Arabic Language

Since the fall of 2013, the fundamental change document for writing textbooks was placed on the agenda of the Ministry of Education. Since then, textbooks are compiled based on the six areas of this document and the national curriculum, among the six areas - devotional and moral education, Social and political education, biological and physical education, aesthetic and artistic education, economic and professional education, scientific and technological education, almost all six areas have been considered in the compilation of the eighth grade Arabic book, texts and simple phrases used in the Arabic book. In addition to the pictures, in addition to increasing the students' ability to understand the texts, the Quran and religious hadiths help the students a lot. attention to moral and religious concepts; the importance of preserving the environment and nature and human responsibility for it; the importance and position of home and family; Paying attention to the position of jobs and their importance in the survival of Islamic society is one of the goals of this textbook. These goals provide the basis for students to achieve basic skills and help them to grow in a balanced and comprehensive way, so that they can have an effective and active presence in different levels of life and society.

Educational research believes that one of the most important methods of teaching language is to present it in a communicative form in the light of its use. Technology has helped change teaching methods to suit individual differences. traditional teaching methods. Language games are considered one of the most important options presented to bring about change in the educational process and to present the language in an interesting and fun way; That is why educational scholars paid great attention to it and it became an important element and an essential component in teaching methods. Because it is characterized by presenting the educational material in an interactive way between the learner and the tool used. It is an effective tool in facing individual differences among learners. Computer programming has helped these language tools, according to their capabilities and capabilities, in learning language skills.
Language teaching programs for native speakers and non-native speakers benefited from language games, due to their importance in providing the learner with a lot of linguistic vocabulary that enriches his spoken language, providing him with experiences and knowledge, and helping him interact with the world around him, and expressing his feelings and feelings, and this is indicated by educational and psychological studies. Which confirms the results of employing positive language games in the educational process, and its success in attracting learners, creating suspense in the educational environment, eliminating learning difficulties, especially among students who need encouragement to communicate with others, developing memory, speed of thinking, and retaining the effect of the educational process for a longer period. so the activity continues; To involve the senses in the education process.

The term loanword reflects the reciprocal influence between countries and cultures that share historical, cultural, religious, economic, and political ties. For instance, Arabic and Persian are two languages with a shared lexical reservoir resulting from their historical and civilizational interactions. The influence of Arabic on Persian is evident in the incorporation of Arabic-origin words into Persian’s linguistic repertoire. However, Persian has often altered the meanings of some loanwords, leading to semantic overlaps that pose challenges for Arab students learning Persian and for translators. For this reason, this article examines such vocabulary, aiming to compile a catalog of these words, classify them, and deduce the principles Persian employs in adapting these terms. The study is limited to words collected by researchers from various sources and identified in dictionaries as being of Arabic origin and borrowed into Persian. The findings indicate that Persian has not integrated the meanings of some Arabic words into its lexicon as they are but has instead adapted them with new meanings according to its linguistic needs. Verbs, compound nouns, and adjectives are among the categories most affected by semantic changes, often resulting in ambiguity and confusion for Arab students and translators.

Textbooks are of main and important resources to achieve educational goals, especially in language learning. The readability of language textbooks is a main criterion for evaluating their usefulness in the learning and teaching process. The purpose of this applied content analysis study is to investigate and determine the readability level of the Arabic Language Textbooks of all 3 grades in the second high-school level in the literature and human sciences field in the academic year of 2020-2021 based on Fry-Dayyani readability formulae. For this purpose, the readability levels of all the lessons of the above three textbooks were analyzed and measured by using the Fryi-Dayyani diagram and based on the average syllables in words and sentences in the text within a hundred-word set of each lesson. The results showed that the Arabic textbooks in these grades have many ups and downs in terms of their readability and are mostly not at the standard level of readability. To be more precise, about half of the lessons of the 10th grade was at the desired/standard level of readability and the rest of the lessons are mainly at the reading levels that are easier or more difficult than the expected readability level. In the case of 11th grade, this discrepancy is more and the readability level of more than half of the lessons was easier than the standard level and only two lessons were at the standard level. Regarding the 12th grade, only one lesson was suitable for the readability level of learners and even one lesson was at the level of university learners.

