Relevant bibliographies by topics / Arabic language

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Arabic language'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 June 2025

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Journal articles on the topic "Arabic language"

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Saputra, Riski Janu, M. Syahrul Anwar, and Naufal Fikri. "Management Environmental Language of Usbu' Arabiy MTSN 6 Ponorogo at Pusdiklat Unida Gontor." Maharaat: Jurnal Pendidikan Bahasa Arab 5, no. 2 (July 8, 2023): 152–71. http://dx.doi.org/10.18196/mht.v5i2.18173.

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Bi'ah 'arabiyah is an Arabic-speaking environment, where one interacts with other people and uses the means of communication, namely Arabic. The phenomena found by researchers at MTs N 6 Ponorogo that teaching language in madrasas has several problems, including the lack of students who are able to speak Arabic and learning outside the classroom that is less interesting. This study aims to: describe the management of the Arabic language environment on the Usbu' Arabiy MTsN 06 Ponorogo agenda at the UNIDA Gontor Education and Training Center and describe the requirements and principles for establishing the Usbu' Arabiy Arabic language environment at MTSN 06 Ponorogo at the UNIDA Gontor Education and Training Center. The research methodology used in this research is a qualitative approach with literature studies or literature studies and case studies. The data collection process was carried out using the observation method and interviews with several teachers from the UNIDA Gontor Education and Training Center. Data analysis applied in this research is descriptive analysis. The results of the study stated that the activities at Usbu' Arabi were Giving Mufrodat, Formal Class Learning, Repetition and memorizing vocabulary, Language Skills, Rihlah Lughawiyah, Daily Study, Language Court, and Language Festival and supported by committees and teachers whose Arabic competence was appropriate in create an active and engaging language environment.
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Deguenati, Fadila. "Writing university theses in scientific disciplines and the challenge of Arabization." مجلة قضايا لغوية | Linguistic Issues Journal 1, no. 2 (July 2, 2023): 70–86. http://dx.doi.org/10.61850/lij.v1i2.107.

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During the period of its history, Arabic was unable to absorb the new terminology of science, art and knowledge. Its rich heritage of specialized works in medicine, pharmacy, mathematics and others is proof of this.
 Today, the sons of Arabia are fascinated in other languages that they believe are more suited to scientific progress and cultural development, and believe that their language is a poetic language only. In fact, the problem lies not in the Arabic language but in its exclusion from the fields of science, especially in the fields of scientific research. Theses in our Algerian universities (and Arabic in general) are mostly accomplished in languages other than Arabic. this is. We will endeavor to highlight models that reflect the orientation towards writing academic transcripts in scientific disciplines in Arabic. We will start from the problem: Can the Arabic language be a language of specialization and reflect the ideas of university students in scientific disciplines ?
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Alnosairee, Abdullah, and Ni Wayan Sartini. "A SOCIOLINGUISTICS STUDY IN ARABIC DIALECTS." PRASASTI: Journal of Linguistics 6, no. 1 (April 5, 2021): 1. http://dx.doi.org/10.20961/prasasti.v6i1.43127.

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<p><br />This study proposes a number of criteria, investigates in Arabic dialects and its types, it is a secondary source study; in other words, information is collected from primary sources such as websites, books, action/empirical research, case studies, observations and so on. Arabic is one of the world's great languages. Its graceful script, magnificent style and rich vocabulary give the language a unique character and flavor. Arabic is the largest member of the Semitic language family which also includes languages like Hebrew and Aramaic. like most other Semitic languages, Arabic is written from right to left. The origins of the Arabic language go back to pre-Islamic Arabia, where the tribes spoke local Arabic dialects. Arabic is the official language overall Arab countries, it is used for official speech, newspapers, public administration and school. In Parallel, for everyday communication, nonofficial talks, songs and movies, Arab people use their dialects which are inspired from Standard Arabic and differ from one Arabic country to another. These linguistic phenomena is called disglossia, a situation in which two distinct varieties of a language are spoken within the same speech community. It is observed Throughout all Arab countries, standard Arabic widely written but not used in everyday conversation, dialect widely spoken in everyday life but almost never written. A lot of works have been dedicated for written Arabic. Arabic dialects at near time were not studied enough. Interest for them is recent. First work for these dialects began in the last decade for middle-east ones.</p>
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Wahida, Besse, Khaerun Nisa Nuur, and Ibnu Hajar Ansori. "TRACING ENTITIES OF ARABIC IN THE QUR’AN." Jurnal Adabiyah 21, no. 1 (July 27, 2021): 1. http://dx.doi.org/10.24252/jad.v21i1a1.

