ISSN 1923-1555[Print]
ISSN 1923-1563[Online]
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Studies in Literature and Language
Vol. 9, No. 3, 2014, pp. 40-46
DOI: 10.3968/5557
The Non-Native Speakers Errors in the Use of the Arabic Definite Article
Mahmod Aldeeky[a],*
1. THE SAMPLE OF THE STUDY
[a]
Associate Professor, Department of Arabic Language and Literature,
Al albayt University, Almafraq, Jordan.
*Corresponding author.
The sample used in this study is represented by
samples of writing by Malaysian students studying at
the department of Arabic at Al-bayt university. The
most feature of these students is that they have studied
Arabic in their country for several years, and have
already spent at least one semester at Al-bayt university
Language Center, and they are now in their third year
at the Department of Arabic at Al-bayt university. The
mother tongue of these students is the Malay Language
(Bahasa Malay), the language spoke in Peninsula Malay,
southern Thailand, the Philippines, Singapore, East
Sumatra, Riau, and in some coastal parts of Borneo.
It is the official language of Malaysia, Brunei, and
Singapore. The number of Malay-speaking people is 2030 million.1
The Malay language is a branch of Austronesian
languages ( Karin et al., 1993) . The most important
characteristics of the Malay language are that it is not
inflectional, and it is an ordinal language ( subject-verbobject). In terms of sex it is limited to the natural sex like
“Mohammed” and “Fatima”. There are no signs that
differentiate between feminine and masculine whether
in the verb, the noun and the adjective. As for number,
the Malay language does not have dual like Arabic. With
regard to tenses, there is no past or present tenses, but to
indicate the past tense, the morpheme “telah” is added
to the verb. In terms of agreement between the adjective
and the described noun, the subject and the predicate,
the accusative (Accusative) and its referent. The Malay
language is characterized by repetition, and this occurs by
repeating the same word to give the plural, as in “rumahrumah” (houses).
There is only one relative pronoun in Malay, (yang),
and it is used for the singular, the plural, the masculine
Received 20 July 2014; accepted 4 September2014
Published online 26 December 2014
Abstract
This paper attempts to investigate the nature of errors
by non-native speaker learners in the use of the Arabic
definite article, and to find the causes of these errors,
such as L1 interference, the student’s previous study, the
concept he has developed about the target language, and
the learning and teaching environment represented by the
teacher, the curriculum, the media and the community.
Key words: Arabic definite article; Error analysis;
Malay Language, Second language learning
Aldeeky, M. (2014). The Non-Native Speakers Errors in the Use of the
Arabic Definite Article . Studies in Literature and Language, 9 (3), 40-46.
Available from: http://www.cscanada.net/index.php/sll/article/view/5557
DOI: http://dx.doi.org/10.3968/5557
INTRODUCTION
The definite article in Arabic, and in many languages is
one of the ​​most frequent articles used, and the errors by
students learning another language in using the definite
article are quite obvious for the native speaker as well as
the researcher or the teacher.
This paper attempts to investigate the nature of errors
by non-native speaker learners in the use of the Arabic
definite article, and to find the causes of these errors ,
such as L1 interference, the student’s previous study, the
concept he has developed about the target language , and
the learning and teaching environment represented by the
teacher, the curriculum, the media and the community.
Copyright © Canadian Academy of Oriental and Occidental Culture
1
http://www.indonesia.go.id/en/index.php?option=com_content&tas
k=view&id=112&Itemid=1722
40
Mahmod Aldeeky (2014).
Studies in Literature and Language, 9 (3), 40-46
and the feminine its form stays the same in all inflectional
cases. (Karim et al.,1997)
Since Arabic and Malay language belong to different
language categories, the differences between them
are clear whether in phonology, vocabulary, structure,
sentences, grammar and syntax systems. In this brief
study, the researcher seeks to shed light on the language
of both Arabic and Malay constructions, aiming to
investigate the differences between them regarding the
use of the definite article. This study might benefit all
instructors, program designers and students . Through
this modest paper, the researcher also seeks to introduce
some results that benefit all people in the field of
teaching Arabic and learning for and by non- native
speakers, especially for Malaysians whose mother
tongue is Mala.
To some extent, the medium of instruction used is
English, although Malaysian students are not fluent in
it, which does not help them use their experience in
learning English to compare the unfamiliar constructions
confronting them that have no equivalence in their mother
tongue.
2. OBSTACLES TO THE STUDY
The most important problem facing the researcher is
that he cannot come up with accurate results that can be
disseminated. These obstacles include the following:
A. Lack of knowledge of the researcher in Malay
language, so it is difficult to give judgment regarding L1
interference. Therefore, the researcher opts to use writing
samples by students whose mother tongue is not Malay
language for the purpose of compassion. Using these
samples is considered as an indication of L1 inference.
B. It is difficult to find a control sample who have not
learnt Arabic before to determine the role of pre-learning
impact on the frequency of errors and their fossilized
status. The researcher is aware of the role of previous
education, but it is not easy for him to prove this in a
scientific way that determines the responsibility of the
teacher in the first stage of education.
C. The researcher was unable to monitor students’ oral
expression patterns in normal situations. It is known that the
student in oral expression situation stars talking naturally,
using his knowledge background and his special culture.
Presumably, when talking about a noun , he will be
obliged to express what the addressee is familiar with by
using the definite and/ or unfamiliar with by using the
indefinite. Moreover, shunning (beating around the bush)
and refraining among Malaysian students are the most
problematic issues that make the teacher unable to know
student’s language repertoire.
D. The absence of a comprehensive strategy and
methods that can be generalized to all teachers to convey
the idea of ​​the definite and indefinite. This is related
to many reasons, the most important of which might
be the lack of clarity of the philosophy of definite and
the indefinite in many situations, and the absence of a
clear- style methodology that has standardized training
procedure with a clear aim.
