جستجوی مقالات مرتبط با کلیدواژه « Arabic Language » در نشریات گروه « ادبیات و زبان ها »

One of the methods of examining poems and measuring them in the languages of the world is rhyme, which is often studied alongside the science of prosody and sometimes as an independent science. So that some people return the Arab understanding of rhyme to the period before Islam, and attribute the establishment of the science of rhyme to one of the poets of the Age of Ignorance, namely Mohalhal. In this research, analytical-descriptive method based on library tools has been used. Our primary goal in the present research was to show the difference and alignment between the letters and rhyming movements of Arabic and Dari languages. The findings of this research indicate that the comparison of rhyming letters and movements in Arabic and Dari languages is a sign that there are differences in the number and divisions of the rhyming letters of these languages. The comparison of such matters will be a good step in the direction of strengthening the grammar of Arabic and Dari languages. The main question that has been addressed is how to use and the difference in the number of letters and rhyming movements in Dari and Arabic.

Rhyme: It is the last word of the verse that needs to be repeated, or the last moving letter in the verse, after which there is a stationary letter, or the letter on which the ode is based, among poets, they say the last word of the poem.
The founder of Mohlhal science is Ebn Rabi'ah. Rhyme is something that happens at the end.

Rhyme is considered as the basic part of poems, in such a way that neglecting it causes disturbances in the understanding of poetic texts. First, the science of rhyme was established and compiled in Arabic language and for Arabic poetry, the terms of this science are all adapted from Arabic culture and language. The science of rhyme came from the Arabic language to the Persian language and there have been acquisitions in it. In this research, we will seek answers to these questions:
A) What are the similarities and differences between the rhyming letters in Dari and Arabic?
B) Is the definition and use of rhyming movements in Arabic and Dari Persian the same or are there differences?

This research has been done with analytical-descriptive method and library tools. The differences and similarities between letters and rhyming movements in Dari and Arabic have been determined.

Rhyme consists of letters and movements, the lack of repetition of which harms the beauty of the rhyme in Arabic. Its letters are:  rouy, tasis,Redf, khuruj,vasl, dakhil. The rhyming letters of the Persian language are nine letters and they are: Rouy, tasis, dakhil, redf, gheyd, vasl, khuruj, mazid, nayre. A poet has depicted it in two verses. Arabic rhyming movements: mojri, nefaz, hazv, eshba, ras, tojih. Persian rhyming movements: ras, eshba, hazv, tojih, mojri, nefaz.

Rhyme is one of the important elements of Persian and Arabic poetry, and poets have always given importance to it, writing poems with difficult rhymes, mentioning various roles for rhyme, shows their attention to rhyme.
Rhyming letters in Arabic are six letters. But there are nine letters in Persian language.
There are six movements of rhyming letters in Arabic. In the Farsi Dari language, there are six movements. It can be said that there are six differences between Arabic rhyming letters and nine in Persian language. However, the number of rhyming letters in both languages is the same, and all six movements are read.

The present study examines some Arabic Animal proverbs based on the Conceptual Blending Theory of Fauconnier and Turner (2002) in the framework of cognitive semantics. Anderson's (2013) Cognitive Proverb Model claims that proverb meaning is the result of a number of conceptual blending through which base meaning and then situational and performance meanings are constructed. Anderson's model can justify the presence of linguistic, cultural, social and situational elements in proverbs. In this research, six Arabic Animal proverbs have been selected and analyzed according to Anderson (2013) Model through a descriptive-analytic research method. The results show that the meanings of education, sermon, decree, etc. are the result of three blending processes. In the beginning, ANIMAL-HUMAN spaces are combined and through the metaphorical relationship of HUMAN AS ANIMAL, the first blended space, containing basic meaning is formed. This output is combined with the external situation space and makes the second blend involving situational meaning. Finally, the complete meaning of the proverb is created as an action in the relevant situations.

