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1
Ramadlan, M. ‘Athif Audl, and Masngut Masngut. "Al-Mushkilāt fī al-Tamyīz bayna al-Tarkīb al-Iḍāfī wa-al-Tarkīb al-Naʿtī fī al-Qirā’ah li-Ṭalabat al-Jāmiʿah." Alsina : Journal of Arabic Studies 4, no. 1 (February 28, 2022): 1–22. http://dx.doi.org/10.21580/alsina.4.1.4212.
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There are still many students in the Arabic Language Teaching Department at Walisongo State Islamic University Semarang who still face the difficulty of distinguishing between phrase and adjective structures in reading skill. There must be many reasons that cause difficulties and problems in distinguishing between phrase and adjective structures. The objectives of this research are: To find out the causes of problems in distinguishing between phrase and adjective structures in reading skill for students of the Arabic Language Teaching Department in 2017 at Walisongo State Islamic University Semarang and to know the appropriate solutions to overcome the problems. The researcher held a survey study with the statistical community of all students of the Arabic Language Teaching Department in 2017, with a number of 70 students. The researcher used the test and interview to collect data. The results of this research are that one of the reasons for its problems is the lack of control over the rules of auxiliary structure and the adjective structure and the differences between them, the lack of practice in determining the phrase and adjective structures and distinguishing between them in Arabic texts, the lack of practice in reading Arabic texts that contain the phrase and adjective structures, the lack of vocabulary, and the lack of understanding Vocabulary Genres. As for the solutions to the problems, they are supposed to the understand the rules of phrase and adjective structures and the differences between them, a lot of practice in identifying and differentiating between them in Arabic texts, more rehearsing in reading Arabic texts, a lot of reading Arabic texts so that students get a lot of vocabulary, and a lot of understanding the types of vocabulary.
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Suhaimi, Suhaimi. "MU`JAM `ARABĪ DAN URGENSINYA DALAM PEMBELAJARAN BAHASA ARAB DI PERGURUAN TINGGI AGAMA ISLAM." Jurnal Ilmiah Didaktika 12, no. 1 (August 1, 2011): 134. http://dx.doi.org/10.22373/jid.v12i1.443.
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Among the latest problems encountered in the Arabic teaching in Islamic University is the poor ability of students in comprehending Arabic texts, either classic or contemporary ones. This is not only caused by the insufficiency of student ability in understanding sentence structure, but also the scantiness vocabulary mastery. The use of mu’jam ‘arabi as one of the language learning methods is very important. Unfortunately in Islamic university, there is no exclusive Arabic encyclopedia. This paper explores the urgency of mu’jam in coping with some problems of Arabic teaching in Islamic university, such as IAIN, STAIN and others.
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Hasnah, Yetti. "BAHASA ARAB STANDARD." Al-Fathin: Jurnal Bahasa dan Sastra Arab 2, no. 1 (July 22, 2019): 79. http://dx.doi.org/10.32332/al-fathin.v2i2.1420.
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Arabic Fusha is a language that is maintained and in principle same as Arabic which is used in the time of Jahiliya and the beginning of Islam. Whereas Arabic Amiya is Arabic has undergone many changes from the form of the Fusha, both from the aspect of vocabulary and structure. At the end of the 19th century there was an appeal to use Arabic Amiya as an oral and written language. The reason is because it is used by the Arab community in general and because of its simple form and structure. On the other hand, there are many defenders of Arabic Fusha who offer a number of weaknesses in Arabic Amiya as the reason for their rejection. In fact, both types of Arabic language still exist in Arabic society with their respective functions.
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Masrai, Ahmed, and James Milton. "The Impact of L1 Lexical Organisation on L2 Vocabulary Acquisition." Language in Focus 1, no. 1 (July 1, 2015): 15–34. http://dx.doi.org/10.1515/lifijsal-2015-0002.
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AbstractThis paper presents an empirical study investigating the relationship between first language (L1) lexical organisation and second language (L2) vocabulary development. The participants consisted of 191 native Arabic learners of English as a foreign language (EFL) within higher secondary education in Saudi Arabia. To conduct the study, two receptive vocabulary size tests (L1 Arabic-Lex and L2 English X-Lex) were used with an L1 lexical organisation test (ALOT) which was designed for the purpose of the study. Learners' L1 lexical organisation scores were found to be associated with their L1 and L2 receptive vocabulary scores. However, the strong correlation found between lexical organisation and the size of the lexicon in learners’ L1 might well suggest that lexical networks and the size of the lexicon are one unified system. Nevertheless, to find any potential interaction between L1 lexical organisation and size on L2 vocabulary acquisition, ‘moderation’ analyses were performed. Moderation results revealed three levels of interaction; low, average and high. The low level shows that a low level of lexical organisation leads to low levels of L1 and L2 vocabulary size. The same relationship trend was logged for average and high levels. These results thus emphasise the importance of a well-structured L1 mental lexicon on L2 vocabulary acquisition
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Siwiec, Paweł. "Wyzwania wersyfikacyjne w przekładach poezji arabskiej na polski i polskiej na arabski." Między Oryginałem a Przekładem 25, no. 44 (June 15, 2019): 159–82. http://dx.doi.org/10.12797/moap.25.2019.44.08.
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Versification Challenges in Arabic-to-Polish and Polish-to-Arabic Translations of Poetry
As it is widely known, a poem is not just semantics, metaphors, similes and sophisticated vocabulary. It is also a particular prosodic structure through which it is possible at all to determine whether one deals with verse or prose. Besides, the form of a given poem, and especially the way the poem is divided into verses, always remains in some relationship with its semantic content. Therefore, it seems obvious that the formal structure of a poem should not be ignored.The paper analyses to what extent translations of Arabic poetry into Polish as well as Polish poetry into Arabic include the prosodic structure of the original works.
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Aflisia, Noza. "Musykilah Tarjamah al-Lughah al-'Arabiyyah Ila al-Lughah al-Indonesiyyah." Arabiyatuna : Jurnal Bahasa Arab 1, no. 1 (July 31, 2017): 43. http://dx.doi.org/10.29240/jba.v1i1.198.
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The translation of Arabic into Indonesian is an important process because many of the sciences are written in Arabic from Islamic history, Islamic civilization, jurisprudence, ethics, even medicine, numerology, etc., all written in Arabic. The Arabic language has the advantages so that the higher language of the other language of its characteristic is in the field of audio, tandem, derivation, expression, verbal participation, and sculpture. Which is done in the translation work say in the translator. In order to be a good translator, he should be familiar with everyday vocabulary and vocabulary in both languages (Arabic and Indonesian). He should be familiar with the tools of influence and persuasion in both languages and how to use them and be familiar with the language and culture to which he translates. And that the translation should be written to the spoken language reader, even though the original text was not written for public reading, and is sincere in translating it and harnessing all its forces in it. In the structure of the Arabic sentence is often encountered sentence that makes it difficult for students to determine what is effective and the beginning and the action and the experience and the effect and complementary, in this writing parables by the translation of the actual sentence, the building of the known, and the building of the container, and, and, and, and, "What" overload. When translated, the translator needs a method, including literal translation, moral translation, and dynamic translation. In the process of translation, there are many problems including linguistic problems (vocabulary, grammar, translation, language development) and social and cultural problems.
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Mursalin, Hisan. "نمودجا H إلى L النظائر المخادعة بين اللغة العربية واللغة السونداوية في قاموس اللغة السندوية لرادين ستشاديبراتا ودورها في تعليم اللغة العربية للمبتدئين السندويين من حرف." Rayah Al-Islam 3, no. 02 (October 28, 2019): 214–23. http://dx.doi.org/10.37274/rais.v3i02.72.
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The purpose of this study is to reveal the Arabic and Sundanese vocabulary contained in the "Sundanese Dictionary" of the letters H to L, and their use in learning Arabic relevant to Sundanese students who are still in elementary level. Method of completing this research is literature review to know with main reference: Satjadibrata.R, Sundanese Dictionary. Kurnia.R, recognize the diversity of the Sundanese. The results in this study determine the meaning of Homonym is the same spelling word but different meaning. And Sundanese language as a communication tool used by the Sundanese, and as a tool of developers and supporters of Sundanese culture itself. Also set the ultimate goal in creating a Sundanese language dictionary to preserve the Sundanese language as a valuable heritage and to help anyone who wants to learn Sundanese. And this study also shows how to compare two vocabulary systems; namely by comparing the structure and form of the vocabulary of each language.