3. DEFINING THE PROBLEM
The problem of definite article among learners of Arabic
is represented by tow matters. The first matter relates
to phonology, and epigraphy, that is the ability to distinct
between what is called the Solar and the lunar definite
article. The former term is given to the definite article
(“ ̓al”) where the sound “L” is not uttered but written, and
the first consonant of the noun defined by the article is
stressed. This occurs when the definite article “ ̓al” (the)
precedes words starting with a set of consonants.2
The later is given to the definite article “ ̓ a l” (the)
that precedes words starting with the rest of consonants.
The observer of students’ writings does not feel that this
problem exists since the problem is related to reading and
dictation practice. The remedy of this problem might be
rather easy since the absence of the “Lam” sound in the
solar definite article is related to harmonic movements of
the tongue when moving from uttering “lam” to uttering
the letter/consonant that follows. The phonological causes
of articulation in general are justified for students, and
the rules of which can be applied after assimilation of
phonological habits of the target language native speakers.
The teacher can also mention the sounds where the “lam”
is not articulated, which are 13 sounds, and he/she can train
the students on this; after that, the problem is finished.
The second matter is an indicative and constructive
one related to definite and indefinite function in Arabic,
which is the core of this paper.
Students’ constructive errors, which learn a second
language, can be seen falling into three patterns: errors
with increase, errors with decrease, substitution errors. As
for the substitution errors, they do not exist in students’
writings since Arabic does not have any another article the
student can use instead of the definite article , which can
be equivocal with the definite article as in English.
The errors observed can be summarized as follows3:
A. Using the definite
‫اﻟﺪار‬article
‫اﻟﻤﻔﺘﺎح‬with the additive or
genitive or using the indefinite article where the contrary
is meant.
Example of this as in the following:
‫اﻟﻤﻔﺘﺎح اﻟﺪار‬
‫ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
a) ‫( اﻟﻤﻔﺘﺎح اﻟﺪار‬the key the car)*
‫اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* ———— ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
(a key the car) *- the key of the car
*‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
b)
(the key
a door)* ‫ﻣﻔﺘﺎح اﻟﺒﺎب‬
*‫اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح اﻟﺒﺎب‬
*‫اﻟﻤﻔﺘﺎح ﺑﺎب‬
2
‫ﻣﻔﺘﺎح اﻟﺒﺎب‬
Sibawayh
mentioned them and he did not mentioned (Lam)
between them. Sībawayh, Alkitab, 457(4).
*‫اﻟﻤﻔﺘﺎح ﺑﺎب‬
3
‫ﻟﻤﺪة أﺳﺒﻮع‬
I wrote
the examples
*‫ﺑﺎب‬
‫ اﻟﻤﻔﺘﺎح‬as they are without correction, some examples
contain other errors are not important to this study.
‫ﻟﻤﺪة أﺳﺒﻮع‬
*‫ﻟﻤﺪة اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة أﺳﺒﻮع‬
*‫ﻟﻤﺪة اﻷﺳﺒﻮع‬
‫ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ‬
Copyright
*‫اﻷﺳﺒﻮع‬
‫ © ﻟﻤﺪة‬Canadian Academy of Oriental and Occidental Culture
41
‫ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ‬
*‫ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ‬
‫اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ‬
‫اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ‬
‫أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟*‬
‫أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟*‬
‫درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ*‬
‫اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ‬
‫درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ* اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ‬
‫ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫درس اﻟﺬي ﻗﺮأت أﻣﺲ‬
‫ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ درس اﻟﺬي ﻗﺮأت أﻣﺲ‬
‫ﺻﻌﺐ*‬
‫ﺻﻌﺐ*‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ*‬
‫ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ* ———— ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫‪(the‬‬
‫‪Amman‬‬
‫وإرﺑﺪ )‪beautiful a city‬‬
‫‪* - Amman‬‬
‫‪a beautiful‬‬
‫ذهﺒﺖ‪is‬إﻟﻰ اﻟﻤﻔﺮق‬
‫ﺟﻤﻴﻠﺔ*‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ‬
‫ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ‬
‫ﺟﻤﻴﻠﺔ*‪city,‬‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ‪or in:‬‬