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This article examined how the Qur’an talks about the Arabic used in it, its essence, existence, and urgency, departing from the dialectic of the foreign languages existence in the Qur’an. This study was literature research using an interpretive approach with the method maud}u>'i which research objects were verses about the Arabic Quran, and were analyzed descriptively. The results showed that the essence of the Arabic language used in the Quran is Arabic which was fluent and clear, which was understood and popular among Arabs when the Qur'an was revealed. The diction used is the word 'arabiy, which is an adjective (s{ifat) connected to words qur'a>n, lisa>n, and hukman repeated eleven times. The existences of Arabic in the Qur’an are Arabic fus}h}ah, Arabic al-Qur'an as Miracle, and Arabic as the language of sharia/law. While the urgencies of Arabic use in the Qur’an is seen from the word 'arabiy followed by the word la'alla (لعل) and li (ل) repeated seven times and its means are the key to understand the Qur’an, encouraging thinking, encouraging spirituality. The results of this study were expected to be a common thread for the two groups arguing about the existence of foreign languages in the Qur’an.Keywords: Arabic, the Qur’an, Entity.
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Kirom, Makhi Ulil. "اللغة الهجين واللغة المولدة". LUGAWIYYAT 3, № 2 (21 листопада 2021): 123–35. http://dx.doi.org/10.18860/lg.v3i2.14022.

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Language is speech, as Ibn Jinni defined it. This definition goes to the growth of the spoken language in society. It is well known that the spoken language is more developed and used than the written language. This research aims to explain the conditions of the spoken language and its changes. First of all, we divide this spoken language into two parts, pidgin language and creole language. While a pidgin language arises from efforts to communicate between speakers of different languages, a creole language is born from the natural language that develops from the simplifying and mixing of different languages into a new one. This phenomenon is found in many languages, including Arabic. The pidgin language in Arabic is spoken by workers from outside the Kingdom of Saudi Arabia from India, Bangladesh, Pakistan, the Philippines and other countries. They try to converse among themselves in Arabic according to their ability and understanding, this is where the pidgin language originates. And there are many languages was established among peoples for a long time, and the frequent circulation of it among them made it natural to them, so this language became a creole language.
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Seyidov, R. "DEVELOPMENT STAGES OF ARABIC." Norwegian Journal of development of the International Science, no. 92 (September 12, 2022): 35–38. https://doi.org/10.5281/zenodo.7079585.

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<strong>Abstract</strong> More than 450 million people speak Arabic. This language is a language spread over a wide geographical area and is especially important for Muslims. The article examines the stages of development of the Arabic language and its connection with the Qur&#39;an. The Arabic language is important to understand the Holy Quran and the verses in the Quran correctly. Arabic language belongs to the family of Semitic languages. Unlike other Semitic languages, Arabic was a language that reached the highest level. Before the advent of Islam, the Arabic language was divided into two parts: South Arabic and North Arabic. The article mentions that the Arabic language has been preserved thanks to the Holy Quran and has not become a dead language like some languages.
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Permana, Farid. "REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 1 (March 20, 2020): 91. http://dx.doi.org/10.35931/am.v3i1.201.

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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.
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Shaalan, Danya A., Badriyya B. Al-onazi, and Alya K. Alshammari. "Instrument to Measure Identity Motivation in Arabic Second-Language Learners." Theory and Practice in Language Studies 13, no. 5 (May 1, 2023): 1105–14. http://dx.doi.org/10.17507/tpls.1305.03.

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Research in second-language (L2) learning has revealed that aspects of identity can be strong drivers of L2 motivation. L2 Arabic learning research shows that Arabic, Middle Eastern, and Muslim identity may play a special motivational role, as Arabic is both a heritage language (HL) and a liturgical language (LL). The Kingdom of Saudi Arabia (KSA) has Arabic language institutes (ALIs) which offer L2 Arabic learning programs to scholars from outside KSA. Our aim was to revise, pilot, and assess the validity and reliability of an existing instrument to measure identity-related motivation to learn L2 Arabic in a sample of L2 Arabic learners at three KSA ALIs. We obtained instrument data from 98 learners (13% Arab, 11% Middle Eastern, and 97% Muslim), and conducted factor and other analyses to assess validity and reliability and confirm subscales. The most common languages of fluency were English (74%), Arabic (62%), any African language (40%), and any Indian language (21%). We found evidence of both reliability and validity, and identified four subscales as sources of L2 Arabic motivation that were slightly different than the original instrument: Islamic faith, for cultural exposure, for instrumental purposes, and to better understand Arab problems/politics. Subscale scores were highest (indicating stronger source of L2 motivation) for Islamic faith and cultural exposure, and lowest for Arab problems/politics. We include the final instrument and recommend that it be the subject of future studies aimed at increasing its validity and reliability, and assessing its performance in various groups of L2 Arabic learners.
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Abdulroya Benseng and Sakirin Tam. "Mapping the Evolution of Arabic Language Research: A Bibliometric Approach." Mesopotamian Journal of Arabic Language Studies, no. 2024 (January 10, 2024): 1–15. http://dx.doi.org/10.58496/mjals/2024/001.

