Academic literature on the topic 'Kalamian language'

La figura de Julius de Akfahs como biógrafo de mártires y el papel clave desempeñado por Samuel de Kalamūn en el monasticismo egipcio del siglo VII son de enorme importancia. Con el objetivo de valorar cómo evolucionó la veneración tributada a ambos ofrecemos todos los textos litúrgicos relacionados con ellos acompañados de comentarios a los mismos.

Arabic is a subject that must be presented within the scope of madrasah learning. Arabic consists of 4maharah(skills), andmaharahwhich is considered the most important ismaharah al-kalam(speaking skills). Madrasa students are expected to be able to apply Arabic in the school environment. However, the majority of Aliyah madrasah students are embarrassed to express themselves using Arabic during learning. They tend to be rigid and are not used to expressing feelings and ideas in Arabic orally. To overcome this problem, teachers should choose and use the right method for learning Arabic, in particularmaharah al-kalam. The many and varied Arabic language methods must be adapted to the abilities and conditions of the students. In this article, the author will focus on discussing the application of the methodhill al-musykilat(problem solving) in learningmaharah al-kalam. This method is considered appropriate if applied to Aliyah madrasah students. With reasons, learning objectivesmaharah al-kalamcan be achieved with this method. As for one of the goals is that students are able to think and analyze problems, and express answers using Arabic orally in accordance with the problems that have been presented previously.

This article aims to examine Chomsky's Transformative Generative language theory and its application in Arabic grammar. The method used in this study is qualitative based on literature study, which is a research method that provides an explanation by using analysis based on the literature that supports TGT studies. The research object of this study is Chomsky's language theory, namely Transformative Generative Grammar (TGT). This research answers two questions. First, "How is the explanation of Chomsky's generative transformative theory?". Second, "how is the generative transformative theory applied to Arabic grammar? The results of this study are that there are concepts used to understand TGT including: inner structure and outer structure (At-Tarokib As-Sathiyah and Tarokib Al-Asasiyah); competence and performance (Al Kifayatul Lughowiyah and Al-Adaaul Kalamiy); generative and transformative (At-Taulidiyah wa Tahwiliyah). Generative rules have forms like the rules found in standard writing. These rules include: Ruknun Fi'liyun consists of 1) fi'il + Ruknun Ismiy (Fa'il + Ma'ulun bih); 2) Ruknun Ismiy (Harf Jar + Alif Lam Ta'rif + Isim). While the Transformation Rules include: 1) Elimination (Harf, Isim, Fi'il, Amount); 2) Expansion; 3) Addition; 4) Change of Order; 5) replacement; 6) Abbreviation.

The treasure of interpretation in Indonesia from generation to generation has developed and is very relevant to be studied further. The development of interpretation studies will have a positive impact on the advancement of Indonesian culture as well. So many interpretations in regional languages are evenly distributed in Indonesia, one of them is the interpretation of Taj Al-Muslimin min Kalami Rabbi Al-Alamin, the second work of KH Misbah Musthafa. This interpretation which only consisted of 4 volumes did not finish until 30 juz because KH Misbah Mustafa had died. This interpretation work uses Javanese and is written using the pegon script. Pegon script is a script only known since the colonial period which was used by Indonesians to give news to others so that the invaders could not read. This then developed into a pattern of writing the interpretation of the archipelago, especially in Java. By using a historical approach and a qualitative method with descriptive analysis, this paper examines in detail the aspects of locality in the second interpretation of KH Misbah Mustafa. Finally, it can be mapped into three aspects of locality, namely locality in appearance, communication and interpretation, all of which are contained in the second book of interpretation by KH Misbah Mustafa.