‫ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ* ———— ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ‬
‫ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ*‬
‫ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ‬
‫‪(I went to Mafraq and the Irbid) * - I went to Mafraq‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ‬
‫ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ‬
‫‪and**Irbid.‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ‬
‫ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ‬
‫‪Proper nouns are irregular, that is, they do not follow‬‬
‫‪There‬دﻳﻨﺎرﻳﻦ *‬
‫ﺛﻤﻦ آﺘﺎب‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن‬
‫‪the‬اﻟﻜﺘﺎب‬
‫‪can‬آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ‬
‫اﺷﺘﺮﻳﺖ‬
‫دﻳﻨﺎرﻳﻦ ‪the‬‬
‫‪same rule‬‬
‫‪realize.‬‬
‫‪is no‬‬
‫دﻳﻨﺎرﻳﻦ *‬
‫وآﺎن ﺛﻤﻦ آﺘﺎب‬
‫‪doubt‬آﺘﺎﺑﺎ‬
‫اﺷﺘﺮﻳﺖ‬
‫دﻳﻨﺎرﻳﻦ‬
‫‪ student‬ﺛﻤﻦ اﻟﻜﺘﺎب‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن‬
‫أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟‬
‫;‪that this phenomenon has reasons among native speakers‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *‬
‫‪Why,‬‬
‫ﻳﻌﻴﺶ‪for‬‬
‫‪example,‬‬
‫‪Japan,‬‬
‫‪and‬‬
‫‪*Bosnia‬‬
‫ﻳﻌﻴﺶ ﺟﻤﻞ ؟‬
‫‪ Herzegovina,‬أﻳﻦ‬
‫اﻟﺠﻤﻞ؟‬
‫‪China,‬ﺛﻤﻦ أﻳﻦ‬
‫دﻳﻨﺎرﻳﻦ *‬
‫آﺘﺎب‬
‫آﺘﺎﺑﺎ وآﺎن‬
‫اﺷﺘﺮﻳﺖ‬
‫‪ ‬‬
‫)‪Pravda (the Russian newspaper‬‬
‫‪…,‬‬
‫‪have‬‬
‫‪been made‬‬
‫‪ ‬‬
‫اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ‬
‫أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟*‬
‫‪definite whereas other nouns have been made indefinite.‬‬
‫‪ ‬‬
‫‪However,‬‬
‫اﻟﺪرس‪the‬‬
‫‪general rule *that‬‬
‫‪must‬‬
‫‪to‬‬
‫أﻣﺲ ﺻﻌﺐ‬
‫‪be‬ﻗﺮأت‬
‫‪ taught‬اﻟﺬي‬
‫درس‬
‫ﺻﻌﺐ‬
‫اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ‬
‫‪ ‬‬
‫‪students is that the proper noun should not be preceded by‬‬
‫ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ*‬
‫‪the definite article except those the Arabs use with the‬‬
‫‪ in a list of‬اﻟﻌﻤﺎن‬
‫‪definite‬‬
‫‪article.‬‬
‫ﻣﺪﻳﻨﺔ ‪be‬‬
‫‪included‬‬
‫ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫ﺟﻤﻴﻠﺔ*‪ These nouns can‬ﻋﻤﺎن‬
‫‪places and persons that come with the definite article.‬‬
‫ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ*‬
‫‪G. Deletion of the definite article preceding an‬‬
‫‪ again‬واﻹرﺑﺪ*‬
‫‪in‬إﻟﻰ ﻣﻔﺮق‬
‫ذهﺒﺖ‬
‫‪indefinite‬‬
‫‪noun‬‬
‫‪that has been repeated‬‬
‫‪the context‬‬
‫اﻟﻤﻔﺮق وإرﺑﺪ‬
‫ذهﺒﺖ إﻟﻰ‬
‫‪where as the opposite is right in Arabic as in a student’s‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ‬
‫ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ*‬
‫‪utterance:‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ * —— اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ‬
‫* )‪(I bought a book and price of a book was two dinar‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *‬
‫‪I bought a book and the price of the book was two dinar.‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪4. ANALYSIS OF THE ERRORS‬‬
‫‪Perhaps, the most important remark that attracts the‬‬
‫‪researcher’s attention is that students use the definite‬‬
‫‪article randomly, which indicates that there are no‬‬
‫‪hypothetical and transitory rules, indicating a system the‬‬
‫‪learner develops, a stage between the mother tongue‬‬
‫‪and the target language 4. This phase is characterized by‬‬
‫‪excessive generalization either from the mother tongue or‬‬
‫‪the target language. Perhaps, this is related to two reasons:‬‬
‫‪First, the absence of a specific definite article in Malay‬‬
‫‪language that can be equivalent to that in Arabic. So, the‬‬
‫‪learner does not realize the concept and function of this‬‬
‫‪article preceding public names in Arabic.‬‬
‫‪The researcher is not certain that there are not‬‬
‫‪equivalent intellectual structures similar to those in‬‬
‫‪Arabic and other languages regarding the definite and‬‬
‫‪indefinite, specification and generalization. In this regard,‬‬
‫‪Douglas Brown says “in general the foreign language‬‬
‫‪learner needs not to learn how to think, once again when‬‬
‫‪learning a foreign language, but to master a second‬‬
‫‪language, eventually, means thinking in the foreign‬‬
‫‪language”5. However, the learner’s previous experiences‬‬
‫‪in the mother tongue truly pave the way to thinking in‬‬
‫‪the foreign language. “Earlier in his book, Brown raised‬‬
‫‪doubts about the presence of universal deep structure‬‬
‫‪4‬‬
