To see the other types of publications on this topic, follow the link: Arabic language – Grammar.
Journal articles on the topic 'Arabic language – Grammar'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'Arabic language – Grammar.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
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.
Full textAbstract:
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.
2
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.
Full textAbstract:
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.
3
Thalib, Ismail Mohamed. "Musāhamātu Fa’āliyati li al-Duktūri Syauqi Ḍaifi fī Taisīri al Nahwi." Al-Uslub: Journal of Arabic Linguistic and Literature 5, no. 02 (July 2, 2021): 164–83. http://dx.doi.org/10.30631/al-uslub.v5i02.104.
Full textAbstract:
This study has reviewed Dr. Shawqi Daif’s idea on the renewal of Arabic language grammar between theory and practice. In order to enhance the Arabic language that could be used like other popular languages, its grammar needs to be simplified from its traditional and complicated attributes. The aim of the research is to focus on simplified grammar method introduced by Dr. Shawki Daif and to highlight the significant contribution of his work in the field of Arabic language. The simplified method helps the new Arabic language learners to quickly grasp the language. In order to analyze the idea of Dr. Shawki Daif, information has been collected from various sources. This paper has been written with the objective exploring the contribution of Dr.Shawki Daif and presenting his value added work for wider popularity among Arabic learners especially the non Arabic speakers. This research concludes that the simplified grammar method is more useful to Arabic learners and the usage of Arabic language will be increased in various fields of studies
4
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.
Full textAbstract:
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.
5
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.
Full textAbstract:
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.
6
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.
Full textAbstract:
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.
7
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.
Full textAbstract:
<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>
8
Kaye, Alan S., and Yasir Suleiman. "Arabic Grammar and Linguistics." Language 76, no. 4 (December 2000): 955. http://dx.doi.org/10.2307/417249.
Full text
9
Azhar, Muhammad, Hakmi Wahyudi, Promadi Karim, and Jon Pamil. "Arabic Language Learning Progress in Darussakinah Batu Bersurat Islamic Boarding School." Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab 6, no. 2 (January 8, 2023): 285–307. http://dx.doi.org/10.32699/liar.v6i2.3499.
Full textAbstract:
This study aims to explore and investigate Arabic and grammar learning at the Darussakinah Batu Bersurat Islamic Boarding School from 2005 to 2017 and from 2018 to now and to compare aspects of progress in learning Arabic from the two periods. The method used is the descriptive qualitative method, with data collection techniques through interviews, observation, and documentation. The results of this study indicate that the progress of learning Arabic at the Darussakinah Batu Bersurat Islamic Boarding School is contained in several aspects; namely, aspects of the purpose of Arabic learning objectives, the textbooks used, the learning process, and the learning methods used. The purpose of learning Arabic at the Darussakinah Batu Bersurat Islamic Boarding School today is receptive and expressive. The Arabic language textbook uses the target language to accelerate language acquisition. The language of the Arabic grammar textbook uses the students' mother tongue so that Arabic grammar learning is effective and efficient. Teachers use varied learning methods to make learning not boring. The process of learning Arabic grammar in this Islamic boarding school is theoretically applicable by analyzing Arabic texts with the theories studied. Learning like this makes students understand and feel the benefits of learning grammar. The Arabic language learning process emphasizes more aspects of oral and written communication so that students feel the meaning of their lives from the learning carried out; with this meaning, students are active and enthusiastic about learning Arabic.
10
Ismail, Ummi Syarah, Janudin Sardi@Mohd Yusop, Nazri Atoh, Majdah Chulan, Amizura Hanadi Mohd Radzi, Noraini Ismail, Nadhilah Abdul Pisal, and Mohamad Fathie Mohamad Zaki. "Monitor Model Theory as a Solution to Overcome the Problem of Mastering Arabic Grammar Among Students in Malaysia." Theory and Practice in Language Studies 12, no. 8 (August 1, 2022): 1516–24. http://dx.doi.org/10.17507/tpls.1208.07.
