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Journal articles on the topic 'Arabic language – Phonology'
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1
Alqarhi, Awaad. "Arabic Phonology." English Linguistics Research 8, no. 4 (October 13, 2019): 9. http://dx.doi.org/10.5430/elr.v8n4p9.
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The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to get coalesced into various other modern dialects whereas on the other hand, the new phonemes have already been introduced via phonemic splits or borrowing. The phonemic length and quality that applies to both consonants and vowels at the same time. There have been research that analyses how multicultural society in Australia gets operated only with a particular form of language generated in some linguistic environments. The scripts of English Language tend to have the capability of merging with other language that are native of a place for making it a complete new variety. The process is termed as Romanization. The hybrid or amalgamation of languages within the linguistic framework can be classified and characterized that makes its standardization easy. This paper aims to do a complete research on the linguistics of Arabic phonology.
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Badi, Rudayna Mohammed. "ENGLISH and ARABIC SIGN LANGUAGE PHONOLOGY and MORPHOLOGY." Journal of Tikrit University for Humanities 28, no. 9 (September 29, 2021): 19–32. http://dx.doi.org/10.25130/jtuh.28.9.2021.24.
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This visual-manual modality is used in sign language to transfer meaning. Sign language is strongly related to manual groups of deaf people.Sign language is used by deaf people for a very long time, most written records about sign language trace based to the fifth century.
Sign languages are seen as complex as many spoken language besides they are not real language as most people think.
Sign languages are thought to be mime in some words, typical and arbitrary. It is not important for this type of language to have a visual relationship to their references. Spoken language is quite different from iconicity while the first is not onomatopoetic, the second is more systematic and more common use in sign language.
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Musthofa, Tulus, and Rihanatul Fauziah. "Arabic Phonological Interventions with Mimicry-Memorization Learning Method: A Review on Evidence-Based Treatment." Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 6, no. 1 (January 30, 2021): 96. http://dx.doi.org/10.17977/jptpp.v6i1.14396.
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<strong>Abstract:</strong> Difficulties and errors in the pronunciation of Arabic phonology still often occur in the process of learning Arabic by non-Arab students it is due to lack of attention in teaching Arabic phonology by teachers and non-Arab students. But in previous studies, no one has researched the use of methods in the learning. Thus in this study, researchers have explored, analyzed, and described a method to give an overview of a method for learning Arabic phonology for foreign students. This research uses the Library research method in the collection of relevant data. Data is obtained from articles, books, Internet and past research by the discussion. The result is that the mimicry-memorization method has a lot to influence the results of foreign language learning and can be used as an innovation in Arabic phonology learning for foreign students, which is the most key thing to do before learning Arabic language skills. Thus the results of This research can provide innovations for teachers of Arabic with a method of mimicry-memorization in teaching Arabic phonology to foreign students so that they can pronounce the letters, vocabulary and sentences of Arabic language well and correctly. Thus, non-Arab students can communicate with Arabic in communicative, eloquent, and fluent.
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Dawood, Mohamed. "ATSAR AL-QUR’AN AL-KARIM FI AL-LUGHAH AL-‘ARABIYYAH FI DAU ‘ILM AL-LUGHAH AL-HADIS." Indonesian Journal of Islamic Literature and Muslim Society 4, no. 1 (November 27, 2019): 73. http://dx.doi.org/10.22515/islimus.v4i1.1541.
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This article discussed the influence of the Quran on Arabic in the perspective of modern linguistics. With a linguistic approach, this article finds seven aspects of language that occur in the impact of the Quran on Arabic, namely: preservation of Arabic, the stability of Arabic, the unification of Arabic dialects, enrichment and development of Arabic, refinement of Arabic and the spread of Arabic. These seven linguistics aspects certainly make Arabic the only language in the world whose linguistic rules do not change, both in terms of phonology, morphology, syntax or semantics, which does not occur in any word in the world. In this world, there have been many languages that have died because of the death of their owners, or languages that are weak because of the weakness of their owners. This condition is different from Arabic, which is the language of the Quran. The language relations between Arabic and the Qur'an have made this language sustainable until then.
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Karataeva, S. "Phonetic Mastering of Arabic Words With Long Vowels in the Turkic Languages." Bulletin of Science and Practice 7, no. 2 (February 15, 2021): 417–26. http://dx.doi.org/10.33619/2414-2948/63/48.
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The purpose of our article can be characterized as a scientific review of the vocal system of the Kyrgyz language against the background of Turkic phonology and the patterns of development of the vocal paradigm, the transformation and evolution of long vowels in the historical context (influence of the Arabic language) of Central Asia. Analyzing all data related to the long vowels’ changes in the above-mentioned language and the transformations based on Arabic borrowings. Also, subjected to a detailed analysis of the graphic influences from the side of Arabic graphics in relation to Kyrgyz phonology and linguistic facts about the transformation of Arabic tokens during adaptation in a foreign language context. Nevertheless, to explain the areal features of the Kyrgyz language on the scale of Central Asia. To demonstrate (on the example of archaic words, religious lexicon terms) the stages and patterns of the historical development of the vocal system of a given language in a comparative and cognitive plan. The purpose of this study is, therefore, to identify and describe the patterns of development of quantum phonetics, phonosemantic features of long vowels of Kyrgyz lexemes and phonemes on the one hand, and Arabic guttural and posterolinguistic connectives on the other hand. Kyrgyz and Arabic are multisystem languages. The Arabic language, in a typological sense, is inflectional and belongs to the Semitic group, at the same time, according to some scholars, the Kyrgyz is an agglutinative language and has Altai origin. It is well known that the phonetic spectrum and their variable language palette of the Arabic language is very diverse. In phonetic terms, the Arabic language has a widely developed system of consonant phonemes, on the other hand, the likelihood of the phonomorphological and phonosemantic function of vowels in the Kyrgyz language is quite high too. As part of our research, we tried to identify the seven positions of long vowels in the Arabic language, and in parallel to this show the transformations of Arabic sounds based on the internal phonetic laws of the Kyrgyz language. Consequently, the Arabic long vowels in the process of adaptation in the Kyrgyz language environment, to a certain extent, retained their quantitative character (quantum coefficient) in comparison with other Turkic languages of Central Asia.
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McCarthy, John J. "The Phonology and Morphology of Arabic (review)." Language 80, no. 4 (2004): 865–67. http://dx.doi.org/10.1353/lan.2004.0216.
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NABBOU, Fouzia. "BROKEN PLURAL IN THE ARABIC LANGUAGE, A PHONETIC APPROACH." International Journal of Humanities and Educational Research 4, no. 6 (December 1, 2022): 75–87. http://dx.doi.org/10.47832/2757-5403.17.7.
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This article deals with the subject of broken plural in the Arabic Language, a phonetic approach, in which we touched on the moste prominent role of the independent autosegmental phonology in defining the prosodic features and standing on the phenomenon of broken plural, with which it is difficult to determine a single formative format. We have also shown McCarty attempt to address and overcome the problems that afflict the phenomenon of broken plural by adopting the interpolation rule that distinguishes between the singular structure and the plural structure, a rule based on the insertion of a long vowel after the first syllable, we are therefore in front of three syllables in the plural instead of two syllables in the singular. Key words: Broken Plural, Autosegmental Phonology
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Hidayat, Nur. "اللغة العربية قبل الإسلام." Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 2, no. 1 (June 5, 2018): 33. http://dx.doi.org/10.29300/im.v2i1.1256.
