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غ,ا,ز,ي,خ,ض,ر,ع,ل,ي,ا,ل,ز,ن,ا,ه,ر,ة,(Alzanahreh, Ghazi) 한국아랍어아랍문학회 2020 아랍어와 아랍문학 Vol.24 No.2
استقر في الدراسات اللغوية في العربية أن أنواع الاشتقاق أربعة؛ الاشتقاق العام والكبير والأكبر والاشتقاق الكُبّار أو النحت، وأن اثنين من هذه الأنواع؛ الكبير والأكبر، غير منتجين، أي أنه ، بتعبير السيوطي، لا يمكن أن يستنبط بهما اشتقاق في لغة العرب، وليسا معتمدين في اللغة. وأن النوعين الآخرين؛ الاشتقاق العام والاشتقاق الكُبَّار أو النحت هما المعتمدان في توليد الألفاظ العربية. لقد حفلت كتب اللغويين والنحويين العرب القدامى منهم والمحدثين بمناقشة قضية أصل الاشتقاق، وقد اعتمد كل من الفريقين على المنهج الكلامي المتأثر بالمنطق العقلي في إثبات صحة رأيه وبطلان رأي الطرف الآخر. وقد ثبت أن البحث في أصل الاشتقاق غير مجد على العربية ولا على البحث اللغوي في العربية. تؤكد الدرا This research sheds light on the phenomenon of derivation in Arabic morphology and discusses the opinions put forward by grammarians and linguists concerning its origin. The phenomenon has long been a subject of dispute. The research discusses the existing view on the origin and branch and proves that such view is incorrect. According to this research, the linguistic reality supports the claim that neither the verbal noun nor the verb is the origin of the derivatives. The research also displays various types of derivation in Arabic and explains the value each type has in enriching Arabic by providing the vocabulary and linguistic elements required to keep up with the times and adapt accordingly. The research concludes that derivatives originate from linguistic elements and the three consonants. The consonants themselves are meaningless but combining a tense gives them a specific meaning.
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The Acquisition of Arabic Language and Teaching it to Korean Learners
د. هاديا عادل خزنة; كاتبي(Hadiya Adel Khaznah Katibi) 한국아랍어아랍문학회 2015 아랍어와 아랍문학 Vol.19 No.4
This study deals with some of the important issues pertaining to teaching Arabic language as the challenges and problems faced by teachers and Korean learners as well as the assets of the teacher, which are considered the basic factors in making the didactic process a success since they form the connecting link between the learner and the content. The lingual vocabulary is the lingual foundation, which teachers depend on in bridging the gap with learners of Arabic as a second language. Consequently, the study also sheds light on the utilized curricula in teaching Arabic language by shaping them to meet the aspirations of teachers and learners. Then modern technologies in teaching Arabic as a second language are focused upon along with the strategies that are used by learners in acquiring a second language. Finally, the experiences and the needs that are required in teaching Arabic as a second language whether in Arab communities or other foreign ones that teach Arabic language are tackled as well.
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ب,س,م,ة,أ,ح,م,د,ص,د,ق,ي,ا,ل,د,ج,ا,ن,ي,. ه,ب,ة,م,ح,م,و,د,ش,&# 한국아랍어아랍문학회 2016 아랍어와 아랍문학 Vol.20 No.3
This study aims to detect the opinion of Arabic learners – as a second language- on the importance of functional expression and their opinion on the role of the curriculum of the University of Jordan in this subject. It also aims to analyze the content of the curriculum of teaching Arabic to speakers of other languages, to recognize the exercises and its role in increasing the ability to learn functional expression in writing and orally, to identify how the lessons of the functional expression were selected in this curriculum, to identify the method through which learners can recruit what they learn in their career, and finally to detect the mistakes that Arabic learners as a second language can slip into in their expressive writing.
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