Full textAbstract:
The issue of mastery of Arabic grammar has long been discussed by researchers as well as academicians. Until now, the problem of students' Arabic grammar mastery in Malaysia has been a grievance of teachers in schools and lecturers in Institutions of Higher Learning. There are two divisions of grammatical aspects that are difficult for students which have been identified, firstly the use of al-kalimat (words) and secondly, the use of at-tarakib (sentence construction). Therefore, this paper aims to discuss the problem of Arabic grammar mastery of students in Malaysia as well as how the role of Monitor Model Theory acts as a solution to address the problem of Arabic grammar mastery based on secondary sources. It also discusses the history of the development of Arabic language, the syllabus of the Arabic language curriculum in religious secondary schools as well as the learning of Arabic grammar in the Kurikulum Standard Sekolah Menengah Syllabus and the Kemahiran Bersepadu Dini Syllabus. This paper will contribute to the knowledge of more effective teaching methods or approaches which in turn have an impact on pedagogy in the teaching of Arabic grammar to improve the students' understanding and reduce their errors in learning Arabic grammar.
11
Jaeni, Muhamad. "Arabic Grammar Vernacularization." ALSINATUNA 7, no. 1 (December 22, 2021): 64–77. http://dx.doi.org/10.28918/alsinatuna.v7i1.5039.
Full textAbstract:
This research aims to describe the vernacularization process of Arabic grammar by studying the books that discuss the nahwu-sharaf rules translated by KH. Ahmad Muthahar of Mranggen Demak. There are several reasons that made KH. Ahmad Muthahar translate a lot of Arabic grammar books. These include: book writing movement was an academic culture that had long been built by Arab scholars and scholars of the Archipelago, to maintain and preserve the Javanese language literature written in the Pegon script, and to make it easier for the santris (students of the pesantren) and the public to learn the rules of Arabic. The sociolinguistics approach is used for this study. This study is a library research, the data of which were collected through listening, surveying and note-taking method. The data were analyzed for their content (content analysis). The study found that KH. Ahmad Muthahar’s efforts to vernacularize the Arabic grammar in his books include: vernacularization of the grammatical symbols in order to understand text structure, vernacularization of the I’rab narration, vernacularization of the particles of the Arabic letters, localizing the change of meanings caused by changes of word forms (morphology).
12
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): 444–68. http://dx.doi.org/10.53543/jeps.vol11iss2pp444-468.
Full textAbstract:
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.
13
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.
Full textAbstract:
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.
14
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.
Full textAbstract:
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.
15
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.
Full textAbstract:
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.
16
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.
Full textAbstract:
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.
17
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.
Full textAbstract:
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.
18
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.
Full textAbstract:
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.
19
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.
Full text
20
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.
Full textAbstract:
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.
21
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.
Full textAbstract:
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.
22
Furoidah, Asni. "خَصَائِصُ الُلغَةِ الْعَرَبِيَّةِ الْفُصْحَى وَمَكَانَتُهَا فِيْ الدِّيْنِ الْإِسْلَامِيْ." Al-Fusha : Arabic Language Education Journal 1, no. 2 (September 4, 2020): 45–53. http://dx.doi.org/10.36835/alfusha.v1i2.348.
Full textAbstract:
Arabic is the best language and its name. It has characteristics that distinguish it from other language. The Arabic language has unique features and characteristics that are unique to other languages in the historical, religious and cultural aspects, as well as the linguistic aspects of sounds, morphology, grammar, significance and rhetoric. Historically speaking, Arabic is one of the oldest and most ancient languages. It is the mother of the oldest languages. Religiously and culturally, Arabic is a sacred language in the heavenly religions that preceded Islam. Linguistic features such as phonetic, morphological, grammatical, lexical and semantic characteristics are many linguistic features. Classical Arabic has been distinguished from the language generated by expression. Classical Arabic becomes the language of literature and culture. Classical Arabic is the language of the Holy Qur›an that was revealed to our Prophet Muhammad (peace be upon him) and blessings and peace of Huda for the people. Arabic is the means of preserving the ideological and cultural heritage of the Arab Islamic nation.
23
Azhar, Muhammad, Hakmi Wahyudi, and Promadi Promadi. "Arabic Language Learning with Communicative Method and Factors Affecting Student's Speaking Ability." Takuana: Jurnal Pendidikan, Sains, dan Humaniora 1, no. 2 (October 15, 2022): 92–101. http://dx.doi.org/10.56113/takuana.v1i2.33.