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Azman Wan Mohammad, Wan, Kaseh Abu Bakar, Hakim Zainal, and Ezad Azraai Jamsari. "NEOLOGISM IN ENGLISH-ARABIC TRANSLATION OF INFORMATION TECHNOLOGY TERMS." International Journal of Advanced Research 9, no. 12 (December 31, 2021): 354–62. http://dx.doi.org/10.21474/ijar01/13916.
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Technological advancements have aided in the expansion of a languages vocabulary through the addition of new items. Naming items can be accomplished during the translation process by constructing a diverse structure of neologisms. The purpose of this study was to analyse the results of technical term translations from English to Arabic in the field of Information Technology (IT) and to ascertain the frequency with which Arabic neologisms are published as a result of the process. Additionally, the study identified factors that influence the formation of neologisms through the translation process of translators. The study analysed data from the ProZ.com website regarding IT terms. The data were analysed by dividing the source term into a variety of neologism structures, such as derivatives, blended, compound, and acronym. The research was conducted using al-Sihabis theoretical framework for word formation, which classified word formation into two categories: Morphological Neologism, which refers to the process of word development, and Loan Neologism, which refers to the process of converting foreign language words to Arabic. The findings indicate that ProZ.com translators took one of two approaches to the formation of Arabic neologism: they either altered the original structure of the source term or preserved it as the structure of Arabic neologism. Nonetheless, 44% of the data wereconverted to compound form. While the majority of other neological structures are derived from the original structure of the source language. The structure of such neologisms is shaped by the translators translation process. Translators frequently translate data literally in order to preserve the source language neologism in its original form, according to studies. However, 25% of data were translated using descriptive and functional equivalence, while 13.1% of data were translated using the Arabization process, which converts source language terms that lack an Arabic equivalent.
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Baniata, Laith H., Sangwoo Kang, and Isaac K. E. Ampomah. "A Reverse Positional Encoding Multi-Head Attention-Based Neural Machine Translation Model for Arabic Dialects." Mathematics 10, no. 19 (October 6, 2022): 3666. http://dx.doi.org/10.3390/math10193666.
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Languages with a grammatical structure that have a free order for words, such as Arabic dialects, are considered a challenge for neural machine translation (NMT) models because of the attached suffixes, affixes, and out-of-vocabulary words. This paper presents a new reverse positional encoding mechanism for a multi-head attention (MHA) neural machine translation (MT) model to translate from right-to-left texts such as Arabic dialects (ADs) to modern standard Arabic (MSA). The proposed model depends on an MHA mechanism that has been suggested recently. The utilization of the new reverse positional encoding (RPE) mechanism and the use of sub-word units as an input to the self-attention layer improve this sublayer for the proposed model’s encoder by capturing all dependencies between the words in right-to-left texts, such as AD input sentences. Experiments were conducted on Maghrebi Arabic to MSA, Levantine Arabic to MSA, Nile Basin Arabic to MSA, Gulf Arabic to MSA, and Iraqi Arabic to MSA. Experimental analysis proved that the proposed reverse positional encoding MHA NMT model was efficiently able to handle the open grammatical structure issue of Arabic dialect sentences, and the proposed RPE MHA NMT model enhanced the translation quality for right-to-left texts such as Arabic dialects.
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Rajab, Baraa A. "Assessing the Impact of Morphological Knowledge on Lexical Acquisition and Processing." Education Research International 2020 (June 6, 2020): 1–9. http://dx.doi.org/10.1155/2020/1561470.
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The mastery of morphological structure and vocabulary acquisition are significantly associated. However, the association between the abilities of L2 learners to manipulate morphological elements and develop vocabulary size with native Arabic speakers needs to be assessed. This study assesses the impact of morphological knowledge on lexical acquisition and processing among English-speaking learners of Arabic. The study focused on gender (masculine/feminine) and the complete number system (singular/dual/plural) by native English speakers. The error rates and error patterns were analysed carefully to provide insight into the learner’s interlanguage grammar through the experiment. The experimental study design was used. The study sample included 40 of L2 Arabic speakers from Arabic language courses at major universities in Northern Virginia and Maryland. These were native English speakers with no exposure to Arabic before their enrolment in the university. The sample was divided into three groups (Group I, individual in the second year of Arabic program, Group II, individual in 3rd or 4th year of the program, and Group III control group, five native speakers of Arabic). Different tasks were presented to the groups, where PsychoPy software was used for task presentation. Audacity Version 2.0 was audio-recorded, transcribed, and coded by the experimenter. The production and comprehension test revealed that morphological problems are prevalent at the advanced proficiency level. It showed the role of animacy for the morphological variability and higher agreement accuracy for human targets. It concluded that morphological variability in L2 Arabic remains a persistent problem even at advanced levels of proficiency, extending to comprehension.
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Mahmoud- Mukadam, Abdur Rasheed, and Muhyideen Ademola Abdussalam. "المستوى التركيبي في قصيدة أفريقيا أرضنا لداود عبد الباقي (دراسة دلالية نحوية)." Al-Dad Journal 6, no. 1 (July 31, 2022): 115–26. http://dx.doi.org/10.22452/aldad.vol6no1.6.
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The structure is joining a vocabulary to another, and there are three types of Arabic vocabulary: Ism (Noun), Fi’l (Verb) and Ḥarf (Preposition), and among the different types of Arabic structures is predicate structure which forms the meaningful speech that is meant in this research. Nominal sentence consists of a noun and a noun while actual sentence consists of a verb and a noun and each of these two sentences has rules, patters, purposes, and meanings. This research will study the two sentences in Dr. Dāwūd ‘Abd al-Bāqī Muḥammad’s poem entitled (The Structural level in the Poem “Africa Is Our Land” by Dāwūd ‘Abd al-Bāqī – A Grammatical Semantic Study). The study aims to reveal what the poem was restricted to among the special structural rules and grammatical patters. This research consists of an introduction containing aims, objectives, problem, and plan of the study, and a preface containing the introduction of the poet and presentation of the poem, and two chapters; the first chapter is nominal sentence, and the second chapter is actual sentence, followed by a conclusion containing the most important results and recommendations. The researcher used descriptive analytical method in the study. Keywords: structural level, Africa, poem, grammatical semantic
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كامل كريم, زينب. "ما تفرد استعماله من الفاظ في القرآن الكريم." Journal of the College of Islamic Sciences 69 (March 30, 2022): 29–66. http://dx.doi.org/10.51930/jcois.21.69.0029.
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We are aware that we cannot reach a correct level of understanding of the Arabic language without using the Quran as our main source in our research. Since the word of the Quran that put an end to all words which kneeled before it all the phrases that leads to the showcasing of the Arabic language in its best self. Arab scientist realized this truth and gave all their attention to the singular and created from it an important subject for their research in the origins of the language and the science behind. Thus, since they dealt with the structure and studied the significance of the context through the use of vocabulary. Therefore, researching Islamic words or the “surat” Mentioned in the Qur’an was necessary for every linguist in every era, and studying Islamic words is the first successful experiment of the scientific term in the history of ancient Arabic. Key words: The words of the Qur’an, the uniqueness of the Qur’anic uses, the meanings of the Qur’anic vocabulary.
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كامل, زينب. "ما تفرد استعماله من الفاظ في القرآن الكريم." Journal of the College of Islamic Sciences 69 (March 30, 2022): 29–66. http://dx.doi.org/10.51930/jcois.21.69.29.
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We are aware that we cannot reach a correct level of understanding of the Arabic language without using the Quran as our main source in our research. Since the word of the Quran that put an end to all words which kneeled before it all the phrases that leads to the showcasing of the Arabic language in its best self. Arab scientist realized this truth and gave all their attention to the singular and created from it an important subject for their research in the origins of the language and the science behind. Thus, since they dealt with the structure and studied the significance of the context through the use of vocabulary. Therefore, researching Islamic words or the “surat” Mentioned in the Qur’an was necessary for every linguist in every era, and studying Islamic words is the first successful experiment of the scientific term in the history of ancient Arabic. Key words: The words of the Qur’an, the uniqueness of the Qur’anic uses, the meanings of the Qur’anic vocabulary.
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Mubarak, Faisal, Ahmad Abdul Rahman, Mursyidatul Awaliyah, Ismail Suardi Wekke, and Saifuddin Ahmad Hussein. "Phrases in Arabic and Indonesian Language." Jurnal Al-Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 12, no. 1 (May 31, 2020): 37–57. http://dx.doi.org/10.24042/albayan.v12i1.4691.
