Arabic Language and Linguistics

Besmele, bismillâh ibaresinin okunması ve yazılmasını ifade eden bir kelimedir. Besmeleyle bir işe başlamak, Kur’ân’ın ilk inen âyetlerinde Yüce Allah’ın, Hz. Peygamber’e öğrettiği bir edep olduğu gibi peygamberler vasıtasıyla nesilden nesile aktarılan bir sünnettir. Hz. Muhammed döneminde besmele son şeklini alıncaya kadar bazı aşamalardan geçmiştir. İslâm’ın ilk dönemlerinde bismikellâhümme ifadesi, İsrâ 17/110. âyet nâzil olunca Bismil¬lâhirrahmân ve Neml 27/30. âyet inince de bismillâhirrahmânirrahîm cümlesi kullanılmıştır. Besmele genelde tefsirlerde Fâtiha sûresinin girişinde detaylı bir şekilde tefsir edilmiştir. Ayrıca müstakil olarak risale türü eserlerde özenle ele alınarak farklı açılardan incelenmiştir. Tefsir tarihinde Kur’ân’a bütüncül yaklaşımlarıyla öne çıkan Ömer Nesefî (öl. 537/1142) ve Bikâî (öl. 885/1480), besmeleyi sadece Fâtiha sûresinin girişinde açıklamakla kalmamış, bütün sûre girişlerinde, sûre muhtevasına göre tefsir etmişlerdir. Ömer Nesefî, et-Teysîr fi’...

This chapter presents a Malaysian case study which describes the mixed forms of face-to-face learning together with online learning that provides a blended learning setting where learners optimally obtain knowledge and skills via a combination of conventional and online learning. The chapter comprises a review of the blended learning, including the flipped classroom (FC) model, blended learning technological affordances, the theoretical framework involved, as well as a description of a specific case study (with reference to an Arabic language course) to illustrate the implementation and outcomes of the blended learning approach. It also presents a glimpse of learners’ perspectives regarding the technological affordances of blended learning and FC, collected through one-to-one interview sessions with 8 students from the Arabic course at the end of the Semester 2 Academic Year 2022/2023. Six main themes that surfaced include: (1) Facilitation of diverse learning environments, (2) motivation, (3) possibility to express and observe others’ viewpoints, (4) time efficiency, (5) reinforcement of learning and (6) areas for of further discussion. Learners’ positive perceptions represented through the six themes, signify that the important dimensions of a meaningful e-Learning to take place are satisfactorily addressed and managed in the Arabic course.

ABSTRAK Secara khususnya kajian ini dijalankan adalah untuk mengkaji peranan radio sebagai medium pendidikan Islam bukan formal. Radio merupakan media elektronik yang berpengaruh dan fleksibel kerana ia berupaya mendidik, membujuk, menghibur dan menyampaikan makumat. Ia mempunyai khalayak pendengar yang ramai dan merupakan antara media pilihan, terutama di Negeri Sembilan menerusi siaran radio tempatan-Radio NEGERIfm. Walau bagaimanapun, program bermanfaat yang berbentuk pendidikan Islam masih kurang dari segi kuantiti dan kualitinya, sedangkan kajian mendapati bahawa sambutan kepada rancangan agama sangat memberangsangkan. Kajian ini menggunakan kaedah kuantitatif, iaitu sebanyak 700 borang soal selidik telah diedarkan kepada pendengar Radio NEGERI.fm di seluruh Negeri Sembilan. Daripada jumlah tersebut, sebanyak 506 borang selidik telah dikembalikan oleh responden. Hasil analisis kajian mendapati bahawa pendengar yang menggunakan radio untuk mempelajari Islam secara bukan formal b...

Таким образом, извлечённая из секретариата султана копия документа на османском языке, фирман султана, позволяет нам определить следующее: точную дату происхождения документа, правильное написание имён и чинов лиц, упомянутых в фирмане, точные названия местностей и исторических областей, переводы и ссылки на аяты из Корана, в своё время пропущенные дагестанскими
переводчиками, а также выявить ряд внесенных переводчиками произвольных дополнений, отсутствующих в оригинале документа.

1. Najm al-dīn al-Kātibī, The Rules of Logic, edited and translated by TONY STREET, New York, New York University Press (Library of Arabic Literature), 2024, XXVIII + 171p, ISBN 9781479880249 (relié), 9781479864706 (ebook, institution), 9781479819546 (ebook, particulier). Prix : 30 $.
2. Najm al-dīn al-Kātibī’s Al-Risālah al-Shamsiyyah. An Edition and Translation with Commentary [by] TONY STREET, New York, New York University Press (Library of Arabic Literature), 2024, XXX + 424p, ISBN 9781479827527 (relié), 9781479827510 (ebook), 9781479827541 (ebook). Prix: 75 $.

