Pub Date : 2021-10-30DOI: 10.18860/ijazarabi.v4i3.13492
A. Omar, Waheed M. A. Altohami
Despite the increasing interest in investigating the influence of subtitles on the acquisition of second languages, including English, French, and Spanish, very little has been done in Arabic. This phenomenon may be attributed to the lack of the use of technological applications in teaching Arabic. So far, different universities have adopted traditional methods in teaching Arabic as a second language. In the face of this limitation, this study explores the impact of Netflix subtitles on improving the language acquisition of Arabic by non-native speakers of Arabic in Saudi universities. Both quantitative and qualitative methods were used for the analysis of the data set in question. The subject of the study, 68 participants from three Saudi universities: Imam Muhammad Ibn Saud Islamic University, Taibah University, and Prince Sattam Bin Abdulaziz University. The participants are in different disciplines, including Islamic Jurisprudence (Shariah), Arabic studies, engineering, and English. They also come from different countries, including Indonesia, Uzbekistan, Malaysia, and Bosnia and Herzegovina. Results indicate that subtitles can be usefully used to improve Arabic linguistic performance and acquisition by non-native speakers. Subtitles were helpful for the learners of Arabic in both the acquisition of standard and colloquial forms of the language. Saudi universities and other educational institutions are thus recommended to integrate subtitling and language technologies in teaching Arabic as a second language.
{"title":"The Arabic Subtitles And the Language Acquisition Of Non-Native Learners Of Arabic In The Saudi Universities/ الترجمة المرئية وأثرها على اكتساب اللغة العربية للناطقين بغيرها في الجامعات السعودية","authors":"A. Omar, Waheed M. A. Altohami","doi":"10.18860/ijazarabi.v4i3.13492","DOIUrl":"https://doi.org/10.18860/ijazarabi.v4i3.13492","url":null,"abstract":"Despite the increasing interest in investigating the influence of subtitles on the acquisition of second languages, including English, French, and Spanish, very little has been done in Arabic. This phenomenon may be attributed to the lack of the use of technological applications in teaching Arabic. So far, different universities have adopted traditional methods in teaching Arabic as a second language. In the face of this limitation, this study explores the impact of Netflix subtitles on improving the language acquisition of Arabic by non-native speakers of Arabic in Saudi universities. Both quantitative and qualitative methods were used for the analysis of the data set in question. The subject of the study, 68 participants from three Saudi universities: Imam Muhammad Ibn Saud Islamic University, Taibah University, and Prince Sattam Bin Abdulaziz University. The participants are in different disciplines, including Islamic Jurisprudence (Shariah), Arabic studies, engineering, and English. They also come from different countries, including Indonesia, Uzbekistan, Malaysia, and Bosnia and Herzegovina. Results indicate that subtitles can be usefully used to improve Arabic linguistic performance and acquisition by non-native speakers. Subtitles were helpful for the learners of Arabic in both the acquisition of standard and colloquial forms of the language. Saudi universities and other educational institutions are thus recommended to integrate subtitling and language technologies in teaching Arabic as a second language.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67629037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-20DOI: 10.18860/IJAZARABI.V4I3.13360
A. Aladdin
The main objective of this paper is to answer the following questions: a) In subject-related matters, what are the fundamental factors that demotivate non-Muslim learners from learning Arabic? Moreover,; b) How can Arabic language educators encourage Arabic learners to become more motivated to learn the language? An open-ended questionnaire was distributed to 207 respondents in order to investigate the demotivating factors among non-Muslim Arabic learners. In addition, semi-structured interviews with 20 respondents were used to conduct an in-depth investigation of the factors that demotivated Arabic learners regarding subject-related matters. Based on the respondents' elaboration on the issues raised, the researcher explored the underlying patterns of thinking that go beyond the surface level through the analysis of these data obtained using the two types of instruments. According to the study's findings, the main demotivating factor of subject-related matters is the Arabic language. The Arabic language was difficult to learn from the pronunciation, then the writing system and spelling (orthography). And its diacritics after that grammar and vocabulary memorization. In other words, the students are demotivated from learning because of the complexity of the language in general.