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This research is about differences and similarities of phrase construction in Arabic and Indonesian. The approach in this paper was a descriptive qualitative analysis approach. The findings of this study revealed that some construction of the phrase structure is the same. Subordinative noun phrases are equivalent to idhafah in Arabic, Indonesian adjective phrases are similar to na'at in Arabic, Indonesian coordinative phrases are similar with athaf in Arabic and Indonesian prepositional phrases are similar to syibhul-jumlah in Arabic. However, there are differences between both languages which can be found in Idhafah in Arabic, some vocabulary cannot be called phrases in Arabic, and vice versa. Differences can also be found in the use of athaf letters in the equivalent of coordinative phrases. The differences are also found in the numeral phrases and murakkab adadi. Even taukid and tarkib majazi do not have the equivalent in Indonesian. The differences are not only due to structural aspects, but also by differences in cultural concepts and expressions. This study implies that errors can be predicted in the construction of Indonesian student phrases and the production of translations of Arabic phrases that are different from the construction of Indonesian phrases. The differences were found not only in the structure but also in differences in cultural concepts. This study shows that mistakes can be predicted from the formation of phrases and the translation of Arabic sentences that are different from the structure of Indonesian language.
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Shehata, Islam Ragab, Yeti Mulyati, and Daris Hadianto. "ZHÂHIRAH AL-MAZJI AL-LUGHAWÎ FÎ MUJTAMA’ DZAWÎ AL-USHÛL AL-‘ARABIYAH FÎ INDONESIA: KUNHAHÂ WA MABNÂHÂ WA DALÂLATUHÂ." Arabiyat : Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban 8, no. 2 (December 31, 2021): 255–76. http://dx.doi.org/10.15408/a.v8i2.22992.
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This article aims to discuss the phenomenon of code blending in society of Arab descent in Indonesia. By using ethnographic research methods, samples of data collected through direct personal interviews was analyzed. The results of the data analysis show that the phenomenon of code blending is rife in their conversations, something that is clearly visible in the mixing of Arabic with Indonesian. So that, they replace nouns with verbs, plural words with singular words, standard words with non-standard, and use the inflection Arabic for Indonesian and vice versa, so that the form and structure of the two languages are changed. This study also shows that this phenomenon is caused by a lack of mastery of Arabic and Indonesian by speakers, continuous communication in this way between families, because parents pass on Arabic and Indonesian vocabulary to their children and do not pass on their forms and structure of the sentence, or there is always the occurrence language contact in various situations such as schools and workplaces.
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Hidayatullah, Andri. "al-‘Arabiyah Linnasyi'in: Analysis of Teaching Materials By Mahmud Ismail Shini, Nashif Musthofa Abdul 'Aziz, and Mukhtar Thahir Husain." Tanwir Arabiyyah: Arabic As Foreign Language Journal 1, no. 1 (April 24, 2021): 1–14. http://dx.doi.org/10.31869/aflj.v1i1.2489.
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Learning resources are an important aspect in the learning process, various models of arabic learning resources are raised by experts in accordance with the results of their research and development. In line with that the book "al-'Arabiyyah Linnasyi'in" is one of the various sources of Arabic language learning that is widely used in educational institutions, but how the method of writing this book has not been revealed so that it is interesting for Arabic teachers to make it as a source of learning, therefore this research aims to know the form of presentation used in the teaching book "al-'Arabiyyah Linnasyi'in". This research uses qualitative descriptive approach, the data source used is the book "al-'Arabiyyah Linnasyi'in", as well as other works related to the preparation of textbooks. The data is collected by carefully reading the themes related to the focus of the research. The research data was analyzed using critical analysis. The results prove that the preparation of the book al-'Arabaiyyah Linnasyi'in compiled by nazhariyyah al-wihdah method and theory, this finding is based on the material on the aspect of vocabulary, sentence structure in terms of organizing material, presentation of vocabulary, presentation of structures arranged without fundamental separation, in addition the material is arranged in stages so as to allow users of this book to understand it sequentially.
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اسماعيل, عزمان. "الأخطاء التحريرية لطلبة قسم الأدب العربي وتحليلها." Jurnal Ilmiah Islam Futura 14, no. 1 (August 1, 2014): 13. http://dx.doi.org/10.22373/jiif.v14i1.77.
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This article based on a study of writing errors contained in some thesis of Arabic Literature students of UIN Ar-Raniry Banda Aceh. Among the mistakes that often occur in the thesis is on writing Hamzah, morphology, grammar, and semantics. Several causes of these errors are: 1 ) The influence of mother tongue and the presence of the difference between Indonesian and Arabic in vocabulary, structure, and style of language; 2) Some errors occur on developmental stages of the students during process of Arabic language acquisition. So, there are some errors caused by lack of knowledge about the application of linguistic context in writing that comes from a thought, or the ignorance of rules of grammar.
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DATTA, S., M. AL-ZABIBI, and O. FAROOQ. "Exploitation of Morphological Structures in Large Vocabulary Arabic Speech Recognition." International Journal of Computer Processing of Languages 18, no. 04 (December 2005): 291–302. http://dx.doi.org/10.1142/s0219427905001353.
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Ghazali, Shahrul Anuwar Bin Mohd. "Contrastive Analysis of Arabic and Malay for Adjective Phrases in Short Stories." European Journal of Language and Literature 8, no. 1 (May 26, 2022): 82. http://dx.doi.org/10.26417/255lnw16.
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The influence of the Arabic language has permeated into the Malay language. The introduction of Arabic vocabulary into the Malay language resulted in the existence of Malay loanwords derived from Arabic. In addition, the influence of Malay as a mother tongue affects students in mastering Arabic. First language knowledge and experience are often used by students while learning a foreign language. This causes confusion to students in understanding and mastering the structure of Arabic phrases. This is because, the structure of adjective phrases differs between Arabic and Malay. Therefore, this study aims to determine the types of adjective phrases in Arabic and Malay and to study the similarities and differences in both languages based on short stories by Mustafa Lutfi al-Manfaluti and Shahnon Ahmad. The research methodology is through a qualitative approach by document analysis using library research. This study also uses the contrastive analysis approach pioneered by Robert Lado (1957) in his book ‘Lingustic Across Culturse’. This analysis is done systematically by comparing the two languages to determine the similarities and differences in terms of adjective phrases in selected short stories. The findings show that there are similarities and differences of adjective phrases in Arabic and Malay which include elements of single adjective phrases, working phrases as adjective phrases, noun phrases as adjective phrases and conjunctions as adjective phrases.
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Al-Foadi, Raheem A., Victoria N. Zarytovskaya, and Ragad H. Al-Roznamachi. "Motivation of Word Formation in Russian and Arabic Languages and its Role in Achieving Translation Equivalence." RUDN Journal of Language Studies, Semiotics and Semantics 12, no. 3 (October 3, 2021): 652–68. http://dx.doi.org/10.22363/2313-2299-2021-12-3-652-668.
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The article is devoted to the issue of word-formation motivation, which does not lose its relevance and plays a role not only in disclosing formal-semantic relations between words of one language and has not only theoretical, but also applied significance. The authors consider word-formation motivation consistently in its varieties in a comparative way on the materials of so different languages as Russian and Arabic and approach the mechanism of achieving semantic equivalence of translation. To the greatest extent, word-formation activity today, due to objective reasons, affects some special branch (technical, medical, etc.) vocabulary, which is increasing from year to year in national dictionaries. This extensive material, selected by the authors, not only illustrates the current trends in word formation in modern languages, but also provides an answer to the question about the degree of equivalence of this subgroup of words in Russian and Arabic. The goal to compare word-formation motivation according to a number of criteria in different-structured languages made possible not only to obtain theoretical information about what features each of the languages has in word formation and what derivational potential it has, but also to reveal an algorithm for translating derived words from one language to another. For this, the authors complete a number of such particular tasks as highlighting significant elements in the neologisms of the Russian and Arabic languages, establishing standards for the formation of scientific and terminological vocabulary in Arabic, searching for tools (transformation operations, specific word-formation formants) that will contribute to the achievement of translation equivalence from Russian to Arabic, etc. Also the analysis of differences in the mechanisms of the formation of new vocabulary in the Russian and Arabic languages provided an opportunity to supplement the relatively young and rapidly developing private methodology of Russian-Arabic translation.