Fundamental changes in traditional teaching methods and the use of new methods and techniques for teaching second languages have become a major pillar in teaching any foreign language to students. To this aim, this research investigated Arabic vocabulary learning among students using the virtual learning program Autoplay. This applied research was quasi-experimental with a pre-test-post-test design with one experimental and one control group. The statistical population was seventh grade students of girls' schools from three schools in the city of Qeydar, who were studying in the academic year of 2021-2022. One school was randomly selected, and the sample size was determined to be 30. It included an experimental group that consisted of 15 people for class A (Autoplay software) and 15 people for class B (control group - traditional method). The pre-test-post-test method was used to collect information. The tests were paper-and-pencil and contained 10 questions with a total weight of 20 points, and the pre-test percentage was 81% and the post-test result was 90% for Autoplay. To analyse the data, the ANOVA was used to check the effect, and then according to the difference between the pre-test and post-test scores for both groups, independent group t-test was used in SPSS. The findings showed that the effect of the content produced through Autoplay on the learning of the Arabic lesson was confirmed and there was a difference between the average scores of the two groups. Also, in the pre-test stage, the average scores of both test groups were lower than the post-test stage. In other words, in the post-test phase, students performed better in learning Arabic.

Having a strategic approach to issues is one of the necessities of macro-management of institutions and organizations. Understanding the problem is considered the first step in any type of policy-making. The first step in public policy-making is recognizing the issue and formulating it to put it on the policy-making agenda, which is considered a separate process in public policy-making. The purpose of conducting "Issue System Studies" as a strategic study is to determine the general lines of existing insight and experience about the main and key topics in a specific area. To identify, prioritize, and select priority issues of the Arabic language, comprehensive, holistic, and strategic research is needed. The present research has examined the "system of Arabic language issues with a future-oriented approach". This research is considered among applied research, as it seeks to create a basis for policy-making to solve Arabic language issues by analyzing the system of Arabic language issues. The method of information collection for enumerating Arabic language issues was based on a descriptive exploratory approach using a combination of quantitative and qualitative methods, and the method of information analysis is based on thematic analysis (as a research strategy). Data collection was carried out through documentary studies, interviews, questionnaires, and holding expert panels. The results show that the super-challenge of the Arabic language in Iran is the "vacuum of a dominant discourse in the field of Arabic language in Iran". This discourse vacuum indicates the "abandonment of the Arabic language in Iran"; three key challenges as the highest priority issues include the introduction of artificial intelligence to Arabic language teaching, the lack of connection between Arabic language education and job market-required skills, and the duality of Arabic language teaching with the aim of understanding religious texts or general purposes. The future-oriented approach to the issues facing the Arabic language and attention to new changes in the technology sphere and its impact on the emergence of new and emerging challenges, including the introduction of artificial intelligence to Arabic language teaching, are among the innovations of this article and distinguish it from previous research.

Among all the languages of the world, words combine naturally and systematically to form syntactic chains based on specific patterns. One of the functions of grammar is to define the rules governing the collocation of words within various structures. Thus, the processing of numbers is a key and important grammatical topic that forms the basis of understanding and comprehending grammatical rules. Therefore, this article first defines numbers in both Persian and Arabic and then examines the types and categories of numbers in the grammar of both languages in detail, which will facilitate a better understanding of numbers from a grammatical perspective in the mentioned languages. The significance and necessity of this research lie in the comparative study of numbers and their quantifiers in both Persian and Arabic in a scientific and investigative manner. The exploration of data and highlighting points regarding the characteristics of numbers in both languages can provide better insights for the comparative understanding of numbers from a grammatical standpoint. The primary objective of this research is to elucidate this topic for scholars in this field and to explain the grammatical relationships between Persian and Arabic. Accordingly, this research seeks to answer questions such as: What are the grammatical differences in numbers between the mentioned languages? Is the usage of numbers in both languages the same or not

In this study, a descriptive-analytical method was employed using library resources, primarily drawing on both classical and modern grammar books. Ultimately, a comparative discussion and conclusion were reached regarding the use of numbers in the grammar of Arabic and Persian. This began with data collection, where a diverse array of literary, scientific, and conversational texts from both languages was gathered to provide a comprehensive representation of numerical usage in each language.Additionally, structural analysis was conducted, examining the syntactic and morphological structures of numbers in both languages. This included the investigation of cardinal and ordinal numbers and their roles in sentences.The comparative analysis systematically examined the collected data to identify structural and functional similarities and differences in the use of numbers in both languages. Cultural context was also explored to understand how the usage of numbers in each language is influenced by their respective cultures and traditions, which aids in bettercomprehending the meanings and applications of numbers.Validation of findings was carried out through consultations with linguistic experts and peer reviews to ensure the accuracy and reliability of the results. This methodology has contributed to a deeper understanding of the functions of numbers in Arabic and Persian, addressing the overall objectives of the study. The findings indicate that there are differences and similarities in the usage of numbers in Arabic and Persian, with each language's grammatical structure uniquely influencing their application.