{"title":"Subject-Related As A Significant Demotivating Factor For Non-Muslim Learners Of Arabic As A Foreign Language","authors":"A. Aladdin","doi":"10.18860/IJAZARABI.V4I3.13360","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13360","url":null,"abstract":"The main objective of this paper is to answer the following questions: a) In subject-related matters, what are the fundamental factors that demotivate non-Muslim learners from learning Arabic? Moreover,; b) How can Arabic language educators encourage Arabic learners to become more motivated to learn the language? An open-ended questionnaire was distributed to 207 respondents in order to investigate the demotivating factors among non-Muslim Arabic learners. In addition, semi-structured interviews with 20 respondents were used to conduct an in-depth investigation of the factors that demotivated Arabic learners regarding subject-related matters. Based on the respondents' elaboration on the issues raised, the researcher explored the underlying patterns of thinking that go beyond the surface level through the analysis of these data obtained using the two types of instruments. According to the study's findings, the main demotivating factor of subject-related matters is the Arabic language. The Arabic language was difficult to learn from the pronunciation, then the writing system and spelling (orthography). And its diacritics after that grammar and vocabulary memorization. In other words, the students are demotivated from learning because of the complexity of the language in general.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41711137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-14DOI: 10.18860/IJAZARABI.V4I3.12941
Nik Mohd Rahimi, N. Nasri, Siti Samihah
Digitalizing the learning environment receives profound attention for augmenting better learning experiences across subject disciplines, including Arabic language education. By measuring the effectiveness of promoting a digital environment in teaching the Arabic language, this quantitative research investigates the application of animated video (AV) in enhancing Malaysian students’ Arabic vocabulary acquisition. Following a quasi-experimental research design, a group of fourth-grade students (N=46) who studied Arabic as a foreign language was randomly divided into treatment (n=23) and control groups (n=23). The treatment group experienced the use of AV during the teaching and learning sessions, while the control group underwent conventional classroom teaching. The AV contained a variety of multimedia sources to describe and depict Arabic vocabulary accurately. Each group received two 30-minute lessons per week, during which they learned five to seven new words in one lesson. Both groups were later assessed after three weeks, and the scores were analyzed using SPSS Version 20. Findings showed a significant difference between the two groups, t(22)= -3.98, p.001 where the treatment group (M = 86.06, SD = 10.86) recorded higher mean scores in comparison to the control group (M = 80.53, SD = 15.48). This finding provides empirical evidence to suggest AV as an effective technology-supported pedagogy in improving Arabic vocabulary acquisition. The implication of this research informs other important stakeholders, particularly educational technologists and curriculum experts, to advance the application of AV in creating meaningful digital content for learning the Arabic language
{"title":"Promoting Digital Learning Environment in Arabic Language Education: The Use of Animated Video (AV) For Vocabulary Acquisition among Primary School Students","authors":"Nik Mohd Rahimi, N. Nasri, Siti Samihah","doi":"10.18860/IJAZARABI.V4I3.12941","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.12941","url":null,"abstract":"Digitalizing the learning environment receives profound attention for augmenting better learning experiences across subject disciplines, including Arabic language education. By measuring the effectiveness of promoting a digital environment in teaching the Arabic language, this quantitative research investigates the application of animated video (AV) in enhancing Malaysian students’ Arabic vocabulary acquisition. Following a quasi-experimental research design, a group of fourth-grade students (N=46) who studied Arabic as a foreign language was randomly divided into treatment (n=23) and control groups (n=23). The treatment group experienced the use of AV during the teaching and learning sessions, while the control group underwent conventional classroom teaching. The AV contained a variety of multimedia sources to describe and depict Arabic vocabulary accurately. Each group received two 30-minute lessons per week, during which they learned five to seven new words in one lesson. Both groups were later assessed after three weeks, and the scores were analyzed using SPSS Version 20. Findings showed a significant difference between the two groups, t(22)= -3.98, p.001 where the treatment group (M = 86.06, SD = 10.86) recorded higher mean scores in comparison to the control group (M = 80.53, SD = 15.48). This finding provides empirical evidence to suggest AV as an effective technology-supported pedagogy in improving Arabic vocabulary acquisition. The implication of this research informs other important stakeholders, particularly educational technologists and curriculum experts, to advance the application of AV in creating meaningful digital content for learning the Arabic language","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45664031","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-14DOI: 10.18860/IJAZARABI.V4I3.13597
