من الاشتراك الدلالي إلى تغير المعنى

2019 ◽  
Author(s):  
saber lahbacha
Keyword(s):  
Cognitive Linguistics ◽  
Arabic Language ◽  
Pragmatic Approach ◽  
Cognitive Approach ◽  
Meaning Change ◽  
Language And Literature ◽  
Lexical Concepts

From polysemy to meaning change: lexical cognitive perspectivesSaber Lahbacha By:PhD. Arabic language and Literature, University of Manouba, Member of association of Arabic lexicology in TunisAbstract:Many essays to find a model to study polysemy in most words emerged in several semantic, lexical, cognitive and pragmatic perspectives. Diverse dimensions of this phenomenon are activated according to the requirements of each discipline. If the lexical treatment gives priority to distinguish between polysemy (one entry) and homonymy (many entries), the pragmatic approach includes the contextual non-linguistic operators in building polysemy. The cognitive approach considers that lexical concepts are sets of semantic complicated nuances built on polysemy. This cognitive approach considers that there is no way to distinguish between meanings and the boundaries between them are ambiguous.Key words: Semantics – Polysemy – cognitive linguistics – lexicology – homonymy. ملخصلم تنقطع محاولات إيجاد منوال لمقاربة الاشتراك الدلالي (تعدّد المعاني) في معظم الكلمات عن البروز ضمن منظورات دلالية ومعجمية وعرفانية وتداولية متعددة. وبحسب مقتضيات كلّ فرع لساني، يجري تنشيط الأبعاد المختلفة للظاهرة ويتم التركيز على مناحٍ دون أخرى. فإذا كانت المعالجة المعجمية تضع أولوية اهتمامها في توضيح التمييز بين الاشتراك الدلالي (مدخل واحد) والاشتراك اللفظي (مداخل متعددة)، فإن المقاربة التداولية تؤصل مشاركة العوامل السياقية غير اللغوية في تأسيس الاشتراك الدلالي. أما المقاربة العرفانية فترى أن المفاهيم المعجمية هي مجموعات من الفروق الدلالية المتراكبة التي تقوم على الاشتراك الدلالي ولا ترى أن التمييز بين المعاني ممكن بل إن الحدود بين المفاهيم المعجمية ضبابية.الكلمات المفاتيح: علم الدلالة - الاشتراك الدلالي – اللسانيات العرفانية – المعجمية - الاشتراك اللفظي.

scholarly journals المعنى بين الوحدة والتّعدّد: مقاربة دلاليّة

2019 ◽  
Author(s):  
saber lahbacha
Keyword(s):  
Cognitive Linguistics ◽  
College Of Education ◽  
Pragmatic Approach ◽  
Cognitive Approach ◽  
Lexical Concepts

لم تنقطع محاولات إيجاد منوال لمقاربة الاشتراك الدّلاليّ (تعدّد المعاني) في معظم الكلمات عن البروز ضمن منظورات دلاليّة ومعجميّة وعرفانيّة وتداوليّة متعدّدة. وبحسب مقتضيات كلّ فرع لسانيّ، يجري تنشيط الأبعاد المختلفة للظّاهرة ويتمّ التّركيز على مناحٍ دون أخرى. فإذا كانت المعالجة المعجميّة تضع أولويّة اهتمامها في توضيح التّمييز بين الاشتراك الدّلاليّ (مدخل واحد) والاشتراك اللّفظيّ (مداخل متعدّدة)، فإنّ المقاربة التّداوليّة تؤصّل مشاركة العوامل السّياقيّة غير اللّغويّة في تأسيس الاشتراك الدّلاليّ. أمّا المقاربة العرفانيّة فترى أنّ المفاهيم المعجميّة هي مجموعات من الفروق الدّلاليّة المتراكبة التي تقوم على الاشتراك الدّلاليّ ولا ترى أنّ التّمييز بين المعاني ممكن بل إنّ الحدود بين المفاهيم المعجميّة ضبابيّة.الكلمات المفاتيح: علم الدّلالة – الاشتراك الدّلاليّ – اللّسانيّات العرفانيّة – المعجميّة – الاشتراك اللّفظيّ. Meaning between unity and plurality: semantic approachSaber Lahbacha By:Arabic Department, College of Education, Zayed University, UAE Abstract:Not a few essays aiming at finding a model to study polysemy in most words have emerged in several semantic, lexical, cognitive and pragmatic perspectives. Diverse dimensions of this phenomenon are activated according to the requirements of each discipline. While lexical treatment gives priority to the distinction between polysemy (one entry) and homonymy (many entries), the pragmatic approach includes the contextual non-linguistic operators in building polysemy. The cognitive approach considers that lexical concepts are sets of subtle semantic nuances built on polysemy. It also considers that there can be no obvious distinction between (the) different (shades of) meanings and that the boundaries between them are not clearly demarcated.Key words: semantics – polysemy – cognitive linguistics – lexicology – homonymy.

