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Saputra, Riski Janu, M. Syahrul Anwar und Naufal Fikri. „Management Environmental Language of Usbu' Arabiy MTSN 6 Ponorogo at Pusdiklat Unida Gontor“. Maharaat: Jurnal Pendidikan Bahasa Arab 5, Nr. 2 (08.07.2023): 152–71. http://dx.doi.org/10.18196/mht.v5i2.18173.
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Bi'ah 'arabiyah is an Arabic-speaking environment, where one interacts with other people and uses the means of communication, namely Arabic. The phenomena found by researchers at MTs N 6 Ponorogo that teaching language in madrasas has several problems, including the lack of students who are able to speak Arabic and learning outside the classroom that is less interesting. This study aims to: describe the management of the Arabic language environment on the Usbu' Arabiy MTsN 06 Ponorogo agenda at the UNIDA Gontor Education and Training Center and describe the requirements and principles for establishing the Usbu' Arabiy Arabic language environment at MTSN 06 Ponorogo at the UNIDA Gontor Education and Training Center. The research methodology used in this research is a qualitative approach with literature studies or literature studies and case studies. The data collection process was carried out using the observation method and interviews with several teachers from the UNIDA Gontor Education and Training Center. Data analysis applied in this research is descriptive analysis. The results of the study stated that the activities at Usbu' Arabi were Giving Mufrodat, Formal Class Learning, Repetition and memorizing vocabulary, Language Skills, Rihlah Lughawiyah, Daily Study, Language Court, and Language Festival and supported by committees and teachers whose Arabic competence was appropriate in create an active and engaging language environment.
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Deguenati, Fadila. „Writing university theses in scientific disciplines and the challenge of Arabization“. مجلة قضايا لغوية | Linguistic Issues Journal 1, Nr. 2 (02.07.2023): 70–86. http://dx.doi.org/10.61850/lij.v1i2.107.
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During the period of its history, Arabic was unable to absorb the new terminology of science, art and knowledge. Its rich heritage of specialized works in medicine, pharmacy, mathematics and others is proof of this.
Today, the sons of Arabia are fascinated in other languages that they believe are more suited to scientific progress and cultural development, and believe that their language is a poetic language only. In fact, the problem lies not in the Arabic language but in its exclusion from the fields of science, especially in the fields of scientific research. Theses in our Algerian universities (and Arabic in general) are mostly accomplished in languages other than Arabic. this is. We will endeavor to highlight models that reflect the orientation towards writing academic transcripts in scientific disciplines in Arabic. We will start from the problem: Can the Arabic language be a language of specialization and reflect the ideas of university students in scientific disciplines ?
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Alnosairee, Abdullah, und Ni Wayan Sartini. „A SOCIOLINGUISTICS STUDY IN ARABIC DIALECTS“. PRASASTI: Journal of Linguistics 6, Nr. 1 (05.04.2021): 1. http://dx.doi.org/10.20961/prasasti.v6i1.43127.
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<p><br />This study proposes a number of criteria, investigates in Arabic dialects and its types, it is a secondary source study; in other words, information is collected from primary sources such as websites, books, action/empirical research, case studies, observations and so on. Arabic is one of the world's great languages. Its graceful script, magnificent style and rich vocabulary give the language a unique character and flavor. Arabic is the largest member of the Semitic language family which also includes languages like Hebrew and Aramaic. like most other Semitic languages, Arabic is written from right to left. The origins of the Arabic language go back to pre-Islamic Arabia, where the tribes spoke local Arabic dialects. Arabic is the official language overall Arab countries, it is used for official speech, newspapers, public administration and school. In Parallel, for everyday communication, nonofficial talks, songs and movies, Arab people use their dialects which are inspired from Standard Arabic and differ from one Arabic country to another. These linguistic phenomena is called disglossia, a situation in which two distinct varieties of a language are spoken within the same speech community. It is observed Throughout all Arab countries, standard Arabic widely written but not used in everyday conversation, dialect widely spoken in everyday life but almost never written. A lot of works have been dedicated for written Arabic. Arabic dialects at near time were not studied enough. Interest for them is recent. First work for these dialects began in the last decade for middle-east ones.</p>
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Wahida, Besse, Khaerun Nisa Nuur und Ibnu Hajar Ansori. „TRACING ENTITIES OF ARABIC IN THE QUR’AN“. Jurnal Adabiyah 21, Nr. 1 (27.07.2021): 1. http://dx.doi.org/10.24252/jad.v21i1a1.
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This article examined how the Qur’an talks about the Arabic used in it, its essence, existence, and urgency, departing from the dialectic of the foreign languages existence in the Qur’an. This study was literature research using an interpretive approach with the method maud}u>'i which research objects were verses about the Arabic Quran, and were analyzed descriptively. The results showed that the essence of the Arabic language used in the Quran is Arabic which was fluent and clear, which was understood and popular among Arabs when the Qur'an was revealed. The diction used is the word 'arabiy, which is an adjective (s{ifat) connected to words qur'a>n, lisa>n, and hukman repeated eleven times. The existences of Arabic in the Qur’an are Arabic fus}h}ah, Arabic al-Qur'an as Miracle, and Arabic as the language of sharia/law. While the urgencies of Arabic use in the Qur’an is seen from the word 'arabiy followed by the word la'alla (لعل) and li (ل) repeated seven times and its means are the key to understand the Qur’an, encouraging thinking, encouraging spirituality. The results of this study were expected to be a common thread for the two groups arguing about the existence of foreign languages in the Qur’an.Keywords: Arabic, the Qur’an, Entity.
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Kirom, Makhi Ulil. „اللغة الهجين واللغة المولدة“. LUGAWIYYAT 3, Nr. 2 (21.11.2021): 123–35. http://dx.doi.org/10.18860/lg.v3i2.14022.
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Language is speech, as Ibn Jinni defined it. This definition goes to the growth of the spoken language in society. It is well known that the spoken language is more developed and used than the written language. This research aims to explain the conditions of the spoken language and its changes. First of all, we divide this spoken language into two parts, pidgin language and creole language. While a pidgin language arises from efforts to communicate between speakers of different languages, a creole language is born from the natural language that develops from the simplifying and mixing of different languages into a new one. This phenomenon is found in many languages, including Arabic. The pidgin language in Arabic is spoken by workers from outside the Kingdom of Saudi Arabia from India, Bangladesh, Pakistan, the Philippines and other countries. They try to converse among themselves in Arabic according to their ability and understanding, this is where the pidgin language originates. And there are many languages was established among peoples for a long time, and the frequent circulation of it among them made it natural to them, so this language became a creole language.
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Shaalan, Danya A., Badriyya B. Al-onazi und Alya K. Alshammari. „Instrument to Measure Identity Motivation in Arabic Second-Language Learners“. Theory and Practice in Language Studies 13, Nr. 5 (01.05.2023): 1105–14. http://dx.doi.org/10.17507/tpls.1305.03.