Full textAbstract:
Research on communicative methods for acquiring and teaching a second language has been extensively explored. Still, the research is more dominant on the acquisition and teaching of English only. This study aims to describe learning Arabic by using communicative methods and the factors that influence the Arabic speaking ability of students in the superior class of Darussakinah Batu Bersurat Islamic Boarding School. The method used is the descriptive qualitative method. The results of this study indicate that the use of communicative methods in learning Arabic increases students’ speaking skills, and students actively speak Arabic in the learning process. Other factors that affect students’ speaking ability are the language environment, continuous daily vocabulary, and good mastery of Arabic Grammar (nahwu and shorof grammar). Mastery of Arabic grammar is beneficial for students in reconstructing memorized vocabularies into complete sentences, thus creating a sense of confidence in speaking.
24
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.
Full textAbstract:
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.
25
Khadidja, Safi. "The Guides Verbs in the Arabic Language: Are Its Terms Originals or Borrowed?" Tanwir Arabiyyah: Arabic As Foreign Language Journal 1, no. 2 (December 10, 2021): 93–118. http://dx.doi.org/10.31869/aflj.v1i2.2905.
Full textAbstract:
Grammarists differed about the definition of the verb in the Arabic language, but they were in great agreement in dividing it from different sides. From these sides, we find the division of verbs according to the function of directing, which is the subject of this study. The view of the ancient grammarians to the function was affected by the grammatical direction followed (factor theory, semantics). It was noted in some of what they termed a clear dimension of the function of guidance, and with reference to the global grammar that created entrances between languages, even if the characteristics of languages differed among them, borrowing as a mechanism of linguistic development of the Arabic language has allowed, based on this way, to borrow many terms from Other languages were -sometimes- more compatible than that we find in the Arabic language used, for this reason, the researcher tried to study the guides verbs in the Arabic language; After enumerating them and clarifying their terms in the Arabic language, then comparing them with what is used in the French and English languages; It was found that some of the guides Arabic verbs were labeled with a term that is a sign of this function, and some of them were affected by the factor theory in grammar, so their terms did not express the function of directing, and after compare them with modern Arabic studies ,and also, in English and French, we were able to find an appropriate term to achieve the concept of directing. Therefore, the researcher suggested updating or changing these terms by creating appropriate terms that take advantage of the English and French languages, as well as modern Arabic conventions..
26
Fathi Hidayah. "Kearbitreran Bahasa Arab dan Urgensi Mempelajarinya dalam Pandangan Linguis Arab Klasik." Studi Arab 10, no. 2 (December 30, 2019): 101–1016. http://dx.doi.org/10.35891/sa.v10i2.1855.
Full textAbstract:
Arabic is one of the most complicated languages in terms of grammar. The difference in the mention of verbs for each subject gives philosophically hidden meanings. The uniqueness of the Arabic language is much described by classical scholars, who of course cannot be separated from its philosophy. Not only mention Arabic as the language of heaven, but there are many descriptions about it. These classical scholars in the book Abu Mansur Ats-tsa'laby, who mention the virtues of Arabic are Umar bin Khatab, Imam Shafi'i, Al-Jahiz to Ibn Junni. In addition, Arabic lexicologists also gave their descriptions of the virtues of the Arabic language.
27
MEZHOUD, Salim. "Arabic Language and Computers. Application of Computational Linguistics to serve the Arabic Language." ALTRALANG Journal 3, no. 01 (July 31, 2021): 138–45. http://dx.doi.org/10.52919/altralang.v3i01.108.
Full textAbstract:
The success of modern software for natural language processing impresses. Programs for orthography and grammar correction, information retrieval from document databases, and translation from one natural language into another, among others, are sold worldwide in millions of copies nowadays. The relationship of the Arabic language to the computer in the process by which the learner acquires the capacity to perceive and comprehend language (in other words, gain the ability to be aware of language and to understand it), as well as to produce and use words and sentences to automated communication
28
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.
Full textAbstract:
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
29
Maimunah, Maimunah, and Haniah Mukhtar. "TAHLĪL SĪGAH TADĀKHUL AL-LUGĀT AL-'UM FĪ AL-MUHĀDAṮAH AL-YAUMIYYAH BI AL-LUGAH AL-'ARABIYYAH." Jurnal Al-Maqayis 8, no. 1 (June 30, 2021): 1. http://dx.doi.org/10.18592/jams.v8i1.4799.
