Arabic Language

In this article, the introduction of Haj Mohammad Ali Shirvani and her most important work, the book "Haqiqah-ul-Haqayq", are discussed, and the topics related to the stylistics of the work are discussed on both linguistic and literary levels.

This article introduces the author and her mystical work "Haqiqa-ul-Haqaiq" and its stylistic features in a descriptive-analytical way.

Mysticism and Sufism have always had a special place in Iranian culture. Its link with Persian literature is also an inseparable link. So that in all periods, Persian poetry and prose have been the main subject of the works of poets and writers. In the Qajar era, it is one of the most prominent topics that appear in literary works. Among these works, we can refer to the book Haqiqah al-Haqayq by Haj Muhammad Ali Shirvani, a writer, mystic and traveler of the 13th century (A.H.).This book is a text in the prose of Masjee about the complaints of animals against the cruelty of humans and their lawsuits in the presence of Malik Dadbakhsh, during which social issues and deep mystical issues are raised. The author has used many poets and writers, especially Jami and Molavi, to explain her mystical views. The reflection of the Arabic language, especially the use of the language of the Qur"an, in the work is remarkable. The use of more than a thousand verses from the Holy Qur"an in accordance with the issues raised shows the author"s mastery of the verses of theHolyQur"an. This book is one of the few works in which humans and animals play the main roles side by side, and in no part of the text can one say which role is more colorful. In this article, we try to introduce the work and its existing versions and talk about the author"s biography, which is less discussed in the books of the Qajar period and after.

Haqiqah al-Haqayq is a mystical work that Haj Muhammad Ali wrote in the style of prose writing in the Qajar period, i.e. artificial and mutakalfi proses that were created in imitation of past texts. This book has been influenced by the previous texts both in terms of the subject and the writing style. And it has influenced the texts after it.Despite the story in the book and the presence of animals as the main characters of the story, it cannot be classified as an allegorical and fable literature.

Pseudo-translation refers to texts that seem like translations but do not have a source in other languages, so they lack any real linguistic transfer or translation connection. Such works represent a compelling subject for researchers engaged in translation studies. It is essential to identify the motivations and techniques of pseudo-translation within the literary framework of the target society. A notable instance of pseudo-translation is the novel "Adame Zende," translated by Ahmad Mahmoud. In the novel's introduction, Mahmoud identifies the author as an Iraqi named "Mamduh bin Atal Abunazal.". However, an analysis of the textual, genre, and discourse levels of the novel unequivocally indicates that Mahmoud is its creator. The study uses a descriptive-analytical approach to look into where the fake translation of "Adame Zende" came from. The main methods are based on Toury's (1995) target-oriented model and Liu's (2019) three-level analysis framework. The research findings indicated that Ahmad Mahmoud, motivated by the desire to convey progressive topics and critique politicians, employed an innovative method of characterization and endeavored to present his work as a translation by emulating the text and paratext of authentic translation works. These procedures have partially shielded Mahmoud from the incisive scrutiny of auditors and literary critics.

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.

Currently, in addition to playing the main role of education, universities should strengthen the entrepreneurial skills and characteristics of students to enter the field of work and entrepreneurship in order to realize the development of entrepreneurship in the country and reduce the unemployment rate of university graduates. In this research, the evaluation and comparison of entrepreneurial personality traits of Arabic language and literature students of Semnan University has been done. The present research is considered to be a descriptive-survey research from the point of view of objective, application, and from the point of view of data and information collection. The statistical population of the research includes undergraduate and graduate students of Semnan University who were randomly selected and analyzed using the Karjesi and Morgan table. Also, a standardized questionnaire was used to collect information. Data analysis was done through descriptive and inferential statistics. The results of the research showed that the students of Arabic language and literature of Semnan University are in an unfavorable situation in terms of risk-taking, creativity and challenge-seeking. Also, there is a significant difference between male and female students in the characteristics of risk-taking, dreaming, internal control center, and seeking a challenge; However, there is no significant difference in entrepreneurial characteristics among undergraduate and graduate students. 

The ever-increasing expansion of virtual space and the Internet has raised electronic and virtual learning as an effective and suitable alternative to traditional learning; Because this type of learning is easily available to the learner at a lower cost, it removes limitations such as the educational space, and on the other hand, it is a great help in managing learning time and allowing the learner to choose more and more suitable time for learning. shows Therefore, the current research seeks to identify the effectiveness of the electronic learning environment in language learning with the special purpose of health tourism, which has gained double importance due to Iran's increasing interactions with the Arab world and its medical capabilities and low cost in Iran. Considering that many experts consider it necessary to use authentic and real resources in language learning courses with special goals, such as the goal of health tourism, authentic resources were used in the electronic learning environment in order to achieve the goal of the research. The research method was quasi-experimental with pre-test and post-test for one group. For this purpose, the designed electronic content was placed on an Internet site, then it was implemented as a quasi-experiment for 3 months for 45 learners who had already completed the Arabic language for general purposes to measure its effectiveness. The results of the research showed that there is a significant difference between the scores of language learners in the pre-test and post-test, which indicates the impact of the electronic learning environment designed with original resources in learning Arabic with the aim of health tourism. 