R. Khan, Tribhuwan Kumar, T. Supriyatno, Venkanna Nukapangu
The outbreak of the Covid-19 compelled the education sector to teach remotely. This study attempts to investigate the translation strategies used by Arabic-speaking students in EFL Saudi during online learning. The study used a questionnaire to gather the data. The participants of the study were the 120 EFL learners who majored in English at the PSU. The participant's language is Arabic to find the Phenomenon of Arabic-English Translation of Foreign Language. SPSS was used to analyze the data. The findings are encouraging. And supportive for Arabic-English translation of Foreign Language classes in online teaching. Participants used numerous translation strategies during online learning. They expressed a wide range of opinions about translation to help them in the online learning environment. The outcome demonstrates that they feel one must be immersed in an English-speaking environment for some time before thinking fluently in English. The translation was the most often utilized tool by Saudi EFL students to learn English words and phrases, write, and read English during online learning. The translation had no negative impact on participants' EFL learning. Arabic-English Translation helped in the comprehension of the subject as it is lareners’ mother tongue. Also, it is supported tremendously in EFL learning
{"title":"The Phenomenon of Arabic-English Translation of Foreign Language Classes During The Pandemic","authors":"R. Khan, Tribhuwan Kumar, T. Supriyatno, Venkanna Nukapangu","doi":"10.18860/IJAZARABI.V4I3.13597","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13597","url":null,"abstract":"The outbreak of the Covid-19 compelled the education sector to teach remotely. This study attempts to investigate the translation strategies used by Arabic-speaking students in EFL Saudi during online learning. The study used a questionnaire to gather the data. The participants of the study were the 120 EFL learners who majored in English at the PSU. The participant's language is Arabic to find the Phenomenon of Arabic-English Translation of Foreign Language. SPSS was used to analyze the data. The findings are encouraging. And supportive for Arabic-English translation of Foreign Language classes in online teaching. Participants used numerous translation strategies during online learning. They expressed a wide range of opinions about translation to help them in the online learning environment. The outcome demonstrates that they feel one must be immersed in an English-speaking environment for some time before thinking fluently in English. The translation was the most often utilized tool by Saudi EFL students to learn English words and phrases, write, and read English during online learning. The translation had no negative impact on participants' EFL learning. Arabic-English Translation helped in the comprehension of the subject as it is lareners’ mother tongue. Also, it is supported tremendously in EFL learning","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46843459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-14DOI: 10.18860/IJAZARABI.V4I3.13148
R. Taufiqurrochman, Hafiz Ahmed Saeed Rana
Online and distance learning leads to reduced student motivation, boredom, and reduced levels of understanding. The solution to solve this problem is ice breaker-based video. In Arabic learning, ice breaker video content is not found much because ice breakers are usually practiced for offline learning. Therefore, ice breakers are required in videos for online learning by producing them in large quantities. This study aims to describe the results of a review of ice breaker-based videos that have been successfully designed by students in the Department of Arabic Language Education. It is a mixture of quantitative and qualitative approaches. With qualitative content analysis, it is known that students successfully produce Arabic-language ice breaker-based videos that are of good quality from the aspect of content, themes, and teaching materials for all levels of education, from children to adults. This video can be applied independently or under the guidance of a classroom teacher. The success of students in producing ice breaker-based videos is because the Arabic education curriculum has accommodated elective courses called Games, Songs, and Stories so that students are equipped with teaching skills and the ability to become content creators.
