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The aim of this study is to analyze the questions of the Arabic language examinations of Sijil Tinggi Agama Malaysia (STAM) for three years from 2013 to 2015 in the light of Bloom's Taxonomy levels. In this study, the researchers relied on the analytical descriptive approach. The number of exam questions for grammar and morphology in Malaysia's STAM certificate was 222. The study found that the questions on the level of understanding came first in the exam questions for grammar and morphology, with 93 questions or 42% of the total. While the level of remembering came in second place with 62 recurrences or 28%, followed by the questions on the level of analysis, with a frequency of 34 questions or 16%. The level of application came last, with 33 recurrences or 14% of the total. The two levels of evaluation and creativity were not showing any frequency. [ABSTRACT FROM AUTHOR]

This paper is concerned with monitoring the extent to which the Arabic language keeps pace with the development of civilization In addition to that, it also attempts to highlight the most important mechanisms and principles that the Arabic language has in its linguistic system, which allows it to generate and produce expressive vocabulary in an easy and smooth manner. Our paper also aims to measure the extent of the effectiveness and efficiency of linguistic generation mechanisms in making the Arabic language a language that keeps pace with the development of civilization. In addition to the foregoing, our paper is based on a number of overlapping questions that we present successively as follows: • To what extent does the Arabic language keep pace with the development of the times? • What are the most prominent principles and mechanisms adopted by the Arabic language in the process of producing its expressive words? [ABSTRACT FROM AUTHOR]

This paper reviews Corpus Tagging, a topic rarely explored in the Arab literature despite its importance in Linguistics and Natural Language Processing fields. This paper defines Corpus and Corpus Tagging then reviews several studies that investigated Corpus Tagging, which, nonetheless, did not set a clear borderline between the types of tags that can be added. Here comes the importance of this paper in distinguishing between three types of tags that can be added to corpus, which include adding linguistic tags for words (Tagging), marking-up text structure (Markup), and adding descriptive data to a corpus (Metadata). This paper also explains the forms of each type of these tags and the mechanism for adding them to Arabic language corpora accompanied with examples. It also describes the mechanism for combining these three types in one corpus, which contributes to making them more rich and useful for researchers in the Linguistics and Natural Language Processing fields. [ABSTRACT FROM AUTHOR]

This scientific paper presents an extensive research project that has been completed and directed, aiming to formulate a detailed dictionary for: "the meaning of augmented forms in the Arabic language" by approaching the "increased forms" and their derivatives mentioned in "Lisan al-Arab" by Ibn Manzoor. The study aims to analyze the lexical units mentioned in this dictionary from several linguistic angles, through the context in which the unit was presented. The lexical analysis technique used in this research is based on the concept of "distinctive semantic features", which provides a structural and functional description of lexical units. Through the inductive method, the study was able to identify and list the most frequently used augmentative forms in the Arabic language. Hence, the proposed dictionary will classify the verbal forms and the nominal forms. This study also identified the most frequently used affixes in augmented forms by comparing their frequency in other dictionaries of Arabic language. Through the project, the research has compiled an inventory of the verbal and nominal derivatives contained in the dictionary of Lisan al-Arab by Ibn Manzoor. The research also found that the number of the triple roots from which the words of the Arabs were derived, amounted to more than (50000) roots, and that the extra letters were not confined to the letters (سألتمونيها), especially in suffixes. Finally, the research found that theforms of verbal derivatives were more frequent in the Arabic language than the forms of nominal derivatives. [ABSTRACT FROM AUTHOR]

This research is an analysis of the social discourse of Active Sudanese youth in social media, especially (Facebook). Using pragmatic and interactive method, research sample was selected from youth writings on the floods that swept Sudan in the rainfall of 2020 AD, which caused great losses and constituted great attention to public opinion and the media. This research concluded with many results, the most important of which are: The discourse of the research sample was built from a combination of vocabulary from the Arabic language at its standard level mixed with vocabulary from the Sudanese colloquial dialect; because the latter is sometimes used to convey intended meanings, to create a desired interaction, and deliberation intended by the letter's writer. Likewise, the nature of the social discourse of Sudanese youth on Facebook, who wrote about the ordeal of torrents and floods, is mostly interactive and does not care about preserving sacred level and does not take them into account. The writer of the speech is from the public, and he targets the public and those who are both higher and lower than him. The study confirmed the adoption of a free agenda in the posts of Sudanese youth on Facebook regarding floods and torrents, and the presentation and discussion of the discourse that was studied in this paper focused on the topic (i.e. the meaning), not the form. [ABSTRACT FROM AUTHOR]

