نشریه بحوث فی اللغه العربیه
سال سیزدهم شماره 1 (پیاپی 24، بهار و تابستان 1400)

The sentence in Arabic is divided into two categories of nominal and verbal sentences. Essentially, a nominal sentence begins with a noun, while a verbal sentence begins with a verb. Each of these sentences has its own particular implication. As Kāna and its sisters play an important role in the Arabic language in terms of their functions, this study attempts to investigate sentences that begin with them to determine whether they are nominal or verbal. Therefore, it is essential to identify whether the sentences are nominal or verbal, particularly after we saw in some contemporary grammar books that some of the sentences starting with Kāna and its sisters are considered nominal. This issue is important in terms of sentence composition that has a valuable and high status in Arabic. Kāna and its sisters are also important in providing a rigorous scientific method for the compositions of kāna and its sisters. This research was conducted to provide more insight into this field and removing ambiguities. It employed a scientific methodology for examining sentences that began with Kāna and its sisters. In this research, we relied on grammarians to show that the criteria for determining a nominal or verbal sentence are its beginning, and to reinforce our stance, we have provided reliable evidence. The results showed that sentences beginning with Kāna and its sisters were never nominal but verbal. The most important reasons are the adoption of verbal markers, the presence of semantic predicates and their occurrence after conditional particles, ease of teaching, and meanings of annullers (or al-Naskh). All of these issues are discussed in detail in this research.

 Methods of teaching are emphasized at all stages of the Arabic language teaching process. Most non-Arabic language learners suffer from poor language skills and are unable to express their thoughts and feelings fluently in this language. That is why changes in teaching methods, to better teach the language in a way that the learner is eager to learn, is a must. When we look at the current state of Arabic language teaching, we find that the most important challenge facing Arabic language teaching in Iran and other countries that teach this language to non-Arabic speakers is the unfamiliarity of Arabic language teachers with the four language skills with the latest teaching methods. The present study aimed to find out how Arabic language teachers in the undergraduate course of Iranian universities treat non-native students with an attitude towards communication. To do this, the researcher used the Karavas-Doukas method to examine perspectives on the communicative approach. It was made up of 22 paragraphs and five sections. This method was based on group work, the importance of grammar rules, error correction, teacher role, and evaluation. The statistical sample of the research was some students in the Department of Arabic Language and Literature in Iranian universities. The research instrument of the study was a questionnaire and an interview. The study was a field study, with the questionnaire distributed among 447 students and 35 professors. The research question of the study was: from the point of view of professors and students, what do the teachers who teach Arabic to non-native speakers say about the communicative approach in teaching Arabic to non-native speakers? The results showed that students’ views on this issue were different from those of professors. Many teachers claimed to use communication methods, but in practice, they often followed old teaching methods. This is due to the teachers’ subconscious belief that it is necessary to control the educational situation. Also due to the specific time allotted for lectures, a large number of students, the lack of teaching aids, and other reasons, teachers tended to focus more on teaching. The authors of the present study also analyzed the most important reasons that have led to the marginalization of many effective and valuable curricula, including teachers’ lack of commitment to speaking Arabic and the use of Persian in the classroom, lack of practical examples, the teacher being unable to speak fluent Arabic, and students refusing to do assignments.

 Semiotics is a new method that has significant capability in reading poetic texts. This method reveals the system of signs and the type of hidden implications in each semiotic system. Relying on transparent principles, it creates common horizons between texts and readers. A title is one of the most important issues discussed in semiotics because it is the key to understanding the secrets of texts. It plays a significant role in revealing the motivation of a literary work. The title constructs the identity of a text and includes its various meanings and implications. It is an instrument for reading the writers’ thoughts and feelings. The poetic titles of Nadiyah al-Mallaḥ, a contemporary Bahraini poet with a romantic orientation, have symbolic signs and characteristics intertwined in a symbolic frame. Her poem titles can be analyzed and interpreted by semiotics. The present study attempts to investigate these signs via semiotics. This descriptive-analytical study examines the morphological, syntactic, and semantic structure of the titles of Nadiyah al-Mallaḥ's poems to present the most significant norm-breaking representations in them. The research results show that the titles of Nadiyah al-Mallaḥ's poems are closely related to their text so that the titles are keys to entering the poet's worldview and the point of intersection between the poet and the texts. In choosing the titles, the poet is affected by his feminine tendency within romanticism, which is consistent with her feelings evident in her language. Her poem titles sometimes express sorrows and sometimes joys. Therefore, through the titles of the poems in her Divan, one can understand the thoughts, ideas, and connections of the poet with God, human, and non-human. The use of too many nominal sentences in the titles implies a kind of proof and permanence in the poet's human thoughts and feelings. Most of the titles of her poems include the mega-concepts of her poetry. She repeats the words in poem titles as an integral part of poetry. The application of artistic mechanisms leading language to aesthetic performance, such as syntactic and visual norm-breaking, is frequently seen in the titles of al-Mallaḥ's poems. Employing deletion in titles is higher than other types of syntactic norm-breaking, and detection is more frequent than other types of visual norm-breaking.