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Research in second-language (L2) learning has revealed that aspects of identity can be strong drivers of L2 motivation. L2 Arabic learning research shows that Arabic, Middle Eastern, and Muslim identity may play a special motivational role, as Arabic is both a heritage language (HL) and a liturgical language (LL). The Kingdom of Saudi Arabia (KSA) has Arabic language institutes (ALIs) which offer L2 Arabic learning programs to scholars from outside KSA. Our aim was to revise, pilot, and assess the validity and reliability of an existing instrument to measure identity-related motivation to learn L2 Arabic in a sample of L2 Arabic learners at three KSA ALIs. We obtained instrument data from 98 learners (13% Arab, 11% Middle Eastern, and 97% Muslim), and conducted factor and other analyses to assess validity and reliability and confirm subscales. The most common languages of fluency were English (74%), Arabic (62%), any African language (40%), and any Indian language (21%). We found evidence of both reliability and validity, and identified four subscales as sources of L2 Arabic motivation that were slightly different than the original instrument: Islamic faith, for cultural exposure, for instrumental purposes, and to better understand Arab problems/politics. Subscale scores were highest (indicating stronger source of L2 motivation) for Islamic faith and cultural exposure, and lowest for Arab problems/politics. We include the final instrument and recommend that it be the subject of future studies aimed at increasing its validity and reliability, and assessing its performance in various groups of L2 Arabic learners.
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Permana, Farid. „REFLEKSI DAURAH TADRIBIYAH DI UNIVERSITAS UMM AL QURA MEKKAH SAUDI ARABIA“. Al Mi'yar: Jurnal Ilmiah Pembelajaran Bahasa Arab dan Kebahasaaraban 3, Nr. 1 (20.03.2020): 91. http://dx.doi.org/10.35931/am.v3i1.201.
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Almost of all universities in Saudi Arabia have Arabic learning program for non Arab student, one of them is Arabic language institute for non Arabic speakers at Umm Alqura university in Mecca. As a holders responsibility for developing and expanding the Arabic language, this Institute in collaboration with the kingdom of Saudi Arabia has implemented a training program to strengthen Arabic learning for Islamic boarding school teachers, teachers and Arabic lecturers from Indonesia and Senegal.on 13 Shawwal - 20 Dzulqaidah 1439 coincides with June 28 - August 4, 2018. The various learning activities in this program include Arabic language, Islam and cultural insights that designed professionally. Based on the author's observations during became a participant in this program 2018. It’s can be a very good reflection for developing Arabic learning programs in Indonesia, especially from attitude aspects, and teaching management. The author also recommends Arabic educators in Indonesia to take part in the Daurah to enrich Arabic learning techniques.
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Abdulroya Benseng und Sakirin Tam. „Mapping the Evolution of Arabic Language Research: A Bibliometric Approach“. Mesopotamian Journal of Arabic Language Studies, Nr. 2024 (10.01.2024): 1–15. http://dx.doi.org/10.58496/mjals/2024/001.
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This bibliometric analysis examines the progression of research on the Arabic language using a thorough dataset obtained from Scopus and shared on GitHub. This study uses quantitative measurements to analyze the field's progression, pinpointing significant trends, notable contributors, and thematic emphasis areas. The analysis shows a strong connection between linguistic studies and technology improvements through the incorporation of computer approaches like natural language processing and deep learning. Geographical contributions demonstrate a worldwide interest in Arabic language studies, with Saudi Arabia, Malaysia, Jordan, and Tunisia being the top countries in terms of scholarly output and citation effect. The study delves into a detailed examination of sociolinguistic aspects, specifically focusing on gender, in Arabic language research. The discipline is expanding dynamically and showing interdisciplinary characteristics through a consistent growth in research output and a diverse range of themes indicated by keyword analysis. The co-occurrence network analysis demonstrates the interconnection of research issues, with "Arabic languages" serving as a core node connecting several sub-disciplines. This bibliometric analysis illustrates the expansion and thematic development of Arabic language research, highlighting its growing complexity and worldwide influence. This study enhances comprehension of the present state and future trends of Arabic language studies by emphasizing the use of computational technology and the importance of international cooperation.
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Saleem, Dr Muhammad, und Dr Ghulam Ahmed. „Difficulties of Arabic language for Non-Arabians“. Al-Aijaz Research Journal of Islamic Studies & Humanities 5, Nr. 3 (30.09.2021): 45–50. http://dx.doi.org/10.53575/arjish.v5.3(21)a3.45-50.
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Arabic Language is a very rich and comprehensive Language culturally; religiously, educationally and historically. It is the state language of twenty-two Arab countries and one of the languages of U.N.O. After embracing Islam, Muslims showed their great interest to know the teachings of Islam. Arabic language has become a major language of the world having a great contribution of worldly renowned literatures. Apparently Arabic language seemed to be very difficult for those who wanted to know Arabic as well as Islamic studies. The fact is that Arabic language is very simple and easy to understand as compare to other major languages. Arabic language has international rules of pronunciation, when we compare it with English language, we have come to know that mostly alphabets of Arabic language are equivalent to English alphabets in their pronunciation. We can make transliteration of Arabic articles and words easily. The article presents a comprehensively and comparatively study of the pronunciation of Arabic articles and words
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Musaddiq, Abdul Khaliq. „The Influence of the Arabic Language on the Dari Persian Language“. Randwick International of Education and Linguistics Science Journal 4, Nr. 2 (11.06.2023): 254–61. http://dx.doi.org/10.47175/rielsj.v4i2.695.
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Despite the fact that the Arabic and Persian languages are derived from two different origins, they have had a very close interaction throughout the historical periods due to the continuous communication between the two Iranian and Arab peoples, and in this way, the influence of the two languages has created works. Has left from each one to the other, which may not be seen in any other two languages. Unlike civilizations such as Egyptian civilization, which forgot its previous language in front of Arabic and Islamic civilization, Iranian civilization and Persian language, while accepting the Arabic language, did not give up at once and established a two-way interaction with it from the very beginning. These two languages have borrowed many words from each other. In Persian, most jurisprudential, religious and legal terms are taken from Arabic. But the Arabic language, in its turn, has borrowed some words from Persian in an intact form and a lot of words in a confused form (in the form of Arabic forms). This article aims to examine the influence of Arabic language on Persian and to point out some of its aspects. Nevertheless, in most researches and studies, the most recognition or exaggeration has been on the side of the influence of Arabic language on Persian, and this article examines the real limits of this two-way influence.
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السويكت, عبدالله بن خليفة. „عبقرية اللغة العربية، ودورها في التقارب المعرفي والتلاقح الثقافي بين الشعوب“. Al-Ma'rifah 15, Nr. 02 (20.10.2018): 158–76. http://dx.doi.org/10.21009/almakrifah.15.02.08.
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The Arabic language is the spirit of the Arab nation, the title of its identity, and the inclusion of its culture, and when it is preserved by its people, they will be able to be the builders of others' minds and the proponents of its flags among the languages of nations and peoples. Accordingly, the significance of the study mentioned the geniality of Arabic Language, its properties, its spread in the world.