Is writing Arabic in the right-to-left a problem for Turkish learners who have a Latin writing background? So, how much difficults is there? What are the reasons that make this difficults between students? These are the mean questions that these paper well answer. Also this study has used statistics that was prepared and distributed on 85 students from Gaziantep University at the Faculty of Theology who had studing at )2017-2018). These paper used the descriptive comparative method between the mother language of students, and the aim language,)Arabic(. The research consists of: Introduction, and three sections; the first is titled (the comparison between arabic and latin writing system), the second is titled (the great difficulties in arabic writing to the turkish learners) the therd is titled; (the teaching active for the arabic writing skill) the last Conclusion, appendices and sources. [ABSTRACT FROM AUTHOR]

This article is one of the significant matter in morphophonemic, which is based on meaning and concepts and its sole focus is on meaning and concepts of phonemic movements of Arabic language from among other meaning and concepts, such as Arabs, morphological structure. The importance of this article is to reveal the hidden aspects of the figurative meaning of Arabic phonetic movements to the majority of Arabic teachers and learners. Most of the time, the lack of correct understanding of Sharia texts is caused by lack of understanding of the implications and meanings of phonetic movements. Besides, in this research, one of the great aspects of the Arabic language and its symbolic secrets appear in small details with its examples in phonetic movements. In this paper, in order to achieve scientific goals and results, the researcher has adopted an inductive analytical method by following Arabic texts in authentic and reliable books, extracting its evidences and reasons, and analyzing it based on authentic reasons and proofs. As result, the researcher found that the issue of implication in Arabic phonetic movements are evident in reliable books and Arabic has many implications, phonetic movement has its own implication, words have their own implication, words and sentences have their own implication, and in all of these, words and meanings are combined and sentences and meanings are added. Consequently, by combing and adding these elements, the beauty and glory of the Arabic language becomes prevalent. An interpreter of the Holy Quran and a religious scholar can never reach an accurate understanding without a full understanding of the esoteric and implications of Arabic letters and phonetic movements. Additionally, the researcher has followed the advice of linguists, scholars and Arabic teachers and has tried to summarize this issue by paying attention to the specific issues that show the magnificence of the Arabic language in the age when enmity and jealousy towards this language has increased. [ABSTRACT FROM AUTHOR]

Both of the poetic necessity and the syntactic expansion are two features of the pure Arabic language as the show they Arabic flexibility and its linguistic wideness. They also ensure the continuum of the Arabic and its validity through art, common use and communication. The present paper is based on the issue of mixing up the definition between the aforementioned features, since mix up mix-up has created definition confusion and overlapping aspects. As a consequence, a large number of linguists have rejected some perspectives of the syntactic expansion claiming that they are only necessities used particularly in poetry. The paper has truly sought to differentiate between the two definitions and then consider some issues pertaining to the necessities. These necessities are related to the syntactic expansion which are allowed linguistically in the language wideness by using in description and analysis. [ABSTRACT FROM AUTHOR]

Some compilers of supplication materials made mistakes in their brochures with grammatical and stylistic errors. Some of them in authentic supplications and most of them in non-authentic supplications. From this standpoint, this paper seeks to highlight these linguistic and stylistic shortcomings, and by linguistic we mean grammatical, morphological and spelling issues. The research also aims to clarify the errors in those supplications and then correct them according to what is intended from the text. The research also aims to make people who pray to God to understand his words. Therefore, we see that one of the duties of a Muslim is to learn the Arabic language in order to understand the content of his prayers and to be aware of what he said and not merely repeating what he hears for by doing so he would be considered to be among those pray to God but their hearts are lame and heedless .The research uses the descriptive approach to describe the the linguistic and stylistic errors before analysing them, to explain the errors and correct them. Among the conclusions of the study, the most important of which are: it is indeed an obligation for Muslim to learn the Arabic language so that he knows the meanings of the supplications he utters whether he chooses authentic supplications or non-authentic supplications, so that his servitude to Allah the Almighty is sincere and he would be certain of the good he desires. Besides, the study indicates that the compilers of supplications do not actually care about knowing the meanings of the supplications and their correct language, grammatically and stylistically. This is the main reason why they commit such mistake while writing or compiling the supplications. [ABSTRACT FROM AUTHOR]