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This bibliometric analysis examines the progression of research on the Arabic language using a thorough dataset obtained from Scopus and shared on GitHub. This study uses quantitative measurements to analyze the field's progression, pinpointing significant trends, notable contributors, and thematic emphasis areas. The analysis shows a strong connection between linguistic studies and technology improvements through the incorporation of computer approaches like natural language processing and deep learning. Geographical contributions demonstrate a worldwide interest in Arabic language studies, with Saudi Arabia, Malaysia, Jordan, and Tunisia being the top countries in terms of scholarly output and citation effect. The study delves into a detailed examination of sociolinguistic aspects, specifically focusing on gender, in Arabic language research. The discipline is expanding dynamically and showing interdisciplinary characteristics through a consistent growth in research output and a diverse range of themes indicated by keyword analysis. The co-occurrence network analysis demonstrates the interconnection of research issues, with "Arabic languages" serving as a core node connecting several sub-disciplines. This bibliometric analysis illustrates the expansion and thematic development of Arabic language research, highlighting its growing complexity and worldwide influence. This study enhances comprehension of the present state and future trends of Arabic language studies by emphasizing the use of computational technology and the importance of international cooperation.
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Saleem, Dr Muhammad, and Dr Ghulam Ahmed. "Difficulties of Arabic language for Non-Arabians." Al-Aijaz Research Journal of Islamic Studies & Humanities 5, no. 3 (September 30, 2021): 45–50. http://dx.doi.org/10.53575/arjish.v5.3(21)a3.45-50.

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Arabic Language is a very rich and comprehensive Language culturally; religiously, educationally and historically. It is the state language of twenty-two Arab countries and one of the languages of U.N.O. After embracing Islam, Muslims showed their great interest to know the teachings of Islam. Arabic language has become a major language of the world having a great contribution of worldly renowned literatures. Apparently Arabic language seemed to be very difficult for those who wanted to know Arabic as well as Islamic studies. The fact is that Arabic language is very simple and easy to understand as compare to other major languages. Arabic language has international rules of pronunciation, when we compare it with English language, we have come to know that mostly alphabets of Arabic language are equivalent to English alphabets in their pronunciation. We can make transliteration of Arabic articles and words easily. The article presents a comprehensively and comparatively study of the pronunciation of Arabic articles and words
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Dissertations / Theses on the topic "Arabic language"

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Ibn, Mas'ūd Aḥmad ibn 'Alī Åkesson Joyce. "Aḥmad b. ʻAlī b. Masʻūd on Arabic morphology, Marāḥ al-arwāḥ /". Leiden : E.J. Brill, 1990. http://catalogue.bnf.fr/ark:/12148/cb35562734w.

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Al-Qahtani, Saad H. "Arabization in written discourse in Saudi Arabia." Virtual Press, 2000. http://liblink.bsu.edu/uhtbin/catkey/1177981.

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In this study I investigate Arabization as a quasi ideological-linguistic phenomenon in Saudi Arabia. First, the study examines decisions and policies employed in Arabization on the planning level. Second, it evaluates empirically the extent to which a set of Arabized words (288 words) is implemented in written discourse. The study addresses also the linguistic processes of coining Arabic derived words for the replacement of foreign terms.Employing a corpus-linguistic framework, a written corpus of 1,068,263 words was compiled from three Saudi newspapers-Al-Jazirah, Ar-Riyadh, and A1-Massaiah. Using a Microsoft-Access database developed for the purpose of the study, the corpus was searched for instances of 288 Arabized words. The results show that Arabized words occur with reasonable frequency in written discourse in Saudi Arabia.Two main variables were found to be significant in the frequency of Arabized words: context (i.e. topic), and method of coinage (the method by which a word was coined into Arabic). For example, Arabized words are more frequent in scientific discourse than in religious discourse, and words that are coined by morphological derivation are more frequent than those made by compounding. Original (English) forms of some Arabized words do occur (14.23%). On the planning level, the study provides a critical evaluation of Arabization in Saudi Arabia, and on the technical level, it provides statistically-supported indications of how such variables i.e. method of coinage and context affect the frequency of Arabized words in the actual language use.<br>Department of English
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Ghūl, Maḥmūd Alī Al-Ghul Omar. "Early southern Arabian languages and classical Arabic sources a critical examination of literary and lexicographical sources by comparison with the inscriptions /." Irbid, Jordan : Yarmouk University Publications, Deanship of Research and Graduate Studies, 1993. http://books.google.com/books?id=42tjAAAAMAAJ.