The researcher believes that a student at the Department of Arabic Language at Sunan University has degrees facing problems when he learns the skill of speech, including weak tendencies that lead to negative student activity and the presence of tedious educational materials in teaching speaking. This research aims to demonstrate the importance of communication materials in speech. Generally, the objectives of this research are to know the importance of activities by Role Playing of Arabic. In addition, specifically, it is to know 1) system of learning skills to speak, 2) Student motivation in process. This research was using descriptive qualitive as research method. The data collection methods was using participation observation, deep interviews, and also documentation. The results of the research show that 1) The proposed education system contains good goals, comfortable methods and attractive evaluation of educational tools based on the Internet., 2) The communication article indicates the effectiveness of the lesson for the subject of speech and the promotion of students' tendencies to participate in the process of teaching and learning in a likable and interesting way, by creating persuasive educational materials until the result of their daily test reaches 85%, as well as the increase in student tendencies about 90% in participation. The novelty of this research is proving that the student’s performance improvement in his speaking in the Arabic language is mainly related to his continuous practice outside of the classroom and playing. This research has contributed to the problem solving of the lack of learning activeness that arises from oneself. يرى الباحث أنّ طالبا بقسم تعليم اللغة العربية بجامعة سونان درجات يواجه مشكلات حين تعلّمه مهارة الكلام، منها ضعف الميول الذي يؤدي إلى سلبية نشاط الطّالب وكذلك وجود المواد التعليمية المملة في تعليم التحدث. يهدف هذا البحث إلى بيان أهميّة المواد التواصلية في الكلام، و يهدف بتفصيل أكثر إلى معرفة 1)نظام تعليم الكلام، و2)حالة دافعيّة الطّلبة. المنهج الذي يستخدمه الباحث في هذا البحث هو المنهج الوصفيّ وطريقة جمع البيانات بالملاحظة بالمشاركة، المقابلة المتعمقة والوثيقة. لقد أظهرت نتائج البحث أنّ 1) نظام التعليم المقترح يحتوى على الأهداف الجيدة، الطرائق المريحة والتقويم الجذابةمن الأدوات التّعليميّة المعتمدة على الإنترنيت، 2)تشير المادة الاتصالية إلى فعاليّة الدّرس لمادة الكلام وترقية ميول الطّلبة في الاشتراك في عمليّة التّعليم والتّعلّم بأسلوب محبّب وشيّق وذلك عن طريق تهيئة المواد التعليمية المقنعة حتى تصل نتيجة اختبارهم اليومي إلى 85 % وكذلك ارتفاع ميول الطّلبة حوالى 90% في الاشتراك. وأمّا الإضافة الجادّة للبحث فهي إثبات أنّ تحسّن أداء الطّالب في حديثه باللّغة العربيّة مرتبطٌ أساسًا بممارسته لذلك بشكلٍ مستمرٍّ خارج الفصل، ولعب مع المواد الاتصالية مقترحان في إطار خياليّ وتنشيط عمليّة التّعلّم التي تؤدّي إلى تنمية قدرات الطّلاب على تعلّم مهارة الكلام.

الهدف من هذا البحث هو : 1) معرفة تنفيذ تعليم مهارة الكلام بالعربية للطلاب الفصل الأول للعالية في معهد المؤمن. 2) معرفة المشكلات التي يوجهها الطلاب الفصل الأول للعالية في معهد المؤمن في تطبيق الكلام بالعربية في العام الدراسي 2023/2024. 3) معرفة المحاولة التي أجراها قسم إحياء اللغة بمعهد المؤمن لحل هذه المشكلات. هذا البحث هو البحث الوصفي التحليلي. يقام هذا البحث في معهد المؤمن نعروكي سوكوهارجو من ديسمبر 2023 إلى مايو 2024. الموضوع في هذا البحث هو الطلاب للفصل الأول للعالية ويكون المخبرون من هذا البحث هو الأساتيذ وأعضاء قسم إحياء اللغة بمعهد المؤمن. وأما الطريقة التي سارت عليها الباحث للوصول على البيانات المحتاجة في كتابة هذا البحث وهي طريقة الملاحظة والمقابلة والتوثيقية. وأما الطريقة لتصحيح البيانات هي التثليث، وأما الطريقة لتحليل البيانات هي جمع البيانات وتجليب البيانات وعرض البيانات واتخاذ الخلاصة. وأما نتائج البحث دلت على : 1) تنفيذ تعليم مهارة الكلام بالعربية أدى خارج وقت الدراسة في الفصل. ومن البرامج أجراها قسم إحياء اللغة بمعهد المؤمن يعني ؛ المحاضرة بالعربية, والمحاورة, وتلقين المفردات, والتوصية التشجيعة في الكلام بالعربية. 2) مشكلات تطبيق مهارة الكلام التي يواجهها الطلاب للفصل الأول للعالية هي المشكلات اللغوية والمشكلات غير اللغوية. المشكلات اللغوية هي ضعف في استيعاب المفردات وضعف في القواعد اللغوية. أما المشكلات غير اللغوية تحتوي على الخوف الطلاب عند التحدث بالعربية, وقلة دافع الطلاب للتكلم بالعربية, ولم يكن البيئة اللغوية في سكن الطلاب. 