The emergence of e-learning as a subset of distance learning has paved the way for the widespread use of learner-centered learning and other changes in educational practices. Undoubtedly, one of the most important achievements in the development of information technology is the change in the field of education, which confuses users of virtual educational products. Also, not knowing the nature of these methods and being unaware of the positive and negative points of each of them leads those who wish to do so to not to make the right decision and not reach the desired result. Iqlid City is using ANP technology; and it is where data analysis was conducted – 180 questionnaires for female students and 20 interviews with female teachers – based on the objective analysis and the explanatory approach. The research sources and written documents were analyzed and interpreted thematically. The results showed that strategic and communication factors and outcomes have a significant impact on teaching Arabic online in the Corona period. By anticipating requirements, needs, planning, policy making, and serious review of human and financial resources and support, virtual education can be developed and used in future as a complement to traditional training.

In most definitions, learning style is a person’s preferred or usual way of learning. As we know, people do not learn in the same way, but prefer different methods to learn. In the learning process, each person may choose the method that they find most appropriate for themselves and abandon the methods that they do not feel comfortable with. If learners are aware of their learning preferences, they can choose appropriate methods to deal with specific learning situations and activities. The complexity of thinking and learning in humans on the one hand and the lack of interest and usefulness of textbooks and their concepts, on the other hand, as well as the inefficiency of some teachers, lack of transparency in educational goals and other factors such as learners’ desire and motivation, cause many failures. Learners do not achieve the desired results in Arabic classes and hence their aversion and coldness towards this lesson. The statistical population is all tenth grade male students in Sarpol-e Zahab city in the academic year 1399-1400 (N = 385). Using cluster sampling method and based on Morgan and Jersey table, 181 people were selected as the sample. To determine the validity, the questionnaire was provided to several experts in the field and the experts confirmed the validity of the questionnaire. Cronbach’s alpha test was used for reliability and 0.79 in sequential-general style, 0.73 for active-reflective style, 0.81 for visual-verbal style and 0.80 for intuitive sensory style were achieved, respectively.

One of the most important principles of teaching is that the teacher teaches in such a way that the level of the material presented is not difficult and incomprehensible. The teacher, as a facilitator in the matter of learning, can, through new and innovative methods, stimulate the flexibility and humor of the context to increase self-confidence in students and stimulate their curiosity. Teaching creativity to learners is one of the most important goals of education professionals. This article examines creative teaching methods with qualitative approach and analytical-descriptive method. The results of this research show that some of the most important solutions in the field of Arabic language education include revising the field of training and learning Arabic in the national curriculum with the approach of emphasizing the communicative role of the Arabic language in textbooks, revising and reforming the process of training special human resources. Teaching Arabic language, holding specialized and face-to-face teacher training courses, assigning books to practical conversations. Based on the findings of this research, the most important challenges of teaching Arabic in Iranian schools include issues such as the lack of human resources for teaching Arabic, the traditional method of teaching Arabic, the dominance of grammar and core rules in teaching Arabic, the lack of visual and auditory teaching aids, and Multimedia tools, lack of correct explanation of the objectives of Arabic language education, inappropriateness of Arabic language course evaluation method and inefficiency of in-service training.

This article seeks to present Mohammed Abu Al-Qasim Hadj Hamed's perspective on the Quranic terminology. To achieve this, the article is organized into the following steps: Conceptual Entry for Research: Here, we provide an introduction to the Holy Quran as understood by Hadj Hamed. We delve into the definition of key terms and explore the background of Mohammed Abu AlQasim Hadj Hamed. Similarities and Differences between Arabic and the Quranic Language: In this section, we examine the disparities and commonalities between Arabic and the language employed in the Quran. We highlight the Quranic language's superiority due to its divine nature and its encompassing connection to the universe. Cognitive Perception of Language and Quranic Linguistic Structure: Here, we elucidate the contrast between the divine and human utilization of language. Additionally, we shed light on the resemblance between the Quran and the universe, particularly regarding the Quranic character. Meaning of Quranic Terms: In this final section, we explore the nuanced meanings of certain Quranic terms. While some terms may initially appear similar or synonymous, their disciplined divine application assigns each term a distinct meaning that sets it apart from others. We specifically examine terms such as sanctification, prohibition, vision and consideration, witnesses, and sight as elucidated by Hadj Hamed.

