. The sciences have been translated by orientalists into various languages such as Spanish, Latin, Italian and German. Among the sciences that have been translated is the knowledge of Arabic grammar. This knowledge of Arabic grammar is not only translated but also processed and adapted to the society in the Western world by seven orientalists of Arabic grammar. Accordingly, this writing aims to describe the history of the development of Arabic grammar in the Western world by seven orientalists in the period 16M-19M. The methodology of this study is qualitative which focuses on the framework of historical research methodology that is through the process of heuristics, criticism, interpretation and synthesis of sources. The results of the study found that the emergence of the discipline of Arabic grammar in the West began in the 16th century and was developed by seven orientalists in stages through their work.
Keywords: History of Arabic grammar, orientalists, Arabic grammarians, nahw al-cArabiy.
Abstrak
Pertembungan tamadun Islam dan dunia Barat telah membawa kepada perpindahan ilmu-ilmu Islam oleh orientalis. Ilmu-ilmu telah diterjemahkan oleh orientalis ke dalam pelbagai bahasa seperti Sepanyol, Latin, Itali dan Jerman. Antara ilmu-ilmu yang telah diterjemahkan ialah ilmu tatabahasa Arab. Ilmu tatabahasa Arab ini bukan hanya diterjemahkan malah turut diolah dan disesuaikan dengan masyarakat di dunia Barat oleh tujuh orang orientalis tatabahasa Arab. Sehubungan itu, penulisan ini bertujuan untuk menghuraikan sejarah perkembangan tatabahasa Arab di dunia Barat oleh tujuh orang orientalis pada kurun 16M-19M. Metodologi kajian ini bercirikan kualitatif yang berfokus kepada kerangka metodologi penyelidikan sejarah iaitu melalui proses heuristik, kritik, tafsiran dan sintesis sumber. Hasil kajian mendapati bahawa kemunculan disiplin ilmu tatabahasa Arab di Barat telah bermula pada kurun ke-16M dan dikembangkan oleh tujuh orang orientalis secara berperingkat menerusi karya mereka.
Kata kunci: sejarah tatabahasa Arab, orientalis, sarjana tatabahasa Arab, nahw al-cArabiy
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AlNagdawi, Mohammad Awwad. "Finding Arabic Poem Meter using Context Free Grammar." Journal of Communications and Computer Engineering 3, no. 1 (April 17, 2013): 52. http://dx.doi.org/10.20454/jcce.2013.600.
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In this paper, we make a program that can find the poem meter name (called Bahar in Arabic) by Arud science, this science provides a methodology to classify Arabic poems into 16 meters, to help a user to find the meter name for any Arabic poem using context free grammar (CFG). And we discuss the solutions for problems, from the starting phase to the result, using regular expression and CFG. And the result 75% of the verse is found its meter, when input enters correctly.
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Muharidinsyah, Muharidinsyah. "Kitāb al-Naḥw al-Wāḍih wa al-Ṭarīqah al-Istinbāṭiyyah wa Fa’āliyyah Istikhdāmihā li Tarqiyyah Fahm al-Ṭalabah fī Qawā’id al-Naḥw." DAYAH: Journal of Islamic Education 3, no. 1 (January 6, 2020): 48. http://dx.doi.org/10.22373/jie.v3i1.5653.
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Textbook is important for student as main media in learning Arabic and significant to teacher for teaching besides suitable method in order to achieve necessary result, is the textbooks, however, must be fit students’ level of capability and nahwu al-wadhih is one of effective textbooks for any students’ level since it offers practical study which goes along with istinbathiyah method. Thus the writer is interested in conduct research that concerns on application of nahwu al-wadhihin Darul Hikmah boarding school, and decided to entitle this research as “effectiveness in using nahwu al-wadhih and istinbathiyah method to improve students’ understanding in Arabic grammar”. The aim of this study is to reveal the effectiveness of using nahwu al-wadhih and istinbathiyah method in Darul Hikmah boarding school and to disclose students’ responses toward Arabic grammar using nahwu al-wadhih and istinbathiyah method in DarulHikmah boarding school. This research uses a quasi-experimental design method. Research instruments for this research are interview along with pre-test and post-test. Result of study indicates that using nahwu al-wadhih and istinbathiyah method is effective to improve students’ understanding in learning Arabic grammar in DarulHikmah and students’ responses in learning Arabic grammar using nahwu al-wadhih and istinbathiyah method in Darul Hikmah are enthusiastic and excited.