3) المحاولات التي أجراها قسم إحياء اللغة بمعهد المؤمن لحل هذه المشكلات هي ؛ اصدار قاموس المفردات والعارات، احضار الأساتيذ الناطقين بالعربية لتشجيع الطلاب على التحدث بالعربية، إقامة المحكمة لمجاوز اللغة، امتحان حفظ المفردات، وإذاعة إصلاح اللغة This study aims to: 1) Knowing the implementation of learning Arabic speaking skills for class 1 Aliyah at Al Mukmin Islamic Boarding School. 2) Knowing the problems faced by 1st grade Aliyah students at Al Mukmin Islamic Boarding School in the application of Arabic speaking in the 2023/2024 academic year. 3) Knowing the efforts made by the Language Department of Al Mukmin Islamic Boarding School to overcome these problems. This research is a descriptive analysis research. Located at Al Mukmin Islamic Boarding School Ngruki Sukoharjo in December 2023 to May 2024. The subjects in this study were 1st grade Aliyah students, while the informants were teachers, language department. Data collection methods with observation, interviews and documentation. Data validity test using source triangulation. Data analysis with an interactive model from Miles and Huberman, which begins with data collection, data reduction, data presentation, and conclusion. The results showed that: 1) The implementation of learning speaking skills in Arabic is carried out in hours outside of school hours. Among the Arabic speaking learning programs run by the language department are; Arabic speech practice, muhawaroh, memorization of mufrodat, and motivational lectures in Arabic. 2) Problems in the application of Arabic speaking faced by 1st grade Aliyah students are; language factors and factors outside the language. Factors related to language are weak mastery of Arabic vocabulary and weak students in grammatical language. While factors outside the language include students' fear of being wrong when speaking in Arabic, students' lack of motivation to speak Arabic, and the Arabic-speaking environment that has not been formed in the students' dormitory. 3) The efforts made by the language department of Al Mukmin Islamic Boarding School to overcome the above problems are: publishing a dictionary of Arabic mufrodat, bringing in ustadz who speak Arabic to provide motivation for students, conducting trials for language violators, holding mufrodat exams, broadcasting Arabic language justification. Penelitian ini bertujuan untuk: 1) Mengetahui pelaksanaan pembelajaran ketrampilan berbicara bahasa Arab bagi kelas 1 Aliyah di Pondok Pesantren Islam Al Mukmin. 2) Mengetahui problematika yang dihadapi siswa kelas 1 Aliyah Pondok Pesantren Islam Al Mukmin dalam penerapan berbicara Bahasa Arab pada tahun pelajaran 2023/2024. 3) Mengetahui usaha yang dilakukan bagian Bahasa Pondok Pesantren Al Mukmin untuk mengatasi problematika itu. Penelitian ini merupakan penelitian deskriptif analisis. Bertempat di Pondok Pesantren Islam Al Mukmin Ngruki Sukoharjo pada bulan Desember 2023 sampai Mei 2024. Subyek dalam penelitian ini adalah siswa kelas 1 Aliyah, sedangkan informan adalah guru, bagian Bahasa. Metode pengumpulan data dengan observasi, wawancara dan dokumentasi. Uji keabsahan data dengan menggunakana triangulasi sumber. Analisis data dengan model interaktif dari Miles and Huberman, yang dimulai dengan pengumpulan data, reduksi data, penyajian data, dan penyimpulan. Hasil penelitian menunjukkan bahwa: 1) Pelaksanaan pembelajaran ketrampilan berbicara dalam bahasa Arab dilakukan pada jam di luar jam sekolah. Di antara program pembelajaran berbicara bahasa Arab yang dijalankan oleh bagian bahasa yaitu ; latihan berpidato dengan bahasa Arab, muhawaroh, hafalan mufrodat, dan ceramah motivasi dalam bahasa Arab. 2) Problematika penerapan berbicara bahasa Arab yang dihadapi siswa kelas 1 Aliyah yaitu ; faktor Bahasa dan faktor di luar bahasa. Faktor yang berhubungan dengan Bahasa yaitu lemahnya penguasaan kosakata Bahasa Arab dan lemahnya siswa dalam gramatikal Bahasa. Sedangkan faktor di luar Bahasa meliputi ketakutan santri akan salah ketika berbicara dalam Bahasa Arab, kurangnya motivasi siswa untuk berbicara Bahasa Arab, dan lingkungan berbahasa Arab yang belum terbentuk di dalam asrama santri. 3) Usaha-usaha yang dilakukan oleh bagian Bahasa Pondok Pesantren Islam Al Mukmin untuk mengatasi problematika di atas adalah dengan melakukan : menerbitkan kamus mufrodat bahasa arab, mendatangkan ustadz yang berbahasa ibu bahasa arab untuk memberikan motivasi bagi siswa, menjalankan persidangan bagi para pelanggar bahasa, mengadakan ujian mufrodat, siaran pembenaran bahasa Arab.