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Language is a set of words used by a group of people to express or reveal a purpose. Arabic is one of the Sam languages, Arab nation is a kind of Sam nations (identical to sam ibn nuh). As we all know that the Arabic language is not only used by the Arab nation, but also used in many nations of the world. Before the arrival of the Islamic religion in the Arab nation, the Arab nation lives in the Jahiliyyah. Arabic civilization before Islam in the social field has a bad social order, but in the field of arts and language is highly advanced. The Arabic language since its oldest era has been divided into many dialects that differ from each other in many aspects of Phonology, Semantic, Sintax, and Vocabulary
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Sulaimani, Wasim. "The effect of the science of reading the Qur’an on memorizing the eloquent Arab voice, and the efforts of the Qur’an scholars in that, An example of that studied the exits of letters and their attributes." Journal of Umm Al-Qura University for Language Sciences and Literature, no. 27 (February 1, 2021): 1–59. http://dx.doi.org/10.54940/ll79739366.
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It is well-known that phonological studies have become elaborate and comprehensive nowadays. Modern Arabic phonological studies are adopting the Western’s approach in this field. This paper demonstrates impact of the efforts of Tajweed scholars and Quran reciters, who exerted great efforts to serve Arabic phonology. They carefully studied it while others ignored it, preserved it while others forgot it, and precisely mastered it while others neglected it. Consequently, those scholars preserved this knowledge, and its concepts became known. Thus, they were known as its masters, and this knowledge was known as their specialty . This paper examines how the science of Arabic phonology began among Arabic language and Tajweed scholars, and then how it reached Tajweed scholars . Moreover, it studies efforts of Tajweed scholars and reciters of the Quran to serve the Arabic language by carefully studying concepts and development of Arabic phonology as well as studying its scholars’ achievements . The most important issue the paper considers is the impact of those scholars in respect of preserving the ancient eloquent Arabic phonic system and making it audibly understandable until present time. In addition, it examines how this phonic system has been transferred by generation after generation until it has reached us with its precise rules, and firm principles, as well as how the Quran is still recited according to the rules of the noble Arabic language, the original tongue of the Quran revelation. Finally, the paper discusses the most important results of this examination, which are related to confirming the efforts of those scholars and the service they offered to the Arab nation whereby their Arabic tongue and language are preserved. It also refers to some recommendations that may complement the efforts of those scholars. Allah is sought for giving help and success.
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Ferrando, I. "The Phonology and Morphology of Arabic." Journal of Semitic Studies 49, no. 1 (March 1, 2004): 175–78. http://dx.doi.org/10.1093/jss/49.1.175.
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De Voogt, Alex. "A sketch of Afitti phonology." Studies in African Linguistics 38, no. 1 (June 1, 2009): 36–51. http://dx.doi.org/10.32473/sal.v38i1.107293.
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Political conflict in the Sudan and the spread of Arabic are threatening Afitti, a North Eastern Sudanic language that has received relatively little scholarly attention. In addition to presenting original data on the language, this paper shows that Afitti is markedly different from Nyimang, its nearest linguistic neighbor, in respect to the absence of a third tone, the lack of a contrast between dentals and alveolars, the absence of distinctive vowel length, and its limited labialization.
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Kiegel-Keicher, Yvonne. "Simple metathesis in loanword phonology: the Arabic-Romance language contact." Zeitschrift für romanische Philologie 136, no. 4 (November 10, 2020): 1049–84. http://dx.doi.org/10.1515/zrp-2020-0057.
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AbstractSimple metathesis can be found in numerous Ibero-Romance arabisms compared with their Andalusi Arabic etyma. The analysis of a corpus of Spanish, Portuguese and Catalan arabisms illustrates its effects on syllable structure and syllable weight. It can be shown that Arabic-Romance simple metathesis constitutes a motivated structural change that provides for typologically unmarked syllable weight relations within the word. After the resyllabification it entails the involved unstressed syllables no longer excede the stressed syllable in weight. However, it is not an obligatory, systematic process, but merely an optional tendency, which corresponds to the universal tendency expressed by the Weight Law.
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Basith, Abdul. "PANDANGAN TAMĀM HASSĀN TENTANG ‘ĀMIL DALAM ILMU NAHWU." Adabiyyāt: Jurnal Bahasa dan Sastra 7, no. 1 (July 31, 2008): 23. http://dx.doi.org/10.14421/ajbs.2008.07102.
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In Arabic Linguistics, Nahwu or Arabic Syntax has established for centuries. However, its complexities make the modern Arabic linguists re-formulate it so that it can be comprehended better by the native and speakers of Arabic as a second language. One of those linguists is Tamâm Hassân, who put Arabic language in a more (al-manhaj alwashfi) established position by perfecting its phonology, morphology, syntax, and semantic. His view over ‘âmil as a central theme and pillar in Arabic syntax or Nahwu reformulates the Arabic syntax by using descriptive approach (al-manhaj al-washfi). This makes Nahwu become more comprehensible.
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Izzah, Nailul, M. Agus Mushodiq, and Muhammad Syaifullah. "Semantics of Lexicology in the Study of Arabic Phonemes and Lexemes." Mantiqu Tayr: Journal of Arabic Language 1, no. 1 (January 11, 2021): 71–84. http://dx.doi.org/10.25217/mantiqutayr.v1i1.1327.
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Linguistics is the name of the field of science, and the adjective is linguistic. Meanwhile in Arabic, the linguistic equivalent is known as Ilmu lughah or al-lisaaniyyat. The study of language is generally directed at four discussions. First, regarding the sounds of language. If the research of language sounds is carried out without looking at the sound function it is known as phonetic, whereas if the study of language sounds by looking at the sound function in language it is known as phonology. Second, the study of the form of the word (sharf). In the sharf, it is studied about changing the words of a language, where this science is known as morphology. Third, discussion of sentence structure (nahwu). The scope of study in Nahwu is the wording of a sentence in a language, this knowledge is known as syntax or grammar. Fourth, discussion about the good meaning of a word, sentence, or the meaning of an expression. This science is called semantics. Linguistics can be divided into two major branches, namely micro linguistics and macro linguistics. The object of micro linguistic study is the internal structure of the language itself, including the structure of phonology, morphology, syntax, and lexicon. While the object of factors outside of language is such as sociological, psychological, anthropological, and ethnolinguistic factors. The author will only discuss phonology (phoneme) and lexicology (lexeme) in an Arabic linguistic study using library research methods.
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Sayyid Megawer Sakran, Megawer. "المستويات اللغوية في المعاجم الحديثة بين المحافظة والتطوّر." Jurnal CMES 11, no. 1 (December 12, 2018): 7. http://dx.doi.org/10.20961/cmes.11.1.25996.
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<p>Arabic scholars from the classical to the modern period paid attention to the disciplines of Arabic lexicography. A great attention was given to lexicography, which was fundamentally helpful for active users and speakers of the Arabic language since the era of Khalil bin Ahmad (786 AD) who wrote the Al-‘Ain dictionary to Ahmad Mukhtar Umar's (2003) period with his dictionary Muʻjamu al-Lughah al-‘Arabiyyah al-Muʻāshirah. Modern linguistic studies then produce language levels found in Arabic dictionaries. This level of language is certainly different in the view of Arab lexicographers. Some see it from the perspective of a language level that includes syntax, morphology and phonology, mostly referred to by classical and modern dictionaries. Some others see the language levels typically a variety of languages ammiyyah (al-‘āmmī/colloquial Arabic) and various foreign languages (al-aʻjamī/foreign language). Both of these varieties have seized the attention of Arabic dictionaries through a number of explanations either explicitly or implicitly in these dictionaries. Language levels <br />additionally includes the treasure of language (turāts) literary works are assessed as the basic foundation for language users and reviewers. In addition to turāts, the level of spoken language used daily is also found in Arabic dictionaries. This language level undergoes articulation changes in a number of vocabularies in the form of changes at the vowel marks (charakat). This article outlines these four levels of language by modern Arabic dictionaries which aim to show the extent to which modern Arabic dictionaries make use of the classical Arabic lexicography paradigm and its contribution to the development of descriptions of language vocabulary for current language speakers and modern Arabic dictionary users.</p>
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Mushodiq, Muhamad Agus, Muhammad Syaifullah, Dian Risky Amalia, Nailul Izzah, and Bety Dwi Pratiwi. "Verbal Arabic Mistakes of Ustadz in Conveying the Materials of Islamic Preaching/Kesalahan Ustaz dalam Bahasa Arab Verbal pada Penyampaian Materi Dakwah Islam." Arabiyatuna : Jurnal Bahasa Arab 5, no. 1 (May 7, 2021): 39. http://dx.doi.org/10.29240/jba.v5i1.1978.