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Al-Jarf, Reima. "Challenges That Undergraduate Student Translators’ Face in Translating Polysemes from English to Arabic and Arabic to English." International Journal of Linguistics, Literature and Translation 5, no. 7 (July 8, 2022): 84–97. http://dx.doi.org/10.32996/ijllt.2022.5.7.10.
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Polysemes are words that have multiple meanings. They exist in all languages as in Arabic جناح عين صوت جدول and English base, plant, system, present, left. A sample of Arabic and English polyseme translation errors was collected from homework-assignments and exams to explore the difficulties that student-translators have in translating English and Arabic polysemes. Data analysis showed that the students made more errors in translating Arabic polysemes to English than English polysemes to Arabic. They made more errors in translation polysemous compounds than single-word polysemes and the equivalent compounds had collocation errors. The students utilized different faulty strategies in translating polysemes, especially in source texts which have one-to-many equivalents (system, affairs). They tend to overgeneralize the equivalent they know to all contexts (develop, system), not the one suitable for a particular context/domain (*chemical plants; under president). They resorted to literal translation, i.e., word for word translation rather than using fixed formulaic equivalents that are dissimilar in structure to the source polyseme. They also overgeneralized the same equivalent to all contexts (develop, system; association), although each shade of meaning has a different equivalent. Faulty translation of polysemic words may be due to inadequate L1 competence such as the availability of different regional Arabic designations for ‘parliament’ and the different designations used in American and British English for (وكيل وزارة الخارجية الامريكي); lack of proficiency in EFL, i.e. limited vocabulary knowledge; unfamiliarity with specialized meanings (*chemical plants) and commonly used equivalents for ‘affairs; resources’; lack of world knowledge (exchange programs; الاتحاد الأوروبي) and others. The study recommends that translation instructors develop students’ vocabulary knowledge, word knowledge accuracy, schemata and world knowledge, metacognitive skills, i.e., thinking processes while translating, word and context analysis skills, i.e., using semantic and structural contextual clues to figure out the meaning of polysemes; and identifying the domain in which a polyseme is used.
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Rozov, V. A. "Sound Symbolism in the Qur’an as a Reflection of the Ancient Arab Worldview (on the Example of Four-Consonant Roots)." Islam in the modern world 15, no. 4 (January 8, 2020): 101–14. http://dx.doi.org/10.22311/2074-1529-2019-15-4-101-114.
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Sound symbolism plays an important role for artistic devices and rhetorical techniques of the Qur’an. On the lexical material from four-consonant roots that could be described as an extremely archaic layer of the Arabic vocabulary, the article discusses ideophones (words that express an idea or convey a certain impression through their sound) in the Qur’anic Arabic. The article also describes their morphological structure and etymology of ideophones in the Qur’an. Semantic analysis and classification of these lexical units show that words of the language of the Qur’an, derived from four-consonant roots, dominantly describe the characteristics of movement, sound and visual sensations. The abundant set of sound-symbolic vocabulary in the language of the Qur’an reflects a cohesive, holistic worldview. Within that worldview a human being did not contrast himself with the environment and other living beings, but felt that he was a whole entity with them. He perceived sounds and other phenomena of the surrounding world as manifestations of otherworldly forces and supernatural beings, and this vision determined the sacred nature of the vocabulary that described these phenomena and its special rhetorical persuasiveness, as well as the emotional impact on listeners of the Qur’anic text. Moreover, a comparison with similar phenomena in other cultures allow us to suggest that sound-symbolic vocabulary was of the great importance for creating the performative function of the Qur’anic text, which was perceived as having special power to influence the world.
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Martelli, Matteo. "Alchemical lexica in Syriac: planetary signs, code names and medicines." Asiatische Studien - Études Asiatiques 75, no. 2 (May 1, 2021): 485–512. http://dx.doi.org/10.1515/asia-2020-0042.
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Abstract Technical terminology and Decknamen represent key hallmarks of the alchemical literature in different traditions. The opacity of this vocabulary makes the reading of alchemical texts difficult and, in order to cope with similar challenges, Byzantine, Syriac and Arabic scholars soon started compiling technical vocabularies. In my paper I shall investigate two (partially overlapping) lexica, which open the BL Syriac alchemical MSS Egerton 709 and Oriental 1593. On the one hand, I will explore the variety of sources used by the anonymous compiler(s) to assemble these useful tools (Byzantine alchemists as well as the Greek medical tradition; Syro-Arabic lexicography). On the other, particular attention will be given to the structure and mise en page of the two lexica, which will be compared with analogous alchemical dictionaries in the Byzantine (e.g. MS Marcianus gr. 299) and Arabic (e.g. MS Gotha 1261) traditions.
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Omar, Abdulfattah, and Bader Deraan Aldawsari. "The Impact of Diglossia on the Language Development and Educational Achievement of Saudi Students in Primary Schools." World Journal of English Language 12, no. 5 (June 27, 2022): 419. http://dx.doi.org/10.5430/wjel.v12n5p419.
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Arabic is a diglossic language. Two variants of Arabic are widely used. H (the High variant) is Classical Arabic, now referred to as Modern Standard Arabic (MSA). The L (Low) variant is the colloquial dialects (DA), which are mostly spoken. The H variant is used in education, press, and other formal correspondence. The Low version is associated with informal contexts. Interestingly, the two versions are completely different from each other in terms of vocabulary, syntax, and even structure. Given the social and cognitive aspects of the language, children go to primary schools with almost no knowledge of MSA. Despite the prolific literature on the linguistic features of Arabic diglossia, very little has been done on the impact of diglossia on academic and educational achievement. In light of this argument, this paper seeks to investigate the teachers' perceived impact of diglossia on the language development and educational achievement of primary school students from a linguistic and anthropological perspective. Interviews were conducted with selected primary school teachers from the Riyadh region of Saudi Arabia to elicit their opinions and perception on how diglossia should be tackled when students arrive in a classroom. The data collection tool was an interview comprising close and open-ended questions. The interview questions explored three areas: teachers’ perception of diglossia; perceived challenges that students faced with teaching and study material; and how teachers addressed these challenges. Findings indicate that diglossia poses serious sociolinguistic challenges to most young learners in Saudi schools. Both teachers and learners face difficulties in using only MSA in classrooms as the formal and official medium of instruction in Saudi schools. It is recommended thus the colloquial and vernacular dialects (L varieties) of Arabic should be integrated into the instruction mode to reflect the linguistic reality of the Arab countries.
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Hamidah, Hamidah, Marsiah Marsiah, and Rodhatul Jennah. "Utilization of Whatsapp Group as a Communication Medium for Arabic Writing and Text Message Analysis." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 2 (December 8, 2021): 215–24. http://dx.doi.org/10.23971/altarib.v9i2.3405.
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Research on WhatsApp Group as a communication medium in the learning process and the application of foreign language communication has been widely discussed by researchers. However, research on WhatsApp Group utilization as a written communication medium to learn Arabic together is still rarely studied. Therefore, this study focuses on describing the WhatsApp Group feature used to learn Arabic together in the Arabic Education Department (Pendidikan Bahasa Arab/PBA) lecturer group and analyzing the messages contained in it. This study used a qualitative descriptive approach. This study revealed several findings: the PBA lecturer group used WhatsApp for written communication using Arabic to be a medium for continuous training. Some of the topics discussed through written communication were classified into three types: first, remarks, prayers, and invitations; second, information on important academic and non-academic matters; and third, discussion about everyday life. As for the results of the analysis of the text messages written by the PBA lecturer group, it was found that the text messages written in the WhatsApp Group in terms of choosing vocabulary and sentence structure were generally correct, and there were only a few words and sentence structures that were less precise. Theoretical implications are also described in the results of this study.
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Mohamed Hefny, Rabie, Mohamed Fathy Mohamed Abdelgelil, Ammar Kamal Ibrahim Osman, and Isyaku Hassan. "The Role of Derivation in Teaching Quranic Vocabulary: Between Theory and Practice." Arab World English Journal For Translation and Literary Studies 6, no. 1 (February 24, 2022): 67–87. http://dx.doi.org/10.24093/awejtls/vol6no1.6.