The problem of the study is universality of Arabi Language after Islam, its major properties, extent of its spread, its impact.
The study will follow the analytical descriptive methodology in tracing this problem and studying its terms.
The study revealed the universal position of the Arabic Language among other languages of the world that made it a title of human civilization, cultural reference, and the tool of communication between the peoples of Arabs and non-Arabs.
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Ningsih, Sri Lestari Dian, und Fathur Rohman. „تعليم اللغة العربية باستخدام كتاب "حديثنا العربي" في مؤسسة تربية اللغة العربية سبلاك جومبانج“. EDUMALSYS Journal of Research in Education Management 1, Nr. 2 (15.08.2023): 132–51. http://dx.doi.org/10.58578/edumalsys.v1i2.1651.
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The textbook entitled "Haditsuna Al-‘arabi" is a textbook for elementary classes in the educational activities of the Splak Jombang Arabic Language Education Institute. There are differences in this textbook with other Arabic language textbooks. Because this book uses Indonesian in its teaching materials. Apart from focusing on textbooks, this study will discuss how to use these textbooks, and how to evaluate the results of using the book " Haditsuna Al-‘arabi ". The research methodology is a qualitative research with a qualitative descriptive approach, collecting data using document and interview methods, as well as observing data validity methods, including: Triangulation method. The results of this study can be summarized as follows: 1) Teaching Arabic at the Seblak Jombang Arabic Language Education Institute of four packages, the first package uses the book " Haditsuna Al-‘arobi ", the second package uses the book "Mukhtasor Jiddan", the third package uses the book "Kasyifatuss Saja”, the fourth package is accurate teaching or educational practices. Books and their translations into Indonesian. 3) The advantage of teaching Arabic using the book "Haditsuna al-‘arabi" is that the language used in this book is Indonesian, equipped with Arabic vocabulary in boxes, educational material in the form of stories and the book " Haditsuna al-‘arabi " is small. Weaknesses of teaching this is Arabic using the book " Haditsuna al-‘arabi "Most of the Arabic vocabulary is not done in the vocabulary box and the grammar rules are not recorded.
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Amani Suliman AL- HAZMI, Wafa Hafiz Al- Aowaidi, Amani Suliman AL HAZMI, Wafa Hafiz Al Aowaidi. „The development of the Arabic language curricula in public education in the Kingdom of Saudi Arabia: تطور مناهج اللغة العربية في التعليم العام بالمملكة العربية السعودية“. مجلة العلوم التربوية و النفسية 5, Nr. 20 (30.05.2021): 135–24. http://dx.doi.org/10.26389/ajsrp.a790121.
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The study aimed to identify the developments that took place in the Arabic language curricula in public education in the Kingdom of Saudi Arabia, which are the development of curriculum objectives, evaluation of Arabic language curricula, methods and techniques of education, strategies for teaching education and teacher preparation in general education. I took the historical approach as a research method, and I used the documents to discover the development of the Arabic language curricula. I explained the stages of development. They were presented in the form of simplified and clear tables, and I made some recommendations and proposals in the current study. Finally, I came to identify the developments that took place in the Arabic language curriculum in public education in the Kingdom of Saudi Arabia.
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Furoidah, Asni. „خَصَائِصُ الُلغَةِ الْعَرَبِيَّةِ الْفُصْحَى وَمَكَانَتُهَا فِيْ الدِّيْنِ الْإِسْلَامِيْ“. Al-Fusha : Arabic Language Education Journal 1, Nr. 2 (04.09.2020): 45–53. http://dx.doi.org/10.36835/alfusha.v1i2.348.
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Arabic is the best language and its name. It has characteristics that distinguish it from other language. The Arabic language has unique features and characteristics that are unique to other languages in the historical, religious and cultural aspects, as well as the linguistic aspects of sounds, morphology, grammar, significance and rhetoric. Historically speaking, Arabic is one of the oldest and most ancient languages. It is the mother of the oldest languages. Religiously and culturally, Arabic is a sacred language in the heavenly religions that preceded Islam. Linguistic features such as phonetic, morphological, grammatical, lexical and semantic characteristics are many linguistic features. Classical Arabic has been distinguished from the language generated by expression. Classical Arabic becomes the language of literature and culture. Classical Arabic is the language of the Holy Qur›an that was revealed to our Prophet Muhammad (peace be upon him) and blessings and peace of Huda for the people. Arabic is the means of preserving the ideological and cultural heritage of the Arab Islamic nation.
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Alqarhi, Awaad. „Arabic Phonology“. English Linguistics Research 8, Nr. 4 (13.10.2019): 9. http://dx.doi.org/10.5430/elr.v8n4p9.
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The phenomenon seen in domains more than one is termed as Language Hybridization. Many languages have multiple dialects that tend to differ in the phonology concept. The Arabic language that is spoken in contemporary time can be more properly described as varieties having a continuum. The modern and standard Arabic language consists of twenty eight consonant phonemes along with six phonemes that might also be eight vowel in most of the modern dialects. Every phonemes have a contrast between non-emphatic consonants and uvularized or emphatic consonants. Few of the phonemes have also found to get coalesced into various other modern dialects whereas on the other hand, the new phonemes have already been introduced via phonemic splits or borrowing. The phonemic length and quality that applies to both consonants and vowels at the same time. There have been research that analyses how multicultural society in Australia gets operated only with a particular form of language generated in some linguistic environments. The scripts of English Language tend to have the capability of merging with other language that are native of a place for making it a complete new variety. The process is termed as Romanization. The hybrid or amalgamation of languages within the linguistic framework can be classified and characterized that makes its standardization easy. This paper aims to do a complete research on the linguistics of Arabic phonology.
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Al Zumor, A. Q. „LANGUAGE PLANNING IN SAUDI ARABIA (1927–2019): ARABIC AND OTHER LANGUAGES“. Trames. Journal of the Humanities and Social Sciences 23, Nr. 4 (2019): 409. http://dx.doi.org/10.3176/tr.2019.4.02.
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Mahasneh, Anjad. „Arabic Language and Emotiveness’s Translation“. International Journal of Social Science and Humanity 6, Nr. 4 (April 2016): 268–74. http://dx.doi.org/10.7763/ijssh.2016.v6.656.
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Hussein Ali AL-FADHLI, Bushra. „ORIENTALISM AND ARABIC LANGUAGE - BEGINNINGS AND FOUNDATION“. International Journal of Education and Language Studies 03, Nr. 01 (01.03.2022): 42–57. http://dx.doi.org/10.47832/2791-9323.1-3.4.
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Orientalism is the method to study the East , specially Islamic East in order to learned its science , civilization and religious. The orientalists have dealt with the study of Semitic and Arabic Language for its importance in translate the Bible and expose obscurity in some of its texts. Early in Eighteenth century the interest in Arabic language increased and the orientalists used the linguistic methods of research that was used in Europe such as historical and comparative methods to describe Arabic language and its dialects. Many books for study Semitic languages and Arabic languages have appeared.(Syntactic Development of Arabic Language) book by the orientalist Bragstrasher is considered the example to study the Arabic tongue from historical aspect and from systematic element ,which mean to describe the internal system of Arabic Language.