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This paper aims to reveal the mistakes of micro Arabic in the aspects of Ilm Saut (phonology), Sharaf (morphology), Nahw (Syntax), and 'Ilm Dalalah (Semantics) in preaching materials conveyed by ustadz and ustadzah included in the groups of "Ustadz Sunnah" and "Islam itu Indah". Arabic mistakes are often made by ustadz and ustadzah who often appear on social media. In general, an ustadz must have good Arabic language skills. The vast emergence of ustadz and ustadzah on social media is allegedly not accompanied by their qualified mastery of the primary language used in Islamic teaching sources and primary books, namely Arabic. Hence, the researchers used micro linguistic theories comprising the studies of phonology, morphology, syntax, and semantics therein. This study applied a descriptive-qualitative method. Researchers not only described the Arabic mistakes made by those of "Ustadz Sunnah” and "Islam itu Indah" but also provided corrections to such mistakes. In analyzing the data, the researchers used a separate analysis method. The findings demonstrated that those of "Ustaz Sunnah" and "Islam itu Indah” made mistakes in verbal Arabic at phonemic, morphemic, syntactic, and semantic levels.
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Eckman, Fred, Gregory Iverson, and Jae Yung Song. "Overt and covert contrast in L2 phonology." Journal of Second Language Pronunciation 1, no. 2 (September 14, 2015): 254–78. http://dx.doi.org/10.1075/jslp.1.2.06eck.
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This paper reports results on the acquisition of the English /p/–/b/ contrast by native speakers of Arabic. This contrast does not exist in the participants’ native language (NL). The central finding of this study is that some of the research participants exhibited a covert contrast between these segments in their interlanguage productions. That is, two of the five Arabic-speaking participants who were transcribed as having no contrast between [p] and [b] did, in fact, produce a statistically reliable distinction in voice onset time lags between the two target segments. The existence of such an intermediate stage of covert contrast in the learning of L2 phonology is eminently plausible, in view of the progressive nature of phonological acquisition. Our results help bring the learning of second-language contrasts into conformity with findings of the same phenomenon in the areas of L1 acquisition and phonologically disordered speech.
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Saidat, Ahmad Mahmoud, and Jamal A. Khlifat. "Phonetics and Phonology Paradox in Levantine Arabic: An Analytical Evaluation of Arabic Geminates’ Hypocrisy." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 854. http://dx.doi.org/10.17507/tpls.0907.16.
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This paper explores the phonetic and phonological paradox between two categories of Levantine-Arabic long consonants—known as geminates by looking closely at the hypocrite Arabic geminates. Hypocrite geminates are phonetically long segments in a sequence that are not contrastive. The paper seeks to demonstrate that Arabic geminates can be classified into two categories—true vs. fake geminates—based on the phonological process of inseparability and the Obligatory Contour Principle (OCP). Thirty Levantine Arabic speakers have taken part in this case study. Fifteen participants were asked to utter a group of stimuli where the two types of geminates interact with the surrounding phonological environment. The other fifteen participants were recorded while reading target word lists that contained geminate consonants and medial singleton preceded by short and long consonants and engaging in naturalistic conversations. Auditory and acoustic analyses of long consonants were made. Results from the word lists indicated that while Arabic true geminates embrace the phonological process of inseparability, Arabic fake geminates do not. The case study also shows that the OCP seems to bridge the contradiction between these two categories of Arabic geminates.
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Kafi, Fina Aunul. "At-Taʻlīm wa at-Taʻallum as-Siyāqī wa Mauqiʻ al-Jazīrah li Taʻlīm al-ʻArabiyyah." Al-Fusha : Arabic Language Education Journal 3, no. 1 (January 27, 2021): 1–10. http://dx.doi.org/10.36835/alfusha.v3i1.436.
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Students need contextual Arabic learning to improve Arabic language competence that is relevant to the target language environment through using of internet sites as alternative teaching materials such as those contained in Learning Aljazeera site. This article aimed to discuss Learning Aljazeera site as an alternative teaching material in Arabic learning based on contextual teaching and learning. Researcher used contain analysis method to discuss and analyze the site. From the data analysis, it showed that the material on the site consisted of media language and general language that prioritized fahm al-masmūʻ and fahm al-maqrūʻ through various topics based on student level in addition to basic materials such as phonology and syntax. Learning Aljazeera sites can support the needs of learning Arabic today and can be used for contextual learning purposes in Arabic lessons.
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Gragg, Gene, and Jeffrey Heath. "Ablaut and Ambiguity: Phonology of a Moroccan Arabic Dialect." Language 65, no. 4 (December 1989): 820. http://dx.doi.org/10.2307/414937.
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Tatang, Tatang, and Cucu Hayati. "SUNDANESE PHONOLOGICAL INTERFERENCE OF THE RECITATION OF SURA AL-FATIHA OF THE HOLY QURAN." Jurnal Pendidikan Bahasa dan Sastra 18, no. 2 (February 15, 2019): 235–45. http://dx.doi.org/10.17509/bs_jpbsp.v18i2.15511.
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Culture is one of elements that affect a person's proficiency of foreign languages. Sundanese phonological structure is different from Arabic. Therefore, it is difficult for some Sundanese people to pronounce Arabic. For example, Sundanese tends to face difficulties in reciting the verses of the Holy Quran. The Holy Quran is the Muslims’ holy book that is written in Arabic. The recitation of the Holy Quran should be in accordance with the Arabic phonology. In fact, Some Sundanese make irregularities or interference during reciting the Suras (chapters) of the Holy Quran. This study aims to reveal the phonological interference experienced by Sundanese speakers in reciting the Sura Al-Fatiha of the Holy Quran. The data in this study covers the recitations of the Sura Al-Fatiha. The data is retrieved through observation, recording, and interviews with some Sundanese people that live around the UPI Campus. The study concludes that there are five phonological interference phenomena in the pronunciation of the Hijā’ī (Arabic Alphabet) during the recitation of Sura Al-Fatiha. They are lenition, sound reinforcement, unusual sound changes, the voice addition, and assimilation. Some factors cause such interferences. They cover the influence of the Sundanese vocabulary and Arab phonemes that do not exist in the phonology of the Sundanese language.
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Lotze, Nathaniel. "A lect-inclusive perspective on transfer." Journal of Language Teaching 2, no. 8 (July 31, 2022): 1–7. http://dx.doi.org/10.54475/jlt.2022.008.