Full textAbstract:
This research is focused on The interference mother language in arabic language use in the daily conversations of language. Nowadays, the very rapid advances in communication technology and science encourage humans to not only master one language, namely the Mother tongue, but also several foreign languages used in international forums, such as English and Arabic. Darul Hijrah Islamic Boarding School for girl in Martapura is one of the Islamic Boarding that requires students to use 2 languages in daily conversation, namely Arabic and English and apply a language environment to their acquisition. However, some students speak Arabic using elements of Indonesian language, grammar and mix with the Mother tongue during Arabic conversations. This is a qualitative research with a descriptive method. The subject of the research was the students' Arabic utterance. To analyze the data, the researcher used the following steps: data reduction, data presentation and conclusions, while the language speech data were analyzed using the error analysis method and comparative analysis
30
Alawadh, Husam M., Amerah Alabrah, Talha Meraj, and Hafiz Tayyab Rauf. "Attention-Enriched Mini-BERT Fake News Analyzer Using the Arabic Language." Future Internet 15, no. 2 (January 22, 2023): 44. http://dx.doi.org/10.3390/fi15020044.
Full textAbstract:
Internet use resulted in people becoming more reliant on social media. Social media have become the main source of fake news or rumors. They spread uncertainty in each sector of the real world, whether in politics, sports, or celebrities’ lives—all are affected by the uncontrolled behavior of social media platforms. Intelligent methods used to control this fake news in various languages have already been much discussed and frequently proposed by researchers. However, Arabic grammar and language are a far more complex and crucial language to learn. Therefore, work on Arabic fake-news-based datasets and related studies is much needed to control the spread of fake news on social media and other Internet media. The current study uses a recently published dataset of Arabic fake news annotated by experts. Further, Arabic-language-based embeddings are given to machine learning (ML) classifiers, and the Arabic-language-based trained minibidirectional encoder representations from transformers (BERT) is used to obtain the sentiments of Arabic grammar and feed a deep learning (DL) classifier. The holdout validation schemes are applied to both ML classifiers and mini-BERT-based deep neural classifiers. The results show a consistent improvement in the performance of mini-BERT-based classifiers, which outperformed ML classifiers, by increasing the training data. A comparison with previous Arabic fake news detection studies is shown where results of the current study show greater improvement.
31
Muh Barid Nizarudin Wajdi. "Dynamic Learning for the Arabic language." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 25–31. http://dx.doi.org/10.29062/edu.v2i2.27.
Full textAbstract:
The teaching of Arabic is very interesting to be studied in comprehensive. Not only because of its function and essence for the life of Islamic communication, but because of its nature that is in the midst of ongoing education traditions are in need of various innovations, as a logical consequence the development of science and technology. The development of science and technology that is so rapidly for human life, it is necessary to work on language teaching technicians. In addition to the above, more interesting, in the spotlight that has a criticism from experts and society to the ability of students or students, especially students of IAIN or STAIN against the Arabic language. From the existing phenomenon, many among Islamic education institutions in Indonesia, more leaving the impression of the importance of teaching grammar mastery alone, as seen in memorizing the rules of language. Consequently we will not be surprised that while there is one who is good at mastering the Arabic grammar, but weak in terms of the functioning of the Arabic language itself, as a language of communication. Therefore, in this paper we are trying to raise the theme of "A general perspective on learning Arabic
32
Arief Ma'nawi, Syamsul Hadi, and Suhandano. "Agreement in Arabic Grammar, Study of Loanwords." ALTRALANG Journal 3, no. 01 (July 31, 2021): 12–25. http://dx.doi.org/10.52919/altralang.v3i01.99.
Full textAbstract:
One of the specificities of Arabic is the agreement in grammar, which includes several language units. The parts that correspond to other language units are gender, numbers, and cases. Conformity is also found in the definiteness, personal pronoun, from phrases to sentences. Deciphering the sentence from its constituent structure can show the suitability and relationship between the language units. This parsing model is equivalent to I'rāb in Arabic grammar. The model will be applied in sentences focused on loanwords. From this, it is known that loanwords try to adapt to Arabic grammar morphologically and syntactically. Agreement is not only a phonological adjustment that has been known from various linguistic researches, but also morphological and syntactical. Loanwords adjustments between units in dominant sentences include agreement in gender, amount, cases, and definition.
33
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.