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Almujaiwel, Sultan. "Grammatical construction of function words between old and modern written Arabic: A corpus-based analysis." Corpus Linguistics and Linguistic Theory 15, no. 2 (October 25, 2019): 267–96. http://dx.doi.org/10.1515/cllt-2016-0069.
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AbstractThis paper argues that Arabic function words (FWs) vary in usage between old and modern Arabic, thus prompting an experimental investigation into their changeability. This investigation is carried out by testing classical Arabic (CA) in Arabic heritage language (AHL) texts – those labeled as archistratum – and the modern standard Arabic (MSA) of Arabic newspaper texts (ANT), each group of which contains randomly collected 5 million (M) word texts. The linguistic theory of the grammar of Arabic FWs is explained through the differences between CA and MSA, despite Arabic FW changes and the unlearnability and/or unusability of some FW constructions between in these two eras of Arabic usage. The dispersion/distribution of the construction grammar (CxG) of FWs and the number (n) of word attractions/repulsions between the two distinct eras is explored using the very latest and most sophisticated Arabic corpus processing tools, and Sketch Engine’sSkeEn gramrelsoperators. The analysis of a 5 M word corpus from each era of Arabic serves to prove the non-existence of rigorous Arabic CxG. The approach in this study adopts a technique which, by contrasting AHL with ANT, relies on analyzing the frequency distributions of FWs, the co-occurrences of FWs in a span of 2n-grams collocational patterning, and some cases of FW usage changes in terms of lexical cognition (FW grammatical relationships). The results show that the frequencies of FWs, in addition to the case studies, are not the same, and this implies that FWs and their associations with the main part of speech class in a fusion language like Arabic have grammatically changed in MSA. Their constructional changes are neglected in Arabic grammar.
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Vania Cahyaningtyas. "An-Nida Theory According To The Perspective Of Nahwu Sibawayh Thought." (الطموحات ) EL-THUMUHAT 3, no. 1 (August 27, 2021): 6–15. http://dx.doi.org/10.25299/elthumuhat.2020.vol3(1).6560.
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The nahwu study cannot be separated from an important figure named Sibawayh. He is a scholarly figure who has been consensually recognized for this superiority and scientific genius, he is recommended as a reference for other scholars, especially when it comes to discussing knowledge about Arabic grammar in accordance with the rules. Although he was a native Persian who was not very good at conversing Arabic, he was a very influential expert on Arabic grammar. His effort entitled al-Kitab is the first recorded book of Arabic grammar. He has been recognized as one of the greateast linguists of all the time especially in the filed of nahwu among linguists in the world. Sibawayh contributed his thoughts about nahwu to several types in an-nida and munada according to his version. The research method used in writing this journal is a qualitative descriptive method, the writer describes munada and its types.
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Cahyaningtyas, Vania. "An-Nida Theory According to the Perspective of Nahwu Sibawayh Thought." Alfaz (Arabic Literatures for Academic Zealots) 9, no. 1 (June 30, 2021): 74. http://dx.doi.org/10.32678/alfaz.vol9.iss1.4275.
Full textAbstract:
The nahwu study cannot be separated from an important figure named Sibawayh. He is a scholarly figure who has been consensually recognized for this superiority and scientific genius, he is recommended as a reference for other scholars, especially when it comes to discussing knowledge about Arabic grammar in accordance with the rules. Although he was a native Persian who was not very good at conversing Arabic, he was a very influential expert on Arabic grammar. His effort entitled al-Kitab is the first recorded book of Arabic grammar. He has been recognized as one of the greateast linguists of all the time especially in the filed of nahwu among linguists in the world. Sibawayh contributed his thoughts about nahwu to several types in an-nida and munada according to his version. The research method used in writing this journal is a qualitative descriptive method, the writer describes munada and its types.
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Arrabtah, Adel, and Tayseer Nusour. "Using Technology For Teaching Arabic Language Grammar." Journal of International Education Research (JIER) 8, no. 4 (December 5, 2014): 335–42. http://dx.doi.org/10.19030/jier.v8i4.9022.
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