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Contrastive analysis normally focuses on negative transfer and the rather fraught notion of standard language and tends to fall short in its ability to explain transfer, whether negative or positive. The language that learners actually speak is another source of transfer, and to downplay or ignore nonstandard varieties, or lects, is to leave out a crucial variable in the language learning process. This paper calls for a lect-inclusive perspective on transfer: one that recognizes transfer as a function of more variables than contrastive analysis of two standard languages is likely to turn up. The upshot is that there is more room for positive transfer via positive processing instruction when lect is accounted for. This perspective is exemplified by a critique of Smith’s (2001) contrastive analysis of English and Modern Standard Arabic. In the case of Arabic speakers, Arabic lects and/or a non-Arabic L1 or L2 can facilitate language learning. Lect inclusivity complements contrastive analysis of standard language, enabling teachers to draw upon their students’ L1 to support language learning and open up underutilized or unrecognized avenues for positive transfer in the areas covered by Smith (viz., phonology, orthography and pronunciation, grammar, vocabulary, and culture).
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Suparno, Darsita, Ulil Abshar, M. Wildan, and Tri Pujiati. "Sound Correspondences of Modern Standard Arabic Moroccan Arabic and Najdi Arabic." Sunan Kalijaga: International Journal of Islamic Civilization 3, no. 2 (September 1, 2020): 27. http://dx.doi.org/10.14421/skijic.v3i2.1905.
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This paper studies the process of sound correspondences that occur in Modern Standard Arabic (MSA), Moroccan Arabic (MAR), and Najdi Arabic (NAR). It attempts to find answers for the following questions: a) What are the identical word pairs, words couples that have a phonemic correspondence, a phonetic similarity, and a pair of words that contains difference of one phoneme, b) What are the process of morphophonemic in the form of assimilation, metathesis, and epenthesis. It is addressed to portray the process of morphophonemic assimilation, metathesis and epenthesis in three Arabic languages using Crowley’s theory. This study used 207 of Morris Swadesh's basic vocabulary as the key standard procedure for collecting data. The criteria adopted to analyze the data were orthographic, sound-change, phonological, and morpheme contrast. This research used descriptive qualitative method. The source of the data was basic-word vocabulary. The data were gathered from three dictionaries as sources to get information. The data were analyzed by using structural linguistics, especially phonology, morphology, and semantics. This investigation informed several aspects of findings such as identifying prefixes, suffixes, assimilation, metathesis, and epenthesis. Using the Swadesh vocabulary list, the results of this study found 207 vocabularies for each language. By analyzing parts of speech, it was found that these vocabularies can be classified into five-word classes, namely, nouns, pronouns, verb, adjectives, adverbs, and determiners.
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Fathuddin, Ahmad Ubaedillah. "ILM AL LUGHAH AL IJTIMAI WA TALIM AL LUGHAH AL ARABIYYAH LI AL NATHIQINA BI GHAIRIHA." ALSINATUNA 1, no. 2 (March 7, 2017): 186. http://dx.doi.org/10.28918/alsinatuna.v1i2.795.
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Language learning cannot work without integrating other fields of knowledge such as psychology, anthropology, sociolinguistics, etc. Sociolinguistics is a branch of linguistics which discusses about language due to social factors. It has an important role in language learning especially in making it easily understandable for the language learners by understanding the language use of the native speakers. The contribution of sociolinguistics in Arabic language learning for foreign language learners can be seen from the relationship between language and social environment. In this case, it does not only learn about the elements or internal systems of Arabic language such as phonology, syntax, and morphology, but also the social context such as speech community, social class, language use and culture. It means sociolinguistics gives information about the definition and use of Arabic language based on the social context.
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Mashaqba, Bassil, Anas Huneety, Mohammed Abu Guba, and Zainab Zeidan. "On Morphology-Phonology Interface: Insights From Diminutives in Jordanian Arabic." Theory and Practice in Language Studies 12, no. 6 (June 1, 2022): 1206–13. http://dx.doi.org/10.17507/tpls.1206.21.
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This study explores the morphology-phonology interface to be found in the formation of diminutives in Jordanian Arabic (JA). As evident in a corpus of diminutives in Bedouin and urban varieties, the results demonstrate that JA mainly depends on a non-concatenative (discontinuous) patterning of diminutive structures. Intriguingly, diminutives in JA not only are derived from nouns and adjectives, but also from perfective verbs. The diminutive verb adheres to the C1VC2VC3-eet template and is produced by children and by adults addressing children. Based on a rough frequency test, the most frequently used diminutive pattern in urban JA is C1aC2C2uuC3 whereas Bedouin JA enjoys a variety of diminutive structures. It is also reported that JA dialects vary in stress assignment with diminutive structures: urban JA mainly prefers the iambic CVC.'CVVC structure, while the Bedouin dialect demonstrates a variety of trochaic and iambic patterns. More importantly, although residues of transfer effects on diminutives were reported in Bedouin JA, no significant transfer effects have been found between diminutive and non-diminutive structures in urban JA. As such, it is concluded that diminutive formation in urban JA supports the root-based approach over the stem-based one.
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Robbani, A. Syahid, and Hisyam Zaini. "Interferensi Bahasa Sasak terhadap Bahasa Arab Santri." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 2 (May 1, 2022): 317–26. http://dx.doi.org/10.30872/diglosia.v5i2.347.
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This research aims to examine the forms of interference of Sasak language to Arabic used by students in the boarding school environment who in their daily practice of Arabic knowledge and the efforts made to overcome the language disorder. This research is qualitative research using descriptive methods. The data in this study was obtained through observations and interviews with students and teachers in Nurul Hakim Boarding School Kediri West Lombok. The results showed that the Arabic language used by students in Nurul Hakim Boarding School Kediri West Lombok, in reality, is still heavily influenced by their mother tongue, Sasak. The interference is spread across several aspects such as phonology, morphology, syntax, and lexicon. Various forms of language interference are tried to be minimized by teachers by holding muhadatsah activities that are routinely carried out, teaching Arabic grammar both in school and in dormitories, and requiring students to memorize Arabic vocabulary that is regularly updated every week.
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Luffin, Xavier. "The influence of Swahili on Kinubi." Journal of Pidgin and Creole Languages 29, no. 2 (September 30, 2014): 299–318. http://dx.doi.org/10.1075/jpcl.29.2.04luf.
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Kinubi, as it is spoken today in Kenya and Uganda, is strongly influenced by Swahili, the two languages having been in contact with each other for more than one century. This influence does not occur in the lexicon alone, but also in the phonology and even the morphology and syntax of Kinubi. Though the analysis of the lexicon and the phonology appear to be rather easy, the possible influence of Swahili on Kinubi morphology and syntax may prove to be may be more problematic. However, this influence may be ‘measured’ through the comparison of Kinubi and Juba Arabic: many features shared by Kinubi and Swahili are not found in Juba Arabic, which tends to show that these expressions come from Swahili. This influence seems to be rather uniform, though Swahili does not occupy the same place in Uganda and Kenya. This fact may be explained by several factors, like the ‘Islamic’ culture of the Nubi, which makes Swahili a language of prestige, even in the community based in Uganda, as well as the permanence of the contact between Nubi communities across the border, including intermarriage and other social factors.
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Heath, Jeffrey. "D-possessives and the origins of Moroccan Arabic." Diachronica 32, no. 1 (March 30, 2015): 1–33. http://dx.doi.org/10.1075/dia.32.1.01hea.
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Despite the general view that Berber was the only important substratum for Maghrebi Arabic, Moroccan Arabic (MA) took shape in the 7th–8th centuries AD in Roman cities in which Late Latin (LL) was spoken. The occupation of Morocco was far more tenuous than in other areas conquered during the Arab expansion. Rapid language shift from LL to a contact Arabic introduced by eastern Berber troops left telltale signs in phonology and in morphological simplification. Archaic MA D-possessives di, d- and dyal- reflect Latin dē and pronominal combinations thereof, and must be dated to the language-shift period. Recognition of this has been delayed by hesitation to recognize the LL/MA relationship and by Arabic-internal explanations of D-possessives that must be rejected in light of what we now know about Maghrebi Arabic dialects.