‫دوﺟﻼس ﺑﺮوان‪ ،‬ص‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺔ‬
‫ﻳﻨﻈﺮ‬
‫‪H.Dougas‬‬
‫‪Broun,‬‬
‫‪Principles‬‬
‫‪of :Language‬‬
‫‪Learning and Teaching,‬‬
‫‪p.201.‬‬
‫‪5‬‬
‫‪ 168‬ﻧﻔﺴﻪ ‪:‬ص‬
‫‪ ‬ﻧﻔﺴﻪ ص‪:‬ﻳﻨﻈﺮ‬
‫اﻟﺴﻴﺎرة اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح ﻣﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎح اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺪار‬
‫اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*‬
‫اﻟﺴﻴﺎرة*اﻟﺴﻴﺎرة*‬
‫اﻟﻤﻔﺘﺎح اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة*‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎحاﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺪار‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫‪The Non-Native‬‬
‫‪Speakers Errors in‬‬
‫‪the Use‬‬
‫‪of the Arabic‬‬
‫اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺪار‬
‫‪Definite Article‬اﻟﻤﻔﺘﺎح‬
‫اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح اﻟﺒﺎب‬
‫اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*‬
‫اﻟﻤﻔﺘﺎحﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة**‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺒﺎباﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫ﻣﻔﺘﺎحاﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎح*‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﺪار‬
‫اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫ﺑﺎب*‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎح اﻟﺪار‬
‫ﻣﻔﺘﺎح اﻟﺴﻴﺎرة‬
‫اﻟﺒﺎب‬
‫اﻟﻤﻔﺘﺎح ﺑﺎب* ———— ﻣﻔﺘﺎح‬
‫*‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺒﺎبﺑﺎب*‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺒﺎب*‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺪار‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫‪(the‬‬
‫‪a key) *- the‬‬
‫ﻟﻤﺪة‪key‬‬
‫‪the door‬‬
‫اﻟﺪار*‬
‫‪ door‬ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫‪*of‬‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫ﻣﻔﺘﺎح‬
‫*‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻟﻤﺪة)أﺳﺒﻮع‬
‫ﺑﺎب*‬
‫اﻟﻤﻔﺘﺎح‬
‫)‪c‬‬
‫‪( for‬‬
‫‪a period the week‬‬
‫*‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﺴﻴﺎرة**‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫*‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة**‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻷﺳﺒﻮع* ————‬
‫ﻣﻔﺘﺎحﻟﻤﺪة‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة**‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﺒﺎب‬
‫*‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﻟﻤﺪة أﺳﺒﻮع‬
‫*‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫‪For‬‬
‫‪a‬‬
‫‪week‬‬
‫‪period‬‬
‫*‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﻤﻔﺘﺎحﻟﻤﺪة‬
‫أﺳﺒﻮع*‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﺑﺎب*‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺴﻴﺎرة‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﺪﻳﺮاﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫اﻟﺒﺎب**‬
‫اﻷﺳﺒﻮع‬
‫اﻟﻤﺮآﺰ)‪ a week‬ﻟﻤﺪة‬
‫ﻣﻜﺘﺐ‬
‫‪(for‬‬
‫‪a‬‬
‫‪period‬‬
‫*‬
‫*‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫ﻣﻔﺘﺎح‬
‫ﻟﻤﺪةﻣﻔﺘﺎح‬
‫اﻟﻤﻔﺘﺎح ﺑﺎب‬
‫اﻟﻤﺮآﺰ*اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ ﻣﻜﺘﺐ‬
‫اﻟﺒﺎب*‬
‫اﻷﺳﺒﻮع‬
‫‪For‬‬
‫‪a week‬‬
‫أﺳﺒﻮع**‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﻤﻔﺘﺎح*‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﻟﻤﺪة‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫*‬
‫ﺑﺎب‬
‫اﻟﺒﺎب‬
‫ﻣﻔﺘﺎح‬
‫*‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐ ﻣﺪﻳﺮ‬
‫اﻟﻤﺮآﺰ*‬
‫ﻟﻤﺪةاﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫)‪d‬‬
‫اﻟﻤﻔﺘﺎح ‪an‬‬
‫‪office‬‬
‫‪the director‬‬
‫أﺳﺒﻮع‪the‬‬
‫)‪center‬‬
‫*‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﺑﺎب**‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫اﻟﻤﺮآﺰ*اﻟﻤﺮآﺰ*‬
‫ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ‬
‫———— ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫اﻟﻤﺮآﺰ*‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ*‬
‫ﻣﻜﺘﺐﻟﻤﺪة‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻷﺳﺒﻮع**‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫اﻟﻤﺪﻳﺮﻟﻤﺪة‬
‫ﺑﺎب‬
‫اﻟﻤﻔﺘﺎح‬
‫أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫أﺳﺒﻮع*‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫*‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫‪(an office‬‬
‫)‪a director the center‬‬
‫ﻟﻤﺪة *‬
‫ﻟﻤﺪة‬
‫ﻟﻤﺪة‬
‫اﻷﺳﺒﻮع‬
‫اﻟﺒﻴﺖ*ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫أﺳﺒﻮع*‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫اﻟﺒﻴﺖ ﻣﻜﺘﺐ‬