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Chairet, Mohamed. "Fonctionnement du système verbal en arabe et en français." Gap [France] ; Paris : Ophrys, 1996. http://catalogue.bnf.fr/ark:/12148/cb35852165t.

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Al-Khonaizi, Mohammed Taqi. "Natural Arabic language text understanding." Thesis, University of Greenwich, 1999. http://gala.gre.ac.uk/6096/.

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The most challenging part of natural language understanding is the representation of meaning. The current representation techniques are not sufficient to resolve the ambiguities, especially when the meaning is to be used for interrogation at a later stage. Arabic language represents a challenging field for Natural Language Processing (NLP) because of its rich eloquence and free word order, but at the same time it is a good platform to capture understanding because of its rich computational, morphological and grammar rules. Among different representation techniques, Lexical Functional Grammar (LFG) theory is found to be best suited for this task because of its structural approach. LFG lays down a computational approach towards NLP, especially the constituent and the functional structures, and models the completeness of relationships among the contents of each structure internally, as well as among the structures externally. The introduction of Artificial Intelligence (AI) techniques, such as knowledge representation and inferencing, enhances the capture of meaning by utilising domain specific common sense knowledge embedded in the model of domain of discourse and the linguistic rules that have been captured from the Arabic language grammar. This work has achieved the following results: (i) It is the first attempt to apply the LFG formalism on a full Arabic declarative text that consists of more than one paragraph. (ii) It extends the semantic structure of the LFG theory by incorporating a representation based on the thematic-role frames theory. (iii) It extends to the LFG theory to represent domain specific common sense knowledge. (iv) It automates the production process of the functional and semantic structures. (v) It automates the production process of domain specific common sense knowledge structure, which enhances the understanding ability of the system and resolves most ambiguities in subsequent question-answer sessions.
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Almohimeed, Abdulaziz. "Arabic text to Arabic sign language example-based translation system." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345562/.

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This dissertation presents the first corpus-based system for translation from Arabic text into Arabic Sign Language (ArSL) for the deaf and hearing impaired, for whom it can facilitate access to conventional media and allow communication with hearing people. In addition to the familiar technical problems of text-to-text machine translation,building a system for sign language translation requires overcoming some additional challenges. First,the lack of a standard writing system requires the building of a parallel text-to-sign language corpus from scratch, as well as computational tools to prepare this parallel corpus. Further, the corpus must facilitate output in visual form, which is clearly far more difficult than producing textual output. The time and effort involved in building such a parallel corpus of text and visual signs from scratch mean that we will inevitably be working with quite small corpora. We have constructed two parallel Arabic text-to-ArSL corpora for our system. The first was built from school level language instruction material and contains 203 signed sentences and 710 signs. The second was constructed from a children's story and contains 813 signed sentences and 2,478 signs. Working with corpora of limited size means that coverage is a huge issue. A new technique was derived to exploit Arabic morphological information to increase coverage and hence, translation accuracy. Further, we employ two different example-based translation methods and combine them to produce more accurate translation output. We have chosen to use concatenated sign video clips as output rather than a signing avatar, both for simplicity and because this allows us to distinguish more easily between translation errors and sign synthesis errors. Using leave-one-out cross-validation on our first corpus, the system produced translated sign sentence outputs with an average word error rate of 36.2% and an average position-independent error rate of 26.9%. The corresponding figures for our second corpus were an average word error rate of 44.0% and 28.1%. The most frequent source of errors is missing signs in the corpus; this could be addressed in the future by collecting more corpus material. Finally, it is not possible to compare the performance of our system with any other competing Arabic text-to-ArSL machine translation system since no other such systems exist at present.
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Sharīf, Muḥammad Ṣalāḥ al-Dīn. "al-Sharṭ wa-al-inshāʼ al-naḥwī lil-kawn baḥth fī al-usus al-basīṭah al-muwallidah lil-abniyah wa-al-dalālāt /". Tūnis : Jāmiʻat Manūbah, Kullīyat al-Ādāb, 2002. http://books.google.com/books?id=1BhjAAAAMAAJ.

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Gralla, Sabine. "Der arabische Dialekt von Nabk (Syrien)." Wiesbaden : Harrassowitz, 2006. http://catalogue.bnf.fr/ark:/12148/cb41153941m.

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Almoaily, Mohammad. "Language variation in Gulf Pidgin Arabic." Thesis, University of Newcastle Upon Tyne, 2013. http://hdl.handle.net/10443/1859.