{"title":"Video-Based Ice Breaker Game In The Department of Arabic Language Education","authors":"R. Taufiqurrochman, Hafiz Ahmed Saeed Rana","doi":"10.18860/IJAZARABI.V4I3.13148","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13148","url":null,"abstract":"Online and distance learning leads to reduced student motivation, boredom, and reduced levels of understanding. The solution to solve this problem is ice breaker-based video. In Arabic learning, ice breaker video content is not found much because ice breakers are usually practiced for offline learning. Therefore, ice breakers are required in videos for online learning by producing them in large quantities. This study aims to describe the results of a review of ice breaker-based videos that have been successfully designed by students in the Department of Arabic Language Education. It is a mixture of quantitative and qualitative approaches. With qualitative content analysis, it is known that students successfully produce Arabic-language ice breaker-based videos that are of good quality from the aspect of content, themes, and teaching materials for all levels of education, from children to adults. This video can be applied independently or under the guidance of a classroom teacher. The success of students in producing ice breaker-based videos is because the Arabic education curriculum has accommodated elective courses called Games, Songs, and Stories so that students are equipped with teaching skills and the ability to become content creators.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42889291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-08DOI: 10.18860/IJAZARABI.V4I3.12198
S. Syihabuddin, M. Abdurrahman, Frida Akmalia, A. Abdussalam
This study discusses the development of 140 items of Arabic language proficiency test which covers listening, reading, and grammar mastery. These items were empirically analyzed, tried out, and revised. Results of this development would then be made a basis to design an application that can evaluate internet-based Arabic language proficiency (Internet-based Taqwim Kafa`ah Maharah Lughah Arabiyah) abbreviated as Wikalah iBT. To achieve this goal, a developmental research method was employed, namely the development of instruments starting from the needs analysis for tests, the making of instruments, validity and reliability testing, the design of iBT program, and the trial of the Wikalah iBT application. Results of the study show that (a) several test items still had morphological, morphosyntactic, and technical errors, (b) 81 test items were valid, (c) average reliability level was 0.67, (d) this test was in the medium and easy categories (63.57), and (e) the iBT application design was used successfully and ran smoothly. Based on the conclusions, it is recommended to add the test item package, improve the quality of the questions, and evaluate the iBT application. We believe that these findings provide initial support for making an overview to those preparing for the iBT test or other similar tests of language proficiency. Study outcomes also inform the extent to which the use of technology can evaluate language proficiency
{"title":"Wikalah iBT: How Is An Internet-Based Arabic Language Proficiency Test Instrument Developed?","authors":"S. Syihabuddin, M. Abdurrahman, Frida Akmalia, A. Abdussalam","doi":"10.18860/IJAZARABI.V4I3.12198","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.12198","url":null,"abstract":"This study discusses the development of 140 items of Arabic language proficiency test which covers listening, reading, and grammar mastery. These items were empirically analyzed, tried out, and revised. Results of this development would then be made a basis to design an application that can evaluate internet-based Arabic language proficiency (Internet-based Taqwim Kafa`ah Maharah Lughah Arabiyah) abbreviated as Wikalah iBT. To achieve this goal, a developmental research method was employed, namely the development of instruments starting from the needs analysis for tests, the making of instruments, validity and reliability testing, the design of iBT program, and the trial of the Wikalah iBT application. Results of the study show that (a) several test items still had morphological, morphosyntactic, and technical errors, (b) 81 test items were valid, (c) average reliability level was 0.67, (d) this test was in the medium and easy categories (63.57), and (e) the iBT application design was used successfully and ran smoothly. Based on the conclusions, it is recommended to add the test item package, improve the quality of the questions, and evaluate the iBT application. We believe that these findings provide initial support for making an overview to those preparing for the iBT test or other similar tests of language proficiency. Study outcomes also inform the extent to which the use of technology can evaluate language proficiency","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47948720","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.18860/IJAZARABI.V4I3.12203