Full text
34
Tafida, Adam Alhaji. "Tariqah al-Qawa'id wa at-Tarjamah wa Fa'aliyyatuha fi as-Sahah at-Ta'limiyyah." International Journal of Arabic Language Teaching 3, no. 01 (June 6, 2021): 82. http://dx.doi.org/10.32332/ijalt.v3i01.3175.
Full textAbstract:
This research aims to introduce the Arabic language situation in Jigawa state-Nigeria, also to disclosure the effectiveness of the grammar and translation method in the development of students language skills and to find a suitable method for the development of language skills. The researcher used the descriptive method to conduct this study, and the most important outcome of the study includes; The grammar and translation method is not appropriate to the objectives of the teaching Arabic language in Jigawa state. The content of the Arabic language in this state is above the students' mental capacity, and does not take into account the individual differences between the students. This study found that the Arabic language teacher in this state, is not aware of the objectives of teaching of Arabic language. There are problems facing students understanding of Arabic language courses, as a result of lack of use of appropriate teaching processes, such as lack of materials and the appropriate teaching aids, and resorting to translation more than explanation with acting, and drawing on the blackboard, and so on.
35
Dewi, Eva, Bermawy Munthe, and Zamzam Afandi. "Arabic Grammar Application in Malay l Tatbiq Qawa’id al-Lugah al-‘Arabiyyah fi al-Lugah al-Malayuwiyyah." Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 13, no. 2 (June 18, 2021): 305–19. http://dx.doi.org/10.24042/albayan.v13i2.8891.
Full textAbstract:
Bustan al-Katibin is one of the first famous book written by Raja Ali Haji in 1850 AD. It is used in tradisional school in the Riau Islands, Johor and Singapore. This research was significant to be done because Raja Ali Haji had explained that language is not only in linguistic studies, but also in the aspects of ontology, epistemology and cosmology. This study aimed to examine the application of Arabic grammar using Malay by comparing the Arabic grammar system and the Malay language system that has been used in this book. This research was a critical study with content analysis techniques. The primary data source was the Bustan al-Katibin book. Meanwhile, the secondary data sources were books and articles related to this study. The result of this research was the learning of Arabic grammar in Malay as presented in Bustan al-Katibin about aspects of language consisting of: isim, fi'il, and huruf, as a way to help understanding the Arabic grammar. Although the explanation and structure are less systematic in this book, the advantages of this book cannot be ignored because it does not only contain the knowledge of language, but even understanding of language in the system of cosmology, ontology, and epistemology. UU Hamidy explained that his work had been used as a reference in teaching in the nineteenth and early twentieth centuries in schools in the Riau Islands, Johor, and Singapore. Teeuw asserted that this work was a part of Arabic language study.
36
Grima, Antoinette Camilleri, and Jacqueline Żammit. "acquisition of verbal tense and aspect in Maltese by adult migrants." Journal of Multilingual Theories and Practices 1, no. 2 (December 1, 2020): 149–67. http://dx.doi.org/10.1558/jmtp.13426.
Full textAbstract:
This article considers the relevance of second language acquisition research for the development of pedagogical grammar. As an example it looks at the acquisition of verbal tense and aspect by intermediate-to-advanced level learners of Maltese, and more specifically the extent to which the perfett and imperfett verb forms are used by the learners when compared with L1 users of Maltese. Sixteen adult migrant learners, and 15 L1 Maltese users, took part in the study. All but one of the 16 migrant learners knew at least two other languages. Two of the participants had Arabic as their L1, and three others had learned Arabic as an L2, while the remaining learners spoke a variety of first languages. On a picture interpretation task, L1 speakers of Arabic performed very much like Maltese L1 speakers, predominantly using the perfett, perfective aspect in the past. All the other migrant learners, including those who had learned Arabic well as an L2, used the imperfett, imperfective/unrestricted habitual aspect. This evidence has important implications for the formulation of pedagogical grammar for foreign learners of Maltese. It also sheds light on the relevance of language typology in foreign language acquisition.
37
Ismail, Azman. "Ta Tawwur Al-lughat Al-'arabiyyah." Jurnal Ilmiah Islam Futura 1, no. 1 (September 16, 2019): 96. http://dx.doi.org/10.22373/jiif.v1i1.5261.