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Words with close meanings often cause difficulty in understanding the meanings of Quranic text. At times, Quranic words with similar meanings are even used in the wrong context. As such, understanding the morphological and semantic differences between Quranic words with close meanings becomes necessary. Therefore, this research aims to explore the roots and semantic differences of Quranic words with similar meanings and ascertain the role of derivation in teaching Quranic vocabulary. The research employed the descriptive-analytical approach to trace Quranic words with similar connotations and determine their derivation methods. The findings showed that the etymological origins of Quranic vocabulary with similar meanings can help greatly in clarifying the semantic features of the words. Similarly, the findings revealed that referring to the morphological structures of words helps to discover the meanings of Quranic words with similarity in linguistic origin and difference in structure. Therefore, derivation can be an effective means of determining the connotations of Quranic words, which can be useful in teaching Quranic vocabulary. This research could help instructors to advance the method of teaching Quranic vocabulary as well as the Arabic language in general. Nevertheless, the research is limited to the role of derivation in teaching Quranic vocabulary, and thus, further studies may focus on how the origin and formation of words can help students to develop language skills.
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Ali, Ali Mukti. "(تطبيق مجموعة اللغة العربية لترقية مهارة الكلام (دراسة تجريبية." El-Jaudah : Jurnal Pendidikan Bahasa dan Sastra Arab 1, no. 2 (August 10, 2020): 26–41. http://dx.doi.org/10.56874/faf.v1i2.130.
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Abstract: The main issue in this research, it is how to apply the Arabic Club to improve the skill of speaking. The purposes of the research are to know how the Arabic language group is, to know the linguistic activity used in the Arabic club, and to know its effect on improving the skill of speaking.
The research method, it is field research on the descriptive approach. In his writing, the researcher used a descriptive and analytical method, then collected data through observation and personal interview with the Arabic language teacher in the Arabic language group program and some students, and then made tests.
As for the results of the research, they are the linguistic activity in this program. It consists of three types: conversation or dialogue, simulation and expressions. Among the highlights of the linguistic activity in this program are conversational activities and expressions. In its application it consists of what is related to vocabulary pronunciation, grammatical structures and expression of ideas. As for the highlight of the linguistic activity to upgrade students' speech skills, it is the pronunciation of vocabulary.
The Arabic Language Group has the effect of improving the speech skills of students in this program. Speak Arabic with the teacher at 2 Padding High School and their friends when applying this program. One of the advantages of the program is that the pupils find ample opportunity to speak Arabic and practice speaking. As for her problem, it is the lack of time, the lack of interest of the teacher, and the lack of students' attendance for this program.
الكلمات الأساسية: مجموعة اللغة العربية، ترقية، مهارة الكلام
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Abdul Karim, Noora, and Rahim Ali Al-Foadi. "Word-Formation Motivation of Diminutive Vocabulary in Russian and Arabic." Journal of the College of languages, no. 47 (January 2, 2023): 220–35. http://dx.doi.org/10.36586/jcl.2.2023.0.47.0220.
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The question of word–formation motivation is one of the most urgent problems of morphological features of diminutive vocabulary in the languages of different structures, Arabic – Semitic and Russian - Slavic. The relevance of this question lies in the fact that the analysis of morphological elements of word-formation motivation plays an important role not only in identifying formal and semantic connections between different units of the same language, but also has an applied value in the comparative study of different languages. Taking in to account that word-formation motivation is usually considered sequentially in order to identify motivational relationships of this type of vocabulary, we will study motivation in comparative analysis on the material of diminutive vocabulary of different languages. We will analytically approach the important question of the practical application of translation basics in achieving translation adequacy. Аннотация Вопрос о словообразовательной мотивации является одной из актуальных проблем, связанных с морфологическими особенностями диминутивной лексики в разноструктурных языках: арабском – семитском и русском – славянском. Анализ морфологических элементов словообразовательной мотивации играет большую роль не только в выявлении формально-семантических связей между разными единицами одного языка, но и имеет прикладное значение при сравнительном изучении разных языков. Учитывая, что словообразовательная мотивация, как правило, изучается последовательно, в рамках данного исследования рассмотрим ее на основе сравнительного анализа диминутивной лексики разных языков в целях выявления мотивационных отношений данного типа лексики, а также предпримем попытку аналитического подхода к вопросу о практическом применении переводческих основ при достижении адекватности перевода.
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Azizah, Malihatul. "APPLICATION OF ALL IN ONE SYSTEM METHOD IN ARABICLEARNING AT MI AL-FALAHIYAH MLANGI, NOGOTIRTOGAMPING SLEMAN YOGYAKARTA." THORIQOTUNA: Jurnal Pendidikan Islam 1, no. 1 (September 4, 2019): 163–75. http://dx.doi.org/10.47971/tjpi.v1i1.100.
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This study aimed to determine the application of the All In OneSystem Method in Arabic learning as well as supporting and inhibitingfactors in its implementation. This type of research was qualitativeresearch, with triangulation analysis using direct observation of theimplementation of the open interview observation method, anddocumentation. The results showed that Arabic learning at 3th grade atMI Al Falahayiah used the All In One System Method. This method is amethod in which the implementation consists of a system consisting offunctional elements that indicate an integrated sub-system that cannotbe separated (integral). All In One method is characterized byemphasizing the direct method. This means that educators directly useArabic as the language of instruction in teaching, educators areaccustomed to dialogue using Arabic. This method covers fourlanguage skills that are taught in a material, one title and one book, thefour language abilities are : sound, vocabulary, sentence structure andwriting that were applied directly
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Solimando, Cristina. "E-Learning and Arabic in the Age of Covid-19: Rethinking the Learning of Vocabulary." Altre Modernità, no. 27 (May 30, 2022): 166–80. http://dx.doi.org/10.54103/2035-7680/17884.
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Since the beginning of the Covid-19 lockdown in March 2020, Italian universities have been faced with a completely new situation, generally marked by a certain backwardness as regards distance language teaching. This paper describes the impact that distance learning has had on language teaching, particularly on the teaching of lexis in the first year of a three-year degree course in Arabic at Roma Tre University, Italy. Learning vocabulary is a vital part of mastering a language, and experience has shown that students often do not work methodically on this aspect, which leads to problems with listening, speaking, reading, and writing skills. Online teaching has only aggravated this situation and, consequently, new approaches and methodologies are required. This case study presents solutions that have been found in adopting MOODLE, the open-source platform that provides students with a dynamic instrument aimed at facilitating learning. In particular, it describes and evaluates the use of the glossary in MOODLE to help first-year students learn Arabic vocabulary. The students had to add 20 vocabulary items to the glossary each week, and contributions had to follow a certain format that required morphological awareness of the main Arabic lexical structures. The monitoring system whereby the teacher could view student activities further bolstered the learner-centered methodology upon which the whole system is based. Results showed that all students contributed to creating an instrument that promoted independent learning. Overall, the MOODLE glossary was a useful tool for vocabulary learning and recommendations for its successful implementation are reported. This case study will be of interest to language teachers, as well as to learners and instructors dealing with specialized terminology.
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Olivieri, Simona, and Giuliano Lancioni. "Balaibalan: An Artificial Islamic Language?" Eurasian Studies 18, no. 1 (September 23, 2020): 42–56. http://dx.doi.org/10.1163/24685623-12340083.
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Abstract Balaibalan is a sacred invented language developed within the ḥurūfī sect in the 16th century. Not much is known about this language, but a religious text in Balaibalan has been transmitted. What emerges from this text is an original vocabulary, inserted in an Arabic-like syntax. This paper aims to provide an historical and linguistic overview of Balaibalan, especially in relation to Bausani’s studies on the language, and ultimately describe its features in relation to those of the three languages that inspired its linguistic structure, namely Turkish, Persian, and Arabic. The objective, with reference to Bausani’s controversial definition of “Islamic languages”, is to attempt an outline of Balaibalan as a language used both in the Muslim world and by Muslims. In describing the language, we will thus address aspects of orthography, pronunciation, and word-formation, finally accounting for how Arabic, Turkish, and Persian have been used as landmarks in the arrangement of specific aspects of the language.
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Dewi S, Yelfi, Muhammad Husni Shidqi, and Adam Mudinillah. "PENGEMBANGAN MATERI AJAR BAHASA ARAB BERBASIS BIOLOGI UNTUK PERGURUAN TINGGI." Lughawiyah: Journal of Arabic Education and Linguistics 3, no. 1 (June 30, 2021): 45. http://dx.doi.org/10.31958/lughawiyah.v3i1.3237.