‫ﺟﺎﻣﻌﺔ ﺁل‬
‫‪The‬‬
‫‪center‬‬
‫‪director’s‬‬
‫‪office‬‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫أﺳﺒﻮع**‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫*‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫ﻟﻤﺪة أﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻷﺳﺒﻮع**‬
‫ﻟﻤﺪة‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫)‪e‬‬
‫‪( the university‬‬
‫)‪Al- albayt‬‬
‫*‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻷﺳﺒﻮع**‬
‫ﻟﻤﺪة‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫ﻣﻜﺘﺐ ﻣﺪﻳﺮ‬
‫اﻟﻤﺮآﺰاﻟﺒﻴﺖ*‬
‫اﻟﺠﺎﻣﻌﺔ ﺁل‬
‫ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫————‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫اﻟﻤﺪﻳﺮ‬
‫ﺟﺎﻣﻌﺔ ﺁل‬
‫اﻟﺒﻴﺖ‬
‫ﻣﻜﺘﺐﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﻤﺮآﺰ**‬
‫اﻷﺳﺒﻮع‬
‫ﻟﻤﺪة‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫اﻷﺳﺒﻮع‬
‫اﻟﺒﺤﺜﻴﺔ ﻣﻜﺘﺐ ﻟﻤﺪة‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ ا‬
‫اﻟﻤﺮآﺰ*‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐاﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫‪(a‬‬
‫‪university‬‬
‫‪Al‬‬
‫)‪bayt‬‬
‫*‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫*‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ‬
‫آﺘﺒﺖ ا‬
‫اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ*‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫ا‬
‫آﺘﺒﺖ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫‪Al-Albayt‬‬
‫‪university‬‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ ا‬
‫اﻟﺒﻴﺖ*‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ‬
‫ﺁلﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﺤﺜﻴﺔ**‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﻤﺪﻳﺮاﻟﺒﻴﺖ‬
‫ﺟﺎﻣﻌﺔﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﻤﺮآﺰ**‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫‪B.‬‬
‫‪There‬‬
‫‪ no‬ا ‪is‬‬
‫‪agreement‬‬
‫‪between‬‬
‫‪the described noun‬‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫آﺘﺒﺖ‬
‫ورﻗﺔ اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ اﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ اا‬
‫اﻟﺒﻴﺖ*‪and‬‬
‫‪adjective‬‬
‫‪in‬‬
‫‪the definite‬‬
‫‪indefinite‬‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖآﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﻤﺪﻳﺮﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫‪function as‬آﺘﺒﺖ ا‬
‫‪**the‬‬
‫اﻟﻤﺮآﺰ‬
‫ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ‬
‫‪and‬ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﻤﺮآﺰ‬
‫اﻟﻤﺪﻳﺮ‬
‫اﻹﺳﻼﻣﻴﺔ ﻣﻜﺘﺐ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫‪in the‬‬
‫‪following‬‬
‫اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* ‪examples:‬‬
‫اﻟﺒﻴﺖ‬
‫ﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔاﻟﺠﺎﻣﻌﺔ‬
‫آﺘﺒﺖ ورﻗﺔ اﻟﺒﺤﺜﻴﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫آﺘﺒﺖ ورﻗﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖا‬
‫———— آﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﺁل اﻟﺒﻴﺖ‬
‫ورﻗﺔﺁل‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺒﻴﺖ‬
‫ﺟﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫اﻟﺠﺎﻣﻌﺔ ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫‪ I wrote a‬آﺘﺒﺖ‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﻴﺖ*‬
‫اﻟﺠﺎﻣﻌﺔﺁل‬
‫‪ “katabtu‬اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖا ا‬
‫‪In‬‬
‫‪the example‬‬
‫‪warqat‬‬
‫”‪albahthia‬‬
‫إﺳﻼﻣﻴﺔ*‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫آﺘﺒﺖ‬
‫‪paper‬‬
‫ورﻗﺔ ‪the‬‬
‫*‪research‬‬
‫اﻟﺒﻴﺖ*‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ اا‬
‫ﺁل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺒﻴﺖ**‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫‪differentiate‬آﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ اا‬
‫‪It‬‬
‫‪is‬‬
‫‪clear‬‬
‫‪that‬‬
‫‪the‬‬
‫‪text‬‬
‫‪producer‬‬
‫‪does‬‬
‫‪not‬‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺪرس ﺻﻌﺐ‬
‫اﻟﺠﺎﻣﻌﺔ إﺳﻼﻣﻴﺔ*‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫إﺳﻼﻣﻴﺔ*ﺻﻌﺐ‬
‫آﺘﺒﺖاﻟﺪرس‬
‫‪between‬‬
‫‪the‬‬
‫‪additive‬‬
‫‪and‬‬
‫‪descriptive one,‬‬
‫اﻟﺒﺤﺜﻴﺔ*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫آﺘﺒﺖ اا‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ﻟﻮرﻗﺔ‬
‫‪ structure‬آﺘﺒﺖ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫‪the‬ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫ﺻﻌﺐ*‬
‫درس‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫‪or he\she‬‬
‫‪uses‬‬
‫‪the‬‬
‫‪adjective‬‬
‫‪preceding‬‬
‫‪a‬‬
‫‪definite‬‬