Interpretation of Results and Their Implications for Linguistics and Language Education,The comparative analysis of numerical structures reveals that both Arabic and Persian possess unique numerical frameworks. In Arabic, numbers typically change according to grammatical rules and must agree with the gender and number of nouns. In contrast, Persian exhibits a simpler structure, with numbers being less influenced by the gender and number of nouns.Semantic Application:The results indicate that numbers play a significant role in conveying the meaning of sentences and facilitating communication in both languages. In Arabic, certain numbers have specific meanings that are not present in Persian.Cultural Differences:Numbers relate not only to linguistic aspects but also to the cultures and traditions of each language. For example, the use of numbers in poetry and literary texts in both languages may reflect distinct cultural characteristics.Implications of Comparative Analysis for Linguistics:Deeper Linguistic Analysis:This study can assist linguists in achieving a better understanding of the linguistic structures and grammatical rules of each language. Recognizing the differences and similarities may contribute to the development of linguistic theories.

Research in Related Languages:

The findings can provide a solid foundation for further research in other related languages and aid in identifying common linguistic patterns.Implications of Comparative Analysis for Language Education:More Effective Teaching Methods Learning the differences and similarities in numbers between the two languages can help language teachers develop more effective teaching strategies for learners. This understanding can also help prevent common errors in learning numbers.Development of Educational Resources:The results of this study could lead to the creation of new and effective educational resources for learning Arabic and Persian. For instance, textbooks and educational materials that address numerical differences in each language could be beneficial.Cultural Awareness:Teaching language alongside an understanding of numerical differences can help learners become more familiar with the culture and customs associated with each language, facilitating more effective intercultural communication.Types of Numbers:Numbers, as nouns or adjectives that denote quantity or order, can be divided into two main categories: cardinal and ordinal.Cardinal Numbers: These can be singular, compound, and include contractual forms. Each type has its specific grammatical rules.Ordinal Numbers: These also can be singular, compound, and include contractual forms. Ordinal numbers typically follow the nouns they modify and agree with them in grammatical case, definiteness, and indefiniteness.Differences between Persian and Arabic:In Arabic, the noun (معدود) agrees with the number and can be singular or plural, while in Persian, the noun is always singular. This characteristic has varied historically, with instances where the noun would agree with the number.Types of Numbers in Persian:There are five types of numbers:Ordinal (descriptive) numbers, Cardinal numbers,Composite numbers, Distributive numbers, and Fractional numbers, which can be divided into two categories: auditory (سماعی) and analogical (قیاسی).Clarifiers (Modifiers):Clarifiers are words that follow the number and clearly specify the meaning of the noun, such as تن (ton), نفر (person), راس (head), etc. These clarifiers can indicate quantity, unit, time, and type of the noun.Numerical Indicators:Cardinal numbers have both nominal indicators and descriptive indicators. Ordinal descriptive adjectives are formed using specific suffixes (م and مین).Determining Grammatical Class:Determining the grammatical class of cardinal numbers can be challenging due to their nominal and adjectival features. Additionally, ambiguous numbers in cases where the noun is situated between two or more ambiguous numbers begin from the smaller number.In conclusion, the examination of numbers in Arabic and Persian illustrates the complex and diverse structures of these two languages. A precise understanding of these features not only aids in a better comprehension of linguistics but can also lead to improvements in language education.