cognitive-pragmatic account of the English imperative-conditional construction

2016 ◽  
Vol 1 (2) ◽  
pp. 251-269
Author(s):  
Keding Zhang
Keyword(s):  
Cognitive Linguistics ◽  
Processing Unit ◽  
Pragmatic Approach ◽  
The Third ◽  
Pragmatic Enrichment ◽  
Symbolic Structure ◽  
Speaker Intentions ◽  
Interactive Relationship ◽  
Pragmatic Account ◽  
Everyday Communication

The imperative-conditional construction (ICC) in English is a type of construction which consists of an ordinary imperative clause and an ordinary declarative clause connected by the connective and or or. This article deals with the speaker intentions of ICCs and their motivations from a cognitive-pragmatic approach. Based on the concept of construction in cognitive linguistics, an ICC can be called a complex symbolic structure which, though composed of two components, should be regarded as a single pragmatic processing unit. It is demonstrated that, in everyday communication, the ICC can usually convey three kinds of speaker intentions: a prohibitive intention, an inducing/forcing intention, and an advisory intention. The first refers to the intention of the speaker to prohibit the hearer from carrying out the act described by the imperative. The second is the intention of the speaker to induce or force the hearer to bring about the act described by the imperative. The third refers to the intention of the speaker to advise the hearer to carry out the act described by the imperative. These speaker intentions are highly motivated. The motivations include the constructional context, the conditional relation between the imperative and the declarative, the directive force of the imperative, the pragmatic enrichment of the declarative, and the complementary and interactive relationship between the imperative and declarative clauses, among which the constructional context serves as an overall motivation, and the rest may be seen as specific motivations.

Amâlî (Imla) As Arabic Writing Technique

Metahumaniora ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 128
Author(s):  
Dicky Rachmat Pauji
Keyword(s):  
Middle East ◽  
Teaching And Learning ◽  
Arabic Language ◽  
Wide Scope ◽  
Writing Style ◽  
Learning Space ◽  
Islamic School ◽  
Related Literature ◽  
Language And Literature ◽  
The Subject

Amâlî (Imla) is a methodology used in studying Arabic language and literature that has a very wide scope. Amâlî (Imla) itself can be translated as: to dictate, to add, to fill in and etc. Amâlî (Imla) may also be interpreted further by the following narration: A teacher (ustadz) comes to a place like a mosque, an Islamic school or any learning space in general. In the process of teaching and learning, all that are spoken by the teacher is written down by the students on pieces of paper they had prepared earlier then be compiled into a book which will be preserved. This paper presents a brief summary of Amâlî (Imla) as a methodology which is discussed in many Amâlî (Imla) related literature works written from the beginning of 7th century until the 14th century. The subject Amâlî (Imla) is written in exceedingly diverse manner, unique to each of numerous known authors. This paper also discusses about various meaning of the word Amâlî (Imla) that has been interpreted differently among authors. In addition, the method of separating chapters and other minor distinct writing style that each of various groups of Amâlî (Imla) authors had developed was presented in this work. And lastly, this paper discusses the fact that Amâlî (Imla) related textbook authors were not only originated from the Middle East, but also from regions such as Iran (Huzistan) and Andalusia

scholarly journals Study Articles In The Journal Of Studies In Arabic Language And Literature From A Content Analysis Perspective/ دراسة مقالات مجلة دراسات في اللغة العربية وآدابها من منظار التحلیل المحتوی والاقتباسي

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Masoud Bavanpouri ◽  
Abdulahad Gheibi ◽  
Sohaila Kazem Alilu
Keyword(s):  
Text Analysis ◽  
Analytical Study ◽  
Educational Institution ◽  
Editorial Staff ◽  
Arabic Language ◽  
Scientific Evaluation ◽  
Scientific Publications ◽  
Language And Literature ◽  
The World ◽  
Prolific Authors