Ridha Darmawaty, Muhamad Ainin, Muhammad Mujab, A. Saidi
Teaching reading skills based on interactive construction theory requires more complex teaching materials because the process involves the interaction between students and teaching materials in the form of direct information and latent information. In addition, the facts on the field show that the characteristics of adult learners are more likely to choose to study in comfortable places and more appropriate times. Therefore, teaching language using Google Apps is one of the best solutions to answer this problem. This research aims to develop a model of reading materials for special academic purposes for Islamic Education using the Google Apps for Education. The method used in this research is Research and Development method. The result of the research is as follows; (1) Using reading materials according to the learner’s need made them easier to understand how to determine their function in various model of sentences and the material is more in line with the needs of the learners. (2) This research reinforces Krashen’s input hypothesis idea, while the characteristics of the resulting material in this research reinforce Stravens’ theory of elements language programs for a special purpose. At last, using Google Application for Education in developing materials can encourage students to study more since it is more interactive and in line with students’ need
{"title":"Developing Materials For Special Academic Purposes For Islamic Education Using Google Apps For Education/ تطوير المادة الدراسية الأكاديمية لقسم التربية الإسلامية عبر تطبيقات جوجل التربوية","authors":"Ridha Darmawaty, Muhamad Ainin, Muhammad Mujab, A. Saidi","doi":"10.18860/IJAZARABI.V4I3.12203","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.12203","url":null,"abstract":"Teaching reading skills based on interactive construction theory requires more complex teaching materials because the process involves the interaction between students and teaching materials in the form of direct information and latent information. In addition, the facts on the field show that the characteristics of adult learners are more likely to choose to study in comfortable places and more appropriate times. Therefore, teaching language using Google Apps is one of the best solutions to answer this problem. This research aims to develop a model of reading materials for special academic purposes for Islamic Education using the Google Apps for Education. The method used in this research is Research and Development method. The result of the research is as follows; (1) Using reading materials according to the learner’s need made them easier to understand how to determine their function in various model of sentences and the material is more in line with the needs of the learners. (2) This research reinforces Krashen’s input hypothesis idea, while the characteristics of the resulting material in this research reinforce Stravens’ theory of elements language programs for a special purpose. At last, using Google Application for Education in developing materials can encourage students to study more since it is more interactive and in line with students’ need","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42026195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-07DOI: 10.18860/IJAZARABI.V4I3.13130
Ali Hussein Hazem, Suha Idress Mohammad
The Mosuli dialect is the dialect of the people of the city of Mosul in northern Iraq. It is one of the dialects of northern Mesopotamia, which is an extension of the Arabic dialects that prevailed in Iraq and the Euphrates Island in the Abbasid era. The Mosuli dialect, like other dialects of northern Mesopotamia, contains some of the ancient characteristics that are found in Standard Arabic, but it also has some unique features which distinguish it from the others. In comparison with the dialects of southern Mesopotamia, this dialect retains the features of urban dialects such as the letter qaaf. This study explores the most common uses, and the different types of expressions of mitigation used by people who speak the Mosuli Iraqi Arabic dialect in their everyday life in different situations. Mitigating devices are speech utterances used to lesson the force of the speech on the listener to avoid face-threatening situations. Although mitigating devices are widely used in writing and speaking, they have not been adequately investigated in previous studies. It is assumed that people use mitigation to lesson the force of direct speech. In order to prove this surmise, the data are collected from the native speakers of Mosuli Arabic dialect and analyzed according to Fraser’s 1981 model. The findings reveal that many participants use several expressions with the appropriate mitigating devices suited to different situations. More importantly, the findings show new ways of communication for those interested in the study of pragmatics in the Arabic language as well as English and in the language of other non-native speakers of Arabic.