After conducting a comparative analysis of numbers in Arabic and Persian, we have reached the following conclusions The discussion of numbers in Arabic is a practical topic that exhibits various changes in grammatical and syntactic aspects of the nouns they modify, possessing specific grammatical functions. Moreover, the agreement between numbers and nouns in Arabic is mandatory, a characteristic that is not observed in Persian.In both Persian and Arabic, numbers serve as nouns or adjectives that denote the quantity or order of objects, with the counted entity referred to as "معدود" (ma‘dud). In Arabic, the agreement between the noun and number is obligatory, whereas in Persian, the noun always remains singular.Numbers in Arabic are divided into two types: primary and secondary. The primary numbers are categorized into singular, compound, contractual, and coordinated forms. In contrast, in Persian, numbers are divided into five types: ordinal (descriptive) numbers, cardinal numbers, composite numbers, distributive numbers, and fractional numbers, with fractional numbers further divided into auditory and analogical categories. Therefore, if we consider added numbers as the fifth type in Arabic, there is no significant difference in the classification of numbers between Persian and Arabic.Ordinal or descriptive numbers in Arabic, like primary numbers, are classified into four forms: singular, compound, coordinated, and definite. In Persian, the ordinal numbers are primarily treated as adjectives or simple cardinal numbers, such as those from 1-9 and multiples of ten (20, 30, 40, etc.), or composite forms like eleven and twelve up to twenty, six hundred, and seven hundred, etc.The indicators for primary numbers in Persian sometimes function like adjectives, as in: "approximately ten days." In terms of meaning, they align closely with adjectives such as "very," "few," and "little," for example: "a very good book." Additionally, like any adjective, they can modify the meaning of nouns. In many instances, the indicators for nouns also serve as indicators for certain adjectives, as many adjectives, including demonstrative, interrogative, exclamatory, and some descriptive adjectives, precede their nouns, such as: "this book," "which pen," "a good person," and "a bad man." However, in Arabic, the noun itself holds the grammatical and syntactic roles of both adjective and noun, with the number's grammatical case, definiteness, and indefiniteness conforming to that of the noun preceding it.In Persian, numbers and nouns are articulated under various titles, such as ambiguous numbers, modifiers, primary numerical adjectives, and ordinal numerical adjectives, which are specific to the Persian language and do not have direct counterparts in Arabic.In Arabic, the distinction of numbers is used to eliminate ambiguity, similar to how, in Persian, terms like "روشنگر" (roshangar) and "ممیز" (mumayyiz) are employed to clarify ambiguous nouns.Overall, the examination of numbers in Arabic and Persian reveals the complex and diverse structures of these two languages. Understanding these features not only enhances our comprehension of linguistics but can also contribute to improvements in language education.

The purpose of this research is to investigate the level of advanced information literacy in Arabic language and literature students of Payam Noor University. The type of research is applied in terms of purpose and descriptive survey based on the method. The statistical population of this research is all Arabic language and literature students of Payam Noor University. Based on the table of Karjesi and Morgan, 124 people were selected as the sample size out of 191 people in the statistical population. Data collection was done using a questionnaire titled "Measuring the level of advanced information literacy of Arabic language and literature students". The results of this research showed that the level of advanced information literacy of these students is low and below average. There is a significant relationship between only three of the seven research hypotheses, that is, between language skills in Arabic, scientific productions, and the amount of Internet use with the level of advanced information literacy of students. Keywords: advanced information literacy, Arabic language and literature, students, Payam Noor University.

Taking into account the views of students and professors, the current study presents a comparative analysis of the role of teaching Arabic literary texts in developing the four language skills at universities of Tehran, Kharazmi, Alzahra and Allameh Tabatabaei. Using survey method, the present study is aimed at reviewing teaching methods of Arabic literature textbooks in undergraduate courses of Arabic language and literature as well as detecting the success rate of professors in teaching these textbooks. Besides, this study makes an attempt to get the students closer to the goals supposed by the Ministry of Sciences and Research. Moreover, the present study investigates the use of teaching standards for Arabic literature textbooks in developing language skills. Last but not least, the current study provides some approaches to improving language skills. The statistical population of this study includes all students of Arabic language and literature (5th semester and higher) and professors at the above-mentioned universities. In addition, it uses random sampling; 12 professors specialized in the field of teaching Arabic literature textbooks and 80 undergraduate students at 5th semester and higher have been randomly selected from the aforementioned universities. The instruments of the study involve two researcher-made questionnaires. To analyze the data, SPSS software, Pearson’s correlation, and F & Chi-squared tests have been employed. Some of the findings of this study indicate that there is a significant difference between Tehran, Kharazmi, Allameh and Alzahra universities with respect to professors’ efforts to improve the four language skills. Also, there is a significant difference in students’ proficiency level between University of Tehran and the other three universities and in teaching literary texts to improve the listening skill and this, in turn, is not consistent with the goals of Ministry of Sciences and Research.