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works such as Smart 1990, Hobrom 1996, Wiswal 2002, Gomaa 2007, Almoaily 2008, Naess 2008, Bakir 2010, and Alshammari 2010. Importantly, since GPA is spoken by a non-indigenous workforce over a wide geographical area in a multi-ethnic speech community, language variation seems inevitable. However, to date, there is no account of variation in GPA conditioned by substrate language or length of stay. Therefore, in this thesis I analyse the impact of the first language of the speakers and the number of years of residency in their location in the Gulf as potential factors conditioning language variation in GPA. The data-base for the study consists of interviews with sixteen informants from three linguistic backgrounds: Malayalam, Bengali, and Punjabi. Interviews were conducted in two cities in Saudi Arabia: Riyadh and Alkharj. Half of the data is produced by informants who have spent five or less years in the Gulf while the other half has spent ten or more years in the Gulf by the time they were interviewed. The analysis is based on ten morpho-syntactic phenomena: free or bound object or possessive pronoun, presence or absence of the Arabic definiteness marker, presence or absence of Arabic conjunction markers, presence or absence of the GPA copula, and presence or absence of agreement in the verb phrase and the noun phrase. Given the fact that most of the current theories on contact languages have been made on the basis of Indo-European language based pidgins and creoles, analysing the above features in an Arabic-based pidgin promises to be a great addition to the literature of pidgins and creoles. Results of this thesis show that both first language and number of years of stay in the Gulf seem to have little effect on my informants’ choices as regards the studied morpho-syntactic features. There is a significant adaptation to the system of Gulf Arabic (the lexifier language) only with respect to one feature: conjunction markers. This finding could be taken to support Universalist theories of the emergence of contact languages. However, some substratal effect can still be noticed in the data.
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Fahim, Donia. "Developmental language impairment in Egyptian Arabic." Thesis, Birkbeck (University of London), 2005. http://discovery.ucl.ac.uk/1445435/.

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Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
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Books on the topic "Arabic language"

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Versteegh, C. H. M. The Arabic language. New York: Columbia University Press, 1997.

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Versteegh, Kees. The Arabic language. Edinburgh: Edinburgh University Press, 1997.

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Feghali, Habaka J. Arabic Hijazi reader: Saudi Arabia. Wheaton, MD: Dunwoody Press, 1991.

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Wortabet, John. Arabic-English, English-Arabic. New York, NY: Hippocrene, 1995.

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Ernest, Kay, and Multi-Lingual International Publishers, eds. Arabic computer dictionary: English-Arabic, Arabic-English. London: Routledge & Kegan Paul, 1986.

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Abdullah, Al-Alim Maulana Faisal. Let's learn Arabic: Textbook on Arabic language. [Manila?]: Philippine Academy for Continuing Education and Research, 2005.

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Faisal, Abdullah Al-Alim Maulana, and Philippine Academy for Continuing Education and Research., eds. Let's learn Arabic: Textbook on Arabic language. [S.l.]: Philippine Academy for Continuing Education and Research, 2005.

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Centre for Information on Language Teaching and Research., ed. Arabic. London: Centre for Information on Language Teaching and Research, 1985.

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Ernest, Kay, and Multi-lingual International Publishers, eds. Arabic military dictionary: English-Arabic, Arabic-English. London: Routledge & Kegan Paul, 1986.

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Wortabet, John. Arabic-English and English-Arabic dictionary. Beirut: Librairie du Liban, 1991.

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Book chapters on the topic "Arabic language"

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Herin, Bruno. "Koineisation and Language Contact in Syrian Ṭuroyo." In Semitic Languages and Cultures, 261–98. Cambridge, UK: Open Book Publishers, 2025. https://doi.org/10.11647/obp.0445.09.

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This chapter investigates koineisation and language contact in Syrian Ṭuroyo, a Central Neo-Aramaic language spoken around Qamishli, Syria. Originally confined to the Ṭūr ʿAbdīn region in Turkey, Ṭuroyo’s linguistic ecology shifted following migrations triggered by the 1915 Sayfo genocide and the establishment of the French Mandate. These migrations led to a trilingual environment (Ṭuroyo–Arabic–Kurdish) in Syria, altering the language’s dynamics. Drawing on novel data collected in Northern Syria and Belgium, this study examines two key phenomena: the emergence of koineised varieties and the impact of contact with Arabic. Koineisation in Syrian Ṭuroyo is characterised by morphological simplifications, the loss of gender distinctions in the second person singular, and the emergence of innovative paradigms. Levelling and hybridisation of grammatical structures, particularly the verbal predicate, are highlighted. The study identifies the integration of Arabic lexical and grammatical items through matter replication, such as borrowed nouns and adjectives with preserved Arabic inflections, and pattern replication, including the adoption of Arabic-like argument structures and clause-combining strategies. While Ṭuroyo maintains a distinct relativisation strategy, the influence of Arabic is evident in discourse markers, inchoative constructions, and semantic patterns. The chapter concludes that, although Ṭuroyo shows significant convergence with Arabic, full assimilation has not occurred. Sociolinguistic changes since 2011, due to the mass migration of Syriac speakers to Europe, suggest the need for future research to evaluate the ongoing evolution of this linguistic ecosystem. The findings contribute to broader discussions on language contact and koineisation in minority languages.
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Khan, Geoffrey. "13. Language." In Semitic Languages and Cultures, 277–84. Cambridge, UK: Open Book Publishers, 2024. http://dx.doi.org/10.11647/obp.0391.13.