هدف البحث هو استكشاف دور الذكاء الاصطناعي مع تقنيات التعليم النشط في تعليم اللغة العربية كلغة أجنبية، وذلك من خلال استخدام استراتيجيات وتقنيات تعليمية فعَّالة تواكب التطورات التقنية الحديثة في التعليم. وتكمن أهمية البحث في قدرته على تقديم حلول تعليمية حديثة تُحسِّن من تجربة تعليم اللغة العربية كلغة أجنبية عبر الذكاء الاصطناعي، والتعليم النشط من خلال طُرق جديدة تفاعلية، إضافة إلى أن التقنيات اليوم إذا استخدمناها بشكل صحيح، قد تساهم في تعزيز تفاعل المتعلمين، وتطوير أدائهم بشكل أسرع.  وكانت مشكلة البحث في كيفية دمج التقنيات الحديثة للذكاء الاصطناعي مع استراتيجيات التعليم النشط في مناهج تعليم اللغة العربية بطريقة فعالة تُلبي احتياجات المتعلمين، وتساهم في تجاوز التحديات التقليدية التي تواجه تعليم اللغة. أهداف البحث: أولاً: تحليل الفوائد التعليمية لتطبيقات الذكاء الاصطناعي وتقنيات التعليم النشط في تعليم اللغة العربية. ثانيًا: دراسة نموذج تعليمي يعتمد على الذكاء الاصطناعي لتحسين مهارات اللغة الأساسية (الكتابة والقراءة). ثالثًا: تقييم تأثير الأدوات الذكية والتقنيات النشطة على تحفيز المتعلمين وزيادة تفاعلهم مع المحتوى التعليمي. أسئلة البحث: أولاً: كيف يمكن للذكاء الاصطناعي مع التعليم النشط تحسين عملية تعليم اللغة العربية كلغة أجنبية؟ ثانيًا: ما هي الأدوات والتقنيات الأكثر فعالية في هذا المجال وكيف يتم استخدامها وتطويرها؟ ثالثًا: كيف يُمكن تقييم تأثير استخدام الذكاء الاصطناعي مع التعليم النشط على تقدم المتعلمين؟. فرضية البحث: يمكن لتطبيقات الذكاء الاصطناعي مع تقنيات واستراتيجيات التعليم النشط في تعليم اللغة العربية كلغة أجنبية أن تُحدث فرقًا إيجابيًا وملموسًا في تحسين كفاءة التعليم وتسهيل عملية التعلم من خلال تقديم تجارب تعليمية وتفاعلية. المنهج: يستخدم البحث منهجية تحليلية تجريبية، حيث يتم دراسة نموذج تعليمي مطور باستخدام تقنيات الذكاء الاصطناعي (Google Ai Studio)، وتجريبه عبر التعليم النشط باستخدام أداة (Padlet)، ومن ثم تقييم تأثيره من خلال دراسة حالة على مجموعة من المتعلمين. ومن نتائج البحث: أظهرت النتائج الأولية أن استخدام الذكاء الاصطناعي مع تقنيات واستراتيجيات التعليم النشط في تعليم اللغة العربية يُساهم بشكل كبير في تحسين مستوى المهارات اللغوية لدى المتعلمين لمادة القراءة والكتابة،  وتحديد مستوياتهم، ويزيد من تفاعلهم واهتمامهم بالمحتوى التعليمي، وهذا يعزز فعالية العملية التعليمية ويجعلها أكثر متعة وابتكارًا.

Autorica na temelju rukopisa i arapskih biografskih izvora pokazuje da su arapski prevoditelji i filozofi koristili grčke filozofske tekstove različite provenijencije i kvalitete kako bi bolje razumijevali filozofske probleme koje su naslijedili kroz helenistički sistem naobrazbe. Ovaj je sistem bio razvijen i održavao se kroz mrežu helenističkih škola i intelektualnih centara diljem grčkog svijeta. Vodeću su ulogu u procesu prenošenja »mudrosti i znanja« između Grka i Arapa imali kršćanski Sirijci. Tim su putem Arapi upoznali Aristotelovo djelo gotovo u cijelosti. Prijevodi proizišli iz škole Ḥunain ibn Isḥāqa svjedoče o vrlo strogoj filološkoj metodi prilikom kritičke uspostave grčkog teksta. U 10. i prvoj polovici 11. st. značajna grupa arapskih prevoditelja i tumača bila je okupljena oko kršćanske Filozofske škole u Bagdadu. Poznavali su veliki broj starijih i različitih varijanti prijevoda grčkih tekstova pa su komentari i kritička izdanja proizašla iz ove škole bila filološki ...