As articles' production is growing at an increasing rate in Iran and the world, there is an urgent need for criteria to evaluate scientific publications. This will be achieved by using scientific evaluation. Who benefits from analyzing the information. The Journal of Studies in Arabic Language and Literature is considered one of the accredited and essential magazines in Arabic language and literature in Iran. University and educational institution. This article dealt with a statistical and analytical study of the number of article writers, their testimonies, the extent of cooperation between them, the centers and institutions active in the magazine. Moreover, From this standpoint, the article obtained the following results: 85 articles were written individually, 101 articles were also written jointly, 77 articles were jointly written with the cooperation of university colleagues, and 24 articles were written with the cooperation of different persons from different universities. Shaker Al Ameri and Wafiq Mahmoud Solitain became the most prolific authors with eight articles. Half of the essay topics are devoted to criticism, fiction, and text analysis. Fifty articles were written by the editorial staff with an average of 88/26, which is a large number.

scholarly journals Concept of the time in language and text (contextual time markers)

2021 ◽  
Vol 14 (1(14)/2020) ◽  
pp. 143-149
Author(s):  
Natalia Grushina
Keyword(s):  
Foreign Language ◽  
Cognitive Linguistics ◽  
Dimensional Space ◽  
Human Life ◽  
Three Dimensional ◽  
Cognitive Approach ◽  
The Social ◽  
Russian Literary ◽  
Dimensional Space Time ◽  
Perception Of Time

The aim of this paper is to study different time representations in language and text. Time is an abstract category firmly connected to human life, it can be considered to be the fourth dimension of reality, used to describe events in three-dimensional space. Time has been studied from different points of view and in different aspects. The perception of time can vary depending on the social and cultural environment. That is why it is so important to pay special attention to a variety of time representations when studying a foreign language. In this article I consider different time markers represented in language (English and Russian) and contextual time markers we can find in texts for reading comprehension activities at advanced levels when studying Russian as a foreign language. I compare language and contextual time markers using a cognitive approach to text units. As an example, I take time markers from the texts published in a popular Russian literary magazine Novy mir at the turn of the 21 century. Novy mir is a very famous in Russia for its liberal position and history within the dissident movement during Soviet epoch Keywords: concept of time, time markers, text and discourse, cognitive linguistics

scholarly journals A-4 Analytical Study Exegeses of “Alfiyya Ibn-E-Malik”

2021 ◽  
Vol 5 (1) ◽  
pp. 38-49
Author(s):  
Asiya Bibi ◽  
Kaleem Ullah
Keyword(s):  
Analytical Study ◽  
Arabic Language ◽  
Religious Schools ◽  
13Th Century ◽  
Important Work ◽  
Rare Book ◽  
Left Behind ◽  
Language And Literature

This research deals with an Analytical Study Exegeses of “Alfiyya of Ibn Malik”. The Alfiyya of Ibn Malik   is a rare book of Arabic grammar written by Ibn Malik in the 13th century. Ibn Malik was a great man, he was well versed in Arabic language and literature and Arabic grammar. He wrote works in the field of Arabic grammar, philology, Arabic metrics, Qira'at and Hadith. He left behind a number of scientific works, some in the form of prose, and other in the form of "educational poetry". Alfiyya is his by far the most important work, which made his famous and preserved memory of him to this day. Due to his overall contribution to the grammar of the Arabic language,  The importance of Alfiyya of Ibn Malik can be gauged from this Along with the Ajārūmīya, the Alfiya was one of the first books to be memorized by students in religious schools after the Qur'an. Alfiyya of Ibn Malik has been included in madrassas for many years. Alfiyya of Ibn Malik was memorized in some madrassas in today’s۔ Alfiyya has been Part of the syllabus in madrassas for many years. Many Exegeses on Alfiyya of Ibn Malik have been written. These explanations have been reviewed in the following discussions.

scholarly journals Pendampingan Pemasaran Potensi Pariwisata Pagaralam Untuk Kawasan Timur Tengah

2021 ◽  
Vol 1 (2) ◽  
pp. 7-19
Author(s):  
Muhammad Walidin
Keyword(s):  
Middle East ◽  
Boarding School ◽  
Arabic Language ◽  
Academic Community ◽  
Literature Study ◽  
Study Program ◽  
The Public ◽  
Tourism Marketing ◽  
Language And Literature ◽  
Short Video

Community Service with the theme Marketing  the Potential  Tourism of Pagaralam for the Middle East people is aimed to advocate  the public to be aware of tourism and to become independent tourism ambassadors for their own region. The team from the Arabic Language and Literature Study Program collaborated with the community represented by the academic community of the Al-Azhar Islamic Boarding School to develop a social media-based tourism marketing pattern (Youtube). This process begins with brainstorming, composing a narrative text, translating text into Arabic, taking pictures and video, editing, and downloading video to Youtube. The result of the program is the appearance of a short video in Arabic as a form of marketing the potential  tourism of Pagaralam to the Middle East people.