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Watson, Janet C. E. "The Directionality of Emphasis Spread in Arabic." Linguistic Inquiry 30, no. 2 (April 1999): 289–300. http://dx.doi.org/10.1162/002438999554066.
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Many modern Arabic dialects exhibit asymmetries in the direction of emphasis (for most dialects, pharyngealization) spread. In a dialect of Yemeni Arabic, emphasis has two articulatory correlates, pharyngealization and labialization: within the phonological word, pharyngealization spreads predominantly leftward, and labialization spreads rightward, targeting short high vowels. Since asymmetries in the directionality of spread of a secondary feature are phonetically motivated and depend on whether the feature is anchored to the onset or the release phase of the primary articulation, it is argued that the unmarked directionality of spread should be encoded in the phonology as a markedness statement on that feature.
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Gusdian, Rosalin Ismayoeng, and Riski Lestiono. "English and Arabic Vowels: Ferreting Out the Similarity for Bridging Pronunciation Accuracy." Journal of English Language Teaching and Linguistics 6, no. 2 (August 15, 2021): 297. http://dx.doi.org/10.21462/jeltl.v6i2.544.
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<p><em>This study aimed at exploring the similarity between Arabic and English vowel sounds that may benefit Indonesians to pronounce some English vowels. This investigation approached whether their Arabic acquisition could facilitate their learning target language, which is English. To come up with the sought-after similarities, requiring an in-depth study on the existing literatures discussing the phonetic features of those two languages was the step to take. Accordingly, an archival study was selected and employed as a qualitative research design supported by the secondary data analysis method. Several kinds of literatures as the data sources were comprising scholarly journal articles, theory books of Arabic and English phonology, and proceedings. All of the data were available online and were readily accessed through several search-engine platforms; one of which was Google Scholar. The data collection process involved identifying the data set, evaluating the data set, tabulating, and synthesizing the data. The findings have articulated that English and Arabic languages have lax/short and tensed/long vowels. The short vowels comprised /ʌ/; /ɪ/; and /ʊ/. Meanwhile, the long vowels encompassed /a:/, /i:/, and /u:/. This sort of similarity has conveyed the notion of linguistic proximity, which contributes to language transfers upon acquiring the target language.</em><em></em></p>
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Arina Nur Sofiana, Nur Hapsari Paramitha, and Nurul Huda. "The Problems of Reading Arabic Text in Terms of Phonological Aspects (Case Study in Fifth Grade Students of SD Qurrota A’yun Babadan Bantul DIY Academic Year 2020/2021)." al Mahāra: Jurnal Pendidikan Bahasa Arab 7, no. 1 (June 30, 2021): 138–62. http://dx.doi.org/10.14421/almahara.2021.071-08.
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This study aims to determine the problems of fifth-grade students of SD Qurrota A'yun in reading Arabic texts in terms of phonological aspects, to find out the efforts made by Arabic teachers in overcoming these problems, and to find out the ideal concept of learning Arabic phonology at the elementary school level. This research is a case study and field research conducted at SD Qurrota A'yun, Babadan, Bantul, DIY. The data collection used is the acquisition of qualitative data. The research subjects were the principal, Arabic teacher, and fifth-grade students of SD Quurota A'yun. Sampling was carried out using non-probability sampling in the form of purposive samples (purposed samples). They are collecting data using the method of observation, interviews, and documentation. The results of the study indicate that there are problems with reading Arabic text in students' Arabic learning in terms of phonology, are consists of phonetic aspects (in the form of vocal and consonant problems) and phonemic aspects (in the form of incorrect phonological pronunciation so that it can change the meaning of Arabic vocabulary). For this reason, teachers try to overcome this by collaborating Arabic lessons with Al-Qur'an lessons. The ideal concept of learning Arabic phonology at the elementary school level is inseparable from learning the Qur'anic tahsin.
Keywords: Reading Problems, Arabic Language, Arabic Text, Phonology.
Abstrak
Penelitian ini bertujuan untuk mengetahui problematika siswa kelas V SD Qurrota A’yun dalam membaca teks Arab ditinjau dari aspek fonologi, untuk mengetahui usaha yang dilakukan guru bahasa Arab dalam mengatasi problematika tersebut, dan untuk mengetahui konsep ideal pembelajaran fonologi bahasa Arab pada tingkat sekolah dasar. Penelitian ini merupakan penelitian studi kasus dan lapangan yang dilakukan di SD Qurrota A’yun, Babadan, Bantul, DIY. Pemerolehan data yang digunakan yaitu dengan pemerolehan data kualitatif. Subjek penelitian yaitu kepala sekolah, guru bahasa Arab, dan peserta didik kelas V SD Quurota A’yun. Pengambilan sampel dilakukan dengan menggunakan non probability sampling berup purposive sample (sampel bertujuan). Pengumpulan data menggunakan metode observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa terdapat problematika membaca teks Arab dalam pembelajaran bahasa Arab siswa ditinjau dari segi fonologi yaitu terdiri dari aspek fonetik (berupa problematika vokal dan konsonan) dan aspek fonemik (berupa pengucapan fonologi yang kurang tepat sehingga bisa merubah makna dari kosakata bahasa Arab). Untuk itu, guru berupaya mengatasi hal tersebut dengan mengkolaborasikan pelajaran bahasa Arab dengan pelajaran Al-Qur’an. Konsep ideal pembelajaran fonologi bahasa Arab pada tingkat sekolah dasar yaitu tidak lepas dari pembelajaran tahsin Al-Qur’an.
Keywords: Problematika Membaca, Bahasa Arab, Teks Arab, Fonologi.
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Fikri, Shofil. "Musykilât Ta’lîm al-Ashwâth al-‘Arabiyyah li Ghair al-Nâthiqîn bihâ wa Tharîqah Hillihâ fî Ta’lîmihâ." Loghat Arabi : Jurnal Bahasa Arab dan Pendidikan Bahasa Arab 1, no. 1 (June 2, 2020): 57. http://dx.doi.org/10.36915/la.v1i1.6.
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This paper aims to describe the problems in learning phonology, various phonetic problems, the cause of their occurrence and how to overcome them. This paper is a qualitative descriptive study with the type of literature review from which the results of scientific research or other books are closely related to the learning of phonology knowledge, problems and ways to overcome them which are then explained descriptively. The results of this paper conclude that: 1) learning phonology in Arabic is very important to teach at the beginning of the teaching of Arabic because errors in saying a word affect the true or meaningless; 2) There are two main problems in general teaching phonology for non-Arab students, namely: problems relating to the direction of education and problems related to linguistic systems that include phonetic errors and pronunciation of a letter and word; 3) The cause of the problem is because it is influenced by the use of mother tongue (first language) in general, so that it cannot distinguish the length or short of a tone, the pronouncement of self-determination letters, pronunciation of syamsiyah and qamariyah letters, pronunciation of letters of the same nature and pronunciation tanwin letters; 4) As for the solutions offered in overcoming the phoneme pronunciation problem are: proactively instructors should develop children's fluency in speaking phonemes, indoctrinate sound sounds in listening and speaking activities, obtain language sounds in reading and writing activities, and design teaching processes through practical training in tongue sports to gain phoneme skills.
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Wijaya, Mualim, and Nanda Devi Oktaviani. "ANALISIS KESALAHAN KALAM BAHASA ARAB PADA PESERTA DIDIK LEMBAGA PENGEMBANGAN BAHASA ASING (LPBA) PONDOK PESANTREN NURUL JADID PAITON PROBOLINGGO." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 12, no. 1 (May 27, 2022): 136. http://dx.doi.org/10.22373/ls.v12i1.13379.