Due to the importance of virtual teaching in universities, the Adobe Connect network has been used to facilitate communication between students and professors, especially during the Corona era, and Arabic language is also one of the university courses in Iran during the Corona era. Connection is taught, and of course, teaching in this network has caused many challenges to both sides of the communication, which are discussed in this essay. In this research, considering the novelty of the topic, the advantages and disadvantages of virtual education in Arabic language in Kosar University of Bojnord, with the aim of determining the quality of virtual education, showing the amount of learning in virtual space and the extent of teacher adherence to class rules, curricula and teaching methods and determining the quality of educational content in the course of virtual education and the problems and obstacles of virtual education from the perspective of Arabic language and literature students. The method of this research is descriptive and comparative. The findings of the research indicate that from the students’ point of view, the quality of virtual education in the field of Arabic language and literature at Kosar University in Bajnord is positive and significant. In addition, the amount of this difference is as much as 13.86 and more than the average value of the students’ views of the real society. Also, lack of comprehensiveness of the Adobe Connect network in terms of technology and software, financial poverty of some students in accessing mobile phones or tablets, lack of an effective strategy in the culture of using virtual space, the damage done to Arabic language due to the inappropriate use of sentences and words, the increase in workload, and pressurizing families financially are among the disadvantages of virtual learning.

The act of apology is one of the most important linguistic elements which is influenced greatly by social and cultural conditions. Regardless of the scale of the society, each person performs the act of apology while using particular interpretations or speech acts with respect to the following factors: age, gender, social status, etc. The present research aims to investigate the methods of expressing apologies in Arabic from the perspective of social linguistics. The study is both qualitative and quantitative. The data collected by Dialogue Completion Test (DCT) consists of 150 Arab native speakers of equally divided genders. The questionnaire consists of ten situations in which each person needs to apologize to the other person during his/her life. Also, it should be noted that the variables of the questionnaire are adaptable with respect to the cultures of each society.Arab native speakers were asked to carefully read the questionnaire and imagine themselves in various situations so that they select one or more propositions as their reaction to the situations. The first situation put the person in a moment when he/she has not been able to participate in an invited meeting or party. The frequent responses provided by the participants in such situations have been the profuse act of apology along with persistent justification while requesting the comprehension of the justification and forgiveness from the other side. The second situation puts a person in a moment when he/she is rejecting his friend’s request of borrowing a car by lying that the car is broken but the friend sees through the lie and the person needs to apologize for it. The most frequent form of apologizing for this situation has been the insistent justification. In the third situation, a person imagines that he/she has borrowed a book from his/her friend but the book is torn apart out of carelessness. In this situation, the person has accepted the mistake and proposed compensation. In the next situation, the person has eaten an afternoon brunch to later understand the fact that it belonged to another member of the family. Justification has been the most frequent reaction in this situation. The fifth situation pictures a scene in which a person has arrived late for a meeting with his friend and has put his friend into a long waiting. The most frequent response for such situations has been the profuse act of apology along with justification. In the sixth situation, a person imagines a moment in which one of his/her friends or a member of his/her family asks him/her to buy something but he/she mistakenly buys something else. As such, his/her friend suffers from a loss of money. Simple apologizing, accepting the mistake, and offering compensation for the loss of money have been the most frequent forms of apologizing in such a situation. In the seventh situation, the person imagines having forgotten his/her brother or sister’s birthday while other members of the family have bought a present for the brother or sister. In this case, the brother or sister is really angry over this mistake and the person needs to apologize to the brother or sister. The most frequent expression of apology used in this situation has been to profusely apologize and justify the reason for forgetting the date of the birthday. The eighth situation is the moment when a person is sitting in a ceremony backbiting another while the other person appears and hears the backbiting; therefore, the one who has backbitten needs to apologize to the other person. Again, the most frequent form of apology used in this situation has been to profusely apologize and justify the reason for backbiting. The ninth situation imagines a person who unwittingly hit a valuable vase and causes it to break. Along the same line, the most frequent form of apology used in this situation has been to profusely apologize and bring justification for it. Finally, in the tenth situation, two friends or colleagues are in the middle of a big fight when one loses the end of the rope and says unpleasant words to the other person without any ulterior motive; though the person gets regretful and tries to apologize to the other person. The most frequent form of apology used in this situation has been to profusely apologize to the other person while bringing justification and taking responsibility for the impolite act.Analysis of the results shows that Arab native speakers combine methods when they need to apologize in various situations. For example, they combine keeping their respect and friendships with another person while decreasing the created anger and fury. Moreover, they tend to use verbal apologies which are also more found among women. Women are also more like to justify their mistakes and take responsibility for their actions, though this needs to be noted that men have openly criticized the other side or defied any sort of responsibility over the action which shows their tendency toward power, dominancy, and the maintenance of social status.