الاشتراكُ الدلاليُّ في لفظِ (الرأس)

2021 ◽  
pp. arabic cover-english cover
Author(s):  
لعبيدي بو عبد الله ◽  
شيماء عبد الله عبد الغفور
Keyword(s):  
Cognitive Linguistics ◽  
Body Part ◽  
Human Cognition ◽  
Semantic Field ◽  
Cognitive Approach ◽  
Human Environment ◽  
Semantic Domain ◽  
History Of ◽  
Analytical Approaches

تُعَدُّ ظاهرةُ الاشتراكِ الدلاليّ ظاهرة مركزية في جميع اللغاتِ الإنسانيّةِ، فهي تستمدُ كينونتها من الهيكل المفاهيمي للإنسان، ومن تفاعل إدراكه مع العالم الخارجي. وقد جاءَتْ هذه الورقة لتقارب ظــاهرة الاشتراك الدلاليّ إدراكيًّا في المعجم العربي -وفق منهج وصفي تحليلي-، متخذةً من كلمة (الرأس) أنموذجًا. وتهدفُ هذه الدراسة للإجابة عن التساؤلات الآتية: ما البنية الإدراكية الكامنة وراء حدوث ظاهرة الاشتراك الدلاليّ في ألفاظ أجزاء الجسد عامة وكلمة (رَأْس) خاصةً؟ وما الحقول الدلاليّة التي امتد إليها واتساعاتها الاستعارية والكنائية؟ كما تعمل الدراسة على الكشف عن البنية الإدراكية التي تجمع المعاني المتعددة للفظ (الرأس) بالإضافة إلى الكشف عن شبكة العلاقات الدلاليّة بين المعاني المتعددة التي يضمها. وقد خَلُصَتْ هذه الورقة البحثية إلى كون التوسعاتِ الدلاليّةِ، والاستعمالاتِ الاستعاريّةِ، والكنائيّةِ لكلمة (رَأْس) تتصلُ بنسقنا التصوّري، وبالتفاعل الدائم بين تجاربنا اليوميّة مع رؤوسنا والعالم الخارجي. الكلمات المفتاحية: (الاشتراك الدلاليّ، اللسانيات الإدراكية، تاريخ اللسانيات الإدراكية، الجسد، رأس) Abstract Polysemy is a central phenomenon in all languages. It shows the interaction between human cognition and human environment. This paper aims to answer the following questions: what is the language mechanisms that is used among Arabs and makes sense of body part terms extend to a new semantic domain? And What are the semantic domains that the word ‘head’ extended to? To achieve the objectives this paper, the researchers adopted the cognitive approach. As well as the descriptive and analytical approaches using the word ‘head’ as a case study and traced its meaning as it developed through metaphor and metonymy. Also, it crossed over from one semantic field to another. It will show that demonstrate of ‘head’ and its semantic extensions derive directly from conceptual patterns that were created as a result of experiences and interaction between our heads, and the outside world. Key words: (polysemy, cognitive linguistics, the history of cognitive linguistics, body, head).

Al-Naqqāsh, Mārūn مارون النقاش (1817–55)

2018 ◽  
Author(s):  
Lovisa Berg
Keyword(s):  
Arabic Language ◽  
Traditional Education ◽  
Foreign Languages ◽  
Deep Knowledge ◽  
Language And Literature ◽  
Modern Arabic

Mārūn Al-Naqqāsh is often seen as the father of modern Arabic drama. He was born in Sidon, but grew up in Beirut. After a traditional education comprising detailed studies of Arabic language and literature as well as law and foreign languages Al-Naqqāsh decided to travel. His first journeys took him to Damascus and Aleppo, and then in 1846 he traveled to Egypt and Italy. In Italy he became fascinated with European theater and on his return to Beirut he decided to write and produce a play. Drawing on his deep knowledge of Arabic culture in addition to influences from his journeys, Al-Naqqāsh produced Al-bakhīl (The Miser, 1847).

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