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This research was motivated by the obligation of students at the Institute for Foreign Language Development (LPBA) Pondok Pesantren Nurul Jadid Paiton Probolinggo to speak a foreign language, namely Arabic. However, in practice many of them still make mistakes in speaking Arabic. Therefore, the language skills of students are not balanced, knowing the pattern of mistakes made by students can minimize or even eliminate the errors in speaking Arabic. This study aims to identify errors in speaking Arabic in students. And knowing the cause of the error and providing the right solution to the mistakes of speaking Arabic. The research methodology used by researchers in identifying speaking errors in students is a qualitative method with a descriptive analysis approach. And the data collection techniques include: observation, interviews, and documentation. While the data analysis used by researchers is a qualitative descriptive analysis. The results of the study indicate that there are 4 components of the form of Arabic speaking errors made by students, namely: phonology, morphology, syntax, and semantic errors. And the cause of the error is the influence of the language that is known first (Mother Language), lack of understanding of Arabic language rules, musyrifah not correcting student errors so that it becomes a bad habit, and students' lack of understanding of the adjustment of the words they use (Arabic). The solution to overcome speaking errors in Arabic for these students is that musyrifah plays an active role and provides a good example in learning Arabic, Giving ta'zir (punishment) to students who make mistakes in speaking Arabic, multiplying mufrodat (vocabulary). and Eliminate the habits of students who tend to generalize Arabic with a language that is known first (mother tongue.
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Al- Sieedy, Dr Ghanim J. Idan. "The Diminutive in English and Arabic: A Comparative study." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 223, no. 1 (December 1, 2017): 1–12. http://dx.doi.org/10.36473/ujhss.v223i1.309.
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Carrying out comparative studies may pave the way for knowing some universal facts about human language and the common characteristics the compared languages have. The present study tackled one phenomenon of language, the diminutive, which was seen common both to English and Arabic. In English, the diminutive usually shows that something is small and it is either used literally or metaphorically. In Arabic, on the other hand, such meanings are also to be noticed together with the idea that the diminutive mainly means shortening. The paper was divided into three sections and a conclusion. Section one dealt with the diminutive in English giving a definition, talking about the formation of the diminutive, showing the relation between the diminutive and phonology, the diminutive and productivity, the diminutive and borrowing, the diminutive and other languages and afterwards the relation between the diminutive and pragmatics. Section two, on the other hand, was concerned with the diminutive in Arabic where a definition was also given, the functions the diminutive achieve, the conditions for forming the diminutive, the prosodic measures the diminutive follows and the rules and exceptions it follows. Section three was a comparison between the diminutive in English and Arabic. The study ended with mentioning some conclusions the study came out with. It was seen that the two languages differed on the phonological level, some differences were noticed as regards the parts of speech and functions the diminutive perform in each of the two languages.
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Leddy-Cecere, Thomas A. "Interrogating the Egypto-Sudanic Arabic Connection." Languages 6, no. 3 (July 23, 2021): 123. http://dx.doi.org/10.3390/languages6030123.
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The Arabic dialectology literature repeatedly asserts the existence of a macro-level classificatory relationship binding the Arabic speech varieties of the combined Egypto-Sudanic area. This proposal, though oft-encountered, has not previously been formulated in reference to extensive linguistic criteria, but is instead framed primarily on the nonlinguistic premise of historical demographic and genealogical relationships joining the Arabic-speaking communities of the region. The present contribution provides a linguistically based evaluation of this proposed dialectal grouping, to assess whether the postulated dialectal unity is meaningfully borne out by available language data. Isoglosses from the domains of segmental phonology, phonological processes, pronominal morphology, verbal inflection, and syntax are analyzed across six dialects representing Arabic speech in the region. These are shown to offer minimal support for a unified Egypto-Sudanic dialect classification, but instead to indicate a significant north–south differentiation within the sample—a finding further qualified via application of the novel method of Historical Glottometry developed by François and Kalyan. The investigation concludes with reflection on the implications of these results on the understandings of the correspondence between linguistic and human genealogical relationships in the history of Arabic and in dialectological practice more broadly.
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Shahin, Kimary. "Acoustic testing for phonologization." Canadian Journal of Linguistics/Revue canadienne de linguistique 56, no. 3 (November 2011): 321–43. http://dx.doi.org/10.1017/s0008413100002036.
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AbstarctExamination of phonetic data can show when phonologization has or has not occurred. Under the general Economy assumption of generative linguistics, this is important for theoretical phonology, since only cases where it has occurred require a phonological account. A modular view of phonetics and phonology is assumed, as it is clearly consistent with generative theory. A procedure for acoustic phonetic testing for phonologization is illustrated using data from one speaker of Palestinian Arabic and one speaker of Stát'imcets Salish. The testing can confirm phonological accounts or cause their revision. How it can cause revision is illustrated with the Stát'imcets data: the speaker's retraction harmony affects a rightward vowel, which is unexpected from standard descriptions of the harmony in that language. The testing can also identify cases of phonetics-within-language. This is illustrated with the St'at'imcets speaker's schwa lowering.
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Setiyawan, Agung, Moh Ainin, and Uril Bahruddin. "Majallat al-Buhuts al-Ilmiyyah wa Kharithah Mafahimuha Fi Qism Ta’lim al-Lughah al-Arabiyyah li al-Marhalah al-Jamiíyyah bi Jamiáh Sunan Kalijaga Yogyakarta wa Jamiáh Ulum al-Qurán bi Wonosobo wa Jamiáh Semarang al-Hukumiyah wa Jamiáh Muhammadiyah bi Yogyakarta." Arabiyatuna : Jurnal Bahasa Arab 6, no. 1 (April 11, 2022): 147. http://dx.doi.org/10.29240/jba.v6i1.3820.
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This study departs from the problem of lack of clarity in classification of research areas in Arabic Language Education. This study aims to describe and create a concept map in the research areas of students majoring in Bachelor of Arabic Language Education of UIN Sunan Kalijaga, UNSIQ Wonosobo, UNNES and UMY. This is a descriptive qualitative and quantitative research. Data were collected by way of documentation to be analyzed inductively with content analysis. The qualitative data were analyzed using an interactive analysis, particularly through data reduction, data submission, and conclusion drawing. Meanwhile, the quantitative data were analyzed using a frequency distribution. From the study, it is clear that students taking the Bachelor of Arabic Language Education in several universities in Indonesia mostly conduct their research on the following eighteen topics, namely: learning methods (34.4%), learning media (21.7%), learning materials (10.5%), psycholinguistics (6.1%), syntax (5%), morphology (4.4%) curriculum (3.9%), reading skills (3.3%), science of balaghah (2.8%), translation (2%), learning evaluation (1.1%), dictionary (1.1%), sociolinguistics (1.1%), listening skill (0.5%), speaking skill (0.5%), writing skill (0.5%), phonology (0.5%) and semantics (0.5%). In addition, the concept mapping reveals that teaching and learning serve as the most widely addressed topics in Arabic language education.
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Breyer, Francis Amadeus Karl. "Die altäthiopischen Monatsnamen ägyptisch-koptischer Herkunft: Beispiele wiederholter Entlehnung aus einer sich verändernden Matrixumgebung." Aethiopica 8 (November 19, 2012): 140–48. http://dx.doi.org/10.15460/aethiopica.8.1.330.