Names of ethnocultural realities occur in every language. They pose quite serious challenges to lexicographers in the process of compiling translation dictionaries. The reason for that is often the untranslatability of such words and the absence of their precise equivalents in other languages. This is a serious problem when compiling any translation dictionary but at the same time, the entirety of such lexical units create the national and linguistic image of the Universe. There is not a single uniform opinon about the classification of the ethnocultural lexis among the linguists. Some of them consider that such lexis includes idioms, phraseologisms, proverbs, and even proper names. When incorporating the names of ethnocultural realities in the dictionary, it is essential to select such words beforehand and divide them into thematic groups, on the one hand, and to explore and discover the relevant translation tools, on the other hand. One of the functions of the translation dictionaries is to deliver the culturological data by means of the words of ethnocultural content. We have analyzed some of the Georgian-German dictionaries (i.e. K. Tschenkéli, 1965-1974; R. Zekalashvili, 2009) from the above-mentioned perspective. Some thematic groups were selected from the available words of ethnocultural content (it should be noted that a certain part of these lexical units was not of Georgian origin), namely:Traditional festive days, such as: xaṭoba − Chatoba (Heiligenfest, Kirchweih, Kirmes) ‘Festival of pagan shrine’, ‘Saint’s day’; bzoba − Palmsonntag ‘Palm Sunday’; mariamoba − Mariä Himmelfahrt ‘Dormition of the Virgin’; giorgoba − Tag des heiligen Georg ‘St George’s Day’.Customs and traditions: kadagi − Prediger, Propezeiher ‘shaman, seer’; tamada − Tafelleiter, Tischvorsitzender ‘chairman of feast’, ‘toast-saying master’; sadγegrӡelo − Toast, Trinkspruch ‘toast’; q̇anc̣i − Trinkhorn, Weinhorn ‘drinking horn’.Terms referring to work activities such as tone − Bäckerei, Tongefäss ‘cylindrical clay oven for flat bread’; kvevri − Weinkrug (in der Erde vergraben) ‘wine-jar (set into ground)’; sac̣naxeli − Trotte, Weinkelter ‘pressing device to press juice of grapes for wine’. Names of dishes and sweets: xinḳali − Chinkali (Art Ravioli) ‘ravioli’ (chopped meat boiled in pastry sache); xačạ ṗuri − Käsekuchen ‘pastry with cheese/ curds filling’; sacivi − Sazivi (Puten- oder Geflügelbrühe mit gewürzter Walnusssoße) ‘chicken/turkey in cold walnut sauce’; sulguni − Sulguni (eine Art Käse) ‘variety of hard cheese’; gozinaq̇i − Gosinaki (Näscherei aus Nüssen und Honig zum Neujahr) ‘chopped nuts boiled in honey’; čurčxela − Tschurtschela (aufgefädelte Nüsse, die im Most getunkt und gedörrt sind) ‘string of walnuts/hazel-nuts/raisins etc. dipped into thickened boiled grape-juice’. Clothes and shoes: čoxa-axaluxi − kaukasische männliche Tracht, Halbrock ‘Caucasian tunic and coat’, ‘man’s national dress’; kalamani − Bastschuh, Ledersandale ‘laced sandal’; nabadi − Filzmantel, kaukasischer Filzüberwurf ‘felt jacket(s) and cloak(s)’. Musical instruments: panduri − Fanduri (dreisaitiges Zupfinstrument) ‘3-stringed lute’; čonguri − Tschonguri (viersaitiges Musikinstrument) ‘four-stringed lute’; čịanuri − Tschianuri (georgisches Streichinstrument) ‘3/4-stringed Georgian viol’; gudasṭviri − Dudelsack, Sackpfeife ‘bagpipes’. Dances and songs: samaia − ‘women’s round-dance’; iavnana − child’s lullaby’. Plays and other means of entertainment: q̇eenoba − Kheenoba (Maskenspiel am ersten Montag des Fastens) ‘fertility festival, carnival’; beriḳaoba − Berikaoba (Volksmaskenspiel) ‘summer carnival (dressed as wild animal)’; laxṭaoba − Gürtelspiel der Jungen ‘boy’s belt game’; ḳuḳudamalobana − Fangspiel, Versteckspiel ‘children’s game hide-and-seek’; daxučọ bana − Blindekuh ‘hide-and-seek’. Fairy-tale characters and magic things: nacarkekia − Aschenbrödel, Faulenzer, Müßiggänger ‘lazy but sly fairytale hero’; ḳudiani dedaberi − Hexe, Alraune ‘a witch’, ‘evil demon’; učinmačinis kudi − Tarnkappe ‘magic cap of invisibility’; naṭvris tvali − Wunschstein ‘magic stone, magic jewel’. Terms of endearment: šeni čịrime − mein Liebes, du meine Güte! (dein Ungemach auf mich, deine Not mir) ‘my darling, please’ (lit. (give your) trouble to me); šen genacvale − mein Liebes!; tu mir die Liebe! (ich will dich in der Not ersetzen, ich will für dich durchs Feuer gehen) ‘my dear!’ (let me take your place, if something bad happens). In the above-mentioned Georgian-German dictionaries several means are used to express Georgian ethnocultural realities: a) definitions of words are transliterated; b) detailed explanations of the content and meaning of the realities without transliterations (or loan translation); c) selecting proper lexical units of similar content available in German. საკვანძო სიტყვები: ეთნოკულტურული ლექსიკა, ორენოვანი ლექსიკონები, გერმანულ-ქართული ლექსიკონი, თარგმნითი ეკვივალენტი. Keywords: Ethno-cultural Vocabulary, Bilingual Dictionaries, German-Georgian Dictionary, Translation equivalent.

В статье рассматриваются пути эволюции христианской сакральной географии на примере плато Каламун в центральной Сирии (селения Сайдная, Маалула, Кара и др.), до недавнего времени – области компактного расселения христиан и бытования новоарамейского языка. По данным археологии и искусствоведения, древнейшая фаза выстраивания христианского сакрального ландшафта в регионе относится к ранневизантийской эпохе (IV–VI вв.). После полосы «темных веков» (VII–X вв.) появляется целый ряд письменных источников, позволяющих реконструировать систему св. мест региона, начиная с XI в. Большая часть этих текстов связана с культом Сайднайской иконы Богоматери, выступавшей в Высокое Средневековье святыней общехристианского масштаба. С XV в. уровень почитания Сайднайской иконы снижается до регионального, а с XVII в. заметно сокращение христианского населения плато Каламун вследствие миграций и исламизации, вслед за чем деградирует система местной сакральной географии. Различные фазы этого упадка отражены путешественниками кон. XVII–XIX вв. The article explores the evolution of Christian sacred geography, as exemplified by the Kalamun Plateau in central Syria (including the villages of Sednayah, Maalula, Qara, etc.), which until recently was an area densely populated by Christians, where the New Aramaic language was spoken. Insights from archaeology and art history indicate that the earliest phase of Christian sacred landscape's emergence in the region dates back to the early Byzantine period (4th—6th centuries). Following a period known as the «Dark Ages» (7th—10th centuries), numerous written sources emerged that facilitate the reconstruction of the region's sacred site system, starting from the 11th century. Most of these sources are associated with the veneration of the Icon of Our Lady of Sednayah, which was considered a pan-Christian relic during the High Middle Ages. From the 15th century onward, worship of the Sednayah Icon shrank to just the regional level, and in the 17th century, the Christian population of the Kalamun Plateau began to decline noticeably due to migration and the spread of Islam; the local sacred geography system deteriorated as a result. The various stages of this decline are documented by travellers in the late 17th through 19th centuries.