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.

One of the symbols of civilizational unity among Muslims is the literary interaction between Iranians and Arabs, which has begun since the advent of Islam in ancient Iran and intensified in the Abbasid era. The Abbasids, being influenced by the Iranian culture and civilization, became fascinated with luxury, beauty, and prosperity like the Sassanid kings. Accordingly, the ancient ceremonies entered the Abbasid court because of their emergence from the roots of the Iranian culture, which gave its knowledge, the Tazian poets a great literary identity, which made Arab poets pay attention to the Persian language and transmit knowledge, rituals, diaries, and Iranian myths, to the Arabs through poetry, despite their influence on the Arabic language. Al-Sharif Al-Radi is the committed poet of the third Abbasid era, who was influenced by various aspects of Iranian culture and civilization. This article aims to identify various aspects of this Iranian cultural and literary influence in the poems of Sharif Al-Radi in a descriptive and analytical way, based on the indicators of comparative literature and the French school. One of the results of the research is that Sharif Al-Radi, with his extensive knowledge of Iranian culture and literature, was influenced by its various manifestations, especially in the axes related to recalling Iranian cities such as Ahvas, Al-Sus, Al-Arbaq, Tus, Daylam, and Al-Bam, as well as the intense presence of Arabicized Persian vocabulary in his poetry. Additionally, his interest in Sasanian culture and civilization has been revealed by remembering aspects of Iranian culture and customs such as the ancient Nowruz and festival celebrations, and mentioning the names of Iranian kings, personalities, and heroes in his poetry.

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.

The error analysis approach is one of the most important and latest educational approaches to language teaching, especially foreign language teaching. In light of this approach, the teacher counts, interprets, and classifies students’ errors in order to find solutions to these errors. Theorists of this approach believe that students' errors are only a stage of learning. In this area, we find that translating prepositions into other languages, including Persian, creates major problems for students, as they face many problems in choosing an appropriate equivalent for prepositions during translation. This research paper, in accordance with the descriptive-analytical approach and relying on the field method, attempts to identify the errors of undergraduate students at the Iranian University of Semnan in translating prepositions from Arabic to Persian first, then classify them, find out the reasons for these errors, and finally propose solutions to these errors. The sample of this research includes 30 second-semester students in the Arabic language branch at Semnan University. The focus was on their translations of the book “The Unknown Journey of Sinbad” written by Magdy Saber. The results of the research indicate that linguistic overlap is the most important factor in students’ errors, and among the prepositions, we found that the letters (من) and (فی) are among the prepositions that most mislead the student into making serious mistakes during translation.

Digital media has witnessed significant advancements in delivering educational content, with podcasts emerging as an effective tool for disseminating knowledge and teaching languages, including Arabic. With the growing popularity of these platforms, there is a need to study the persuasive techniques used in educational podcasts to assess their effectiveness in conveying linguistic rules and enhancing listeners' understanding. This study examines the persuasive techniques employed in Arabic language teaching podcasts, utilizing qualitative research methods and narrative analysis to evaluate content and analyze data. The research focuses on identifying the persuasive patterns used to attract listeners and enhance their understanding of Arabic grammar and its beauty. The results reveal that these programs rely on a variety of persuasive techniques, such as storytelling and real-life examples, to make the content more relatable to listeners' lives. Additionally, the study highlights the importance of simplifying information and presenting it in an engaging and accessible manner. Direct interaction methods, such as answering listeners' questions and sharing experiences, were also used, contributing to a stimulating and participatory learning environment. The study emphasizes the significance of employing Modern Standard Arabic in an entertaining yet educational style, along with using appropriate vocal tones to effectively deliver the message. The findings confirm that these techniques strengthen listeners' connection to the language and help them overcome challenges in mastering grammatical and morphological rules. The study concludes that podcast technology is an effective means of teaching Arabic, as it employs persuasive methods that cater to the audience's needs and fosters their appreciation for the language's cultural richness.

Text linguistics is a new branch of linguistics that studies texts and everything that causes the textuality of a written text. Identifying the standards of text linguistics and using textual factors in writing textbooks played a major role in the process of teaching and learning the Arabic language. This research aims, using the descriptive analytical method, to describe and explain the phenomenon of text linguistics and the seven text standards and apply them to school lessons based on the applied theory of Beaugrand and Dressler, which are cohesion, coherence, intentionality, acceptability, informativeness, Situationality, and intertextuality. The importance of using these standards in Writing and writing schoolbooks, then I explained the stages of their development and achievement in the first two lessons of the language book. Arabic for the ninth grade of the Arabic language in Iran, randomly. The results showed that familiarity with the principles and standards of text linguistics and the use of textual factors in writing textbooks plays a major role in enhancing and improving the learning process among students and achieving the desired pedagogical and educational goals, thus creating a successful relationship between authors and students. Also, after studying the phrases mentioned in the texts of the first two lessons of the Arabic language book for the ninth grade, we found that each of these texts qualifies as having textuality, but their repetition and prominence are not at the same level, and the most important factor of the text in it is the factor of intention or goal. In addition, among other text factors, the cohesion factor was the most frequent in these two texts.

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.

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.

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.

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.

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.

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.

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.