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Rania Ahmed Rashid Shaheen, Rania Ahmed Rashid Shaheen. „The universality of Arabic and the pedagogies of Arab countries: عالمية العربية وبيداغوجيات الدول العربية“. مجلة العلوم الإنسانية و الإجتماعية 5, Nr. 15 (27.12.2021): 129–20. http://dx.doi.org/10.26389/ajsrp.r030821.
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The research “The Arab world and its pedagogies” dealt with two tracks, the first track: Arabic between Semitic and the components of global languages, and the second track: pedagogies specific to strengthening the status of the Arabic language, using the descriptive method, and it stemmed from several questions raised by the virtual reader about the reasons for including the Arabic language within International and Semitic languages, and the relationship between the terms (global- international- official), and the most important components of the Arabic language that made it among the international languages. Language and international policies that serve the Arabic language.
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Dr Md Nasir Uddin. „قصيد”اللغة العربية تنعى حظها بين أهلها“ لحافظ ابراهيم: دراسة تحليلية“. Dhaka University Arabic Journal 23, Nr. 25 (15.04.2023): 119–28. http://dx.doi.org/10.62295/mazallah.v23i25.20.
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Many Languages are spoken in the world. The diversity of human languages and colors are sign of Allah, for those of knowledge (Al-Quran, 30:22). Although the Arabic language originated in the Arab world, but this language spread to many parts of the world because of Islam. The wonderful feature of Arabic language is the Qur’anic language which usually scholars say classical Arabic, that is still used intact in various Arab inhabited areas. Arabic is a strong, rich and advanced language. The Abbasid period (750-1258) is known as the golden age of Arabic language and literature. In 1258, Mughals invaded Baghdad, as a result the Muslim civilization and basic writing style of Arabic literature almost closed. Many libraries were wiped out. Since then, all publications in the Arabic language and literature have been written in the previous style. The poet Mohammed Hafiz Ibrahim (1872-1932) mentions a pictures of the Arabic language and literature from the distance past to the present with great regret in the current poem. Such a misery of a rich language is a matter of regret to him and to Arabic speakers and Muslims. In 1798, Napoleon Bonaparte (1769-1821) occupied Egypt, since then good relationship have been developed between the Arab and the Europe which began the Renaissance in the Arabic language and Literature. As a result, the path of various possibilities is opened, and there was a revival of the Arabic language and literature. Arabic is state language of many countries in the modern world. Arabic is one of the recognized languages of the United Nations. Arabic is an essential language of world trade and commerce. The purpose of this Article to present a general idea of Arabic language, in the light of Hafez Ibrahim poems "اللغة العربية تنعى حظها بين أهلها" for those who are not deeply familiar with the Arabic language and literature.
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Mohammed Harbi, Abdullah. „Arabic diglossia and its impact on the social communication and learning process of non-native Arabic learners: Students’ perspective“. Arab World English Journal, Nr. 283 (24.01.2022): 1–46. http://dx.doi.org/10.24093/awej/th.283.
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The Arabic language is characterized as a diglossic language. Hence, this study dealt with this sociolinguistic phenomenon and examine the impact of the Arabic diglossic situation in terms of social communication and the Arabic language learning process based on the second Arabic language learners’ perspective. The study starts with reviewing and discussing the literature by considering the Arabic diglossia from both linguistic and educational perspectives. To achieve the research objectives the researcher used mixed-method research namely, a close-ended questionnaire for quantitative data and open-ended questions for qualitative data. The sample included 26 students from different nationalities at the Arabic Language Center for Speakers of Other Languages at King Khalid University. The researcher concluded that the Arabic diglossic situation, especially the difference between the functionality of MSA (Modern Standard Arabic) and CA (Colloquial Arabic) is an impactful factor that can create an obstacle for the second Arabic language learners in terms of social communication in real context as well as the Arabic language learning process. The data prove that the second Arabic language learners in the Arabic Language Center for Speakers of Other Languages at King Khalid University are aware of Arabic diglossia and its impact on their social communication in real-life situations. Moreover, it was found that the Arabic diglossic situation slightly impacted their Arabic language learning process in terms of their desire to continue learning the Arabic language and the switching between MSA and CA that take place in the educational setting by some teachers
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Saputri, Diana Eka, und Muhsin Muis. „Pengaruh Daurah Arabiyah Dan Yaum Arabi Terhadap Keterampilan Berbahasa Arab Mahasiswa Program Studi Pendidikan Bahasa Arab IAIN Madura“. Al-Irfan : Journal of Arabic Literature and Islamic Studies 4, Nr. 1 (23.03.2021): 96–117. http://dx.doi.org/10.36835/al-irfan.v4i1.4388.
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The purpose of this study was to determine the effect of Daurah Arabiyah and Yaum Arabi on Arabic Language Skills of Madura IAIN Students. This research is a type of associative quantitative research. The object of this research is the students of the IAIN Madura Arabic Education Study Program semester 1, semester 3, semester 5, and semester 7. The sampling technique used is the simple random sampling technique, and the sample used is 200 students of the IAIN Arabic Language Education Study Program. Madura. The type of data used in this research is quantitative data. Sources of data in this study are primary data sources and secondary data sources. The method used in this study is the Classical Assumption Test and Hypothesis Test. Data collection techniques through questionnaires in the google form. The results of this study explain that Daurah Arabiyah has no effect the Arabic Language Skills of Madura IAIN Students with a significance value of 0.955. Yaumul Arabi has a positive and significant effect on the Arabic Language Skills of IAIN Madura Students with a significance value of 0.001. As well as Daurah Arabiyah and Yaum Arabi have a significant effect simultaneously on the Arabic Language Skills of Madura IAIN Students with a significance value of 0.002.
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Akewula, Adams Olufemi. „Al-Ghuluwu fi al-amsal al-arabiy“. Matatu 51, Nr. 2 (21.09.2020): 299–310. http://dx.doi.org/10.1163/18757421-05102006.
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Abstract Al-Ghuluwu fi al-amsal al-arabiy (Postproverbial) is a new trend in modern Arabic studies. It is a way to gain the perceptions of learners of the language into Afro-Arabic and Yoruba cultures in contemporary times. Through the learning of the subject matter, University of Ibadan students of Arabic Language and Literature explore how much common philosophy is shared between postproverbial expressions in Arabic and Yoruba languages. Afro-Arabic postproverbial demonstrates the trends of modernity within the culture. It absorbs and transforms wisdom accumulated over the few years with the experience of students in their various localities. This paper investigates the exposure to postproverbiality in Arabic among the students of Arabic language and literature who are predominantly Yoruba in the University of Ibadan and how the practice of postproverbials transforms their perceptions and values of Yoruba and Afro-Arab cultural concepts. Thus, two questions are raised: to what extent does the use of postproverbials in the Arabic literature course in the University of Ibadan shed light on Yoruba cultural aspects not regularly covered in Arabic Proverbs? How does the use of postproverbials in the Arabic literature course promote a new understanding among the students and make them discover and reassess their values and preferences in the modern time? The theoretical framework of the paper is adopted from A. Raji-Oyelade’s “Postproverbials in Yoruba Culture: A Playful Blasphemy”. The result of this study indicates that students employed their basic knowledge of Arabic language, coupled with their Yoruba cultural background, to re-create a number of postproverbial texts within the context of Arabic culture. It also exhibits their level of consciousness in the modern times.