The education sector is one of the sectors most affected by the Corona pandemic, and perhaps the educational loss represents the most prominent and purest forms of this damage and its consequences, leading to proposing solutions and proposing appropriate methods and methods of treatment and rectification in all academic subjects; Especially in the basics. In the same endeavor, I will take my research paper - browsing and examining - the educational loss in the Arabic language in the basic stage, which is the stage of primary education, because the Arabic language represents the key to learning, its first means, and one of its supreme goals, as well as considering its position and its great importance in achieving all its features. coursework. [ABSTRACT FROM AUTHOR]

The current paper is devoted to discussing how to express verb tenses in Arabic Language. It sheds light on how nonnative speakers of Arabic express verb tenses since this issue creates a communication problem for them. Then it discusses the notion of to be verb and its relationship with time tenses. Moreover, the paper discusses the notion of tenses by Saibaweh. This would pave the way to understand the renewal attempts of tenses by Mahdi Makhzūmi, Tamām Hassān and ʽUmar ʽUkāsya. The main objective of the paper is to attract the attention that there is a different understanding of the notion of tenses that contradicts the traditional notion and in addition to highlight the need for aspects of tenses for nonnative speakers. [ABSTRACT FROM AUTHOR]

This study aims to discover the contribution of Arabic corpus in language studies, and to explain it’s role in learning and teaching Arabic language. This study analyses two Malaysian corpora which are Arabic Textbooks Corpus and Arabic Corpus of International Islamic University Malaysia. The first corpus is on Arabic textbooks used in Malaysian secondary schools by the first until the fifth years of the secondary schools. The second corpus contains academic texts for example from theses, conference papers and journal articles. The result of this study shows the word list and concordance for both corpuses. This study proves that the corpus is important to develop the language among learners, teachers, writers of textbooks, exercise books and dictionaries. The word list is regarded as the basic reference in language study as well as in learning and teaching of language. [ABSTRACT FROM AUTHOR]

After the expansion of Islam in the Arabian Peninsula, there was a great deal of mixing of Arabs with non-Arabs who wanted to convert to Islam and learn its Arabic language, which led to the expansion of the Islamic environment and the spread of the phenomenon of melody. Distortion, and they were not only confined to the matter, but went beyond the matter to explain these provisions, and the rules in order to establish them in the minds of the learners, or to support an opinion they adopted, or to explain a phenomenon they saw. For this reason, the grammarians resorted to adhering to most of the rulings with causes that explain their causes, as is the case for most grammarians who adopted the faults in their writings and paid clear attention to them. Al-Ajromiya) to highlight a part of the efforts of Sheikh Ismail Al-Hamdi (may God have mercy on him) in this field, who took from his entourage to Al-Kafrawi as a model, and he completed two papers after an introduction in which we dealt with the life of Sheikh Ismail Al- Hamidi, and made the first topic to explain the concept of grammatical reasoning, and what was written about that It was authored, and the second topic deals with the efforts of Sheikh Ismail Al-Hamdi in this field. [ABSTRACT FROM AUTHOR]