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Bakalla, M. H. "Arabic as a Semitic Language." In Arabic Culture, 3–6. London: Routledge, 2023. https://doi.org/10.4324/9781003402503-2.

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Habash, Nizar Y. "Arabic Script." In Introduction to Arabic Natural Language Processing, 5–26. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-02139-8_2.

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Habash, Nizar Y. "Arabic Syntax." In Introduction to Arabic Natural Language Processing, 93–112. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-02139-8_6.

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Habash, Nizar Y. "Arabic Morphology." In Introduction to Arabic Natural Language Processing, 39–63. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-02139-8_4.

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Gzella, Holger. "Christian Palestinian Aramaic between Greek and Arabic." In Interconnected Traditions: Semitic Languages, Literatures, Cultures—A Festschrift for Geoffrey Khan, 747–70. Cambridge, UK: Open Book Publishers, 2025. https://doi.org/10.11647/obp.0463.27.

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The study explores Christian Palestinian Aramaic as a linguistic tradition that developed in Byzantine Palestine alongside Greek and Arabic. It identifies its roots in a Western Aramaic vernacular spoken in the region and examines its historical context, linguistic features, and adaptations. The corpus consists mostly of translations from Greek, highlighting significant lexical borrowings and idiosyncratic syntax, such as periphrastic verb constructions. The article traces evidence of Arabic substrate influence in pre-Islamic times, including phonological shifts and loanwords, reflecting interactions between Arabic- and Aramaic-speaking Christians. The emergence of Christian Palestinian Aramaic as a written language is attributed to the need for localised religious texts for rural, Aramaic-speaking communities, distinct from Greek or Syriac traditions. The study situates the language within the socio-linguistic changes following the spread of Arabic as the dominant vernacular, emphasising its role in the region’s multilingual landscape.
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Nielsen, Helle Lykke. "“Arabic-as-Resource” or “Arabic-as-Problem”?" In The Routledge Handbook of Heritage Language Education, 363–78. New York, NY ; Milton Park, Abingdon, Oxon : Routledge, [2017] | Series: Routledge Handbooks in Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-26.

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Badawi, ElSaid M. "Educated Spoken Arabic." In Scientific and Humanistic Dimensions of Language, 15. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/z.22.09bad.

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Habash, Nizar Y. "What is “Arabic”?" In Introduction to Arabic Natural Language Processing, 1–4. Cham: Springer International Publishing, 2010. http://dx.doi.org/10.1007/978-3-031-02139-8_1.

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Conference papers on the topic "Arabic language"

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Ghanim, Mansour Al, Saleh Almohaimeed, Mengxin Zheng, Yan Solihin, and Qian Lou. "Jailbreaking LLMs with Arabic Transliteration and Arabizi." In Proceedings of the 2024 Conference on Empirical Methods in Natural Language Processing, 18584–600. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.emnlp-main.1034.

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Ahmed, Murtadha, Saghir Alfasly, Bo Wen, Jamal Addeen, Mohammed Ahmed, and Yunfeng Liu. "AlclaM: Arabic Dialect Language Model." In Proceedings of The Second Arabic Natural Language Processing Conference, 153–59. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.arabicnlp-1.14.

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Afartass, Soumia, Fadoua Ataa Allah, and Khalid Minaoui. "Transformer-based Arabic language lemmatization." In 2024 3rd International Conference on Embedded Systems and Artificial Intelligence (ESAI), 1–7. IEEE, 2024. https://doi.org/10.1109/esai62891.2024.10913868.

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Demidova, Anastasiia, Hanin Atwany, Nour Rabih, and Sanad Sha’ban. "Arabic Train at NADI 2024 shared task: LLMs’ Ability to Translate Arabic Dialects into Modern Standard Arabic." In Proceedings of The Second Arabic Natural Language Processing Conference, 729–34. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.arabicnlp-1.80.

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Liberato, Juan, Bashar Alhafni, Muhamed Khalil, and Nizar Habash. "Strategies for Arabic Readability Modeling." In Proceedings of The Second Arabic Natural Language Processing Conference, 55–66. Stroudsburg, PA, USA: Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.arabicnlp-1.5.

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Ganayim, Deia. "Multilingualism and Handwritten Signature: The Case of Palestinian Arab Higher Education Students Israel." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.8-2.