Bu calisma, Kur’an’da mecaz olarak kullanilan lafizlari/ibareleri sii mufessir Ebu Ca’fer et-Tusi’nin (o. 460/1067) tefsiri orneginde incelemektedir. Tusi, el-Udde Fi Usuli’l-Fikh isimli eserinde mecaz konusunun teorisini ortaya koymakta; tefsirinde bu teoriyi orneklendirmektedir. Tefsir, usul-i fikih ve kelamin ortak konusu olan mecaz, cok boyutlu bir anlama bicimini gerektirmektedir. Tarih icerisinde cok boyutlu Kur’an okumalari, tevilin kapsamini ortaya koymaktadir. Tusi de Kur’an’da mecaz iceren ayetleri yorumlarken tevil yontemine basvurmaktadir. Allah’in sifatlari ve fiillerinde mecazi ele alirken tesbihten kacinmak amaciyla tevile basvurmak bu konunun orneklerinden biridir. Nitekim Tusi, tefsirinde Allah’in fiillerinde mecazi inceledigi gibi insan ve insan disindaki varliklarin fiillerinde mecaz ifade eden ayetleri yorumlamaktadir.

L es individus qui s'exprimèrent sur la pierre au moyen de leurs graffiti n'imaginaient certainement pas que leur geste aurait une telle portée. Plus d'un millénaire après avoir été gravés, ces « petits textes » en langue arabe nous en disent pourtant long sur leurs auteurs, leur rapport à l'écriture, à leurs croyances et d'une manière générale au monde qui les entoure. Ils furent les témoins privilégiés des bouleversements religieux, sociaux, économiques et politiques qui secouèrent la péninsule Arabique puis l'ensemble du Proche-Orient à partir du vii e siècle. C'est l'une des raisons qui explique tout l'intérêt porté actuellement par la recherche occidentale comme arabe pour le phénomène des graffiti arabes et islamiques. Les épigraphistes, les historiens et les chercheurs d'autres disciplines des sciences humaines s'appliquent aujourd'hui à cerner toute l'importance de ce nouveau front de la recherche afin d'en définir les contours scientifiques. Ils ont donc investi le champ de la graffitologie et se sont mobilisés autour de ses principales thématiques que sont le religieux et l'expression de la foi, la langue et l'écriture arabes, le Coran et la représentation du divin, le prophétisme, etc., comme une source de connaissance inédite des premiers temps de la civilisation arabe et musulmane.

Hidayet ve dalâleti Allah'a nispet eden âyetlerin nüzul döneminde nasıl algılandığı konusu, bir zihniyet tarihi meselesidir. Anladığımız kadarıyla bu âyetler, Kur'an söyleminin karakteristik ifadelerindendir ve Müslümanların ilahî irade tarafından seçilmiş bir topluluk olduğunu ilan eder. Dolayısıyla politik bir söylemin parçasıdır ve pratik yönü ön plandadır. Bu âyetler, özellikle Mekke döneminde kulun özgür iradesi üzerinden tartışılmamıştır. Beri taraftan sonraki dönemlerde Müslümanlar söz konusu âyetlere referansta bulunurken farklı bir algılama ile hareket etmiş olabilirler. Tarihi perspektif, sonraki dönemlerin zihniyetini tasvire yönelik çalışmaları da nüzul dönemi kadar değerli görür.