Full textAbstract:
Change is an unstoppable phenomenon. As society experiences, some changes so does the language. In any language, vocabularies constitute the most rapid aspect that develops in accordance with time, while grammar is the slowest one. As far as Arabic is a concern, it is divided into both poetry and prose. The Arabic poetry that consisted of sixteen meters was seen to have been improper by the Arab who moved to Andalusia, Spain. In the meantime, the Arabic grammar contained in Sibawayhi’s work was eventually adopted by the Cairo Center of Language, which developed some new styles of tenses.
38
SAFI, Khadidja. "THE VERBAL SIGNIFIERS IN ARABIC LANGUAGE-A STUDY IN THE IDEATIONAL COMPONENT AND THE INTERPERSONAL COMPONENT-." RIMAK International Journal of Humanities and Social Sciences 03, no. 07 (September 1, 2021): 17–34. http://dx.doi.org/10.47832/2717-8293.7-3.3.
Full textAbstract:
Our familiarity with our teaching of Arabic grammar detect the state of phobia that infect the majority of students when they are studied the Arabic grammar (El-nahoo), but, when I analyzed this phenomenon as a teacher and - before - studying this science, I noticed that the beginner Arabic language learner may focus on the grammatical or morphological base independently of its linguistic and current context; as if His classical Arabic is other than the language used with its many names. From a dialect, to a daily language, etc, and it is in fact only one aspect of its development, and the strange thing is that the name of the language (Arabic) indicates "' Clarity' that may not be achieved with the same accuracy in other languages, and it is a miracle of rhetoric. The expression of the souls and their phenomena in this language may be in words with real connotations, and it is predominant in the language to achieve communication, and the meanings may arrive in a metaphorical form; some words deviate from the origin of their connotations using the linguistic and current contexts, and therefore it is clear that our understanding of language is not based on single words. Rather, by referring to the sentence or text in many times to determine the grammatical function of these words, and that is what has been suggested in this research to trace the actual functions based on the intellectual and reciprocal components, which are among the foundations of linguistic communication in all languages, including the Arabic language that is the subject of study. On the descriptive comparative approach in defining these functions, in order to be able to compare them with their interviews in French and English; To set the term and its origins first, and secondly to facilitate the translation of these verbs between the three languages.
39
Ahmad, Dr Zaheer, and Dr Akhlaq Ahmad. "Starter of the Sentence and its Statement in Surah Al-Anaam (A Syntactical Study from Al-Tafseer al-Baseet)." Al Khadim Research journal of Islamic culture and Civilization 3, no. 1 (March 31, 2022): 36–45. http://dx.doi.org/10.53575/arjicc.v3.01(22)a3.36-45.
Full textAbstract:
Al-Quran Al-Kareem is not only a Religious book that tell us only the obligatory or other instruction of religion but it has multi dimension book that speak the truth in every field of life. It also a divine knowledge of all scientific fields and need to be explore by the relevant field scientist. It was revealed in Arabic Language that was language of Arab at that time. To teach and understand the Quran by Non-Arabs Arabic Language grammar and other linguistics branches were produced and developed in order to understand the Quran righteously. It is important to mention here that Quran is always a center point for the research of Arabic Grammar topics. And until now most of issues were researched and highlighted through this research. This Research paper is a part of that research focusing only Nominal sentence الجملة الاسمية and discusses the opinions of Mufasreen under the umbrella of Arabic Grammar.
40
Zabarah, Hana. "From Description to Prescription." Historiographia Linguistica 44, no. 1 (July 21, 2017): 135–63. http://dx.doi.org/10.1075/hl.44.1.04zab.
Full textAbstract:
Summary Once the need to learn a language arises, grammatical instructional manuals evolve from descriptive grammars of that language. Language description involves the uncovering of the rules of the language from collected data, and teaching those rules is the reason grammatical manuals exist. The most comprehensive descriptive grammar of Arabic is Sībawayhi’s Kitāb (d. ca.161–94 AH/777–810 A.D.). He includes the rules of Arabic as he deduced them from the language of the Arabs. As time passed and the need to learn Arabic increased, many grammarians started to write grammatical manuals for beginners. Sībawayhi’s monumental work was too speculative and highly theoretical for this task and was never suitable for instruction. The descriptiveness of Sībawayhi’s Kitāb needed to morph into a more approachable grammar. Zağğāğī’s Ğumal (d. ca.337–340/948–951) and Ibn Bābašāḏ’s Muqaddima (d.469/1077) are two instructional manuals that are concise and more suitable for beginners. This study examines how pedagogy in Zağğāğī’s Ğumal and Ibn Bābašāḏ’s Muqaddima evolved from the descriptive rules of Sībawayhi’s Kitāb through a careful analysis of istiṯnā’ “exception” rules presented by each grammarian in this study. Although the rules are essentially the same in all three books, presentation and description or lack thereof are sufficiently different illustrating their distinct objectives.