Morphologically, the infinitive of the verb لحَنَ يَلْحَنُ the concept of “اللِحْنُ /al-laḥn”, lexicographic tune, composition, melody, harmonious sound that is pleasing to the ear; It has different meanings, such as speaking incorrectly and speaking in a closed and pseudonymous way that no one else can understand. In the Arabic language terminology, the concept in question is described as the opposite of fluent Arabic and in the pronunciation of letters or words; in the meaning and use of words; it means to make mistakes in the formation of the sentence and in the irapta/movements. The phenomenon of laḥn, which can be briefly defined as the incorrect use in the language, is a subject that needs to be examined in many ways. In this study, the subject of Detection of the Laḥn Phenomenon in the Arabic Language Literature and Sources Used in Tasḥîḥ has been examined. It is beyond argument that language, which is one of the hallmarks of human beings, is in a state of constant change as a living entity by nature, depending on both cultural, economic and technological developments. Functionally, language is the most vital part of life, the basic element of literature and national culture, and has an important place in human life. In addition to these, as a means of communication and expression, it has features such as approximator and fuser. Because of these features, peoples have attached importance to its correct development. Arabs, who had a distinguished place in the pre-Islamic period with their fluency and eloquence, clearly put language and literature above everything else and considered this a source of pride. With the disposition they inherited from their ancestors, they could easily understand which word signified which meaning. They did not need any grammatical rules to correct or strengthen the selica. Along with Islam - especially with the people's influx of people entering Islam in groups as a result of the conquests - the contact of Arabs with many foreign cultures, and the widespread use of laḥn in the Arabic language began to appear in almost every part of the society and in many different fields. It is known that this situation played a leading role in laying the foundation of the Arabic grammar and starting the dictionary studies in the eyes of the scholars of the period. But II/VII. Since the middle of the century, studies such as lexicon and grammar were not sufficient and the phenomenon of laḥn continued to become widespread, and the "Laḥnu'l-âmme, Laḥnu'l-hâṣṣe, Mâ telhânü fîhi'l-ʿamme, Laḥnu'l-avâm" aimed at detecting and correcting erroneous uses. and laḥnu'l-havâṣ”, many works have been written. Ali b. Hamza al-Kisâî's (d. 189/805) Mâ telḥanü fîhi'l-ʿavâm, and Ibn al-Sikkît's (d. 244/858) Iṣlâḥu'l-manṭık; Mufaddal b. Mâ telḥanü fîhi'l-ʿamme of Salama (d. 290/903); Kitâbü'l-Faṣîḥ by Abu'l-Abbas Sa'leb (d. 291/904); Leyse fî kalami'l-ʿArab of Ibn Halaveyh al-Hamedani (d. 370/980); Abu Bakr al-Zubaidi's (d. 379/989) Laḥnü'l-ʿavâm; The Tes̱ḳīfü'l-lisân of Ibn Makkî (d. 501/1108); Abu Muhammad al-Harîrî's (d. 516/1122) Dürretü'l-Şavvâṣ fî evhâmi'l-ḫavâṣ; Ebû Mansûr al-Cevâlîkî's (d. 540/1145) Tekmileti îṣlâḥ mâ taġleṭu fîhi'l-ʿâmme; Ibn Hisham al-Lahmi's (d. 577/1181) al-Medḫal to taḳvîmi'l-lisân; Ibn Berrî al-Maqdisî's (d. 582/1187) Ġalaṭü'ḍ-ḍuʿafâʾ mine'l-fuḳahâʾ; Works such as İbnü'l-Cevzî's (d. 597/1201) Calendarü'l-lisân and Ebü's-Safâ es-Safedî's (d. 764/1363) Taṣḥîḥü't-taṣḥîf are some of the works written in this field. are important works. Recently, some works have been written on the detection and correction of the phenomenon of laḥn in the Arabic language. Tehẕîbü'l-elfâẓi'l-'âmmiyye by Muhammad Ali ed-Dusûkî; Teẕkiretü'l-kâtib of Es'ad Halîl Dâğir, Aḫtâunâ fi's- ṣuḥûf ve'd-devâvîn of Salâhuddîn ez-Ze'balâvî; Abdulkadir al-Mağribî's Asarâtü'l-lisân fi'l-luga; Works such as Muhammad al-Adnânî's Mu'cemü'l-ağlâṭi'l-lükeviyya al-muâṣıra and Şevkî Dayf's Taḥrifâtü'l-'âmmiyye li'l-füṣḥâ are some important works that stand out in this context. are studies. The authors in question tried to prove the authentic format based on some sources, not randomly, while detecting and correcting the errors they observed. Although the quantity and quality vary from person to person, these sources are generally Arabic poetry, the Qur'an, recitations, hadiths, fluent Arabic prose, the lexical meaning of the relevant word or phrase, and Arabic grammar.