Je voudrais remercier d'abord Catherine Garbay qui m'a accueilli dans son Žquipe et qui a bien voulu encadrer cette th•se. Elle a su orienter mes recherches dans le bon sens avec un remarquable esprit critique et une dŽvotion sans pareil. Gr‰ce ˆ un dialogue constant, j'ai appris ŽnormŽment tant au niveau de la recherche qu'au niveau de la mŽthode de travail, ce dont j'avais le plus grand besoin. Elle a su Žgalement canaliser ce que j'appellerai mon enthousiasme de jeune chercheur, pour que je puisse tirer parti du meilleur de moi-m•me. Je ne peux que la remercier chaleureusement pour son aide, sa disponibilitŽ et sa gentillesse. Je voudrais remercier Jean Pierre Cocquerez pour avoir acceptŽ d'•tre rapporteur de ma th•se. Ses remarques pertinentes m'ont permis d'approfondir un peu plus mes travaux et d'adopter une dŽmarche plus rigoureuse. C'est pour moi un honneur qu'il soit prŽsent ˆ ce jury. Je voudrais remercier Piero Zamperoni ˆ la fois pour avoir acceptŽ d'•tre rapporteur, mais aussi pour toutes les discussions intŽressantes par courrier Žlectronique interposŽ dans le cadre du Groupe de RŽflexion en Vision par Ordinateur. Je suis Žgalement tr•s honorŽ de sa prŽsence ˆ ce jury. Je voudrais remercier Jean Marc Chassery et Augustin Lux pour avoir acceptŽ d'•tre membres de mon jury. J'ai pu discuter avec eux ˆ de nombreuses reprises, lors de sŽminaires ou plus personnellement, ce qui s'est toujours avŽrŽ tr•s intŽressant. Enfin, je voudrais remercier tous les membres du groupe SIC et toutes les personnes travaillant dans notre laboratoire, qui ont tous contribuŽ ˆ crŽer une ambiance agrŽable et conviviale propice ˆ des travaux de th•se. • Elle nous a permis d'abord de mieux comprendre les dŽfauts et les limites des approches classiques. Nous formulons ainsi dans ce chapitre des critiques nouvelles et nous n'hŽsitons pas ˆ remettre en cause des principes fondamentaux, qui sont ˆ la base m•me de nombreuses approches en vision. • Elle nous a conduit ensuite ˆ proposer une mŽthodologie nouvelle de conception et d'Žvaluation d'algorithmes, illustrŽe dans les chapitres suivants par un nouveau dŽtecteur • L'Žtude du cerveau montre qu'il existe des rŽgions o• les neurones sont diffŽremment organisŽs. Les neurones sont souvent regroupŽs en couche avec des spŽcificitŽs propres, tant au niveau des connexions avec les autres couches qu'au niveau des propriŽtŽs internes comme le seuil d'excitabilitŽ. Cette particularitŽ permet de supposer qu'il existe des groupes de neurones dŽdiŽs ˆ une t‰che particuli•re. La vision pourrait ainsi •tre dŽcomposŽe en plusieurs Žtapes distinctes. Des expŽriences ont par exemple montrŽ que certaines zones sont sensibles ˆ la couleur alors que d'autres sont sensibles ˆ la forme, ce qui confirme cette hypoth•se [Gros 87].

Islam adalah agama ilmu dan kemajuan. Umat Islam digalakkan untuk berfikir dan sentiasa mencari jalan penyelesaian terhadap sesuatu masalah yang hadapi. Tradisi berfikir juga mencetus kepada perkembangan ilmu seterusnya membina sistem pendidikan yang begitu tersusun

On 4-6 June 2025,

TRANSLATION AND MULTILINGUALISM IN MONGOL AND POST-MONGOL EURASIA,

co-organised with NoMansLand (IFI - ÖAW), will take place at the University of Münster, Germany. The workshop investigates the intricacies of translation and multilingualism in Mongol and post-Mongol Eurasia from the thirteenth to seventeenth centuries, analysing how texts, concepts, and knowledge traversed linguistic and cultural divides, as well as identifying the mechanisms that enabled effective communication and comprehension within a multilingual sphere. Viewing translation as an embodiment of knowledge transmission, it delves deeper into the subject of translation as a notion, procedure, and outcome, debating who transferred knowledge, when, and in what settings.

Aḥmad al-Wallālī’s Commentary on al-Sanūsī’s Compendium of Logic. A Study and Edition of Lawāmiʿ al-naẓar fī taḥqīq maʿānī al-Muḫtaṣar. Introduced, edited, and annotated by Ibrahim Safri, Leyde-Boston, Brill (Islamic Texts, Theology and Science, Texts and Studies, 120), 2023, X + 44 p (anglais) + 394p (arabe), ISBN 978-90-04-51179-8 (relié), €166.80, ISBN 978-90-04-51180-4 (e-book), €146.65, ISSN 0169-8729.

We explore the intricate relationship between English language ideologies and artificial intelligence (AI), particularly focusing on large language models (LLMs) and their implications for education. The primary objective is to examine how AI perpetuates linguistic hierarchies and reinforces imperialist and capitalist values through its reliance on standard English datasets. First, we critically outlined the impact of these technologies on linguistic diversity, academic integrity, and cultural representation in language learning. Then, we analyze the existing literature to uncover the ways in which LLMs and AI-based educational tools privilege certain varieties of English while marginalizing others. Finally, we discuss how these technologies amplify linguistic imperialism by devaluing non-standard English varieties and other languages, thereby perpetuating inequities in education. Recommendations include promoting transparency in AI training datasets, incorporating linguistic diversity in AI development, and equipping educators and learners with the tools to engage with AI ethically. This work underscores the urgent need for inclusive and equitable approaches to language education in the age of AI.

The practice of daily reflections on Qur’anic verses on justice, accountability, resilience, and governance offers a way to be resilient in tumultuous times. The Qur’an offers core principles that form a resilience-building framework with psychological dimensions (perseverance), theological insights (understanding worldly power’s temporary nature), and ethical foundations (justice-seeking, anti-corruption measures).