41
Moh Munir. "تعليم اللغة العربية في المعهد الإسلامي بفونوروغو." Studi Arab 10, no. 2 (December 30, 2019): 151–72. http://dx.doi.org/10.35891/sa.v10i2.1860.
Full textAbstract:
Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.
42
Bassam Hassan Mohra. "The Male/Female Students’ Attitudes in the University College to Applied Sciences in Gaza Towards Learning Arabic Grammar Remotely in the Course of Arabic Language Requirement During Corona Pandemic." Journal of the College of Education for Women 33, no. 3 (September 28, 2022): 32–47. http://dx.doi.org/10.36231/coedw.v33i3.1611.
Full textAbstract:
This study deals with examining UCAS students’ attitudes in Gaza towards learning Arabic grammar online during the Corona pandemic. The researcher has adopted a descriptive approach and used a questionnaire as a tool for data collection. The results of the study have statistically shown significant differences at the level of "0.01" between the average scores of students in favor of the students of the humanities specializations. It has also been found that the students’ attitudes at the Department of Humanities and Media towards learning Arabic grammar online are positive. Additionally, the results revealed no statistical significant differences due to the variable of UCAS students’ scientific qualifications. The results stressed that university students urgently need to learn Arabic grammar to avoid mistakes during their speeches, and to improve their writings. The study has finally presented as a conclusion a set of recommendations related to the importance of teaching Arabic grammar in the university colleges, academic institutions, and in the different stages of education. It has further enhanced confidence in learning the Arabic grammar, and having pride in it. Such a conclusion helps preserve the Noble Qur’an and the Arabic language and its entity, work to spread it by all available means, pay attention to Arabic grammar, teach it and learn it, work to disseminate it by all available means, and support all efforts made in this direction locally, Arab and Islamic.
43
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.
Full textAbstract:
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.
44
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.
Full textAbstract:
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.
45
Muhammadu Sainulabdeen, M. S. Zunoomy, U. Israth, and A. M. M. Aaqil. "Contrastive Study on Differences in Sentence Aspects between Arabic, Tamil, and English Languages." Al-Lisan 7, no. 2 (August 30, 2022): 161–81. http://dx.doi.org/10.30603/al.v7i2.2643.
Full textAbstract:
This research focuses on studying differences in sentence elements between Arabic, English, and Tamil by exposing similarities and dissimilarities. It uses a descriptive contrastive methodology. This research is based on a theory of linguistics. According to this, the researchers used books, articles, theses, and website articles to obtain the necessary information for Secondary data. It finds that Arabic, English, and Tamil belong to different linguistic families. The Arabic language belongs to the Semitic languages, no matter what, Tamil language belongs to Dravidian, and English belongs to the Indo-European family. In this case, they specialize in specific sentence elements according to their linguistic components. Based on this, there are more differences than similarities. For example, there are differences in gender, numeral, tense, pronouns, adjectives, genitives, and articles. These things affect learning a language as a foreign or second language. This study helps the learners to get the differences between the languages. Learners of Arabic, a foreign language, should pay attention to their own language grammar in order to be fluent in both languages to study the Arabic linguistic system in contrast to the Tamil language for learning a language in the best way and to learn Tamil language in the best way, regardless of their mother tongue to learn Arabic fluently.
46
Kaye, Alan S. "Modern Written Arabic: A Comprehensive Grammar (review)." Language 82, no. 1 (2006): 186–87. http://dx.doi.org/10.1353/lan.2006.0045.
Full text
47
Ababneh, Mustafa Abdel-Kareem, Ghassan Kanaan, and Ayat Amin Al-Jarrah. "Enhanced Arabic Information Retrieval by Using Arabic Slang Language." Modern Applied Science 13, no. 6 (May 23, 2019): 24. http://dx.doi.org/10.5539/mas.v13n6p24.
