Shukri B. Abed Aristotelian Logic and the Arabic Language in Alfārābī (1991)

Classical Arabic was originated in the family of Semitic languages as a result of mixing among the languages of thepeople who lived in the Arabian Peninsula. Nobody knows the exact time of its emergence. We had some knowledgeby some stone monuments and oral histories indicated that some distinct languages were in the south and north of theArabian island. Some of their images remained for us that were sometimes seen in some Arabic dialects later in theaspects of their expression, derivation and synonymous words. The age of this classical Arabic is mentioned byal-Jāḥiẓ in his book: “The Animal”, which is between 150-200 years before Islam.There is no doubt that Arabic Language has evolved through the ages and has become a standard language after itwas audible, especially when it established its linguistic bases to protect its originality and Arab nature from themelody entered from the non-Arabs who accepted Islam, after the mixing among Arab Muslims and the other people.It is true that Arabs had used the Aristotelian logic in the development of their linguistic sciences, but their Arabicwas not affected by the Aristotelian logic and their Arab culture did not lose its originality and nature.

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Narrative Language Markers of Arabic Language Development and Impairment

Journal of Speech Language and Hearing Research ◽

10.1044/2020_jslhr-20-00082 ◽

2020 ◽

Vol 63 (10) ◽

pp. 3472-3487

Author(s):

Natalia V. Rakhlin ◽

Nan Li ◽

Abdullah Aljughaiman ◽

Elena L. Grigorenko

Keyword(s):

Language Development ◽

Standardized Test ◽

Language Disorder ◽

Arabic Language ◽

Developmental Language Disorder ◽

Standardized Measures ◽

Verb Agreement ◽

Language Groups ◽

Specificity And Sensitivity ◽

Omission Errors

Purpose We examined indices of narrative microstructure as metrics of language development and impairment in Arabic-speaking children. We examined their age sensitivity, correlations with standardized measures, and ability to differentiate children with average language and language impairment. Method We collected story narratives from 177 children (54.2% boys) between 3.08 and 10.92 years old ( M = 6.25, SD = 1.67) divided into six age bands. Each child also received standardized measures of spoken language (Receptive and Expressive Vocabulary, Sentence Imitation, and Pseudoword Repetition). Several narrative indices of microstructure were examined in each age band. Children were divided into (suspected) developmental language disorder and typical language groups using the standardized test scores and compared on the narrative indicators. Sensitivity and specificity of the narrative indicators that showed group differences were calculated. Results The measures that showed age sensitivity included subject omission error rate, number of object clitics, correct use of subject–verb agreement, and mean length of utterance in words. The developmental language disorder group scored higher on subject omission errors (Cohen's d = 0.55) and lower on correct use of subject–verb agreement (Cohen's d = 0.48) than the typical language group. The threshold for impaired performance with the highest combination of specificity and sensitivity was 35th percentile. Conclusions Several indices of narrative microstructure appear to be valid metrics for documenting language development in children acquiring Gulf Arabic. Subject omission errors and correct use of subject–verb agreement differentiate children with typical and atypical levels of language development.

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The Psychometrics of an Arabic Language Version of the Posttraumatic Diagnostic Scale

PsycEXTRA Dataset ◽

10.1037/e517322011-282 ◽

2007 ◽

Author(s):

Anne Norris ◽

Karen Aroian

Keyword(s):

Arabic Language ◽

Language Version

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Efektifitas Pembelajaran Bahasa Arab 0 (nol) sks dalam membentuk Bi’ah al-‘Arabiyah pada Prodi PAI STIT Raden Wijaya

Progressa Journal of Islamic Religious Instruction ◽

10.32616/pgr.v1i2.77 ◽

2018 ◽

Vol 1 (2) ◽

pp. 51

Author(s):

Mustain Mustain

Keyword(s):