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I examined the relationship between the vitality of language and identity as reflected in the language that Palestinian Arab students of higher education in Israel sign their handwritten signature. To this, I asked the following questions: Do Palestinian Arabs sign in Arabic, their mother tongue and native first language-L1 but still the language of minority for Palestinian Arabs in Israel? Do Palestinian Arabs sign in Hebrew, their second language-L2 but the language of the dominant majority on Israel and the language of most official documents if not all? Do Palestinian Arabs sign in English, the third language-L3 for those in Israel? Or, do Palestinian Arabs sign in a symbolic-logographic manner? I asked 843 Palestinian multilingual Arab students of higher education in northern, central, and southern Israel to sign their own handwritten signature. Their signatures were classified based on the signature language, into Arabic, Hebrew, English and Symbolic-Logographic (difficult to be classified into a specific language). Approximately 81% of the signatures were not in Arabic, the native firs language. The findings were unpredictable and may trigger further investigation of the interplay of multilingualism and majority / minority language interplay.
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ABAZOĞLU, Muhammet. "CAUSES OF ARABIC LANGUAGE STUDIES AND STAGES OF LANGUAGE STUDIES IN THE CLASSICAL PERIOD." In III. International Congress of Humanities and Educational Research. Rimar Academy, 2022. http://dx.doi.org/10.47832/ijhercongress3-4.

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Language is defined as the sounds that people use to express their purposes, and this objective definition is accepted as the main definition of language from past to present. From this point of view, it can be said that language studies date back to ancient times. It is stated that the roots of Arabic language studies go back to ancient times and are considered to be one of the most rooted language studies. One of the biggest reasons for this is undoubtedly that the Arabic language is the language of Islam and the Qur'an rather than being specific to the Arabs. Although Arabic is one of the most common languages in the world, it has been the language that attracts great attention and respect by all Muslims. As a matter of fact, all living languages in the world have had certain criteria and have existed within the framework of certain rules in accordance with the essence of that language. These rules were put forward with the aim of preserving and maintaining the language and were based on teaching it for generations. These rules, which were taken as a basis, were also in the field of grammar. As a language that has taken its place among the important languages in the world, Arabic has continued its existence for centuries from past to present. The linguists who made the first language studies made the biggest contribution in this process. In this study, the reasons for the birth of grammar, namely Nahv, which forms the basis of language studies for Arabic, the founder of this field and its development stages in the classical period will be discussed
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AlJuburi, Prof Dr May. "Arabic Language Allophones." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.70.

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Abed, Wael, and Ehud Reiter. "Arabic NLG Language Functions." In Proceedings of the 13th International Conference on Natural Language Generation. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.inlg-1.2.

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Habash, Nizar. "Arabic Natural Language Processing." In Proceedings of the 2022 Conference on Empirical Methods in Natural Language Processing: Tutorial Abstracts. Stroudsburg, PA, USA: Association for Computational Linguistics, 2022. http://dx.doi.org/10.18653/v1/2022.emnlp-tutorials.2.

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Reports on the topic "Arabic language"

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Tratz, Stephen C. Arabic Natural Language Processing System Code Library. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada603814.

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El-Sherbiny, A., M. Farah, I. Oueichek, and A. Al-Zoman. Linguistic Guidelines for the Use of the Arabic Language in Internet Domains. RFC Editor, February 2010. http://dx.doi.org/10.17487/rfc5564.

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Davidson, Robert B., and Richard L. Hopely. Foreign Language Optical Character Recognition, Phase II: Arabic and Persian Training and Test Data Sets. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada325444.

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Nofal, Nada. Bridging the gap between maritime archaeology and public engagement in the Arab region: Egypt as a case study. Honor Frost Foundation, October 2024. http://dx.doi.org/10.33583/mags2023.05.

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Public appreciation for Underwater Cultural Heritage (UCH) is vital for its protection. The Bahar Project tackles this challenge by providing Arabic-language outreach resources and workshops in Egypt. This initiative promotes UCH education and fosters a more inclusive understanding of this cultural heritage.
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Gonchigdorj, Ariunkhishig, and Crystal Green. Spotlight on Qatar 2025. HundrED, January 2025. https://doi.org/10.58261/tmls4410.

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This report, Spotlight: Qatar 2025, conducted by HundrED in partnership with Qatar Foundation, highlights impactful and scalable educational innovations within Qatar's education system. The study aligns with Qatar National Vision 2030, emphasizing the transition to a knowledge-based economy through advancements in education. The selected innovations focus on key areas such as STEM education, Arabic language and cultural preservation, digital literacy, and sustainability, addressing critical challenges like student engagement, teacher development, and inclusivity. Through an in-depth review process, ten innovative projects were chosen, demonstrating diverse approaches to modern pedagogical challenges. These include integrating VR/AR technologies in STEM, fostering Arabic language skills through interactive programs, and promoting sustainability through hands-on student projects. Collectively, these initiatives exemplify Qatar's commitment to preparing students for global challenges while preserving cultural heritage. The report provides insights into the impact and scalability of these innovations, emphasizing their role in shaping a world-class education system. It concludes with recommendations for leveraging these innovations to enhance Qatar's education landscape, supporting the broader objectives of sustainable development and societal growth as envisioned in Qatar National Vision 2030.
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Gonchigdorj, Ariunkhishig, та Crystal Green. 2025 تسليط الضوء على: قطر. HundrED, січень 2025. https://doi.org/10.58261/qvdu9969.