Full textAbstract:
Slang language has become the most used language in the most countries. It has almost become the first language in the social media, websites and daily conversations. Moreover, it has become used in many conferences to clarify information and to deliver the required purpose of them. Therefore, this great spread of slang language over the world. In Jordan indicates that it is important to know meanings of Jordanian slang vocabularies. Mainly, In research system, we created a system framework allows users to restore Arabic information depending on queries that are written in slang language and this framework was made basically by context-free grammar to convert from slang to classical and vice versa. In addition, to conclude with, we will apply it on the colloquial slang in North of Jordan specifically; Irbid, Ajloun, Jerash, Mafraq and AlRamtha city. As well as, we will make a special file for Non_Arabic words and the stop words too. After we made an evaluation for the system relying on the results of recall, precision and F-measure where the results of precision about 0.63 for both researches slang and classical query, and this indicates that the system supports searching in Jordanian slang language. The purpose of this research is to enhance Arabic information retrieval, and it will be a significant resource for researchers who are interested in slang languages. As well as, it helps tie communities together.
48
Bousmaha, Kheira Z., Nour H. Chergui, Mahfoud Sid Ali Mbarek, and Lamia Belguith Hadrich. "AQG: Arabic Question Generator." Revue d'Intelligence Artificielle 34, no. 6 (December 31, 2020): 721–29. http://dx.doi.org/10.18280/ria.340606.
Full textAbstract:
The Arabic natural language process (ANLP) community does not have an automatic generator of questions for texts in the Arabic language. Our objective is to provide it one. This paper presents a novel automatic question generation approach that generates questions as a form of support for children learning through the platform QUIZZITO. Our approach combines the semantic role labelling of PropBank (SRL) and the flexibility of question models. It essentially relates to an approach of instantiation model of representation based on an analysis focused on the semantics. This allowed us to capture the maximum sense of sentence given the flexibility of the grammar of the Arabic language. This model was written in a set of Patterns and Templates based on the REGEX languages. Our goal is to enrich Quizzito's online quiz platform, which contains more than 254.5k quizzes, and to provide it with a generator of Arabic language questions for children's texts. Our Arabic Question Generator system (AQG) is functional and reaches up to 86% f-measure.
49
Sam, Zulfiah. "Fungsi dan Kedudukan Kata Ganti (Dhamir) dalam Ilmu Sharf." Nukhbatul 'Ulum 4, no. 1 (June 22, 2018): 418–28. http://dx.doi.org/10.36701/nukhbah.v4i1.34.
Full textAbstract:
Arabic is the language of the Al-Qur'an which was sent down byAllah Almighty. Arabic is a language that has rich vocabularies and itis a language known for its complex grammatical structure(qawa'ed). In order to understand arabic properly, theunderstanding the grammar of the language is necessary. It is anobligation upon the Moslem to learn Arabic for bettercomprehension in Qur'anic text. In this research, the authorexamined one of the subjects in Sharf (Morphology) that is IsmDhamiῑr (Pronoun). Ism Dhamiῑr are words used as the pronouneither for the frst person, the pronoun for the second person or thepronoun for a third person. In this research, the author also outlinedthe subject by giving examples of sentences in a form of a chart or acolumn so that it will be easy to understand from the explanationand it would argue on people thought on the complexity of learningArabic. The author expected that this research could be additionalknowledge and references in learning the grammar of Arabic.
50
Khattak, Abrar. "اردو میں عربی الفاظ کا املا." Al-Idah | Shaykh Zayed Islamic Centre, University of Peshawar 37, - 2 (January 12, 2020): 85–108. http://dx.doi.org/10.37556/al-idah.037.02.0561.
Full textAbstract:
Arabic language and literature has influenced Urdu language and literature in terms of fonts, grammar as well as orthography .linguists have different opinions about orthography of Arabic words in Urdu. Some of them hold favorable opinion, some have opined against it, while some of the linguists have maintained a balance point of view in terms of orthography. The holy Qur’an is Arabic and perhaps that is the reason Muslims have spiritual affinity with Arabic. But language also sacred the way religion is? Can we relate languages with religion? Moreover, sociolinguistics cannot be ignored and that linguists provides concrete notions based on based on scientific study of languages.in this article, the author has analyzed and discussed the contradictory debates of different academic and applied in Urdu orthography of Arabic words in Urdu.