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The amount of different spellings for the Ethiopian month names originally borrowed from Coptic has always been confusing. On a closer look, they can be divided into two groups, whose differences exactly correspond to those between the Coptic dialects Sahidic and Bohairic. Thus, the nouns in question are not only of greatest value for our understanding of Coptic phonology – and through their etymological connections to Old Egyptian even for this very early stage of the language - , they show very clearly, how the successive borrowing of loanwords from changing linguistical environments works. The first Coptic month names were borrowed from the Saidic dialect, but when the patriarch’s see moved from Kairo to Alexandria, the corresponding words were borrowed again, this time from the northern Bohairic dialect. After the Coptic names had been borrowed in Arabic and the Coptic language itself came to be extinct, those words were borrowed a third time, their forms being now taken from Arabic. On the level of phonology, special attention should be given to the consonants, which have been reconstructed as being postglottalized in Old Egyptian, a proposal which is confirmed by the Ethiopian evidence.
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Archibald, John. "Segmental and Prosodic Evidence for Property-by-Property Transfer in L3 English in Northern Africa." Languages 7, no. 1 (February 6, 2022): 28. http://dx.doi.org/10.3390/languages7010028.
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In this paper, I argue in favour of property-by-property transfer in the third language acquisition of English by L1 Arabic and L2 French speakers in Northern Africa (Algeria and Tunisia) based on a reanalysis of previous work. I provide a phonological analysis of their spontaneous production data in the domains of consonants, vowels, stress, and rhythm. The L3 phonology shows evidence of influence from both L1 Arabic and L2 French, with mixed influences found both within and across segmental and prosodic domains. The vowels are French-influenced, while the consonants are Arabic-influenced; the stress is a mixture of Arabic and French influence while the rhythm is French. I argue that these data are explained if we adopt a Contrastive Hierarchy Model of feature structure with the addition of parsing theories such as those proposed by Lightfoot. These data provide further evidence in support of the Westergaard’s Linguistic Proximity Model. I conclude by showing how this approach can allow us to formalize a measure of linguistic I-proximity and thus explain when the L1 or L2 structures will transfer.
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Lihah, Muflihah Muf. "Mauqif al-Jāhiẓ ‘an al-Ṣauṭ al-Lugawiy wa al-Adā’iy." ALSINATUNA 4, no. 1 (December 21, 2018): 99. http://dx.doi.org/10.28918/alsinatuna.v4i1.1594.
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Language is essentially sound. In using Arabic, the sound spoken is related to a certain meaning. A person who has a certain language can recognize the sounds that are coupled, so that they are meaningful speeches. In this case, phonology is a branch of language that talks about the sound of language that is able to distinguish the meaning of a word. The problem that was first encountered by someone in learning oral languages, especially foreign languages and regional languages, was the problem of his speech. Before learning the meaning of various words and the grammar to be faced, first he must recognize the sounds used in them. Sound science as a classical science that has received tremendous attention from the Arabs since its inception. It can be seen from what was done by the lugho scholars including Imam Jahidz. He discussed in detail about Arabic phonetics, the sound of the language, the place where the language came out and its characteristics. Thus, the researcher wanted to discuss the above matters mainly about language sounds according to Jahidz, using qualitative descriptive research methods. The result of this study is al-Jahiz’s thought that sound comes from vibration of human body using lips in oral activity, then there is a transition around the lips which moves to the ears and brain, and finally the vibration is called as vocal. It is divided into psychology and physiology.
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Holilulloh, Andi, Sugeng Sugiyono, and Zamzam Afandi. "Taisir al-Nahw al-‘Arabi: The Analysis of Mahdi al-Makhzumi’s Thoughts in the Reform of Nahwu/Taisir al-Nahw al-‘Arabi: Analisis Pemikiran Mahdi al-Makhzumi dalam Pembaruan Nahwu." Arabiyatuna : Jurnal Bahasa Arab 5, no. 1 (May 7, 2021): 95. http://dx.doi.org/10.29240/jba.v5i1.2102.
Full textAbstract:
The study of classical nahwu is considered too difficult and also makes it more difficult for the learners to learn. The critics to classical nahwu began to come from the Middle Ages to modern because it was considered to be full of Greek philosophy and logic so that Al-Makhzumi attempted to reform the nahwu. This article aims to further examine Al-Makhzumi's thoughts in his theory of Taisir al-Nahwi al-‘Arabi and the update of Nahwu. This research uses a qualitative method applied in library research. The results of this study indicate that Al-Makhzumi saw a language through a descriptive method until he created the theory of taisir an-nahwi al-‘Arabi with the aim of making the study of nahwu easier and more suitable to the context of learners’ needs today. According to Al-Makhzumi, there are eight basic principles used in the taisir an-nahwi al-‘Arabi theory, they are: (1) refusing the theory of ‘amil, (2) systematic rearrangement of chapters and topics of nahwu study, (3) consolidating Arabic phonology and Arabic morphology in Arabic syntax, (4) supporting speaking proficiency is the basis of Ibn Madha's nahwu critique method, (5) redefining some of Arabic syntax chapters, (6) removing branches and unnecessary chapters of nahwu such as removing i'rab mahalli and taqdiri, (7) perfecting the chapters deemed necessary to be perfected, and (8) consolidating ma’ani aspects in the arabic syntax written on asalib at-ta’bir. This theory is produced by Al-Makhzumi from several sources, including: Imam Khalil ibn Ahmad al-Farahidi, school of Kufah (Imam al-Farra’), Ibn Madha', and Ibrahim Mushtafa.
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Mufilhah, Muflihah. "Studi Komparatif Dan Kontrastif Nilai-Nilai Fonologi Antara Bahasa Indonesia Dan Bahasa Arab Bagi Mahasiswa Program Studi Pendidikan Bahasa Arab UIN Sunan Ampel Surabaya." alfazuna: Jurnal Pembelajaran Bahasa Arab dan Kebahasaaraban 2, no. 1 (December 23, 2017): 91–114. http://dx.doi.org/10.15642/alfazuna.v2i1.249.
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Phonology (‘Ilmu Aṣwat) is a branch of linguistics that talks about the sound of language that is able to distinguish the meaning of a word or a science that studies the sounds of particular language according to its function to distinguish lexical meaning. The first problem in learing oral language is the problem of his speech. Before someone learns the meaning of various words and grammar, he must recognize the sounds used in that language. Therefore, the researcher proposes the title to find out some of the problems examined in this study: how to compare the phonological values between Arabic and Indonesian language in order to develop teaching materials for aṣwat sciense materials to identify these problems in depth and comprehensively. This research uses qualitaive-descriptive. The results of this study are a comparative study of phonological values between Arabic and Indonesian is the possibility of identical characteristics between both of them in term of places of articulation and the sound charasteristics.
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Ali, Watad. "A Linguistic Issue In By NafīS AL-Dīn Abū L-Faraj Ibn Al-Kaṯār (Thirteenth Century)." Journal of Semitic Studies 65, no. 2 (September 1, 2020): 531–48. http://dx.doi.org/10.1093/jss/fgaa018.
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Abstract The treatise by Nafīs al-Dīn Abū l-Faraj Ibn al-Kaṯār, also known as Shams al-Ḥukamā, active circa the end of the thirteenth century CE, is written in Middle Arabic in the Arabic script. Verses of the Torah and quotes from Samaritan religious poems are written in Samaritan Hebrew letters. The treatise is extant in a number of Samaritan manuscripts kept in various libraries in Israel and abroad. While the title of this work is , its contents encompass numerous topics in a variety of fields: linguistics, exegesis, religious law and more. Among the linguistic issues it addresses, for example are topics in phonology, morphology, syntax and semantics. The present article discusses two interrelated linguistic issues in phonology and morphology, the first dealing with the conjugation of irregular verbs: the phonological discussion focuses on the concept of ‘iwaḍ (compensation) and in morphology we discuss I/y verbs and, by the way, also I/n verbs. In addition, I examine this work's affinities with the grammatical theories expounded by the Samaritan grammarian Ibn Mārūṭ and the rabbinic grammarian Yehuda Ḥayyūj.