{"title":"Mitigating Devices in Mosuli Iraqi Arabic With Reference To English","authors":"Ali Hussein Hazem, Suha Idress Mohammad","doi":"10.18860/IJAZARABI.V4I3.13130","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I3.13130","url":null,"abstract":"The Mosuli dialect is the dialect of the people of the city of Mosul in northern Iraq. It is one of the dialects of northern Mesopotamia, which is an extension of the Arabic dialects that prevailed in Iraq and the Euphrates Island in the Abbasid era. The Mosuli dialect, like other dialects of northern Mesopotamia, contains some of the ancient characteristics that are found in Standard Arabic, but it also has some unique features which distinguish it from the others. In comparison with the dialects of southern Mesopotamia, this dialect retains the features of urban dialects such as the letter qaaf. This study explores the most common uses, and the different types of expressions of mitigation used by people who speak the Mosuli Iraqi Arabic dialect in their everyday life in different situations. Mitigating devices are speech utterances used to lesson the force of the speech on the listener to avoid face-threatening situations. Although mitigating devices are widely used in writing and speaking, they have not been adequately investigated in previous studies. It is assumed that people use mitigation to lesson the force of direct speech. In order to prove this surmise, the data are collected from the native speakers of Mosuli Arabic dialect and analyzed according to Fraser’s 1981 model. The findings reveal that many participants use several expressions with the appropriate mitigating devices suited to different situations. More importantly, the findings show new ways of communication for those interested in the study of pragmatics in the Arabic language as well as English and in the language of other non-native speakers of Arabic.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-04DOI: 10.18860/IJAZARABI.V4I2.9861
Talqis Nurdianto, Mahyudin Ritonga
Learning Arabic to non-Arabic makes nahw (Arabic syntax) an important part that cannot be overlooked. The formulation of nahw renewal occurred in line with differences of opinion from previous scholars. As nahw developed as a science, its discussion became more complex and obscure. The emergence of the Basran and Kufan schools drove fanaticism among scholars, and their debates revolved around increasingly complex topics. While these discourses expanded the knowledge body of nahw, those grammarians did not propose anything novel, and its topics soon became incomprehensible to non-Arab learners. There was, therefore, a great urgency to reform and simplify nahw for such learners. Within this context, this study attempts to examine the innovative methods introduced by al-Shatibi to simplify and rejuvenate nahw through his book al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah. To achieve this objective, data were obtained through library research, primarily from Al-Shatibi's text and other related sources. The findings revealed that Al-Shatibi's diverse educational background allowed him to elucidate the principles through simple, straightforward sentences. His method in al-Maqashid was distinctive: He cited all the differing opinions in a given problem, supporting some while criticizing the others; his deep understanding of Alfiyah allowed him to clarify its implicit meanings; his excellence in fiqh and other sciences manifested in his commentary of some nahw problems; and he employed exemplary expressions in his writings, such as explicitly selecting a rule or opinion and not being vague, stating his preferred opinions, and implicitly deciding on an opinion. Al-Shatibi's educational approach, employing questions and answers, hypothetical arguments and counters, and systematic organization allowed non-Arabs to benefit significantly from the book.
从阿拉伯语到非阿拉伯语的学习使得nahw(阿拉伯语语法)成为一个不可忽视的重要部分。nahw更新的提法是根据以往学者的不同意见而产生的。随着数学作为一门科学的发展，对它的讨论变得更加复杂和晦涩。Basran和Kufan学派的出现推动了学者们的狂热，他们的辩论围绕着越来越复杂的话题。虽然这些论述扩展了阿拉伯语的知识体系，但这些语法学家并没有提出任何新颖的东西，其主题很快就变得非阿拉伯学习者无法理解。因此，迫切需要改革和简化对这些学习者的教育。在此背景下，本研究试图考察al-Shatibi通过其著作al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah引入的简化和振兴nahw的创新方法。为了实现这一目标，通过图书馆研究获得了数据，主要来自Al-Shatibi的文本和其他相关来源。调查结果显示，Al-Shatibi多样化的教育背景使他能够通过简单、直接的句子来阐明这些原则。他在《al-Maqashid》中的方法很独特:他在一个给定的问题上引用所有不同的观点，支持一些，批评另一些;他对阿尔菲亚的深刻理解使他能够澄清其隐含的含义;他在伊斯兰和其他科学方面的卓越表现体现在他对一些新问题的评论上;他在他的作品中使用了典型的表达，比如明确地选择一个规则或观点，而不是含糊不清，陈述他更喜欢的观点，并隐含地决定一个观点。沙提比的教育方法，采用提问和回答，假设的论证和反驳，以及系统的组织，使非阿拉伯人从这本书中受益匪浅。