Addition, the documents of one noun to another noun or one sentence to another sentence are said for purposes such as definition, praise, reduction, and various explanations that require the addition word. In addition, the second noun is the complement of the first noun, and its type and function are determined based on the need of the first word, and in Persian language, it is called "complement". Addition has very important functions in language; in a way that is very effective in understanding the meaning. This research has investigated the types of additional compounds in Arabic and Persian by analytical-descriptive method and has come to the conclusion that additional compounds in both languages, with all the differences in terms of definition and examples, have a commonality and similar function in many aspects. Also, this research made it clear that in some cases of theoretical topics, addition in Persian has been influenced by Arabic language.

Learning a foreign language is a very complex process that depends on various elements such as student, teacher, teaching method, etc. Among these elements, however, the element of teaching method plays a decisive role in the state of education, and it influences the other elements as well.  Therefore, it is very important to use a practical and effective teaching method.One of the methods that has been proposed in recent decades and has received much attention in foreign language teaching is the task-based teaching approach. This approach, as a new approach that stems from the communicative approach in language teaching, is based on tasks/ a task. In defining a task, Ellis (Ellis. 2004. P.9-10) refers to a set of essential features and believes that; a task is a workplan (1); the main focus is on meaning; has real processes in the use of language; can include any of the four language skills; involves cognitive processes; and it has a very clear communicative result.Therefore, it can be said that the main purpose of this teaching method is to increase language learners’ communicative ability through tasks that are based on meaning and reality. This method teaches language in three stages of pre-task, during task and post-task

Considering the importance and position of the Arabic language as the official language of the Islamic religion and considering its important role in the regional arena, the teaching of this language is facing major challenges. Arabic language teachers do not feel the necessary efficiency in the process of teaching it. Perhaps the lack of use of regional and global experiences in the field of Arabic language education is another reason for the existence of weak points in Arabic language learning and teaching. One of the global methods in teaching Arabic is the interactive immersion approach and its effectiveness as a global strategy in teaching Arabic. Therefore, examining the dimensions of this issue shows the importance of the present research. The current study was written with the aim of introducing and expressing the importance of teaching Arabic language through interactive immersion method. The results of the research show that the interactive immersion method is one of the most efficient methods in teaching Arabic and can be implemented as part of the Arabic education curriculum.

Considering the importance and position of the Arabic language as the official language of the Islamic religion and considering its important role in the regional arena, the teaching of this language is facing major challenges. Arabic language teachers do not feel the necessary efficiency in the process of teaching it. Perhaps the lack of use of regional and global experiences in the field of Arabic language education is another reason for the existence of weak points in Arabic language learning and teaching. One of the global methods in teaching Arabic is the interactive immersion approach and its effectiveness as a global strategy in teaching Arabic. Therefore, examining the dimensions of this issue shows the importance of the present research. The current study was written with the aim of introducing and expressing the importance of teaching Arabic language through interactive immersion method. The results of the research show that the interactive immersion method is one of the most efficient methods in teaching Arabic and can be implemented as part of the Arabic education curriculum.