The pragmatics of language is always dirctly related to proper comumnication (optimal communication) through which the most clarity and transparency of language reflection is achieved, Since it is a progressive process leading to a high layer of meaning and context, it absorbs all levels of language from the individual, communicative, and disciplinary state, Deliberationalism has different axes and among its axes are verbal actions that refer the mental image of language to the actual linguistic, emotional image. Surat Luqman is one of the important surah's that carry the verses of etiquetting and life style, and that needs a communicative or deliberative method, which achieves the intention of indirect speech, The nature of verbal and pilgrimage actions embodies the purposes and intentions of the Surah through a pilgrim communication strategy. It is also concerned with the impact of speech and its effect on the recipient. This is on the descriptive-analytical method, It is drawn from the curricula of Austin and Searle, who have spelled the theory of verbal actrtions it is striking that the informative or informative actions in the surah include the indirect purpose, such as encouraging believers to have good transcendental relations, taste and literature. The narrative and compositional actions in it are also indicative of warning and warning, in addition to encouraging sometimes. These meanings are of psychological significance, an emotion that gives life and movement in the hearts of the recipient, and it contains meanings other than direct connotations, which can be accessed through the denominator in which it is mentioned.

Stylistics is one of the  approaches in text analysis and one of its types is statistical stylistics that relies on the frequency and ratio of words.. One of the  important statistical methods is Johnson's approach which pays attention to the lexical richness of the text and counting unique words in the texts. This approach has been widely used in the stylistics of texts and their comparison. Since the Qur’anic text is considered as a literary text along with the religious and doctrinal features, some of its linguistic aspects can be discovered by analyzing them from the perspective of new approaches. Therefore, this research used the descriptive-analytical method to study the lexical richness of the Meccan and Medinan suraahs and compare them with each other with the aim of analysing the possible differences in terms of the content. The results show  that despite the existence of various topics in the surahs, the Meccan and Medinan surahs did not have a significant difference in terms of lexical richness.

Typology is a branch of linguistics that examines structural similarities between languages. Typological studies have shown that different languages ​​of the world have commonalities called language universals or Greenberg's Universals, named after the author. The study of word order is one of the most important topics in the typology of languages because languages ​​have a variety of patterns in this area, and that is what creates the right atmosphere for typological classifications. In addition, most of the linguistic properties of a language are related to how its main components (verbs, subjects, and objects) are arranged. In the present study, the authors studied the sequences of the verb and the subject, the genitive and noun, the adjective and noun, the verb and the object in Arabic and Persian languages, which belong to two different classes of languages in terms of the arrangement of the main components. The main purpose of the present study was to identify the characteristics of the sequences of the components in the two languages as well as the factors affecting them and to examine the status of the two languages in relation to the language universals related to components. To this end, one-thousand sentences from different official texts of the two languages were collected as a linguistic model. Some of these sentences are presented in this paper. The findings of the study showed that the Arabic language corresponds to what linguists have stated with regards to VSO word order as it is compatible with the relevant language universals. In contrast, Persian is inconsistent with the opinions of linguists regarding SOV languages in some of its characteristics. In addition, the Persian language fluctuates in terms of adaptation to language universals. It is compatible with some universals, but not with others. The findings also showed that both languages have the same freedom in sequencing their components in sentences. This is a feature to highlight the importance of one component over another by moving that component to the beginning of the sentence before the other components.

Time has an important role both in past and modern grammars. Each language has a unique grammatical structure that forms the form the level of understanding of the speakers of that language. Time is mainly considered as a physical and material phenomenon that is used as a quantitative basis for calculating many phenomena and is measured with certain deductive units such as minute, hour, day, month, and year. But when we talk about time in a language and aim to study it, we are confronted with a psychological phenomenon in which time is related to the categorization and ordering of events in the outside world and is slightly different from the quantitative (calendar) time. In this sense, time is not a physical and objective phenomenon, but an abstract and imaginary phenomenon influenced by the events of the outside world. The purpose of the present study is to describe the grammatical tense system and explain its relationship with the forms and combinations with which time is expressed in Arabic. The study expresses the difference between time in the contexts of time and the adjectives and time that the verbs imply. The differences between grammatical time, chronological time, and philosophical time have also been discussed in the study.