This study aimed to investigate the degree of employing authentic assessment strategies and tools by teachers of Arabic language within the competency curriculum at Kuwait, according to certain variables: gender, and years of experience. The sample consisted of all male and female teachers who teach Arabic in accordance with the competency curriculum for the primary and middle levels in Jahra, for the academic year of 2018-2019. A descriptive research approach was adopted to measure the degree of employment of the authentic assessment and tools. The study also employed a qualitative approach method and involved the use of interviews and surveys to collect the relevant data. Findings of the study revealed that the pen and paper (written test) strategy has scored the first rank in terms of the degree of employment, while the evaluation strategy based on self-review ranked last. The results also revealed that there were statistically significant differences on certain items of the rating scale in the degree of employment of the authentic assessment tools and strategies at (α ≤ 0.05) attributed to the variables: years of teaching experience in favor of the group (1-5) years of experience, while there was no statistically significant differences attributed to the variable of gender. Recommendations were offered in the light of the findings of the study. [ABSTRACT FROM AUTHOR]

The Prophet Muhammad, may Allah bless him and his family, is known for his rhetoric used in his sermons. Some of his sermons were short while the others are extended. The Prophet's sermons are consisted upon various topics in which he exhorts people to think about the universe, it's Creator. He also addresses their social and moral problems and guides the audience regarding intellechral, theological and ideological discussions in a simplistic style. The common denominator that distinguishes these short and long speeches is the power of their influence in the hearts of listeners. The speeches of the Prophet Muhammad - may Allah bless him-are unique due to the usage of excellent proper usage of literary words. This paper highlights the characteristics of his speeches and literary value of his sermons in Arabic Language. [ABSTRACT FROM AUTHOR]

We aim through this paper to understand the conceptual structure in the Semantic Generative Approach” for explaining the relationship between the syntactical and semantical components of the grammatical structure. This structure was formed in the conceptual semantics model of Ray Jackendoff in a semantic structure whose verbal heads denote events or situations. It is classified into five categories of semantic fields: the temporal field, the possessive field, the identificational field, the circumstantial field, and the existential field. We indicated, through its application to the Arabic language, that the semantic properties consist of relational concepts in the conceptual structure which determines the meaning in a semantic structure that is represented in semantic roles and semantic features. The study of these relationships and their representations enriches the modern Arabic linguistic studies and opens a wide field for research. [ABSTRACT FROM AUTHOR]

Arabic language learners in the Turkish Republic are basically divided into two sections of students: the students of theology and the students of literature. Arabic language is, usually, taught to these two sections during a preparatory stage throughout a course of Arabic language which uses various books such as "Silsilat al-Lisân". However, as soon as the students finish their preparatory stage, they find themselves surrounded with classical Arabic texts, especially the students of theology, whose study focuses on Holly Quran and as-Sunnah among other many resources that need strong vocabulary inventory that students should acquire through the predatory stage. What students have learnt from modern vocabulary cannot help them in understanding the Classical Arabic texts. On the other hand, the Turkish language has borrowed a great number of Arabic words. It is worth mentioning that some words moved from Arabic to Turkish have changed their meanings to some certain words and expressions in Arabic, but this has resulted in some misunderstanding of meanings of the words by the Turkish students. The importance of this study lies in that the book of "Silsilat al-Lisân" attracts the attention of the Arabic teachers who teach this book, so they can inform and notify Turkish students about the semantic change happened over the Arabic words throughout history or after their movement to Turkish to make it easier for the students to understand the Arabic texts in spite of the historical variety and make them avoid any misunderstanding that is related to the semantic change. This study aims to investigate the semantic change of Arabic words in the Book of "Silsilat al-Lisân" and this general objective underlies some sub objectives that can be achieved by answering the questions of the study which are: 1. What is the semantic change? What are its reasons? What are its types? 2. What are the Arabic words that were included in the book of "Silsilat al-Lisân" and semantically changed inside the Arabic language or by the movement into the Turkish language? In order to answer these questions, the study was divided into two parts: the theoretical part and the practical part. The theoretical part that depended on the inductive approach to the resources that tackled the issue of the semantic change to identify its meaning, reasons and styles. The study redressed some issues that were not in the resources and have been approved. The paper appended each reason and style with many clear examples. As for the practical part, it was represented by making an induction to all the words semantically changed in the book of "Silsilat al-Lisân". This part was divided into two sections: the semantic change of the Arabic meaning of the Arabic words and the semantic change in the Arabic words moved into the Turkish language in the book of "Silsilat al-Lisân". Throughout the induction and collection process, the study depended on standards and approaches in order to narrow the words down and count them such as the process of approving nouns not verbs because Arabic language is a derivative language and knowing the indication of the noun makes recognizing the function of the verb an easy task. Also, the linguistic borrowing from Arabic to Turkish is usually a "nounal" one. Furthermore, the study was based on the lexical meaning of the word, which is common neither the rhetorical one nor using the private meaning that cannot be confined. The study resulted that the reasons behind the semantic change are linguistic, social, psychological and cultural. Also, the semantic change of words can take many forms such as narrowing and widening. It counted 180 Arabic words mentioned in the Book of "Silsilat al-Lisân" that had undergone semantic changes. 140 of these words evolved in Arabic itself and 42 words were also evolved after their movement to Turkish. Finally, the study recommended doing many studies about this phenomenon to make it easier to understand classical Arabic and to avoid any misunderstanding. [ABSTRACT FROM AUTHOR]