{"title":"Renewal Of Arabic Grammar (Nahw) By Al-Shatibi In Al Maqashid Al Syafiyah","authors":"Talqis Nurdianto, Mahyudin Ritonga","doi":"10.18860/IJAZARABI.V4I2.9861","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I2.9861","url":null,"abstract":"Learning Arabic to non-Arabic makes nahw (Arabic syntax) an important part that cannot be overlooked. The formulation of nahw renewal occurred in line with differences of opinion from previous scholars. As nahw developed as a science, its discussion became more complex and obscure. The emergence of the Basran and Kufan schools drove fanaticism among scholars, and their debates revolved around increasingly complex topics. While these discourses expanded the knowledge body of nahw, those grammarians did not propose anything novel, and its topics soon became incomprehensible to non-Arab learners. There was, therefore, a great urgency to reform and simplify nahw for such learners. Within this context, this study attempts to examine the innovative methods introduced by al-Shatibi to simplify and rejuvenate nahw through his book al-Maqashid al-Shafiah fi Sharh al-Khulashah al-Kafiah. To achieve this objective, data were obtained through library research, primarily from Al-Shatibi's text and other related sources. The findings revealed that Al-Shatibi's diverse educational background allowed him to elucidate the principles through simple, straightforward sentences. His method in al-Maqashid was distinctive: He cited all the differing opinions in a given problem, supporting some while criticizing the others; his deep understanding of Alfiyah allowed him to clarify its implicit meanings; his excellence in fiqh and other sciences manifested in his commentary of some nahw problems; and he employed exemplary expressions in his writings, such as explicitly selecting a rule or opinion and not being vague, stating his preferred opinions, and implicitly deciding on an opinion. Al-Shatibi's educational approach, employing questions and answers, hypothetical arguments and counters, and systematic organization allowed non-Arabs to benefit significantly from the book.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45438961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-30DOI: 10.18860/IJAZARABI.V4I2.11626
Lailatul Mauludiyah, Alfiatus Syarofah, M. Fauzi
Learning Arabic at the university level for non-language majors was still a problem, and it was still being developed. This research aimed to see how well the Little Circle Arabic Learning (LCAL) learning model worked in practice. Students majoring in Islamic Religious Education who are learning the native language at the University of Muhammadiyah Malang's Arabic Language Development Program (PPBA) were the subject of this study, which used a quantitative approach. The method of data collection were questionnaires and tests. While the data analysis used is descriptive quantitative to process the results of the questionnaire. The sample t-test is related to processing the test results. Based on the t-test results, this research indicates that the Little Circle Arabic Learning (LCAL) model effectively taught Arabic at the university level. There was also an increase in competence in students in terms of kalam, vocabulary, and translation. This LCAL learning model can also improve the ability to interact with teams in groups and the student's self-confidence. These components support students being able to speak Arabic.
{"title":"Little Circle Arabic Learning (LCAL) To Improve Arabic Language Skills And Confidence/ Little Circle Arabic Learning (LCAL) Untuk Meningkatkan Kemampuan Berbahasa Arab Dan Kepercayaan Diri","authors":"Lailatul Mauludiyah, Alfiatus Syarofah, M. Fauzi","doi":"10.18860/IJAZARABI.V4I2.11626","DOIUrl":"https://doi.org/10.18860/IJAZARABI.V4I2.11626","url":null,"abstract":"Learning Arabic at the university level for non-language majors was still a problem, and it was still being developed. This research aimed to see how well the Little Circle Arabic Learning (LCAL) learning model worked in practice. Students majoring in Islamic Religious Education who are learning the native language at the University of Muhammadiyah Malang's Arabic Language Development Program (PPBA) were the subject of this study, which used a quantitative approach. The method of data collection were questionnaires and tests. While the data analysis used is descriptive quantitative to process the results of the questionnaire. The sample t-test is related to processing the test results. Based on the t-test results, this research indicates that the Little Circle Arabic Learning (LCAL) model effectively taught Arabic at the university level. There was also an increase in competence in students in terms of kalam, vocabulary, and translation. This LCAL learning model can also improve the ability to interact with teams in groups and the student's self-confidence. These components support students being able to speak Arabic.","PeriodicalId":29848,"journal":{"name":"Ijaz Arabi Journal of Arabic Learning","volume":" ","pages":""},"PeriodicalIF":0.5,"publicationDate":"2021-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49545056","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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