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Abdullah, Yaqub Alhaji. „Zawahiru Ta'tsiru al Lughah al Arabiyah fi al Lughah al Hausawiyyah“. (الطموحات ) EL-THUMUHAT 2, Nr. 1 (24.04.2020): 38–48. http://dx.doi.org/10.25299/elthumuhat.2019.vol2(1).2571.
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Arabic language is known as a language of Islam and the holy Quur’an.It is also a language of culture and civilization that provide the needs of its speakers at all levels and has over come the challenges of time. Arabic as a language has influenced different languages, especially the language of muslims in different part of the world. Hausa language is a clear example of such influence. Thus, this paper is an attempt to examine different aspect at which Arabic language has influence Hausa language. The inductive method was adopted in the research to draw examples and bring out similarities between the two languages. The findings of this paper therefore established that Hausa linguistic aspect that were influenced by Arabic language includes; aspect of some pronoun, formation of word, feminine gender and the usage of Arabic meter in composing Hausa poem. These affirmed the long term relationship between the two languages and confirmed the advancement of Arabic language.
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Dawood, Mohamed. „ATSAR AL-QUR’AN AL-KARIM FI AL-LUGHAH AL-‘ARABIYYAH FI DAU ‘ILM AL-LUGHAH AL-HADIS“. Indonesian Journal of Islamic Literature and Muslim Society 4, Nr. 1 (27.11.2019): 73. http://dx.doi.org/10.22515/islimus.v4i1.1541.
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This article discussed the influence of the Quran on Arabic in the perspective of modern linguistics. With a linguistic approach, this article finds seven aspects of language that occur in the impact of the Quran on Arabic, namely: preservation of Arabic, the stability of Arabic, the unification of Arabic dialects, enrichment and development of Arabic, refinement of Arabic and the spread of Arabic. These seven linguistics aspects certainly make Arabic the only language in the world whose linguistic rules do not change, both in terms of phonology, morphology, syntax or semantics, which does not occur in any word in the world. In this world, there have been many languages that have died because of the death of their owners, or languages that are weak because of the weakness of their owners. This condition is different from Arabic, which is the language of the Quran. The language relations between Arabic and the Qur'an have made this language sustainable until then.
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Danial Jamal. „النيابة والتضمين في معاني حروف الجر“. 'ARABIYYA: JURNAL STUDI BAHASA ARAB 6, Nr. 2 (27.12.2017): 1–13. http://dx.doi.org/10.47498/arabiyya.v6i2.96.
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Knowing the structure of Arabic and returning to it is able to save us from mistakes in using the Arabic language. Because Arabic has many advantages that other languages in the world, among them are rich and very detailed linguistic structures and laws, so that Arabic is a pure language, not mixed with other languages. With the structure and language law is also Arabic language is still maintained until today. Therefore, this study aims to discuss the structure of Arabic language that examines the meaning of the huruf jar, in which the meanings of the huruf jar are almost innumerable, while the huruf jar is very limited and few in number.
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Muthi Mufidah, Hasna, und Nofa Isman. „الزوائد في الأفعال في اللغة العربية واللغة الإندونيسية دراسة تقابلية تطبيقية“. Rayah Al-Islam 4, Nr. 01 (28.04.2020): 45–58. http://dx.doi.org/10.37274/rais.v4i01.318.
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This study aims to determine the affixes of verbs in arabic and indonesian language to find out the similiarates of two language from morphological, grammatical, and semantic aspects. And predict the diffuculties that faced by students. And prepare the learning materials that are appropriate for arabic language student in affixing araic and indonesia verbs based on the result of research. Thus study has reached the following results: first; they are 17 similarities and 69 differences between the arabic and indonesian language interms of morphology, grammatical and semantic, including changing the letters of the increase to six forms in the indonesian language, the triple verb that may be necessary exceeds its object, the terms have no special terms in the indonesian language, secondly; the existence of the expected obstacles due to the difference between the two languages, and the third; the application of a reciprocal study at the level of verbs plus in preparing an educational subject for indonesian learnes.
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Dinata, Rahmat Satria. „Language Society and Social Interaction: Language Choice of Arabic Society at Imam Bonjol Islamic State University“. Lughawiyyat: Jurnal Pendidikan Bahasa dan Sastra Arab 4, Nr. 2 (14.10.2021): 110–26. http://dx.doi.org/10.38073/lughawiyyat.v4i2.456.
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Abstract
The term language society emerged and was developed from the term issued by Fishman (1976) about speech community. In relation to the term language society, this study aims to determine the choice of language among the Arabic language society at Imam Bonjol State Islamic University, Padang, and their attitudes towards their environmental language (Arabic), regional language (Minang), national language (Bahasa). This research is a descriptive study that describes the choice of language by a language society. The results of the study show that: Firstly, the students or the Arabic language society at Imam Bonjol State Islamic University Padang sometimes use Arabic and Minang language in class, but frequently use Bahasa in class. Secondly, the students or the Arabic language society very rarely use Arabic outside the classroom, often using Minang and Bahasa outside the classroom. Thirdly, the students often do code-mixing or code-switching between Arabic, Bahasa, and Minang languages.
Keywords: Arabic; Bahasa; Minang; Mutilingual; Society
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ماجد الدخيل, محمد. „اللغة العربيَّة والمسلمون عوامل انتشارها ورسوخها و آثارها“. Jurnal Ilmiah Islam Futura 15, Nr. 2 (01.02.2016): 162. http://dx.doi.org/10.22373/jiif.v15i2.542.
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Arabic has been one of the most widely used languages in human communication not only because of its aspects surpassing those of other languages, but due to the Divine honor as the language of Holy Koran as Allah said ,”We made it an Arabic Koran that perhaps you will understand (alzukhruf , 3) This honor has enhanced and elevated the Arabic language status among the Arabs , its native speakers after all and among non-Arab Muslims, who found Arabic flexibility and potency of expression that their languages lack in addition to the holiness of Arabic as the language of the Koran and the Sunnah of the Prophet who is sent as Messengers for human beings. Due to the distinguished status of Arabic and its values for non-Arab Muslims, I addressed in this study not only the factors enhancing the usage of Arabic language by non-Arab peoples who embraced Islam and establishing. this language in the civilizations of these peoples, but also the impact of the Arabic language on their languages besides their cultural production , supporting my findings with the testimonies of objective researchers who had incontrovertible impact on the Arab civilization itself.