The following study was conducted by Transeuropéennes in partnership with the Anna Lindh Foundation (Translating in the Mediterranean Programme). It is an integral part of the first ever mapping of translation in the Mediterranean, conducted since 2010 by Transeuropéennes and the Anna Lindh Foundation (Euro-Mediterranean programme for translation), in partnership with over fifteen organisations from the entire Union for the Mediterranean. Sharing the same wider understanding of translation, the central role it plays in Euro-Mediterranean relations, in the enrichment of languages, development of societies, production and dissemination of knowledge and imaginaries, the partners united around this project shall use this mapping as the working basis to formulate recommendations and undertake long term actions.

This paper aims to investigate the claim that the Servant of the Lord referenced in Isaiah 42 is in fact the Prophet of God, Muhammad ﷺ.
This will in shāʾ Allāh be done by analyzing the original Hebrew, taking into account Jewish and Christian interpretations of the chapter, and exploring the chapters geographical and theological markers.

Dalam kehidupan sehari-hari, keterampilan mendengarkan menjadi keterampilan pertama yang dikuasai manusia sebelum keterampilan berbahasa lainnya seperti berbicara, membaca, dan menulis. Sejak lahir, bayi menggunakan indera pendengarannya untuk memahami suara-suara di sekitarnya. Melalui proses mendengarkan inilah bayi mulai mengenal bahasa ibunya, yang menjadi dasar bagi perkembangan bahasa dan keterampilan hidupnya di masa depan. Gangguan pendengaran sejak lahir dapat menghambat proses ini, sehingga berdampak pada keterampilan komunikasi anak di kemudian hari (Jabir, 2010).

When I was writing my dissertation almost forty years ago, I did what many people do at that stage in their careers-I gathered all the texts I could find, read them, and wrote down on index cards the philosophical arguments I could find in each text. Since I was not writing about the use of mysticism in the polemics, I did not note any arguments based on mystical or Kabbalistic ideas (even though I have long thought that that would make a good subject for a dissertation). I did not record exegetical arguments. I did not record historical references. I was pretty well disciplined as to what I would record and what I would ignore. Soon after completing my research, I realized that of all the things I did not write down, the one I regretted the most was not writing down Hebrew terms for Christian theological concepts, those concepts which are foreign to Judaism and, thus, do not have natural Hebrew terms to express them. It seemed to me then, and it seems to me now, that one can learn ...

Att på några få rader ge en allsidig och rättvisande bild av Gunnel som yrkeskvinna och person är en nästan omöjlig uppgift. De banbrytande frekvensstudierna i fransk romankonst, hennes viktiga insats i samband med Strindbergsutgåvan, hennes forskning kring den svenske titanen, ledamotskapen i lärda sällskap och inflytelserika församlingar är blott några exempel på hennes forskargärning och akademiska kall. Men vi, dina vänner, vill främst av allt ge vår hyllning till dig som vi lärt känna och hålla av som • den ärliga och uppriktiga Gunnel, som trygg i sin integritet inte tvekar att ta ställning för det som är rätt, pålitlig som det svenska urberget; • den drivande och dynamiskt nytänkande Gunnel, som med outtröttlig energi välkomnar varje problem som en förevändning att få utöva sin favoritsysselsättning: " att verka"; • den generöst uppmuntrande Gunnel, som stöttar och inspirerar, som får människor i sin omgivning att växa, som utan sidoblickar på person eller egen nytta självklart och utan åthävor öppnar nya vägar för andra; • den utåtriktade Gunnel, som genom sin personlighet och sin eminent sociala förmåga skapat viktiga nätverk av kontakter och vunnit anseende såväl inom landet som internationellt; • och sist, men inte minst, den okonstlade, bussiga och vänfasta Gunnel. Vi tillägnar dig denna vänskrift med den anonyme skaldens ord: "Vidsträckta är de hav som klokt och djärvt befares av dig, vår kära vän, du prima inter pares!" Gunnel Engwall 60 ans Il n'est pas facile de donner, en quelques lignes, une image fidèle et complète de Gunnel dans sa vie privée et professionnelle. Ses études pionnières de la fréquence lexicale, ses contributions à l'édition des textes de Strindberg, ses recherches sur le « titan suédois » ainsi que son rôle en tant que membre de prestigieuses académies et de comités ne constituent que quelques exemples de son oeuvre scientifique et de sa mission académique. Nous, ses amis, voulons avant tout rendre hommage à celle que nous avons appris à connaître et à apprécier : • une personne franche et honnête, qui, forte de son intégrité, sait prendre position pour la juste cause ; • une femme dynamique et moderne, dotée d'une énergie à toute épreuve et prête à affronter chaque problème comme s'il s'agissait d'un prétexte à son activité préférée : « agir » ; • quelqu'un de généreux et d'encourageant qui nous apporte son soutien et qui nous inspire. Grâce à son attitude droite, simple et tournée vers les autres, les personnes de son entourage s'épanouissent et s'engagent dans de nouvelles voies ; • une personne d'une grande ouverture d'esprit et douée d'une personnalité et d'une sociabilité telles qu'elle a su nouer de précieux contacts et gagner la considération de tous, aussi bien en Suède qu'à l'étranger ; • enfin, Gunnel, une amie droite, fidèle et profondément sympathique. Chère Gunnel, en témoignage de notre amitié, nous te dédions ces Mélanges accompagnés des mots d'un poète inconnu : « Vastes sont les océans que tu as parcourus avec audace et sagesse, toi prima inter pares ! »