‫‪noun as‬‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫درس ﺻﻌﺐ*‬
‫اﻟﺪرس ﺻﻌﺐ‬
‫ﺻﻌﺐ*‬
‫ﺻﻌﺐ‬
‫‪say:‬درس‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫;‪indefinite‬‬
‫‪the‬‬
‫‪sentence‬‬
‫‪producer‬‬
‫‪would‬‬
‫*‬
‫ﺻﻌﺐ‬
‫درس‬
‫اﻟﺪرس‬
‫اﻟﺪرس‬
‫ﺻﻌﺐ*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺒﺤﺜﻴﺔ‬
‫ورﻗﺔ‬
‫آﺘﺒﺖ‬
‫اﻟﺠﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫ﻣﺎﻟﻴﺰي آﺘﺒﺖ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺒﺤﺜﻴﺔ*‬
‫ورﻗﺔ ﺻﻌﺐ‬
‫درس‬
‫ﻃﺎﻟﺐ‬
‫اﻟﺠﺎﻣﻌﺔ أﻧﺎ‬
‫إﺳﻼﻣﻴﺔ*‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫———— اﻟﺠﺎﻣﻌﺔ‬
‫ﻣﺎﻟﻴﺰي*ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐأﻧﺎ ﻃﺎﻟﺐ‬
‫اﻹﺳﻼﻣﻴﺔ*‬
‫درس ﺻﻌﺐ‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﻃﺎﻟﺐ‬
‫”‪ alislamia‬أﻧﺎ أﻧﺎ‬
‫ﺻﻌﺐ**‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﺻﻌﺐ*‬
‫درس‬
‫اﻟﺪرس‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫ﻣﺎﻟﻴﺰي** )‪Islamic‬اﻟﺠﺎﻣﻌﺔ‬
‫‪(the‬‬
‫‪university‬‬
‫‪instead‬‬
‫‪of‬‬
‫‪“Aljamiaa‬‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻹﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﺻﻌﺐ‬
‫‪university.‬اﻟﺪرس‬
‫‪**Islamic‬‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺪرس‬
‫ﻣﺎﻟﻴﺰي‪( the‬‬
‫)‪university‬أﻧﺎ‪the‬‬
‫ﺻﻌﺐ *‬
‫‪The‬‬
‫‪Islamic‬‬
‫ﻣﺎﻟﻴﺰي*‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻃﺎﻟﺐ‬
‫*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫‪indefinite‬أﻧﺎ أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﺻﻌﺐ**‬
‫درس‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫‪C.‬‬
‫‪Making‬‬
‫‪subject‬‬
‫‪or‬‬
‫‪the‬‬
‫‪predicate‬‬
‫‪or‬‬
‫إﺳﻼﻣﻴﺔ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫إﺳﻼﻣﻴﺔ‬
‫ﺻﻌﺐأﻣﺲ أﻧﺎاﻟﺠﺎﻣﻌﺔ‬
‫اﻟﺪرس‬
‫**‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫*‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫‪definite‬‬
‫‪where‬‬
‫‪the‬‬
‫‪opposite‬‬
‫‪is‬‬
‫‪required.‬‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫*‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﻣﺮﻳﻀﺎ أﻣﺲ‬
‫آﻨﺖ آﻨﺖ‬
‫أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي*‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫ﻣﺎﻟﻴﺰي**‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫آﻨﺖ‬
‫اﻟﺪرسﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺮﻳﻀﺎ*‬
‫ﻣﺎﻟﻴﺰي‬
‫أﻧﺎ اﻟﻄﺎﻟﺐ‬
‫ﺻﻌﺐ‬
‫————‬
‫أﻣﺲ**‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﺻﻌﺐ‬
‫اﻟﺪرس‬
‫ﺻﻌﺐ‬
‫درس‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫اﻟﻤﺮﻳﺾ أﻣﺲ*‬
‫آﻨﺖ‬
‫ﻃﺎﻟﺐﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫ﺻﻌﺐ**‬
‫درس‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﻣﺎﻟﻴﺰي‬
‫أﻧﺎأﻧﺎ‬
‫‪(a‬‬
‫‪lesson‬‬
‫‪a‬‬
‫)‪difficult‬‬
‫*‬
‫‪the‬‬
‫‪lesson‬‬
‫‪is‬‬
‫‪difficult.‬‬
‫آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ*‬
‫آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ‬
‫*‬
‫أﻣﺲ‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫أﻣﺲأﻣﺲ*‬
‫اﻟﻤﺮﻳﺾ‬
‫أﻣﺲ‬
‫أﻧﺎآﻨﺖ‬
‫ﻣﺎﻟﻴﺰي**‬
‫اﻟﻄﺎﻟﺐ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫)‪ Malysian‬‬
‫ﺻﻌﺐ‬
‫درس‬
‫‪a).‬‬
‫ﻣﺮﻳﻀﺎ (‬
‫‪I am‬‬
‫‪the‬‬
‫‪student‬‬
‫أﻧﺎ‪*-‬‬
‫‪I am‬‬
‫‪a Malysian‬‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫آﻨﺖأﻧﺎ‬
‫أﻣﺲ*‬
‫ﺻﻌﺐ‬
‫درس‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫ﻣﺎﻟﻴﺰي*‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫‪ ‬‬
‫*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫‪ ‬‬
‫‪student‬‬
‫آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ*‬
‫‪ ‬‬
‫ﻣﺮﻳﻀﺎأﻣﺲ‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫ﻣﺎﻟﻴﺰي‪** ‬‬
‫أﻣﺲ‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫أﻣﺲ‬
‫آﻨﺖ‬
‫أﻣﺲ*‬
‫اﻟﻤﺮﻳﺾ‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫آﻨﺖ أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫ﻃﺎﻟﺐ‬
‫أﻧﺎ‬
‫————‬
‫ﻣﺎﻟﻴﺰي**‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي**‪ ‬‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫أﻣﺲ‬
‫آﻨﺖ ﻣﺮﻳﻀﺎ‬
‫‪ ‬‬
‫‪ * -I was sick yesterday‬‬
‫‪b).‬‬
‫)‪( I was the sick yesterday‬‬
‫أﻣﺲ**‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫اﻟﻄﺎﻟﺐ‬
‫أﻧﺎ‬
‫أﻣﺲ‬
‫آﻨﺖ‬
‫ﻣﺎﻟﻴﺰي*‬
‫ﻣﺎﻟﻴﺰي‬
‫اﻟﻄﺎﻟﺐ‬
‫————أﻧﺎ‬
‫ﻣﺮﻳﻀﺎ*أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ آﻨﺖ‬
‫اﻟﻤﺮﻳﺾأﻣﺲ‬
‫اﻟﻤﺮﻳﺾ‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫أﻣﺲ*‬
‫آﻨﺖ‬
‫‪ ‬‬
‫‪D.‬‬
‫‪Lack‬‬
‫آﻨﺖ ‪of‬‬
‫‪understanding‬‬
‫اﻟﻤﺮﻳﺾ‪of‬‬
‫‪the issue‬‬
‫‪of the definite‬‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫*‬
‫أﻣﺲ‬
‫آﻨﺖ‬
‫‪ ‬‬
‫أﻣﺲ‬
‫ﻣﺮﻳﻀﺎ‬
‫آﻨﺖ‬
‫أﻣﺲ*‬
‫‪ a noun to‬آﻨﺖ‬