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This report, Spotlight: Qatar 2025, conducted by HundrED in partnership with Qatar Foundation, highlights impactful and scalable educational innovations within Qatar's education system. The study aligns with Qatar National Vision 2030, emphasizing the transition to a knowledge-based economy through advancements in education. The selected innovations focus on key areas such as STEM education, Arabic language and cultural preservation, digital literacy, and sustainability, addressing critical challenges like student engagement, teacher development, and inclusivity. Through an in-depth review process, ten innovative projects were chosen, demonstrating diverse approaches to modern pedagogical challenges. These include integrating VR/AR technologies in STEM, fostering Arabic language skills through interactive programs, and promoting sustainability through hands-on student projects. Collectively, these initiatives exemplify Qatar's commitment to preparing students for global challenges while preserving cultural heritage. The report provides insights into the impact and scalability of these innovations, emphasizing their role in shaping a world-class education system. It concludes with recommendations for leveraging these innovations to enhance Qatar's education landscape, supporting the broader objectives of sustainable development and societal growth as envisioned in Qatar National Vision 2030.
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Langlais, Pierre-Carl. Languages of science. Comité pour la science ouverte, 2024. https://doi.org/10.52949/71.

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Scientific languages are vehicular languages used by one or several scientitific communities for international communication. According to Michael Gordin, they are “either specific forms of a given language that are used in conducting science, or they are the set of distinct languages in which science is done”. Until the 19th century, classical languages such as Latin, Classical Arabic, Sanskrit, or Classical Chinese were commonly used across Eurasia for the purpose of international scientific communication. A combination of structural factors, the emergence of nation-states in Europe, the Industrial Revolution and the expansion of colonization entailed the global use of three European national languages: French, German and English. Yet new languages of science such as Russian or Italian had started to emerge by the end the 19th century, to the point that international scientific organizations started to promote the use of constructed languages like Esperanto as a non-national global standard. After the First World War, English gradually outpaced French and German and became the leading language of science, but not the only international standard. Research in the Soviet Union had rapidly expanded in the years following the Second World War and access to russian journals became a major policy issue in the United States, prompting the early development of Machine Translation. In the last decades of the 20th century, an increasing number of scientific publications relied primarily on English in part due to the preeminence of English-speaking scientific infrastructures, indexes and metrics like the Science Citation Index. The development of open science has revived the debate over linguistic diversity in science, as social and local impact has become an important objective of open science infrastructures and platforms. In 2019, 120 international research organizations co-signed the Helsinki Initiative on Multilingualism in Scholarly Communication and called for supporting multilingualism and the development of “infrastructure of scholarly communication in national languages”. The 2021 Unesco Recommendation for Open Science includes linguistic diversity as one of the core features of open science, as it aims to “make multilingual scientific knowledge openly available, accessible and reusable for everyone”.
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Price, Roz. Climate Change Risks and Opportunities in Yemen. Institute of Development Studies, May 2022. http://dx.doi.org/10.19088/k4d.2022.096.

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This rapid review provides insight into the effects of climate change in the Republic of Yemen (Yemen), with particular attention on key sectors of concern, including food security, water, energy and health. Many contextual and background factors are relevant when discussing climate-related impacts and potential priorities in Yemen. Limited studies and tools that provide climate data for Yemen exist, and there is a clear lack of recent and reliable climate data and statistics for past and future climates in Yemen, both at the national and more local levels (downscaled). Country-level information in this report is drawn mostly from information reported in Yemen’s UNFCCC reporting (Republic of Yemen, 2013, 2015) and other sources, which tend to be donor climate change country profiles, such as a USAID (2017) climate change risk profile for Yemen and a Climate Service Center Germany (GERICS) (2015) climate fact sheet on Yemen. Many of these are based on projections from older sources. Studies more commonly tend to look at water scarcity or food insecurity issues in relation to Yemen, with climate change mentioned as a factor (one of many) but not the main focus. Regional information is taken from the latest Intergovernmental Panel on Climate Change (IPCC) Sixth Assessment Report (AR6) report in relation to the Arabian Peninsula (and hence Yemen). Academic sources as well as donor, research institutes and intergovernmental organisations sources are also included. It was outside the scope of this report to review literature in the Arabic language.
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.

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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.
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