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Boltaboev, Sultonbek. „THE CORE MEANINGS OF “في” PREPOZITSION OF THE ARABIAN LANGUAGE“. American Journal Of Philological Sciences 03, Nr. 04 (01.04.2023): 29–32. http://dx.doi.org/10.37547/ajps/volume03issue04-05.
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All linguists know that auxiliary words are widely used in both Arabic and Uzbek. This article discusses the meanings of في primitive auxiliary in Arabic. Our textbooks do not pay much attention to the meaning of these auxiliary. However, this topic is widely covered in the scientific works of both classical grammarians and modern grammarians. We have tried to summarize all the information in these works and show all the meanings of this primitive auxiliary. To shed more light on this, we have used various sources, such as the following and many other works, including the medieval grammar of Mahmud az-Zamahshari’s “Al-mufassal fin-nahvi”, and Abdul-Qahir al-Jurjani’s “Hundred Factors in Arabic Nahvi”, the famous and one of the modern Lebanese scholars Antoine al-Dahdah’s “Mu’jamul lug’atin-nahvil arabi”, “Al-kamil fin-nahvi vas-sarfi val I’rab” by Ahmad Qabbis, a well-known Syrian linguist, Al-Ardabiyli’s commentary on Az-Zamahshari’s “Alunmuzaj fin-nahvi”, B.M.Grande’s “Arabic Grammar Course in Comparative-Historical Lighting”
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Patriani, Yenni. „الألفاظ العربية المقترضة في اللغة الإندونيسية“. Imtiyaz : Jurnal Pendidikan dan Bahasa Arab 1, Nr. 1 (05.06.2017): 79. http://dx.doi.org/10.29300/im.v1i1.1251.
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The Assimilation of Arabic Words into Bahasa Indonesia. The Arabic language has been really popular with its beauty. The present paper, theoretically, is aimed at describing the assimilation two languages, Arabic and Bahasa Indonesia. To learn Arabic language means to learn and to master this language comprehensively in any linguistic sides. For Indonesian people, learning Arabic language is not so easy and simple process. It is because there are many different linguistic systems between Bahasa Indonesia and the Arabic language including their phoneme, word order, structure of sentence, and also their meaning. On the other hand, the linguistic assimilation of both languages has done when the process occurs naturally. In any situation, many Indonesian speakers unconsciously use and adopt the Arabic vocabularies with Indonesian speech based on its spelling and linguistic system
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Al Shammari, M. J. A. „Inter-Language Homonyms in Russian and Arabic Languages“. Prepodavatel XXI vek, Nr. 1, 2020 (2020): 384–91. http://dx.doi.org/10.31862/2073-9613-2020-1-384-391.
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The article describes lexemes that are considered as interlanguage homonyms (relatively similar in pronunciation and different in spelling and meaning in Russian and Arabic). The types of interlanguage homonyms in Russian and Arabic (complete and incomplete or partial) are also analyzed.
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Kholison, Mohammad Kholison. „صفات لغة العربية : مشكلة اللغوية وكلماتها“. Al-Fusha : Arabic Language Education Journal 1, Nr. 1 (04.09.2020): 29–41. http://dx.doi.org/10.36835/alfusha.v1i1.340.
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The researchers used the ancient and modern characteristics of the Arabic language, some considered that the features characterized by the Arabic language than other languages. And some considered them as features and descriptions dominated the Arabic language more than dominated the other languages. Some considered it to be an Arabic feature in which other languages shared the same degree. The Arabic language was distinguished by its unique features and characteristics from other languages in the historical, religious and cultural aspects, as well as the linguistic aspects of the voices and disposition, and the meaning and eloquence. It is described in the descriptions and attributes that I have overcome and known, although these features or some of them in other languages to varying degrees, and this is what I mean in this article, as it is very rare that a language has many characteristics that do not exist in a language.
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Al-Harbi and, Amal Nasser, und Wafa Al-Owaidi. „Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia“. Journal of the College of Education for Women 32, Nr. 3 (24.09.2021): 12–24. http://dx.doi.org/10.36231/coedw.v32i3.1512.
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The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%. Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.
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Schweickard, Wolfgang. „Italian and Arabic“. Lexicographica 33, Nr. 2017 (28.08.2018): 121–84. http://dx.doi.org/10.1515/lex-2017-0009.
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AbstractThis article focuses on Italian and Arabic language contact in the Mediterranean until early modern times. Particular emphasis will be placed on lexical exchange with Italian as the recipient language. The most important contact zone between Arabic and Italian was southern Italy. Numerous Arabic elements also appear in texts and documents of pilgrims, merchants and diplomats who traveled to Arabia as well as in translations from Arabic. Special features of those contacts are dealt with in separate chapters: Arabic as the intermediate language for borrowings with a different remote etymology (Greek, Persian), the various channels of transmission of genuine Arabic elements, the number and status of the borrowings, the degree of familiarity of the travelers with Arabic, basic patterns of formal adaptation and corrupt spellings, and finally, in a brief excursus, Italian elements in Arabic. Additional chapters deal with the strengths and weaknesses of editorial philology, the lexicological and lexicographical treatment of Arabisms and remaining desiderata.
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Schweickard, Wolfgang. „Italian and Arabic“. Lexicographica 33, Nr. 1 (01.09.2018): 121–84. http://dx.doi.org/10.1515/lexi-2017-0009.
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AbstractThis article focuses on Italian and Arabic language contact in the Mediterranean until early modern times. Particular emphasis will be placed on lexical exchange with Italian as the recipient language. The most important contact zone between Arabic and Italian was southern Italy. Numerous Arabic elements also appear in texts and documents of pilgrims, merchants and diplomats who traveled to Arabia as well as in translations from Arabic. Special features of those contacts are dealt with in separate chapters: Arabic as the intermediate language for borrowings with a different remote etymology (Greek, Persian), the various channels of transmission of genuine Arabic elements, the number and status of the borrowings, the degree of familiarity of the travelers with Arabic, basic patterns of formal adaptation and corrupt spellings, and finally, in a brief excursus, Italian elements in Arabic. Additional chapters deal with the strengths and weaknesses of editorial philology, the lexicological and lexicographical treatment of Arabisms and remaining desiderata.
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Azam, Mohd. „The purpose of Arabic Literature in developing Arabic Language Teaching“. Think India 22, Nr. 2 (31.10.2019): 1857–59. http://dx.doi.org/10.26643/think-india.v22i2.9088.
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The beginner of Arabic as a second language is usually eager first and foremost to attain a level of competency in accepting the culture that embodies the language. As literary arts concurrence the reader, listener and learner a certain pleasure associated with reflection and imagination, the educational material selected for the purpose should include literary texts that help in projecting the ideas and accommodating the linguistic rules. The education of Arabic language as a significant confluence. This is manifested by the extraordinary attention shown by speakers of other languages in Arabic language.