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This study aims to produce valid, practical, and effective biology-based Arabic teaching materials for college students. The teaching materials are designed to support the Arabic language learning, especially for Biology Department, based on students’ needs and to increase their motivation in learning Arabic. This study used a development research approach with the Instructional Development Institute (IDI) model which consisted of three stages, namely front-end analysis, prototype, and assessment stage. The product was Arabic teaching materials with several characteristics. First, adjusting the content of teaching materials with topics in the field of biology. Second, the teaching materials are presented in a text, images that are relevant to the text, vocabulary, comprehending questions, relevant Qur'anic arguments, and sentence structures in a chart. Third, the language and content are adapted to the heterogeneous abilities of students. Based on data analysis, it was found that the biology-based Arabic teaching materials were valid, could increase students’ interest in learning Arabic, and made learning process become more effective. Therefore, this teaching materials could be used as an alternative instructional material for Arabic learning in colleges.
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Tolinggi, Syindi Oktaviani R. "Model Pembelajaran Bahasa Arab di Pesantren Salafi dan Khalafi." Al-Lisan 6, no. 1 (March 6, 2020): 64–95. http://dx.doi.org/10.30603/al.v6i1.966.
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This study aims at finding out more deeply how the Arabic learning method in Salafi-style boarding school and Khalafi-style boarding school. This study selected Salafiyah Syafi`iyah boarding school in Pohuwato and Hubulo boarding school in Tapa, Gorontalo as the location. This study is field research using qualitative research methods. As the main instrument, the researchers used other instruments to collect data in the form of observation sheets, interview guidelines and documents. The subjects of this study were Arabic language teachers, students and Pesantren’s Leaders. Data analysis techniques used data reduction, data display and conclusion and verification. The results of this study indicated that the Salafiyah Boarding Shool Pohuwato is a Salafi-style Boarding School. Arabic instruction in this boarding school focuses on grammatical competence or language structure (Nahwu & Sarf) which is applied in the study of the bare book. The learning method used traditional learning methods, such as Sorogan, Bandongan, Wetonan, Pesantren Kilat. While the Hubulo boarding school Tapa is a khalafi-style with active Arabic learning that is not only theory and learning grammar rules, but the also implemented the communcative langauage teaching by practicing daily vocabulary building , daily conversation routine, daily expressions, and Arabic speech training.
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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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Sholihah, Niswatush. "INTERFERENSI GRAMATIKAL BAHASA INDONESIA DALAM PERCAKAPAN BERBAHASA ARAB SANTRI PTYQM KUDUS." لسـانـنـا (LISANUNA): Jurnal Ilmu Bahasa Arab dan Pembelajarannya 9, no. 2 (April 11, 2020): 309. http://dx.doi.org/10.22373/ls.v9i2.6749.
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This study discusses the forms, causes and ways of overcoming Indonesian grammatical interference in Arabic conversations of the students of Pondok Tahfidz Yanbu'ul Qur'an Menawan (PTYQM) Kudus. This research is a qualitative research with a sociolinguistic approach. The method of providing data uses the listening and competent methods, and documentation. The method of data analysis uses the translational equivalent method where the determinant is another language, namely Indonesian. The results obtained are: Grammatical interference in the Arabic language in Arabic conversations in PTYQM Kudus, which consists of morphological and syntactic interference. Morphological interference that occurs in the form of affixation and reduplication processes. Whereas syntactic interference occurs at the level of phrases, clauses, and sentences. Interference at phrase level occurs at tarkīb ismy (nominal phrase), tarkīb fi'ly (verbal phrase), tarkīb ‘adady (number phrase), tarkīb żarfy (front phrase), and tarkīb nida’iy (vocational phrase). Interference at the clause level consists of adding elements and using Indonesian elements. Interference at sentence level consists of changes in sentence structure, use of Indonesian elements, omission of elements, addition of elements, and incorrect use of particles. Factors causing grammatical interference consist of structural factors and non-structural factors. Structural factors are the differences between the grammatical system between Indonesian and Arabic. While non-structural factors such as: bilingual speakers and speech partners, Indonesian language habits carried on the santri Arabic, inadequate Arabic vocabulary, learning styles by translating, fear of being sanctioned, and compulsory language regulatory factors that apply at PTYQM. Interference can be overcome by: instilling awareness about the interference that occurs, giving attention and emphasis in drill students to use the correct form of interference, accustom students to use the correct Arabic structure and rules, write the correct form of interference occur on boards posted in places frequented by students, train students to translate Indonesian into Arabic contextually, provide knowledge of Arabic culture that is different from Indonesian.
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Amatullah, Muna Nabila, and Lady Farah Aziza. "INTERFERENSI BAHASA INDONESIA DALAM BAHASA ARAB: KASUS PADA KESALAHAN BERBAHASA SISWA KELAS X MAN 1 SRAGEN." ALSUNIYAT: Jurnal Penelitian Bahasa, Sastra, dan Budaya Arab 3, no. 1 (May 26, 2020): 47–60. http://dx.doi.org/10.17509/alsuniyat.v3i1.23913.
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In the process of learningnew language, language learner will experience language contact and then cause language interference. This study aims to determine (1) Forms and type of Indonesian interference found in Arabic language among class X MAN 1 Sragen; (2) factors causing language interference; and (3) solution to reduce language interference. The study used a qualitative research design. The data were collected through listening and recording method. Data were analyzed using Hubung Banding technique. The results of the study revealed that (1) language interference occurs in 214 cases contained phonological, morphological, and syntactic interference; (2) the causes of interference are bilingualism, differences on language structure between L1and L2, and lack of vocabulary; (3) solution to reduce language interference are teacher may speak Arabic pronunciation clearly, correcting learner errors immediately, doing imla’ lesson and classroom activities that help learners improve their language skill.
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Abdallah, Andira. "Impact of Using Parallel Text Strategy on Teaching Reading to Intermediate II Level Students." International Journal on Social and Education Sciences 3, no. 1 (January 4, 2021): 95–108. http://dx.doi.org/10.46328/ijonses.48.
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The purpose of this study is to examine the impact of parallel reading text (English and Arabic) on English as a Foreign language (EFL) Intermediate II level students’ at Birzeit University in terms of reading comprehension, vocabulary retention, and sentence structure awareness. The sample for this study is 38 undergraduate students of the aforementioned level in two class sections during the fall semester of 2019-2020. One reading text from the course textbook was selected for this experimental study. The controlled group was instructed with an English only reading text while the experimental group used a parallel text of the same reading passage. A pretest on the reading text was used as an instrument to measure the reading skills of vocabulary, reading comprehension, and sentence structure prior to teaching the text for both sections. Six weeks later, a post-test was administered to both groups to assess the impact of parallel reading text in comparison to monolingual English text on students’ reading skills. Results of the post-test showed an increase in the average scores of both groups. There was a noticeable increase of the average scores in the vocabulary section and sentence structure awareness of the post-test among students of the experimental group compared to the average scores of their peers in the controlled group. Nevertheless, the results did not reveal a significant difference between using the two techniques in regard to reading comprehension and sentence structure awareness.
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Sadouki, Fatiha. "The Effect of the Second Language on Metalinguistic Awareness in Third Language Vocabulary Learning." Romanian Journal of English Studies 18, no. 1 (December 1, 2021): 98–109. http://dx.doi.org/10.1515/rjes-2021-0011.
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Abstract This study aims at investigating the effect of second language in third language learning. It focuses on metalinguistic awareness, which reflects the extent to which learners can use their background languages in the process of third and additional language learning. The study gives insights into the issue of metalinguistic awareness by testing the participants’ vocabulary knowledge in learning English as a foreign language. The number of participants in this study is 30; they are all middle school students who have Arabic/Berber as native languages, French as a second language, and English as a third language. Two translation tasks were designed to find out how participants use their background languages in learning English: translating words in the first task and paragraph translation (from English into Arabic) and think-aloud protocols in the second task. Additionally, a semi-structured interview is conducted with 8 participants. The findings reveal how participants possess greater cognitive control in language acquisition due to language relatedness between the foreign languages they learn.
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DRAME, Abdoulaye. "SCHOOL DICTIONARY FOR TEACHING ARABIC TO NON-NATIVE SPEAKERS AT BASIC LEVELS IN MALI." RIMAK International Journal of Humanities and Social Sciences 03, no. 03 (March 1, 2021): 221–31. http://dx.doi.org/10.47832/2717-8293.3-3.19.
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School dictionary is one of the tools for language teaching to foreigners. It provides the foreign learner with linguistic vocabulary along with its etymological, social and figurative meanings. It develops his communication skills, especially if the dictionary is designed for foreigners, written according to the standards and principles of language teaching to non-native speakers; it contains words that correspond to the age and age group, and to the objectives of Arabic language teaching. These words feature social and cultural meanings, general information, local and Arabic civilizational expressions. The dictionary has structures, expressions and words that meet the linguistic, cultural and scientific needs of learners suitable for their age, cultural and scientific level.