Universities and second language educational institutions have witnessed the use of film broadcasting technology in an effort to achieve the educational benefits and advantages that the research agreed on its effectiveness and impact in strengthening the language skills of students. Based on this, most departments of Arabic language and literature in Iranian universities have initiated the use of film broadcasting technology when teaching language skills. However, it has not yielded the desired benefits in providing graduates with sufficient skills in understanding, comprehending and speaking. This necessitated a search for the reasons that led to the poor level of students in Arabic language and literature branch, despite having passed six units of study in the language lab lesson, in which films are broadcast for teaching listening and speaking skills. To search for the problems in the use of this technique, this study relied on the descriptive analytical approach, as it prepared a list of standards and specifications consisting of 51 values, which were prepared on the basis of previous scientific models with the aim of evaluating the educational situation in the sample universities through the questionnaire mechanism that was distributed to 180 male and female students at Allama Tabatabai Universities, Tehran, Shahid Beheshti, and Al-Zahra universities. According to the results of the questionnaires and field observations made by the researchers, the study identified defects and problems in the educational process, including the difficulty of the content of the selected films, the failure to include films within the educational framework, and the teachers’ failure to implement pre-teaching procedures, during and after teaching.

This research seeks to study the role of culture and its place in teaching the foreign language, its effect on learning the foreign language, and its effect on learning the Arabic language as an external language. In learning the external language, including Arabic, and its proportional use, the teaching of culture has not only influenced different contexts, but also in places where culture is taught with the external language, which is inevitable, we can use different methods.In fact, teaching the Arabic language outside the framework of the cultural destination language was not useful except that it accompanies some of the characteristics of the culture of that language’s society. Therefore, solving issues related to language and culture helps the quality of the process of teaching the Arabic language as an external language and achieves the scientific objectiveThe important point in learning a foreign language is that, given the culture trends of societies to learn foreign languages, we find that this approach is influenced by culture in the general sense of the word. This research, on the one hand, attempts to study the role of language and culture in teaching the Arabic language by looking at these two concepts. To achieve this goal, we have dealt with the theoretical investigations presented in this area and provide examples to illustrate the discussion. On the other hand, issues related to the process of language teaching and learning are studied in this field. In this research, we relied on the descriptive-analytical method.

One of the important issues in comparative literature research is the analysis of the reflection of words and linguistic structures in the literature of different nations. Undoubtedly, relations between different nations over the past centuries have led to cultural exchanges. Such relations between the land of Iran on the one hand and the Arab countries and the Indian subcontinent on the other hand led to the introduction of Persian words into Arabic and Indian. One of the most important language groups is Indo-European, which includes all the languages of the Indian subcontinent, Iran, as well as European, which is influenced by various factors such as the dominance of Muslim rulers, the migration of Iranian writers, conquests, bilingualism and culture... Vocabulary exchange has taken place between them. In this research, by descriptive-analytical method and using library resources, the reflection of some Arabic and Indian words in the culture of " Bahr Ajam " was investigated. And it was concluded that the Persian words involved in the Indian language are: words taken from Arabic and used in Hindi or in exactly the same sense, or their pronunciation, meaning, concept or structure has changed.

One of the important issues in comparative literature research is the analysis of the reflection of words and linguistic structures in the literature of different nations. Undoubtedly, relations between different nations over the past centuries have led to cultural exchanges. Such relations between the land of Iran on the one hand and the Arab countries and the Indian subcontinent on the other hand led to the introduction of Persian words into Arabic and Indian. One of the most important language groups is Indo-European, which includes all the languages of the Indian subcontinent, Iran, as well as European, which is influenced by various factors such as the dominance of Muslim rulers, the migration of Iranian writers, conquests, bilingualism and culture... Vocabulary exchange has taken place between them. In this research, by descriptive-analytical method and using library resources, the reflection of some Arabic and Indian words in the culture of " Bahr Ajam " was investigated. And it was concluded that the Persian words involved in the Indian language are: words taken from Arabic and used in Hindi or in exactly the same sense, or their pronunciation, meaning, concept or structure has changed.