‫اﻟﻤﺮﻳﺾ ‪ is‬‬
‫أﻣﺲ**‬
‫اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫‪article‬‬
‫‪with‬‬
‫‪proper‬‬
‫;‪noun‬‬
‫‪it‬‬
‫)‪(al‬‬
‫‪preceding‬‬
‫آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ‬
‫‪indicate‬‬
‫‪the‬‬
‫‪category of the‬‬
‫‪proper‬‬
‫اﻟﺠﻤﻞ؟ ‪ ‬‬
‫;‪noun‬ﻳﻌﻴﺶ‬
‫‪ the student‬أﻳﻦ‬
‫أﻣﺲ ‪* * ‬‬
‫اﻟﻤﺮﻳﺾ‬
‫أﻣﺲ‬
‫آﻨﺖ اﻟﻤﺮﻳﺾ‬
‫آﻨﺖ‬
‫‪would‬‬
‫‪say:‬‬
‫اﻟﺠﻤﻞ؟‬
‫‪ ‬‬
‫ﻳﻌﻴﺶﻳﻌﻴﺶ‬
‫أﻳﻦ أﻳﻦ‬
‫اﻟﺠﻤﻞ؟‬
‫ﺟﻤﻞ ؟* ———— أﻳﻦ ﻳﻌﻴﺶ‬
‫* )?‪(where lives a camel‬‬
‫أﻣﺲ*‬
‫ﻗﺮأﺗﻪﺟﻤﻞ ؟‬
‫ﻳﻌﻴﺶ‬
‫اﻟﺪرسأﻳﻦ‬
‫ﺻﻌﺐ‬
‫اﻟﺬي‬
‫اﻟﺠﻤﻞ؟*‬
‫ﻳﻌﻴﺶ ﺟﻤﻞ ؟‬
‫‪(where‬‬
‫* )‪the camel‬أﻳﻦ‪lives‬‬‫‪where‬‬
‫‪does the‬‬
‫?‪camel live‬‬
‫‪E. making the relative pronoun‬‬
‫‪referent‬‬
‫;‪indefinite‬‬
‫‪the‬‬
‫ﺻﻌﺐ‬
‫*‬
‫أﻣﺲﺟﻤﻞ ؟‬
‫ﺻﻌﺐ* اﻟﺪرس اﻟﺬيأﻳﻦ ﻳﻌﻴﺶ‬
‫أﻣﺲأﻣﺲ‬
‫ﻗﺮأﺗﻪﻗﺮأت‬
‫اﻟﺬياﻟﺬي‬
‫اﻟﺪرسدرس‬
‫ﺻﻌﺐ‬
‫‪student‬‬
‫ﻗﺮأﺗﻪ‪would‬‬
‫‪say:‬‬
‫ﻋﻤﺎنﺻﻌﺐ‬
‫درس اﻟﺬي ﻗﺮأت أﻣﺲ‬
‫ﺻﻌﺐ‬
‫ﻣﺪﻳﻨﺔ* ﺟﻤﻴﻠﺔ‬
‫أﻣﺲﺻﻌﺐ*‬
‫ﻗﺮأﺗﻪأﻣﺲ‬
‫اﻟﺬيﻗﺮأت‬
‫اﻟﺪرساﻟﺬي‬
‫—— درس‬
‫* )‪(a lesson that I read yesterday difficult‬‬
‫ﺟﻤﻴﻠﺔ‬
‫ﻣﺪﻳﻨﺔ‬
‫ﻋﻤﺎن‬
‫ﺻﻌﺐ*‬
‫ﻋﻤﺎنأﻣﺲ‬
‫ﻗﺮأت‬
‫ﺟﻤﻴﻠﺔ* درس‬
‫ﻣﺪﻳﻨﺔ‬
‫اﻟﻌﻤﺎن‬
‫ﺟﻤﻴﻠﺔ‬
‫ﻣﺪﻳﻨﺔ‬
‫‪The‬‬
‫‪lesson‬‬
‫اﻟﺬي‪I read‬‬
‫‪yesterday‬‬
‫‪was‬‬
‫‪difficult.‬‬
‫‪F. Using the definite article or not using it with some‬‬
‫ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ‬
‫اﻟﻌﻤﺎن‬
‫ﺟﻤﻴﻠﺔ‬
‫ﻣﺪﻳﻨﺔ‬
‫اﻟﻤﻔﺮق* وإرﺑﺪ‬
‫ذهﺒﺖ‬
‫ﺟﻤﻴﻠﺔ*‬
‫ﻋﻤﺎنﻣﺪﻳﻨﺔ‬
‫اﻟﻌﻤﺎن‬
‫‪names,‬‬
‫‪which‬‬
‫‪are never preceded‬‬
‫‪definite‬إﻟﻰ‪by the‬‬
‫‪article in‬‬
‫‪Arabic as in the utterance‬‬
‫وإرﺑﺪ‬
‫اﻟﻤﻔﺮق‬
‫ذهﺒﺖ إﻟﻰ‬
‫اﻟﻤﻔﺮقﺟﻤﻴﻠﺔ*‬
‫اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ‬
‫واﻹرﺑﺪ*‬
‫ﻣﻔﺮق‬
‫ذهﺒﺖ إﻟﻰ‬
‫وإرﺑﺪ‬
‫ذهﺒﺖ إﻟﻰ‬
‫واﻹرﺑﺪ*‬
‫ذهﺒﺖ إﻟﻰ‬
‫دﻳﻨﺎرﻳﻦ‬
‫ﻣﻔﺮق اﻟﻜﺘﺎب‬
‫وآﺎن ﺛﻤﻦ‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ‬
‫‪42‬‬
‫دﻳﻨﺎرﻳﻦ‬
‫ﻜﺘﺎب‬
‫وآﺎن ﺛﻤﻦ‬
‫اﺷﺘﺮﻳﺖ‬
‫دﻳﻨﺎرﻳﻦ *‬
‫آﺘﺎب‬
‫وآﺎن اﻟﺛﻤﻦ‬
‫آﺘﺎﺑﺎ آﺘﺎﺑﺎ‬
‫اﺷﺘﺮﻳﺖ‬
‫اﺷﺘﺮﻳﺖ‬
‫وإرﺑﺪ‬
‫اﻟﻤﻔﺮق‬
‫واﻹرﺑﺪ*‬
‫إﻟﻰﻣﻔﺮق‬
‫ذهﺒﺖإﻟﻰ‬
‫ذهﺒﺖ‬
‫‪Copyright © Canadian Academy of Oriental and Occidental Culture‬‬
‫اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *‬
‫دﻳﻨﺎرﻳﻦ*‬
‫ﻜﺘﺎبواﻹرﺑﺪ‬
‫ﺛﻤﻦ اﻟﻣﻔﺮق‬
‫ذهﺒﺖ إﻟﻰ‬
‫آﺘﺎﺑﺎ وآﺎن‬
Mahmod Aldeeky (2014).
Studies in Literature and Language, 9 (3), 40-46
common among all languages. So, the closest concept
to accept is that meanings and ideas are completely built
according to culture exactly like surface structures.”6
I have talked this issue based on my experience with
two students whose mother tongue are different and they
do not have a distinctive definite article. Their utterances
were different; the first, a Russian student said:
speakers. The aim of writing Arabic grammar was not
all about for teaching purposes except the accentuations
placed on the end of words, representing parsing rules.
As a result of the above mentioned concepts, the
practical exercises that aim to clarify the use of a definite
article in its right contexts have not been taken into
account in Arabic teaching curricula for non- native
speakers, so the teacher uses his/her discretion based on
his experience and expertise. Consequently, this leads
to the lack of sustained rule, which drives the student to
apply wrong analogy.
The second aspect includes reasons related to
the nature of language itself and a second language
learning process, such as the mother tongue interference
mentioned earlier. The Malay language follows a
different method regarding definite and indefinite
function. Intervention seems clear in composition of
additive, the ejective and the described noun. Studying
students’ errors shows overlap between the descriptive
composition ( the described + adjective) and additive
composition.
(1st Particle of the Genitive construction, 2nd Particle
of the Genitive construction) (noun + noun). Perhaps
this is due to the fact that the Malay language disconnects
1st Particle of the Genitive construction from 2nd Particle
of the Genitive construction by adding the word (yang)
which may correspond to the phrase “related to” or
“bita<” in colloquial Egyptian Arabic, which disconnect
1st Particle of the Genitive construction from 2nd Particle
of the Genitive construction, or by the word “relating to”
if the relationship between 1st Particle of the Genetive
construction and 2nd Particle of the Genitive construction
is an ownership relation. As for the construction (the
described + adjective), the Malay language disconnects
them by using the word “sifatoho” (described as).