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Prozorov, Stanislav M. "An Arabo-Islamic Lexicon of Russian Academic Islamic Studies." Письменные памятники Востока 17, no. 3 (October 26, 2020): 34–66. http://dx.doi.org/10.17816/wmo46761.
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The structure of the proposed publication: The introductory part, were the author examines the necessity of the unification of Arab-Islamic terminology in Russian Academic Islamic studies as a step on the way to the proper understanding and translation of Arab-Islamic lexicon and as a measure contributing to the improvement of professional knowledge of Islam. Two subject-matter parts contain a database of Arab-Islamic vocabulary, prepared on the basis of the contents of original Arab-Islamic sources and presented in the form of two tables, in which the selected terminology is presented in Arabic script, Cyrillic alphabet and Latin transliteration, with an appended Russian translation.
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Hamdawi, Rahim, and Adnan Tahmasebi. "The Challenges of Translation from Persian to Arabic In Light of the Equivalence Theory of Mona Baker; Equivalence at the Word Level." Journal of the College of languages, no. 47 (January 2, 2023): 280–300. http://dx.doi.org/10.36586/jcl.2.2023.0.47.0280.
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This dissertation studies the application of equivalence theory developed by Mona Baker in translating Persian to Arabic. Among various translation methodologies, Mona Baker’s bottom-up equivalency approach is unique in several ways. Baker’s translation approach is a multistep process. It starts with studying the smallest linguistic unit, “the word”, and then evolves above the level of words leading to the translation of the entire text. Equivalence at the word level, i.e., word for word method, is the core point of Baker’s approach. This study evaluates the use of Baker’s approach in translation from Persian to Arabic, mainly because finding the correct equivalence is a major challenge in this translation. Additionally, Persian and Arabic languages are closely related. More than 60% of the Persian vocabulary is derived from Arabic roots. We applied Baker’s approach to the translation process by translating words contained in the source texts in this work. We have followed the structures that were developed by Baker in this process. After presenting the results from the vocabulary translation, we introduced the problems that arise from using Baker’s method. Finally, we provided a very detailed discussion and data analysis on the use of Baker’s approach for the Persian-to Arabic translation. تتسم نظرية منى بيكر من بين نظريات الترجمة، بسمة فريدة بنوعها، إذ تبدأ بدراسة اصغر وحدة لغوية، وهي المفردة، ثم تنتقل مرحلة تلو الأخرى وصولاً إلى ترجمة النص بأكمله، ولما كانت جلّ المشاكل التي تعاني منها الترجمة من الفارسية إلى العربية، تتبلور في البحث عن المكافئ الصحيح للمفردة، وذلك لتقارب اللغتين، وإنّ العربية تشكل ما يزيد على ستين بالمائة من مفردات اللغة الفارسية، على هذا قد اخترنا نظرية بيكر لتطبيقها على ترجمة المفردات وذلك من خلال التركيز على المفردات الواردة في النصوص الفكرية، وقد قمنا بتوظيف الاستراتيجيات التي قدمتها بيكر في هذا المجال، وقدّمنا ترجمة المفردات بعد وضعها في خانة المشاكل التي تبرز في ترجمتها، وذلك إتباعاً لنظرية منى بيكر، وفي نهاية المطاف قدمنا النتائج التي خرجنا بها بعد دراسة المفردات وترجمتها إلى العربية.
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FRENCH, LEIF M., and IRENA O'BRIEN. "Phonological memory and children's second language grammar learning." Applied Psycholinguistics 29, no. 3 (July 2008): 463–87. http://dx.doi.org/10.1017/s0142716408080211.
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ABSTRACTThis study examined the role of phonological memory in second language (L2) grammar learning in a group of native French-speaking children undergoing a 5-month intensive English program. Phonological memory (as referenced by Arabic [ANWR] and English [ENWR] nonword repetition tasks), L2 vocabulary (receptive and productive vocabulary knowledge), and L2 grammar (knowledge of morphosyntactic structures) were assessed during the first (Time 1) and last (Time 2) month of the program. After controlling for initial grammar ability, phonological memory significantly predicted grammar development (27.9% of variance explained) in addition to the contribution made by vocabulary knowledge (9.5% of variance explained). Although phonological memory ability as measured by ENWR increased between Time 1 and Time 2, ANWR did not improve. The findings show that phonological memory plays an important role in L2 grammar development that is unmediated by lexical knowledge. They also provide evidence that phonological memory improves with language development, but that basic phonological memory capacity (as measured by ANWR in this study) remains unchanged over time.
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Alharbi, Bader. "Exploring the perceptions of EFL learners towards mobile-assisted vocabulary acquisition." Linguistics and Culture Review 5, S1 (January 11, 2021): 1684–95. http://dx.doi.org/10.21744/lingcure.v5ns1.2212.
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This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
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Alharbi, Bader. "Exploring the perceptions of EFL learners towards mobile-assisted vocabulary acquisition." Linguistics and Culture Review 5, S3 (March 5, 2021): 1784–95. http://dx.doi.org/10.21744/lingcure.v5ns3.2212.
Full textAbstract:
This research examined how high school students felt about using the Busuu app to learn new vocabulary. The study used a qualitative research approach to elicit in-depth opinions on the subject. In addition, it assessed the benefits and challenges experienced by the participants when using Busuu, a language learning application, to acquire English language vocabulary. With 25 high school students from a public high school in the Saudi Arabian educational district of Ar Rass, a semi-structured interview (questions asked in Arabic) was conducted. The collected data were coded, conceptually examined, and documented. The findings indicated that students have a positive attitude about utilizing the Busuu a language learning mobile application to aid in their vocabulary acquisition. The majority of users had a positive view of Busuu when it came to expanding their vocabularies. Additionally, it revealed that the Busuu helps students become more motivated, have fun, and expand their vocabulary. Finally, the study highlighted various technical or legal challenges that stop students from using mobile applications, which are summed up in the challenge of getting an internet connection or the prohibition of using mobile at school.
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Chukhua, Merab. "C’anarta c’armomavlobisatvis /წანართა წარმომავლობისათვის [For the Structure of The Noun c̕anar]." Kartveluri Memk'vidreoba [Kartvelian Heritage] 25, no. 25-1 (December 1, 2021): 357–61. http://dx.doi.org/10.54635/tpks.2022.21putk.
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According to the factual material of the Kartvelian, Abkhazian, Ossetian, Armenian, Greek, and Arabic languages, it is possible to reconstruct the common Georgian ethnic term *tsen-, which was historically one of the Kartvelian ethnic groups, whose residence was called Tsane / Tsanja, and the community from there was referred to as tsanar-. It was the people who settled mainly in the territory of the modern Kazbegi-Tianeti region, whose traces of life in the Mtskheta-Tianeti region also were to be confirmed by the Georgian surnames formed with the suffixes -ish / -sh- of the Laz-Megrelian kinship, cf. Kai-sh-aur-i, Ghudu-sh-aur-i, Ghan-ish-ashvil-i and many others. In the ancient historical period, we see the unmistakable traces of occurrence of the Georgian term Tsan-ar- used to denote Georgian in the Dagestanian language data as well, where the ethnic term *Tsonor- was equal to Georgian man and which chronologically precedes the Gurji / Gurzhi allomorphs of modern and oriental origin. საკვანძო სიტყვები: ქართველური ლექსიკა, ეთნონიმი, ეტიმოლოგია. keywords: Kartvelian vocabulary, ethnonym, etymology.
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Khoiriyah, Hidayatul. "KUALITAS HASIL TERJEMAHAN GOOGLE TRANSLATE DARI BAHASA ARAB KE BAHASA INDONESIA." Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, no. 1 (April 10, 2020): 127. http://dx.doi.org/10.35931/am.v3i1.205.