The “Addition” documents of a name to another name is added to the benefit of such a purpose, such as the definition, allocation, discount, and various explanations, as required by the additional words. In an additional combination, the complementary is considered to be a complement to the first (sub) term; that is, the subtitle is incomplete in meaning, and to complete it, it is necessary to refer to another term that it is called “complementary”. In the same way as there is in the first word, the benefit and even the type of extraction are determined. This benefit has been raised in Arabic under the categories of “definition”, “allocation”, "discount” and “escape from grace. But in Farsi it is called “Addition”, and under this heading it is divided into different types. Additional combinations have an important role to play in terms of structure and meaning. In the least doubt, the slightest shortcoming in understanding the relationship between the two sides is disturbed in the comprehension of the subject. With this descriptive-analytic method, it became clear that the additional combinations in these two languages, with all the differences that distinguish between them, have similarities and similarities are important and significant in terms of function and variety, but in some cases additional theoretical and diagnostic issues in Persian are influenced by Arabic.

The importance and the role of films in developing listening skills and suitability of the educational film to learners’ level is a significant matter in the language teaching process and that is if the educational films are compatible with the scientific standards, including standards of the Common European Reference Framework, so it is classified to determine the levels of learners language skills on basis of six specific criteria. According to this importance, the research aims to study the language of three selected films that are taught in the Arabic language laboratory classe in Shiraz University at vocabulary and sentences level based on the common reference framework in listening skills. The method used in this research is quantitative content analysis method and the analytical-statistical study of sentences and vocabulary in films. The sample consists of three films taught in the Arabic Language Laboratory in Shiraz University, named: “Fadi the Milkman”, “I and My Brothers” and “Bitter Time Leaves”. The analysis model for episodes of each series was chosen by chance. So, seven episodes of the series “Fadi the Milkman”, seven episodes of the series “I and My Brothers” and seven episodes of the series “Bitter Time Leaves” were studied. The results indicate that most of the sentences and vocabulary in the “Fadi the Milkman” are related to the first level (A1 & A2). It means the initial use of the language, so his language fits according to the reference frame standards for the first semester. Most of the repetitions in the “I and My Brothers” are related to the second level (B1): the self-use of the language؛ Also, most of the data obtained for the series “The Bitter Time Leaves” belongs to the second level (B2) according to reference frame, so these two series can be used for the intermediate stage.

The reasons for choosing a field of study are very different and diverse in today's societies according to the type of field and degree. Examining the reasons and motivations for choosing a field at the undergraduate level and continuing to study at higher levels can help to review various processes related to the field, such as the process of recruiting and selecting candidates or how to present educational programs. Arabic language and literature is one of the disciplines in the field of humanities that is taught in most universities in the countThe reasons for choosing a field of study are very different and diverse in today's societies according to the type of field and degree. Examining the reasons and motivations for choosing a field at the undergraduate level and continuing to study at higher levels can help to review various processes related to the field, such as the process of recruiting and selecting candidates or how to present educational programs. Arabic language and literature is one of the disciplines in the field of humanities that is taught in most universities in the country. The present study has tried to examine the interest of incoming students of 95, 96 and 97 Shahid Madani University of Azerbaijan in choosing a field, interest in the field and their job motivation by using a survey method and using a questionnaire. The results show that only 10 people (11.7%) have chosen this field on the recommendation of others and other people have chosen different ways to choose the field of Arabic language and literature. Surveys have shown that 63 students (73.3%) are satisfied with the choice of this field, which seems to be a high and acceptable statistic. A low percentage of students (22.1%) believe that other students have a positive view of their field, but a large part of them believe that their field is not acceptable at all, and this may be due to their motivation and interest in the study process and efforts to improve the level. Negatively affect education.ry. The present study has tried to examine the interest of incoming students of 95, 96 and 97 Shahid Madani University of Azerbaijan in choosing a field, interest in the field and their job motivation by using a survey method and using a questionnaire. The results show that only 10 people (11.7%) have chosen this field on the recommendation of others and other people have chosen different ways to choose the field of Arabic language and literature. Surveys have shown that 63 students (73.3%) are satisfied with the choice of this field, which seems to be a high and acceptable statistic. A low percentage of students (22.1%) believe that other students have a positive view of their field, but a large part of them believe that their field is not acceptable at all, and this may be due to their motivation and interest in the study process and efforts to improve the level. Negatively affect education.