The Story of Mohammed: Islam Unveiled presents itself as a simplified guide to understanding Islam through the biography of Prophet Muhammad. Richardson claims that modern Western society fails to comprehend Islam's true nature, and he writes to expose what he believes to be the political and militant roots of the religion. His central thesis is that Islam is a political system wrapped in religious garb, and that Muhammad's life provides the clearest insight into this reality. Rather than offering an objective study, the book perpetuates misconceptions deeply rooted in colonial and missionary polemics. It measures Islam against alien and parochial standards, refusing to engage with it on its own terms. Richardson's account mirrors historical patterns of misunderstanding, prejudice, and hostility that have long warped Western perceptions of Islam. He makes no real attempt to enter into dialogue with Islamic intellectual traditions, nor does he consider the internal diversity, self-critique, and reformist potential that exists within Muslim thought.

I, hereby, declare that this thesis is my original work and of my own execution and authorship. Zahida Chebchoub. 1 This present work investigates the use of Arabic and French in the city of Algiers. It examines the bilinguals ' usage of the languages and linguistic varieties these bilinguals have at their disposal. 1:l This study takes an interdisciplinary approach to the phenomenon of Arabic/French bilingualis~: it looks at the functional and structural aspects of Arabic and French as they are used in Algiers. On one hand, there is an analysis of the bilinguals ' language selection in various situations as well as the language attitudes held by these bilinguals. On the other hand, the bilinguals ' use of Arabic/French code mixing is studied by means of tape recordings of conversations. As far as Arabic is concerned, an account on the phonological and morphological structures of Standard Arabic and Algerian Arabic is giveno In the first chapter, there is a general in...

This articleaims to answer the following questions. (1)What isthe educational performance in teaching Arabic to non-native speakers? (2)What is the scope of educational performance in teaching Arabic to nonnativespeakers? (3) What requires educational performance in teachingArabic to non-native speakers? To reach the objectives of the interview, theresearcher used the descriptive analytical method, starting from gatheringinformation and data about the concept of the educational process and itselements, then analyzing and arranging them according to the requirementsand the research hypothesis. After presenting and analyzing, the researcherobtained the results of this research as follows: (1) It defines the concept ofeducational performance, but it revolves around three things, namely: theeffort and the teacher performing the system, the rules, and the scope ofthe performance work. (2) The scope of educational performance is all theperformance of the teacher in the educational field, ...

Resumen: Este artículo trata de evidenciar que dentro del complejo mundo del lenguaje árabe periodístico, el proceso de transcripción fonética y transliteración estricta de extranjerismos es un problema secundario que adolece de ausencia de criterios uniformes. Se pretende asimismo un acercamiento histórico a los comienzos de esa preocupación académica por la adaptación de neologismos a la lengua árabe desde finales del s. XIX. período que coincide con el nacimiento de la prensa árabe. Abstraet: This article tries to show that in the complex world of the Arabic journalistic language, the process of phonetic transcription and strict transliteration of foreign words it is a side issue that suffers from lack of uniform criteria. A historical approach is al so claimed to the beginning of the academic concern for the ajustment of neologisms to the Arabic language from the end of the 19th century, period that coincides with the birth of the Arabic press. Palabras clave: Lenguaje árabe periodístico. Transcripción de extranjerismos.

What is meant by entrepreneurship, innovation and economic growth is often not clear or very idiosyncratic. This paper starts with a discussion of the nature of entrepreneurship and its relation to innovation. The second section provides an overview of theory and empirical research on the relation between entrepreneurship, innovation and economic growth. The paper continues with a study on entrepreneurship and innovation in the Netherlands in an international and historical perspective. After these conceptual, theoretical and empirical investigations, we turn to policy issues.