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Hudatullah, Ruwaida, Suparmanto Suparmanto und Adi Rimbun Kusuma Negara. „Kata Serapan Bahasa Sasak Dari Bahasa Arab (Analisis Fonologis Dan Semantik)“. Cordova Journal language and culture studies 14, Nr. 1 (30.06.2024): 62–77. http://dx.doi.org/10.20414/cordova.v14i1.7700.
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Language is a sound system used by ethnic groups in expressing their desires with the applicable rules. The use of Sasak loanwords from Arabic through written and spoken language causes a change in writing in the Sasak language loanwords from Arabic. This causes a change in the form of the Arabic loanword into the Sasak language, because these two languages are two different languages. These changes can occur in phonological and morphological patterns. The two languages in the realm of morphology have different sequences and syllables in the occurrence of word formation, so there is a change in word class from the previous word class in syllables. Likewise at the phonological level, namely in the field of phonemes, both languages have their own rules. The entry of Islam in the Sasak lands became a determining factor for the Arabic language until it was heard by the Sasak people. The fact that the Qur'an as the foundation and source of Islamic law has made Arabic known as the Islamic language, until the implementation of worship, both obligatory and sunnah prayers using Arabic. With the close relationship between Islam and Arabic, where Islam spreads, Arabic is also starting to be known and used by the local community.
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Azhar N. Al- Sulami, Wafaa H. Al- Owaydhi, Azhar N. Al Sulami, Wafaa H. Al Owaydhi. „Strategies for Teaching the Arabic Language in light of its characteristics and social functions: استراتيجيات تدريس اللغة العربية في ضوء خصائصها ووظائفها الاجتماعية“. مجلة العلوم التربوية و النفسية 6, Nr. 4 (29.01.2022): 134–50. http://dx.doi.org/10.26389/ajsrp.r160221.
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The study entitled Strategies for Teaching the Arabic Language in light of its characteristics and social functions, as this study consisted of an introduction in which it was presented about the importance of the Arabic language, and what are the duties imposed on the Arabic language teacher, and his knowledge of modern strategies for learning, and then presented in the introduction the problem of the study towards reasons Choosing the topic and its importance, and some previous studies that I used in my study, then the objectives through which the study was carried out, which are: - Determine the nature of the Arabic language. - Determine the Arabic language functions. - Explain the characteristics of the Arabic language. - Describe the strategies of the Arabic language in light of its social characteristics and functions. Then I talked in the topic about the definition of the Arabic language, speaking about the characteristics of the Arabic language, and I linked these characteristics to the strategies that can be applied and employ these characteristics through them. Then I presented the functions of the Arabic language explaining the role and position of the Arabic language for the individual and for society, then I explained the best methods To teach the Arabic language represented by the flexible integrative method, then I talked about the teaching method represented in concept maps, the hot chair, the story, inductive teaching, the modified text method, and then at the end I presented the results of the study, which are: - The status of the Arabic language, and that it is a language that has characteristics that other living languages have not represented in foreign languages. - The need to find alternative solutions to the linguistic invasion that arose through cultural exchange, which led to dependence on the Arabic language more than any other language, then a set of proposals and recommendations, then a list of sources and references that I relied on in my study, and then an index of the topics mentioned in the study.
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Harisca, Rodhy. „Ahammiyah Maddah Fiqhu al-Lughah al-'Arabiyah fi Ta'lim al-Lughah al-'Arabiyah“. International Journal of Arabic Language Teaching 1, Nr. 01 (31.08.2019): 75. http://dx.doi.org/10.32332/ijalt.v1i01.1592.
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The objectives of this article is to classify the importance of Arabic philology subject in teaching Arabic language and to explain the basic theory of Arabic philology (its concept, topics, and issues). The article adopted the descriptive method as the researcher analyzed the importance of Arabic philology in teaching Arabic language. The article findings indicated that Arabic philology subject has an important value and useful in the field of teaching Arabic language, as discussing about Arabic language matters. Based on the research findings, the researcher recommended conducting a research study about the rest contents of this subject for achieving the educational goals. In order to face global interaction using Arabic language which known as one of the international languages and then later to understand the message of Islam which originated in Arabic.
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Muflihah, Muflihah, Sholehan Sholehan und Muhammad Baihaqi. „Integration of Four Language Skills in Arabic Language Learning“. Jurnal Al Bayan: Jurnal Jurusan Pendidikan Bahasa Arab 16, Nr. 1 (11.06.2024): 69. http://dx.doi.org/10.24042/albayan.v16i1.18381.
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This article discussed Arabic language learning integration skills in Arabic Language Education at UIN Sunan Ampel Surabaya. This research was a form of commitment to the quality of Arabic language education. Besides, it was prominent research to ensure the relevance of the curriculum and the effectiveness of Arabic language learning in the Arabic department at UIN Sunan Ampel. Moreover, this research aimed to improve educational programs and learning strategies that are more suitable to students' needs in facing the challenges of an increasingly complex era. A qualitative approach was used with observation, interviews and documentation with data sources from informants consisting of study program heads, school principals, Arabic teachers and PLP 2 program students as well as written documents related to the integration of four language skills in learning Arabic. The results of this research indicated that the comprehensive integration of the four language skills in the Arabic curriculum as stipulated in the madrasah independent curriculum provided significant potential for improving students' communication skills in Arabic as a global communication tool.
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Qamry, Talat Zahir. „Arabic as a Second Language: A Case Study on Expatriates in KSA“. LingPoet: Journal of Linguistics and Literary Research 3, Nr. 3 (30.09.2022): 87–100. http://dx.doi.org/10.32734/lingpoet.v3i3.9569.
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The present paper describes how expatriates of different linguistic backgrounds cope with the Arabic language differently during their stay in the Kingdom of Saudi Arabia. Linguistically, the expatriates here can be divided into two distinct categories; (1) those, for whom Arabic is not a foreign language; (2) those, for whom Arabic is a foreign language. The study analyzes the functional level of the Arabic language in category 2. Multiple sociolinguistic factors are responsible for learning or acquiring Arabic as an ASL, AFL, ALF, or ALL amongst the non-Arabic expatriates in KSA. The paper describes how the incomplete/ partial linguistic competency among the expatriates sometimes extended into a full-fledged skill- in the case of (A) those who stayed here longer for generations and could not return to their native place. (B) Those who go back to the native site forever as their job tenure is over. In both cases, language loss occurs; In terms of the case (A) First language loss is observed, on the other hand, in case (B) incomplete or partial (Arabic) language competency is lost. The persisting situation demands realistic affirmative action collectively.
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Kaye, Alan S., und Kees Versteegh. „The Arabic Language“. Journal of the American Oriental Society 120, Nr. 1 (Januar 2000): 120. http://dx.doi.org/10.2307/604908.
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Ohlander, Erik S., und Kees Versteegh. „The Arabic Language“. Language 75, Nr. 1 (März 1999): 215. http://dx.doi.org/10.2307/417554.
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Muehlhaeusler, Mark. „The Arabic language“. Journal of Multilingual and Multicultural Development 38, Nr. 10 (31.03.2017): 944–45. http://dx.doi.org/10.1080/01434632.2017.1307045.