The paper tries to trace practical mechanisms of empowering the Arabic language in its surroundings, and its impact on the construction of knowledge: culturally, intellectually and economically, while showing the effectiveness of modern curricula in the teaching of Arabic to non-native speakers. This is done by tracing issues and new analytical models to understand how to characterize language skills for non- Arabic speakers. Based on the integrated approach that integrate a number of disciplines and cognitive fields to the approach of teaching / learning Arabic language such as: computer linguistics, cognitive linguistics, applied linguistics, cognitive psychology; the study would attempt to construct a theoretical conception based on linguistic, educational and educational engineering to develop Arabic language teaching / learning mechanisms for non-Arabic speakers, and to propose an Arabic computer model for teaching / learning Arabic. [ABSTRACT FROM AUTHOR]

The learning and teaching of Arabic language in many non-Arabic speaking countries face several obstacles which should be overcome in order to advance the Arabic language, especially in light of the migration of the Arabs to neighboring countries, among them Turkey. This paper intends to highlight the repercussions of the migration of these Syrian Arabs to Turkey in relation to the teaching of Arabic and its learning to non-native speakers and discussing the possible means to benefit from this situation to improve the teaching and learning of the language. Among the conclusions of the study are that the interaction between Arabic and Turkish languages intensifies as the two communities became closer; the spread of Arab in Turkey and other western countries is an ample opportunity to spread the learning and teaching of Arabic among the non-native speakers and also to strengthen Arabic in the souls of the immigrants in those countries; the Turkish government itself has issued rules and regulations that would help the learning and teaching of Arabic for nonnative speakers; only the correct policy can help to sustain Arabic from diminishing and being forgotten. [ABSTRACT FROM AUTHOR]

Civilization is a social phenomenon which has been transferred from generation to generation and aims to clarify the truths, protect a certain society and aimes the civilized life style and the relationship dimension of society with human being. The Islamic conquests have been caused the expansion of the Islamic realm for the survitude the of Allah and to achieve peace in the world. For this supreme purpose islamic invitation started from Arabian peninsula to the four corners of the World. Language and culture have their effect on everywhere and no matter who they are. For this reason, by the emergence and conquests of Islam, Arabic language has effected other languages as well as Persian language. Similarly, we witness that Arabic language has also been effected by the Persian language. We can never forget that the Arabic language is a means to understand the aims of Islam religion. Since Arabic is Quran language and it is the manifestation of faith and piety, people has always taken care and made claim to Arabic language. The purpose of this paper is to shed light on the influence of the Arabic language on the Persian language and vice versa. It also sheds light on the depth of the ages of social and cultural relationship and the relationship between the owners of both Persian and Arabic languages throughout the history of Islam. [ABSTRACT FROM AUTHOR]