The Correlation of Arab ELLs’ Academic Reading Fluency in Arabic and English Jonathan McCollum Department of Linguistics and English Language Master of Arts Educational and economic developments in the Persian Gulf have increased the need for academic English reading fluency in the rising generation of college-bound students. A discussion of the literature on the linguistic properties of Arabic diglossia and orthography affirms the challenge that Arabs confront in L1 literacy. Because of the difficulties encountered in Arabic literacy, the transfer of L1 skills to L2 emerges as a salient issue for English instruction in the Arab world. The following study of Arab ELLs’ academic reading fluency in Arabic and English investigates a hypothesized positive correlation between L1 and L2 reading abilities. Quantitative and qualitative data were obtained through the administration of academic reading fluency instruments in both Arabic and English and a survey of reading habits to a sample o...

eisodos Anong your numerous projects there is one that caught our eye in connection with our current eisodos interview series on new concepts of philology: the "Comparative Historical Lexicon", co-edited with Martin Kern and Anne Eusterschulte. Can you tell us a little bit about this project? Glenn W. Most I continue to be actively involved in research and teaching on ancient Greek literature and philosophy, and I expect to do this in the future. But over the past years I have also begun to become more actively engaged in the kind of comparative study of various Classical traditions which I envisioned many years ago but which only in the last several decades has become more practicable. There have after all been a certain number of Classical traditions throughout the world and throughout history, from China, Japan, and Korea through Nepal, India, Persia, and Mesopotamia, in Hebrew, Arabic, Greek, and Latin -to name only these (there are of course more) -and I am convinced that we can understand any one of them best in comparison with the others. The Greco-Roman Classical tradition is a particularly rich, interesting, and influential one; and it happens to be the one that many Westerners know best. But how did it come about, how did it survive and flourish for so long, what were the scholarly procedures and the social institutions and the economic interests and the political ideologies that made it possible? Our own Classical tradition has not been the only one: understanding the others in their similarities and differences with it should help us to understand better not only the rest of the world, but also our own cultural heritage. With this in mind, I have initiated and organized a number of comparative research projects over the past years. For example, I co-edited with Tony Grafton a volume of essays on scholarly procedures in a number of canonical traditions that appeared some years ago, 1 and I have co-edited forthcoming volumes on mathematical commentaries in Chinese, Sanskrit, Babylonian, and Greek, 2 on wisdom literature in Greece and China, 3

This paper brings to light the status and situation of Arabic applied linguistics in Moroccan universities. While English language teaching and learning has enjoyed a lot of attention from different parties, including researchers and stakeholders, many other languages continue to be overlooked despite their use in education by a large population of native and non-native speakers. Among such languages is Arabic, which is claimed to be spoken natively by around 360 million people. It is not the case that the language has not benefited from any effort whatsoever with pedagogical objectives, but simply that it has not benefited from the recent advances in research methodology and techniques that languages like English have been submitted to for decades. Consequently, many aspects about its learning and teaching remain unexplored, at least not to a satisfactory extent. The objective behind his paper is to report the findings of a few studies that I conducted, individually or in collaboration with other colleagues or students, on some issues related to the learning of the Arabic language by native speakers in Morocco. The paper will be articulated as follows: Section 2 provides a brief description of the context in which the language is taught, raising some questions relative to its status. Section 3 focuses on the role of Arabic vocabulary and discuss the challenges that researchers face when attempting to understand its functioning and measurement. Section 4 is devoted to the measurement of learners' vocabulary breadth. Section 5 reports some findings on depth of vocabulary knowledge, before concluding with a summary of the main points discussed in the paper.

Ibn Mālik's (d. 672/1274) Šarḥ al-Tashīl is his own commentary on one of his works, whose full title is Tashīl al-fawā'id wa-takmīl al-maqāṣid. The latter was edited in Cairo in 1387/1967 by Muḥammad Kāmil Barakāt. Contrary to what some oriental sources, taken up by Arabists, claim, this is not a summary of another work. On the other hand, it's an unreadable treatise without the help of a commentary, so the edition that is the subject of this review is most welcome. Unfortunately, it was not completed by Ibn Mālik, who stops at chapter 58 (of 80). It was continued by his son Badr al-dīn (d. 686/1288), but he didn't finish it either (Badr al-dīn goes from chapter 64 to chapter 66). Despite this lacuna, the Šarḥ al-Tashīl nonetheless emerges as one of the great grammatical commentaries of the post-classical period.

يسعى هذا البحث إلى دراسة العلاقة التي تربط بين معجم الفرد الذَّهنيّ وكفاءته التواصليّة؛ باعتبار أنَّ المعجم الذّهنيّ هو الخزينة المعجميّة لدى الفرد، أي قدرته على تخزين الوحدات المعجميّة، واسترجاعها، وتنظيم المعرفة المعجميّة> فالمعجم هو مجموع الكلمات أو الوحدات المعجميّة للغة من اللغات المعينة والموجودة في أذهان المتكلمين> وبذلك، فإن الفرد قادر على بناء آلية معجمية ذِّهنية يستطيع بواسطتها أن يقوم بالتخزين الكثّيف الـمُنظَم للمواد المعجميّة، وأن يُولّد صورًا وتمثّيلاتٍ وينجز حوسبات بالاشتغال على نسق من المعلومات المنظمة، المزاوجة بين التخزين -المعجميّ، والحوسبة- الآليّة فتبرز ثنائية: الإنتاج والاستقبال، الانتقائيّة والقصديّة، لدى الفرد في تعاملاته على أرض الواقع وفي سياق اجتماعيّ- لغويّ محدد.