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Schwartz, Mila, Haitham Taha, Hanan Assad, Ferdos Khamaisi und Zohar Eviatar. „The Role of Emergent Bilingualism in the Development of Morphological Awareness in Arabic and Hebrew“. Journal of Speech, Language, and Hearing Research 59, Nr. 4 (August 2016): 797–809. http://dx.doi.org/10.1044/2016_jslhr-l-14-0363.
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Purpose The purpose of the present study was to investigate the role of dual language development and cross-linguistic influence on morphological awareness in young bilinguals' first language (L1) and second language (L2). We examined whether (a) the bilingual children (L1/L2 Arabic and L1/L2 Hebrew) precede their monolingual Hebrew- or Arabic-speaking peers in L1 and L2 morphological awareness, and (b) 1 Semitic language (Arabic) has cross-linguistic influence on another Semitic language (Hebrew) in morphological awareness. Method The study sample comprised 93 six-year-old children. The bilinguals had attended bilingual Hebrew−Arabic kindergartens for 1 academic year and were divided into 2 groups: home language Hebrew (L1) and home language Arabic (L1). These groups were compared to age-matched monolingual Hebrew speakers and monolingual Arabic speakers. We used nonwords similar in structure to familiar words in both target languages, representing 6 inflectional morphological categories. Results L1 Arabic and L1 Hebrew bilinguals performed significantly better than Arabic- and Hebrew-speaking monolinguals in the respective languages. Differences were not found between the bilingual groups. We found evidence of cross-linguistic transfer of morphological awareness from Arabic to Hebrew in 2 categories−bound possessives and dual number−probably because these categories are more salient in Palestinian Spoken Arabic than in Hebrew. Conclusions We conclude that children with even an initial exposure to L2 reveal acceleration of sensitivity to word structure in both of their languages. We suggest that this is due to the fact that two Semitic languages, Arabic and Hebrew, share a common core of linguistic features, together with favorable contextual factors and instructional factors.
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Asrina, Asrina, und Ilham Ramadhan. „al-Qarabah Baina al-Lughah al-Arabiyyah wa al-Lughah al-‘Ibriyyah Lughatain Samitain: Dirasah al-Lughah al-Muqaranah Baina Huruf al-Jar wa מילות יחס ( (Milot Yakhats)“. Arabiyatuna : Jurnal Bahasa Arab 6, Nr. 1 (13.04.2022): 283. http://dx.doi.org/10.29240/jba.v6i1.4213.
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This study aimed to describe the language kinship between Arabic and Hebrew as semitic languages when comparing حروف الجر and מילות יחס (milot yakhats). The question in this study addressed the similarities and differences between حروف الجر in the Arabic language and מילות יחס in the Hebrew language as semitic languages. The data source for the prepositions in the Arabic language rested upon “the Noble Qur’an, and the data source for the מילות יחס in the Hebrew language relied on the book “ תנ”ך (Tanakh). The data analysis was carried out using the comparative language approach. After analyzing the data, this study revealed that there are similarities and differences in the languages’ structures and meanings, indicating that the Arabic language and the Hebrew language are semitic languages. The similarities between حروف الجر in the Arabic language and מילות יחס in the Hebrew language can be found in the use of the noun after prepositions, and meanings if the מילות יחס and the حروف الجر used in the sentence. The differences between حروف الجر in the Arabic language and מילות יחס in the Hebrew language demonstrate that the מילות יחס has many rules in its use, where the word afterwards affects its movement. Such a case does not exist in the Arabic language, and that حروف الجر draws what follows it from the nouns, and this does not exist in the Hebrew language because it have no syntax. Subsequently, ל מילות יחס and حروف الجر have different meanings when used in sentences.
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Abdulaziz, Alotaibi. „The Importance of Arabic Language on Advertising Content in Saudi Arabia“. International Journal of Religion 5, Nr. 11 (28.06.2024): 2316–30. http://dx.doi.org/10.61707/bx4mrw50.
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The provision of Arabic language content when it comes to advertising is now seen as a trend in Saudi Arabia, and numerous factors have been seen to be the driving force behind this pattern. Having the Arabic language in Saudi Arabia's advertising space is not just an issue but also a crucial necessity.To investigate the role and magnitude of utilizing Arabic content in advertisement in the marketing domain in the Saudi Arabian market.The study applies qualitative methods. Semi-structured interviews are used to collect data from 12 Saudi consumers. The brand's engagement with the culture is significantly enhanced by incorporating Arabic language into their advertising, ensuring authenticity and cultural sensitivity, thereby fostering genuine connections with their target audienceUsing Arabic language in advertising campaigns significantly impacts customer engagement and brand perception in the Saudi Arabian market.
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Bahauddin, Bahauddin. „اللغة العـربية في سياق اللغات السـامية“. Al-Fusha : Arabic Language Education Journal 1, Nr. 2 (04.09.2020): 37–44. http://dx.doi.org/10.36835/alfusha.v1i2.347.
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The birth of Arabic in the form of what is now started from a long civilization in the past. The scientists then classified the language, including the language revealed by Noah›s children who later spread in various languages in the world, especially Arabic. Sam language became the language of his Arabic ancestors. But what is the difference between these languages and other European languages? This needs to be known so that the horizon related to the language is wide open.
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Nasaruddin, Nasaruddin. „INTERFERENSI FONETIS BAHASA ARAB DALAM BAHASA INDONESIA: ANALISIS UJARAN BAHASA INDONESIA OLEH PENUTUR ARAB“. Adabiyyāt: Jurnal Bahasa dan Sastra 1, Nr. 2 (11.12.2017): 201. http://dx.doi.org/10.14421/ajbs.2017.01204.
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This article aims to analyze the forms of phonetic interference of Arabic language in the Indonesian language speech spoken by an Arabic native speaker. The source of the data and the object of analysis in this article are the recordings of religious lectures of a preacher from Madinah, Saudi Arabia, Sheikh Ali Jabir, which have been delivered in Indonesian language and widely circulated on YouTube site. The lecture recordings are positioned as Indonesian speech events delivered by an Arabic native speaker. The analytical frameworks used in this paper are the theory of the first language interference over the second language, the theory of contrastive analysis, and the theory of error analysis. The interference theory is applied to understand the flow and the form of interference between Arabic and Indonesian language. The contrastive analysis is applied to identify the phonemic differences between Arabic and the Language of Indonesia and to predict the interferences they cause. Meanwhile, the error analysis is applied to identify the forms of phonetic interference of Arabic over the Indonesian language and to explain their causes and motives. This research finds that there are forms of interference of Arabic sounds in Indonesian speeches spoken by an Arabic native speaker which can generally be patterned in two forms, namely, changes in the pronunciation of unknown Indonesian sounds in Arabic, and changes in the pronunciation of the sounds of the Indonesian words derived from the Arabic language. Both of these two patterns are marked by the change of point and manner of articulation of some Indonesian sounds.