Religious Education ◽

Arabic Language ◽

Islamic Education ◽

Foreign Languages ◽

Primary Data ◽

Study Program ◽

Effective Learning ◽

Education Study ◽

Arabic And English ◽

Oriented Approach

Arabic subjects are very important to develop the ability to communicate. By learning Arabic, students can understand the conversation and reading in Arabic well. Formal Arabic Studies in Madrasahs are the main means for students to master Arabic. This study aims to: 1) Know the efforts of STI Pati Raden Wijaya Prodi in shaping Arabic environment on Prodi PIT STIT Raden Wijaya. 2) Knowing the supporting factors in shaping Arabic environment on PAI STIT Raden Wijaya Prodi. 3) Knowing the obstacles faced by Prodi PIT STIT Raden Wijaya in shaping Arabic environment at Prodi PIT STIT Raden Wijaya. This study uses oriented approach (paradigm) Descriptive-Qualitative, While the type of research is using case studies (Santoso, 2005). In this study the researchers themselves or with the help of others are the main data collectors. This research was conducted at Tarbiyah High School of Raden Wijaya Kota Mojokerto, on Islamic Religious Education Study Program. In this study, the primary data obtained by researchers is: the results of interviews with the Chairman of the Study Program of Islamic Education and Students Semester I (One). In this study used in analyzing data that has been obtained is by descriptive (non statistical) descriptive that is explorative. The conclusions of this research are: 1) Effort-uaha done Prodi in making effective learning arab language in Prodi PIT STIT Raden Wijaya are: a. He held yaum al-'araby twice a week on Friday. b. It was called shabah al-lughah a week twice before ta'lim afkar al-islamy began. c. The existence of study club on each mabna. 2) Factors that become supporters in forming bi'ah al-'arabiyah are: a. Attachment of mufradat in strategic places. b. Make plaques that are written / spoken in Arabic to make it easier to remember. c. Songs in foreign languages (Arabic and English) to increase students' insight in developing the language. 3) The constraints faced in creating bi'ah al-'arabiyah namely: a. Ability and basic students are different. b. There is no class classification that suits the ability of each student. c. Lack of facilities / facilities and infrastructure. d. Competence musyrif / ah who are not all able to speak. e. The curriculum and materials that are presented have not been neatly arranged. f. The absence of a strict iqob for students who do not communicate arabic language everyday.

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METODE QIYAS SEBAGAI LANDASAN EPISTEMOLOGI NAHWU

ALQALAM ◽

10.32678/alqalam.v31i2.565 ◽

2014 ◽

Vol 31 (2) ◽

pp. 213

Author(s):

Nana Jumhana

Keyword(s):

First Generation ◽

Arabic Language ◽

Second Century

Qiyas (analogy) is one of several methods which had been used by Arabic linguist since the first generation until those who lived in the second century of Hijriyah in formulating Arabic grammars next to Sama' (orally transmitted material). The formulation of the grammars was aimed at conservating Arabic from any kinds of inference, considering that it was not only a mere treasure of the Arab, but also language of Islam after the revelation of Alqur'an. As an ephistemological basis of Arabic synthax, Qiyas serves as an analogy to some eloquent saying of the ancient Arabs. In so doing, Qiyas consists of four components: 1) maqis 'alaih (the source to which one thing is comparred), 2) maqis (the respected object to be comparred), 3) 'illah (the similar aspectls the both share), and 4) hukm (the verdict in search). In terms of it's kind, linguists devide it into three kinds: 1) qiyas al' illah, 2) qiyas at-tard, and qiyas as-syibhi. Even though some linguists argue against the using of Qiyas in formulating grammars, particularly for it is not in line with sima', also for it is considered to be built on subjective rationalisation, Qiyas is of great significance in language theorizing. The significance of Qiyas is not limited to the products demonstrated by traditional linguists. It also applies to our time too, particularly in developing Arabic language in all of it's aspects. Keyword: Qiyas, Method, Taq id al-Nahwi, Mazhab Basrah, Mazhab Kufah

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Arabic in Modern Hebrew Texts

10.3366/edinburgh/9781474444439.001.0001 ◽

2019 ◽

Author(s):

Mohamed Ahmed

Keyword(s):

Creative Writing ◽

Arabic Language ◽

Code Switching ◽

Population Displacement ◽

Translation Strategies ◽

Language And Culture ◽

Mass Migration ◽

Political Implications ◽

The Social ◽

Modern Hebrew

In the late 1950s, Iraqi Jews were either forced or chose to leave Iraq for Israel. Finding it impossible to continue writing in Arabic in Israel, many Iraqi Jewish novelists faced the literary challenge of switching to Hebrew. Focusing on the literary works of the writers Shimon Ballas, Sami Michael and Eli Amir, this book examines their use of their native Iraqi Arabic in their Hebrew works. It examines the influence of Arabic language and culture and explores questions of language, place and belonging from the perspective of sociolinguistics and multilingualism. In addition, the book applies stylistics as a framework to investigate the range of linguistic phenomena that can be found in these exophonic texts, such as code-switching, borrowing, language and translation strategies. This new stylistic framework for analysing exophonic texts offers a future model for the study of other languages. The social and political implications of this dilemma, as it finds expression in creative writing, are also manifold. In an age of mass migration and population displacement, the conflicted loyalties explored in this book through the prism of Arabic and Hebrew are relevant in a range of linguistic contexts.

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