The Muslim world in the Middle Ages witnessed a remarkable activity of Islamic and Jewish mysticism. This common geo-historical and epistemological backgrounds were reflected in the mystical output of the two mystics. It is clear that there is an interaction between these two streams, as appears in the works of the mystics of that era, especially the Jewish ones. This paper seeks to study one aspect of the mystical interaction between the medieval Islamic and the Jewish mysticism which is the letters and their relation to existence through studying the works of Muhyiddin ibn Arabi and Sefer Yetzirah (The book of creation) which is one of the most important books of Kabbalah attributed to the Prophet Ibrahim. The study examines the points of convergence and divergence between Sefer Yetzirah and Ibn Arabi by studying several issues on both sides, including: the formative role of the letters, the nature of these letters, their order and their entities or corresponding ones. The study noticed that there are many points of convergence between Ibn Arabi and Sefer Yetzirah, as well as many points of difference. The study concluded that the possibility of Ibn Arabi being influenced by Sefer Yetzirah is lacking for evidence, especially if we take into consideration that Ibn Arabi relayed on Quran and prophet traditions to support his thoughts. Besides, there is no decisive historical evidence for this claim. [ABSTRACT FROM AUTHOR]

Since the beginning of translation, especially in the current era, has evolved significantly and touched the way in which it works as well as the conditions in the world of translation have changed to make it different from what it was before, so we shall talk about the evolution of translation via computer in this paper. There are different types of translations such as machine translation, computer assisted translation and human translation, and among the factors that gathered researches to turn to the computer is that it is a means that is characterized by high efficiency, high performance, speed of work and strong memory as well as the ability to meet the huge demand, enormous and accelerated translation of practical documents. In this research, we dealt with machine translation and computer translation, and we used several fields directly related to translation. One of the most important of these magazines was the media field. Media and press translation have a great importance. Machine translation in its current state is very helpless, but still it can help the translator who knows the two languages to review the translation and to put it in the proper format. In addition, machine translation suffers a lot of problems, especially with regard to the Arabic language, there is no computerized Arabic dictionary that serves Arabic Language in machine translation to translate it to other languages, as well as the lack of Arabic texts translated to other languages through machine translation, which can be used as a linguistic stock that serves machine translation. As for computer translation, the “Mémo Q” program was first launched in 2006 to be the first computer-assisted translation program. Because of the ease of dealing with this program and the importance of what it offers to the translator, this program became among the most used program between the translators, as MEMO Q offers the translator a set of translation tools that make it easier for the translator to work, and these tools are set in one environment through which The translation is performed correctly. The most important results of the study: 1. Human intervention in machine translation was done after obtaining the translation, which is known as subsequent editing. The human intervention within computer-assisted translation that we have adopted in this study was from the beginning to the end of translation. 2 - Machine translation can never replace the human translator, we have noticed how to deal with the texts and the number of errors committed by the Google translation program, as we introduced some semantic errors related to the meaning and others related to the structure of sentences and other by choosing the appropriate terms in the target language taking into account the use in appropriate context as well as the grammatical errors. All these errors are due to the fact that, as we previously said, machine translation systems do not deal correctly with the natural language as the human translator. [ABSTRACT FROM AUTHOR]

By the advent of Islam, the Arabic language became the academic language and most of the rich literature written in Greek, Persian or Hindi was translated in Arabic. This paper investigates the medium and elements of transmission of Greek Literature into Arabic language. A large number of Greek sources were translated into Arabic language during the Abbasid rule. The Arabs translated these Greek sources and then learned over again all they had already learned, correcting and verifying their earlier knowledge. Similarly, the Greek works were transmitted via Indian sources which might have been derived by Greek heritage. Thus, there came a second channel of transmission indirectly through India, mathematical and astronomical work, all a good deal developed by Indian scholars, but certainly developed from material obtained from Alexandria in the first place. This material had passed to India by the sea route which connected Alexandria with north-west India. Then there was also another line of passage through India which seems to have had its beginning in the Greek kingdom of Bactria, one of the Asiatic states founded by Alexander the Great, and a land route long kept open between the Greek world and India. Further, there were some scattered minor sources, unfortunately little known, such as the city of Harran, an obstinately pagan Greek colony planted in the middle of a Christian area, which probably made its contribution, though on a smaller scale. The article shows that the mentioned elements played a great role in transferring Greek heritage into Arabic heritage. [ABSTRACT FROM AUTHOR]