Studying and evaluating tests is considered one of the necessary and main measurement scales to improve teaching and learning ; therefore, this study attempted to evaluate the first semester of the academic year 1396-97 AH (2017-2018) exams of Arabic Language of the Qur’an Course for secondary school exams in the scientific and mathematics branch in Yasuj University, Iran. Furthermore, this study has examined the availability of scientific standards for constructing tests by making use of data processing in statistical packages (SPSS). The results indicated that these tests had face validity and were based on formal and technical standards. As for the objective questions, multi-choice questions required more precision compared to true-false questions as well as matching questions. They all had standard test criteria. The results also showed that supplementary questions suffer from many problems compared to other questions. It should be noted that reliance on recall was the main common problem of the objective questions.

Multimedia literature or interactive digital literature is a kind of literature that denotes screen literature through hyperlinks gaining a certain degree of interaction. This term necessarily applies to interactive digital literary genres in poetry and narration. Therefore, we call multimedia poetry or poetics that used informational media ‘interactive digital poetry’, or ‘multimedia poetry. The two terms are synonymous and can be used interchangeably.        The present study aims to investigate the interactive digital poem ‘the poem revealed to me its vertical light’ within the framework of the semio-digital culture approach as an endeavor to disclose the life cycle in this poem, and how it is written through the word, painting, and animation. The importance of the study lies in observing the difficulties and pains that accompany the process of the poem’s birth via its digital medium. The results of the study showed that the poem demonstrates a clear contradiction between the title and the nature of the internal text. The title refers to the poem’s verticality, while the internal text celebrates the prose poem in its digital attire. The poem also took a round path in sailing; an expression of the non-stop mobility of creative births and its continuation. The poet also refrained from the generalization of his text.

At the end of the verses of Surah Al Imran, the subject is demarcated because it has a focal state and carries the general thought of the verse. The subject is also the center around which the verse moves and is considered as the core for the content of the verse, so that the end is a reference point of thoughts that rely on one or more topics. The power of the ending verse can be related to mentioning certain artistic elements and its maximum order, so that the elements in the ending verse show the subject of the verse in a different structure from its context and the quality of the structure of the end of each verse is different. Each verse uses a structure that is appropriate to its content. So, it is worth thinking about the ending verses of the Holy Quran in order to make it clear to us that the artistic order in the Holy Quran is semantic according to the requirements. Therefore, it is necessary to point out that any change in the scope of the ending verses and its words and combinations is effective in creating marginal meanings that require the attention and intelligence of the listener. The purpose of this study was to investigate the artistic structure of the end of the verses with a descriptive-analytical method. The results showed the artistic beauty of the verses to exaggerate or express stability and permanence, etc., to the extent that the words and meanings of the verses are intertwined to form phrases related to their text within the framework of a particular artistic system. The results also showed that each ending of the verses has a special structural system that is consistent with the literary purpose of the same verse.

Comparative and intertextuality studies, especially by the French critic Gérard Genet, converge in the critique of the texts, in their view of the historical links between the literary texts and the study of influence between them. Hypertextuality is one of the textual sequences, which means, in particular, the relationship between the present text and the former text. Genet explicitly discusses the relationships of the impact in textual relationships and makes them essentially textual. This relationship should not be an explanatory one, and is reflected either in simulation or transformation. In this sense, the present study deals with the study of the Arabic poetry of Rashid al-Din al-Watwat, the Iranian poet who lived in the eastern part of the Islamic country and has pierced his tongue with the princes of Arabic poetry. This paper attempts to shed light on his poetry, an attempt to uncover the literary links in his poetry with religious texts and Arabic poetry in the light of textualism, to show the extent of the influence of the oriental Iranian poet on the Arabic religious and poetic texts. The results of the research show that Rashid Al-Din Al-Watwat was familiar with the Arabic literature and benefited from their words, meanings, and imagination in his poetry until we repudiate the Quran and the approach of rhetoric and the poems of the Jaahiliyans and Abbasids are clear and can be considered the best representative of Arab poetry in the second Abbasid era in the east of the Islamic country. As for how Al-Watwat dealt with this heritage and using it in his poetry, we have seen the presence of the three sections of the types of textual interactions in his poetry. Not only did the poet simulate and insert the word into his poetry, but rather he absorbed poetic meanings and turned them into poetic contracts. In the third section, the poet appears to possess the poetry corner, and he has created creative poems that compete with the masterpieces of Arabic poetry.