Universities can carry out the mission of Iran’s economic development through planned education for students. Directed education achieves the desired results when students are taught skills according to the needs of the labor market and they can practically use their educational capabilities and skills to meet the needs of society and industry. The tourism industry is one of the most important industries in the economic development of countries, and knowing the language of foreign tourists is a special advantage for the success of host countries in the tourism market. Therefore, the targeted and practical teaching of Arabic language students on language skills can ensure the development and prosperity of the Arabian Travel Market in Iran by supporting the verbal communication of Arabic speakers. If the tourism market develops, it will have the potential to provide currency and job creation. The methodology of this study is qualitative and it is based on data which were obtained from semi-structured interviews with instructors of language skills courses (Arabic language) in Iranian national universities and then were coded using ATLAS.ti. The results of the study showed that teaching language skills in Arabic departments in order to qualify students to participate in the Arabian Travel Market requires synergy between the Ministry of Science, Research and Technology, universities, departments of Arabic language and the tourism industry so that it provides the field of production and exploitation of knowledge according to the needs of the labor market.

In the contemporary world, entrepreneurship in various scientific fields has witnessed considerable growth. Entrepreneurship and commercialization, as the fundamental and ultimate goal in every branch of science, guarantee the survival of that domain and orientation, offering transformation and dynamism to the target community. Entrepreneurship in the field of nature therapy and health care, for the discipline of Arabic language and literature, based on attention to its unknown, and perhaps sometimes overlooked and neglected aspects, is one of the pivotal and precise points that, contrary to the general public's perception of it being limited to certain specific occupations and institutions, can define new and novel paths, routes, and horizons that others may have overlooked or indifferently passed by. However, this does not imply an absolute solution to problems but rather naturally entails obstacles and challenges. The present research, employing a descriptive-analytical method and drawing upon library resources, investigates the pathology of entrepreneurship in nature therapy for graduates of Arabic language and literature. The research findings indicate that purposeful planning with awareness of capacities and limitations, reforming, simplifying, and adapting the rules for employing competent and knowledgeable human resources who, in addition to language proficiency, are familiar with the cultural and social customs of other nations, as well as translating sources in the health care domain as an essential need for health tourists. Organizing educational and skill-building workshops to raise awareness and cultivate a culture of entrepreneurship, and forming.
Collaborative teams are among the solutions that should be implemented wisely and scholarly with the consultation and cooperation of experts and specialists.

The nineteenth century can be considered a time when modern Arab thought formed, and contemporary linguistic research was also born in line with other Arab intellectual fields. Modernist linguists presented their new findings, derived from contemporary linguistic approaches to the Arabic-speaking readership. Despite different reactions often based on sanctifying their traditional linguistic heritage, they established a distinct and independent structure for contemporary Arab linguistics. On the one hand, it was based on ancient theoretical foundations and on the other hand, it was compatible with modern Western approaches in linguistics. Ibrahim Mustafa and Mehdi Makhzoumi are contemporary Arab linguists who adopted a new viewpoint on linguist research and Arabic syntax. This study attempted to delve into the books Ehya Al-nahw (Syntax Revival) by Ibrahim Mustafa and Fi Al-Nahw Alarabi; Naqd Wa Tawjih (On Arabic Syntax: Criticism and Guidance) by Mehdi Makhzoumi. The study tried to comparatively study the linguistic point of view, foundations, and intellectual origins of these two grammarians based on methodological criticism. The results showed that Ibrahim Mustafa, although he does not have a linguistic approach, is looking for the revival of syntax and has been trying to abolish the agent theory in Arabic grammar. But Mehdi Makhzoumi takes a text-linguistic approach and emphasizes the sentence in Arabic syntax. Most contemporary Arab linguists, relying on the necessity of making fundamental changes in Arabic syntax to get rid of traditional syntax, could criticize some of it with their scientific and experimental knowledge and provide accurate, scientific, novel viewpoints theoretically and practically.

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.

Farsi has been affected by Arabic more than other languages particularly in terms of borrowing Arabic words due to many reasons. The present study based on several examples from poetry argues that Iranian poets have closely followed the rhythmical basics of Arabic poetry like rhyming which has significantly affected the entrance of Arabic words to Farsi. The borrowing is mostly observed in rhyming of the words with L, M, D or T sounds at the end. Different structure of Farsi and Arabic restricts the usage of Farsi words in the prosody of Persian poetry being borrowed from Arabic particularly in terms of rhyming. In Arabic, from the three letters of a single word, many metrical words are extracted ending with a similar letter which results in easier rhyming in Arabic poetry in comparison with Farsi. In other words, the grammatical capacities of Arabic words and their adaptation to the rules of prosody made Iranian poets use Arabic words in order to fulfill the rhyming of their poems.

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.