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<p style="text-align: justify;"><em>The development of technology has a big impact on human life. The existence of a machine translation is the result of technological advancements that aim to facilitate humans in translating one language into another. The focus of this research is to examine the quality of the google translate machine in terms of vocabulary accuracy, clarity, and reasonableness of meaning. Data of mufradāt taken from several Arabic translation dictionaries, while the text is taken from the phenomenal work of Dr. Aidh Qorni in the book Lā Tahzan. The method used in this research is the translation critic method. </em></p><p style="text-align: justify;"><em>The results showed that in terms of the accuracy of vocabulary and terms, Google Translate has a good translation quality. In terms of clarity and reasonableness of meaning, google translate has not been able to transmit ideas from the source language well into the target language. Furthermore, in grammatical, the results of the google translate translation do not have a grammatical arrangement, the results of the google translate translation do not have a good grammatical structure and are by following the rules that applied in the target Indonesian language.</em></p><p style="text-align: justify;"><em>From the data, it shows that google translate should not be used as a basis for translating an Arabic text into Indonesian, especially in translating verses of the Qur'</em><em>ā</em><em>n and Hadīts. A beginner translator should prefer a dictionary rather than using google translate to effort and improve the ability to translate.</em></p><p style="text-align: justify;"><strong><em>Key Words: Translation, Google Translate, Arabic</em></strong></p>
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Alawiyah, N. Lalah, Zainal Muttaqin, and Anas Zein Taqi. "Model Pembelajaran Bahasa Arab Berbasis Kebutuhan Mahasantri Pesantren Mahasiswa." Kalimātunā: Journal of Arabic Research 1, no. 1 (March 22, 2022): 29–48. http://dx.doi.org/10.15408/kjar.v1i1.25299.
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This study aims to describe 1) students' perceptions of the purpose of learning Arabic in terms of its relevance to their learning needs; 2) female students' perceptions of Arabic teaching materials; 3) language skills (listening, speaking, reading, and writing) which are priorities and student required;; and 4) Evaluation of the desired learning. To achieve this goal, the research approach that is considered relevant in this research is a qualitative approach with a case study approach. Data were collected through questionnaires and interviews. The research results obtained are: 1) The objectives to be achieved by students are the ability to read and understand lecture material sourced from Arabic books. 2) The subject matter desired by students is related to listening, speaking, and reading skills, and relates to linguistic elements consisting of sounds, vocabulary (mufradat) word forms, and sentence structures that suit the needs (tanzhim psychology). 3) Taking into account the objectives and material above, various eclectic methods can be used with an emphasis on the touchable grammar method (thariqah qawa'id wa tarjamah) and the reading method. To practice speaking skills in communicating Arabic, the sam'iyyah syafawiyah method can be used. 4) Evaluation must be carried out programmatically using various tools, especially tests, both oral and written. This test can be objective or subjective.
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Özkan, Adem, and Cemal Özdemir. "Arapçadan Türkçeye Geçmiş İnsana Ait Özellikler İle İlgili Benzer Kelimelerin İncelenmesi." International Journal of Social Sciences 6, no. 24 (February 25, 2022): 164–82. http://dx.doi.org/10.52096/usbd.6.24.10.
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Language is the element that provides communication between people basically. With the developing of the conversation between people, variations are observed in the language. The main effective factors in the increase of this interaction are religion, trade, education and wars. For these and similar reasons, people who met each other exchanged words. Although it is desired to make language simplification studies today, the use of familiar and stereotyped words could not be stopped. Turkey has been a home to many civilizations due to its geographical location. Due to this cosmopolitan historical structure, the place of foreign words in Turkish vocabulary is undeniable. There are transitions to Turkish from Arabic, as well as from French and Persian. With Islam, there has been an interaction between Arabic and Turkish languages and word transitions have been experienced. The aim of the study is to classify and examine similar words related to human characteristics that have been transferred from Arabic to Turkish. In line with the purpose, word transitions between the two languages were investigated and the basis for the study was prepared. In addition, the transition between words was structurally attached to the grammar rules and caused sound events. In the study, the sound events in question are given in detail in tabular form. The study was conducted with a holistic approach and descriptive method. As a result of the study, 139 words with human characteristics, which were transferred from Arabic to Turkish, were determined. These words are classified into 16 different categories. During the transition, 31 words have undergone sound changes. 108 words are exactly the same. The study is unique at the point of classification of human words and determination of structural changes, and it is a source for later researchers. Key words: Arabic, Turkish, language, foreign word, interaction
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Vladimir Andreevich, Rozov. "Sound Symbolism of Double Roots in the Language of the Quran." Islamovedenie 11, no. 3 (September 30, 2020): 81–88. http://dx.doi.org/10.21779/2077-8155-2020-11-3-81-88.
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The article examines the role of doubled roots in the creation of sound symbolism in the language of the Quran. A quantitative analysis of all cases of the occurrence of word forms de-rived from doubled roots in the text of the Quran showed that the sound-symbolic meaning is not specific for double roots: ideophones constitute only a small part of the vocabulary formed from this type of roots. This contrasts with the results of previous research, also based on the material of the Quranic language, which revealed the specific sound-symbolic meaning of the four-consonant roots formed by the reduplication of a two-consonant cell. The data obtained do not allow us to conclude that any reduplication or germination in the structure of the Arabic root is a characteristic marker of sound-symbolic vocabulary. Nevertheless, the contextual analysis of lexemes formed from doubled roots made it possible to identify their important role in creat-ing sound symbolism in specific suras and ayahs of the Quran, which is one of the factors of rhetorical perfection and the emotional and psychological power of the Quranic text on its lis-teners.
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Mirawati. "Al-Kalimat Al-Murakkabah Min Khilali Mu’jam Al-Lughah Al-Indunisiyah Al-Kabir Wa Ta’tsiruha ‘Ala Lughah Mut’allimi Al-Lughah Al-‘Arabiyah Min Al-Indunisiyin Al-Mubtadin Dirosah Tahliliyah Tathbiqiyah Min Harfi B Ila I Namudzajan." Mauriduna: Journal of Islamic Studies 1, no. 2 (November 28, 2020): 151–68. http://dx.doi.org/10.37274/mauriduna.v1i2.363.
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تتركز هذه الدراسة في تحليل الكلمات المركبة إلى اللغة العربية من معجم اللغة الإندونيسية الكبير من حرف B إلى I نموذجا. لوجود الأخطاء حول الكلمات المركبة وما يعادلها في اللغة العربية التي داعت الحاجة إلى إصلاحها تهدف هذه الدراسة إلى تحليل الكلمات المركبة من خلال معجم اللغة الإندونيسية الكبير ومعرفة تأثير هذه الكلمات على لغة متعلمي اللغة العربية. وطريقة إنجاز هذه الدراسة كانت على منهج الوصف التحليلي لتحليل الكلمات المركبة الصحيحة، وأما منهج تحليل البيانات المستخدم هو الاستبانة لمعرفة تأثير الكلمات المركبة على لغة متعلمى اللغة العربية وهو بضرب عدد التكرار بالمائة ثم تقسيمه على عدد العينة. وقد أثبتت هذه الدراسة على عدد من النتائج أهمها: (1) حللت الباحثة 45 الكلمات المركبة الإندونيسية من معجم اللغة الإندونيسية الكبير وتم تقسيمها إلى قسمين: أولهما 36 من هذه الكلمات المركبة تخالف بنيتها ببنية مفردة العربية حيث إنها تتكون من كلمتين ومفردة العربية تتكون من كلمة واحدة، وثانهما 9 من هذه الكلمات المركبة تتفق بنية مفردتها ببنية مفردة العربية حيث إنها تتكون من كلمتين ومفردة العربية تتكون من كلمتين . (2) يعرف من نتائج الاستبانة بأن 83.8% من الطالبات رأين بوجود تأثير الكلمات المركبة على لغة متعلمي اللغة العربية وذلك في ناحية المهارات اللغوية الأربع. و16.2% من الطالبات رأين بعدم وجود تأثير الكلمات المركبة على لغة متعلمي اللغة العربية.
الكلمات المفتاحية: الكلمات المركبة، الأثر، لغة متعلمين
Abstract
This study focused on analyzing compound words into Arabic and the needs to correct one of bases support the realization of this research. The method of study is to use scientific methods, namely: descriptive research methods to analyze compound words correctly, The data analysis used in study is distribution of questionnaires to find the extent of the effect of compound words on beginner Arabic language skills by multiplying the numbers of answers by 100 then divided the number of participants. The results in study are: 1) researcher has analyzed 45 compound words in the Indonesian dictionary from B to I and has been divided into two parts, 36 of the compound words collected there are different structures with structures in the language Arabic is compound word consisting of two words and Arabic it consists of one word, 9 of the compound words collected have the same structure Arabic namely a compound words consisting of two words, the field study found the correct translation of the compound words increases the terminology and vocabulary of students to develop the level their language, the correct translation of compound word gives positive effect for development of Arabic Language.