This study attempts to examine the multilingualism in Algeria, in other words, the phenomenon of linguistic diversity which characterizes the Algerian reality and its relationship. For that matter the article visualizes the linguistic level of learners especially children, highlighting the characteristics of the multiplicity of its causes and manifestations. Here, the descriptive methodology is used to trace historicity of the language, describing its forms and fields. Since the issue of research is required to demonstrate the impact of this pluralism in Algeria and tries to draw actual linguistic state in the African nation, the paper accidentally reaches to some results showing the multiplicity of treatment without harming national and linguistic identity. It confirms that the Arabic language is above any multiplicity and such case by combining the origin status which is specific to the language, which represents the spirit that keeps the identity and not to the exclusion of the linguistic diversity that protects the identity of those as well. [ABSTRACT FROM AUTHOR]

This paper discusses derivative forms in the work entitled “al-Taysīr fī ʿulūm al-Tafsīr”. The discipline of forming word derivatives is an established branch of the Arabic Linguistics. Traditional Arabic scholars had been interested to study the various words originated from the same root and meaning in order to determine the original meaning and the addition and change that occur to the words. The idea of referring the words to their roots was a result of the study of the Semitic languages of which Arabic is one of them. They found that the triplet root was the most common one. This study focuses on the aspect of word formation through the derivation of words from their root in the work of Badr al-Dīn al-Ghazziy with special attention given to analyzing the interpretation of ‘basmalah' in order to emphasize the significance of looking into the aspect of derivation in interpreting the meaning of the Koran. The study finds that this discipline is indeed a very important tool for interpretation due its resourcefulness. Koranic words are formed in accordance with their roots. In this respect, the writer is in agreement with the school of Basrah in Arabic grammar which saw that the word ‘ism' for example is derived from ‘sumuw' as was evident in his discussion on ‘basmalah'. As for the derivation of the noun ‘Allah' he disagreed with them. In general, the discussion on ‘basmalah' is a significant indicator for us to generally conclude the significant role that the word derivation method play in this work. [ABSTRACT FROM AUTHOR]

This paper through deductive descriptive method aims at presenting a clear picture of cooperative learning approach in terms of its concept, foundations, strategies, categories and role of each of the teacher and learner in executing its steps. The positive aspects of this learning approach in learning Arabic as a foreign language is also discussed. The researcher presents practical application to learn Arabic as a second language. The results had proven the extent of the effectiveness of this approach in learning Arabic as second language due to its focus on group collaboration. This is possible since language itself is a social phenomenon in the first place and group work gives the learner to mix with his friends to practice language without the barriers of fear or shyness. It is also a platform to practice an educational view that sees that the learner learns more from his colleagues than his teacher hence validating the effectiveness of cooperative learning. [ABSTRACT FROM AUTHOR]

Pronoun in traditional Arabic grammar has a significant position in its contribution in lexical cohesion of the text, a position similar in modern textual studies. This due to its role in forming reference, which is an important element in text cohesion. Arabic grammar had discussed the concept of pronoun so as the modern linguistics that had categorizes it resulting in text linguistics today. This paper attempts to examine how far both might share the same features with regard to pronoun. This is in order for us to put forward to the others about our tradition and its value. To achieve this, the traditional views on pronoun by Arabic grammarians will be compared vis a vis contemporary text linguistic views. It concludes with the common grounds between the traditional and modern; reference is most obvious with pronouns; traditional Arabic grammarians gave significant attention to this subject when they examine the topic of cohesion in the Holy Koran. Modern linguistics had no different views than that of the traditional Arabic grammarians except in the subject of terminologies. This entails our need to return to our tradition to enable us to benefit from its resourcefulness and for the sake of developing Arabic language and in particular, the disciplines related to the holy Koran. [ABSTRACT FROM AUTHOR]

This paper studies faᶜala and afᶜala, two of the most widely used verbal forms in Arabic, and surveys the observation of this phenomenon from two perspectives: form and meaning. It attempts to determine whether the verbal constructions faᶜala and afᶜala can conform in meaning and take on the same sense, or if an intensification of structure is inevitably accompanied by a semantic intensification in accordance with the relationship of dependence that governs the Arabic verbal forms. To this end, this study pays specific attention to verbal structure in an attempt to discover the relationship between the root form and the fourth form from linguistic and Qur'anic points of view. [ABSTRACT FROM AUTHOR]