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Benkato, Adam, and Christophe Pereira. "An Innovative Copula in Maghrebi Arabic and Its Dialectological Repercussions: The Case of Copular yabda." Languages 6, no. 4 (October 26, 2021): 178. http://dx.doi.org/10.3390/languages6040178.
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Research on copulas in Arabic dialects has hitherto largely focused on the pronominal copula, and has also mostly ignored Maghrebi dialects. Drawing on published literature as well as fieldwork-based corpora, this article identifies and analyzes a hitherto undescribed verbal copula in dialects of Tunisian and northwestern Libya deriving from the verb yabda (“to begin”). We show that copular yabda occurs mostly in predicational copular sentences, with time reference including the habitual present and generic future. It takes nominal, adjectival, and locational predicate types. We also argue for broader inclusion of syntactic isoglosses in Arabic dialectology, and show how copular yabda crosses the traditional isogloss lines established on the basis of phonology, morphology, or lexicon, and therefore contradicts established dialect classifications such as Bedouin/sedentary or Tunisian/Libyan.
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N. Alotaibi, Abdullah. "Phonological Constraints on the Utterance of L2 Clusters by Saudi ESL Learners." Arab World English Journal 12, no. 4 (December 15, 2021): 551–59. http://dx.doi.org/10.24093/awej/vol12no4.36.
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The field of L2 phonology did not receive much research compared to the other linguistic domains. To add to the field and expand the current literature, the present paper’s goal was to examine the impact of syllable structure differences between Arabic and English in uttering L2 English consonant clusters. The following research question was aimed to be answered: Do the differences between two languages’ syllable structure cause production difficulties in the consonant cluster to Saudi Arabian learners of English? The subjects of this investigation were L2 English learners from Saudi with intermediate proficiency levels in English. Applying the descriptive correlational type of research model, the results showed that learners’ production is mainly influenced by their native language-specific phonological features. The learners’ production of targeted L2 consonant clusters seemed to mirror their underlying phonological system, and syllables structures were modified to match their native Arabic phonological system as a result of language transfer. These findings should be taken into account by L2 speech educators as such speech difficulty is anticipated.
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Wahyudi, Imam, and Ahmad Mizan Rosyadi Abdul Jalil Manan. "الكفاءة اللازمة توافرها لمعلم اللغة العربية لغير الناطقين بها." Al-Fusha : Arabic Language Education Journal 2, no. 2 (September 4, 2020): 14–34. http://dx.doi.org/10.36835/alfusha.v2i2.355.
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Teacher is the foundation in teaching and learning process who plays the important roles of primary and secondary elements in learning process. By having experience and competence, a teacher can transfer language to students well. A purpose of learning will not be reached without the role of a teacher with relevant competence. In second language teaching, especially in teaching Arabic to non-native speakers, it requires a professional expert as the purpose of second language teaching will not meet success unless managed by a teacher who has experience, has learned the teaching method, and has full comprehension in the characteristic of language he teaches.Therefore, the competence of Arabic teacher to non-native speakers is compulsory to have for anyone who teaches the language. There are at least three competences to have by an Arabic teacher to non-native speakers including, first, academic competence, that covers the language mastery learned for approximately four years during undergraduate study and includes the branches of linguistics, like Grammar, Morphology, Phonology, etc;. Second, professional education competence, that includes understanding and mastering various methods and teaching strategies of second language, learning children-related fundamental theory, like Education Psychology, Developmental Psychology, Education Evaluation, etc; and, Third, culture competence.
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Al-Basri, Majid Abdulatif. "On the nature of metrical phonology of Iraqi Arabic: A non-linear approach." Journal of Language and Linguistic Studies 17, no. 2 (June 23, 2021): 882–95. http://dx.doi.org/10.52462/jlls.61.
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Vicente, Ángeles. "Statistical gender indexicality in the grammar of vernacular Arabic varieties." Brill’s Journal of Afroasiatic Languages and Linguistics 13, no. 2 (November 29, 2021): 217–38. http://dx.doi.org/10.1163/18776930-01302001.
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Abstract This paper studies how gender indexicality occurs in some vernacular Arabic varieties, as a phenomenon linked to linguistic variation. Its objective is to test the types of gender indexicality found in this context, and to describe the areas of grammar where they are applied, particularly concerning phonology and morphology. To do this, several different contexts within the Arabic-speaking communities have been analysed since the indexed form strictly depends on the background and may not be understood without an in-depth analysis of the social and cultural circumstances surrounding the speech-act. The analysed data, coming from specialized literature and fieldwork, show that some variants tend to index the gender of the speaker more than that of the addressee. Furthermore, gender indexicality in contexts of variation shows more often sex-preferential tendencies rather than sex-exclusive tendencies.
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Hassan, Tammam. "Marginal Phenomena in the Grammar System, With Supporting Evidence from the Qur'an." Journal of Qur'anic Studies 15, no. 2 (June 2013): 215–03. http://dx.doi.org/10.3366/jqs.2013.0108.
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The Arabic grammar system is built on basic contextual relationships in which the essentials of expression and their signified meanings are located within the structural sciences of both phonology and morphology. The phonetic and phonological complexes of the language furnish its syntactic markers, grammatical particles (ḥurūf al-maʿānī), indicators of deviation from the grammatical norm, and facilitate the pursuit of khiffa (‘lightness of expression’). Through the framework of morphology, verbal forms and derived morphological patterns are defined, with their attendant features. The purpose of syntax is to delineate the synergy of the relationship between the two abovementioned sciences, phonology and morphology, so as to avoid ambiguity. On account of the finely-tuned links which define the relationship between the disciplinary complexes of phonology, morphology and syntax, classical grammarians attached huge importance to phonetics and morphology as key topics of grammar and its teaching. Accordingly, Arabic grammar is greatly dependent upon two fundamental pillars: ṭalab al-khiffa (‘the pursuit of lightness of expression’), which is a product of the system of phonetics; and amn al-libās (‘contextual exigencies aimed at circumventing ambiguity’). Yet these two foundations are not governed by explicit strictures, and one could argue that despite their importance they are marginal phenomena within the grammar system: as topics in their own right they share much with other topics which fall under the umbrella of general linguistics.
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Shahwani, Shabeer Ahmed, and Liaquat Ali Sani. "براہوئی ادب ٹی توار مٹی." Al-Burz 8, no. 1 (December 20, 2016): 105–26. http://dx.doi.org/10.54781/abz.v8i1.149.
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This article introduces research work in Brahui linguistics, especially in phonetics and phonology. While speaking in to Brahui languages it has been noted that there are several areas and verity in Brahui language that speakers change the sound or vice or they used code switching in their language. This paper focused too highlights those causes which are caused to making code switching. It based on personal experience and dialectal study of Brahui language. It shares the findings that people change those sounds, voices or words which have been borrowed from other languages, like, Arabic, Persian, Urdu and etc. this paper discus that it is good singe that in huge number sound changing have found in Brahui other than neighboring languages in Balochistan. It ends with this formula that Brahui language has a strong syntax and semantics variation that doesn't accept new and other language words in a jiffy. Any word found code switched or sound changed it reflects it is not Brahui originate sound or word. it has been found that the ratio of code switching and sound changing is high in non-literate persons then the literates which can be illustrated in verbal language and in written language.