Ausgangspunkt für diese Studie war die im Rahmen der Erstellung des LBG für sinnvoll und notwendig erachtete weitere Aufarbeitung des Materials nach Themen, Autoren, Stilhöhe, Verwendungsdichte und -entwicklung, und auf Einflüsse fremder Sprachen und Neologismen hin. Diese Punkte konnten im LBG nicht berücksichtigt werden, da sie den Rahmen des Möglichen weit gesprengt und keinen Abschluss garantiert hätten. Daher wurde mit diesem Projekt ein erster Weg zur besagten Aufarbeitung und Vertiefung begangen. Wie beim Lexikon zwang das vom FWF geförderte Projekt durch ein Zeitkorsett zu einer Beschränkung des Materials; diese wurde thematisch und zeitlich gewählt: die (vorwiegend hochsprachlichen) Historiker der Palaiologenzeit. Die Konzentrierung auf die Palaiologenzeit ergab sich durch eine deutliche Zunahme an Lehnwörtern aus den Byzanz umgebenden oder in Byzanz präsenten Sprachen; Historiographie wurde deshalb gewählt, weil sich darin auch die im Projekt intendierten soziolinguistischen Aspekte sehr gut im Dreieck Autor -Text -Publikum manifestiert haben. Zudem konnte damit an zwei Schwerpunkte der Wiener Byzantinistik angeschlossen werden, eben an das LBG-Material und an den thematischen Fokus auf die Palaiologenzeit. Die Studie hat ebenso von der fruchtbaren Zusammenarbeit mit dem Soziolingustischen Forum (www.oeaw.ac.at/sociolinguistics) profitiert. Was die stoffliche Abgrenzung des vorliegenden Bandes betrifft, so ergibt sie sich also aus dem im LBG bearbeiteten Material, das in weitgehender Abgrenzung zum Lexikon der mittelalterlichen volkssprachlichen griechischen Literatur von Emmanuel Kriaras (fortgesetzt von Ioannes Nikolaou Kazazes) die vorwiegend hochsprachlichen Texte behandelt. Was nun gerade die Historiographie betrifft, so ist im vorliegenden Fall nur diejenige gemeint, die sich auf das byzantinische Staatsgebiet bzw. dessen Teilreiche bezieht, wozu die griechischen Chroniken frän-Open Access.

Makalah ini membincangkan pemikiran Ali Shariati dan latar belakang intelektualnya sebagai aktivis
dan katalis kepada kebangkitan dan kesedaran revolusioner masyarakat Iran yang telah
menggerakkan revolusi Islam dan perubahan sosio-politiknya pada 1979. Fokus kajian tertumpu
pada karya dan penulisannya tentang faham Marxisme dan. penolakannya yang tuntas terhadap
aliran falsafahnya berasaskan ideologi dan landas spiritual Islam. Metode yang digunakan dalam
kajian ini berbentuk tinjauan literatur dengan pendekatan konsepsual dan historis dalam
interpretasi teks. Temuan kajian menunjukkan kekuatan dialektika yang dirumuskan Shariati dalam
mengungkapkan faham humanisme dan mistisisme Islam dan pandangan metafiziknya yang
menolak pandangan ateisme, komunisme, materialisme dan Marxisme yang sesat. Ia menjelaskan
idealisme politiknya yang mengesankan yang menekankan kekuatan moral dan sosio-religius Islam
dalam menegakkan nilai persamaan dan prinsip kemanusiaan yang universal dan semangat
pembebasannya berbanding kebobrokan dan kelemahan teori Marxis dan ketempangan dasarnya
dalam tatanan moral dan praktis.

El alumnado de Francés para Objetivos Universitarios (FOU) se caracteriza por su heterogeneidad en cuanto al nivel de lengua,
a su motivación y al área de conocimiento donde aplican la lengua extranjera. En este contexto, el docente debe llevar a cabo
un proceso de enseñanza adaptativa y mutualizada, con el fin de ofrecer recursos compartidos a los estudiantes, para que puedan
cubrir sus necesidades lingüísticas de forma autónoma. Este artículo se centra en la adquisición de un fenómeno concreto: las
construcciones verbonominales, término que, para nosotros, engloba las colocaciones y las construcciones con verbo soporte
(CVS), en las que la selección imprevisible del verbo dificulta su aprendizaje. Debido al tratamiento deficitario de estos datos
fraseológicos en las obras lexicográficas bilingües, nos proponemos mostrar las aplicaciones didácticas de la herramienta
lexicométrica, Sketch Engine, para el aprendizaje de estas construcciones en el aula de FOU.