‫ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ ﻓﺪﻟﻨﻲ ﻋﻠﻰ اﻟﻤﺴﺠﺪ‬
However, in addition to using these words as relatedness
articles, it seems that they are used for more than one
‫*واﺣﺪ رﺟﻞ‬
functions.
The
Arab
curricula
‫ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ‬
, ‫هﺸﺎم‬
‫ اﺑﻦ‬: ‫ ﻳﻨﻈﺮ‬do not clearly focus on these
constructions
in order to differentiate them. Likewise, the
differences
between them are sometimes so subtle that
‫ اﻟﺨﺼﺎﺋﺺ‬, ‫اﺑﻦ ﺟﻨﻲ‬
the student and the teacher sometimes cannot differentiate
between
‫ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ ﻓﺪﻟﻨﻲ ﻋﻠﻰ اﻟﻤﺴﺠﺪ‬
I‫اﻟﻤﺴﺠﺪ‬
met the
he‫ﻗﺎﺑﻠﺖ‬
guided me to the mosque* .
‫ﻋﻠﻰ‬man,
‫ﻓﺪﻟﻨﻲ‬then
‫اﻟﺮﺟﻞ‬
‫*واﺣﺪ رﺟﻞ‬
When
I asked him “which man ?” he said:
‫اﻟﻠﺒﻴﺐ‬
, ‫ اﺑﻦ هﺸﺎم‬: ‫ﻳﻨﻈﺮ‬
‫ﻣﻐﻨﻲ رﺟﻞ‬
‫*واﺣﺪ‬
(one
man
)*-‫اﺑﻦ‬a: man.
‫ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ‬
, ‫هﺸﺎم‬
‫ ﻳﻨﻈﺮ‬The Malaysian student , on the
‫اﻟﺨﺼﺎﺋﺺ‬
, ‫ﺟﻨﻲ‬
‫اﺑﻦ‬
other
hand,
insisted
on the same utterance and was not
surprised
by
my
question.
‫ اﻟﺨﺼﺎﺋﺺ‬, ‫اﺑﻦ ﺟﻨﻲ‬
The
second reason is perhaps due to the absence
(‫)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي( و)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ‬
of specific rules that have been taught to students in
(‫ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ‬
)‫ﻣﺎﻟﻴﺰي( و‬
‫ )ﻃﺎﻟﺐ‬The strange thing is that
different
schooling
stages.
Arabic
curricula
for
non-native
speakers do not take
(‫رأﻳﺖ ﻓﺘﺎة‬ ‫ و آﺎﻧﺖ‬ ‫) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ‬
this aspect into consideration, although the learner of a
‫ آﺎﻧﺖ‬like
‫ و‬ ‫اﻟﺰهﺮ‬
‫ﺗﻘﻄﻒ‬finds
‫ اﻟﻔﺘﺎة‬out
)
(‫رأﻳﺖ ﻓﺘﺎة‬ second
language
English
that the concept
of definite
and
indefinite
function
is
taught
in the first
‫أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب‬
stages of study.
‫اﻟﻜﺘﺎب‬causes
‫أﻋﻄﻨﻲ هﺬا‬
The
of this phenomenon can be divided into
two dimensions:
The first dimension includes reasons outside the
scope of the language related to:
- the student’s study in his country
- the student was not guided in the right manner
- the student’s feels that he knows all the points he is
studying
- the nature of the Malaysian student who is always
reluctant to use Arabic in real contexts, and to interact
with speakers of Arabic.
The second dimension, in turn, includes two sides
that will be focused upon in this study.
The first aspect is related to teaching process, that is
the rules of the definite article “ ̓al” usage have not been
controlled functionally in the curriculum and grammar
books, so grammar books in this area introduce how
to differentiate between the types of the definite article
“ al”, whether preceding a proper , the one that go with
a definite noun or an indefinite noun repeated in the
context , an additional article that has no definite function,
and as a relative pronoun7. It is worth it to take notice of
this despite Ibn Jeni’s opinion regarding the reason behind
writing Arabic grammar. “A non –native speaker of Arabic
should catch up with native speakers in eloquence; he
should speak it though he is not an Arab, and if someone
is odd to it, he should be corrected through this grammar”8
‫ﻋﻠﻰ‬
‫ﻓﺪﻟﻨﻲ‬،‫وﺗﻌﻠﻴﻤﻬﺎ‬
‫ﻗﺎﺑﻠﺖاﻟﻠﻐﺔاﻟﺮﺟﻞ‬
, ‫اﻟﻤﺴﺠﺪ‬
who
reads
grammar
books
does not find a rule,
‫ ص‬،‫ﺑﺮوان‬
‫دوﺟﻼس‬
‫أﺳﺲ ﺗﻌﻠﻢ‬
:‫ﻳﻨﻈﺮ‬
categorization, or classification addressing non-native
‫رﺟﻞ‬
‫*واﺣﺪ‬
‫ص‬: ‫ﻧﻔﺴﻪ‬
(‫ﻣﺎﻟﻴﺰﻳﺎ‬
(a student Malaysian) *- A Malaysian student, and (a
student Malaysia)*- a student of Malaysia.
(‫ﻓﺘﺎة‬
OVERCOME THESE
The researcher argues that overcome the problem of
Malaysian students’ usage of the definite article “al”, the
concept of definite and indefinite function in Arabic must
be conveyed to the student by the curriculum and the
teacher.
‫ﻣﻐﻨﻲ‬, ‫ اﺑﻦ هﺸﺎم‬: ‫ﻳﻨﻈﺮ‬
‫اﻟﻠﺒﻴﺐ‬
‫ﻳﻨﻈﺮ‬:‫ ﻧﻔﺴﻪ ص‬ 78
Ibn
Hisham›s Mughni al-Labib. 71- 78
8
‫ اﻟﺨﺼﺎﺋﺺ‬, ‫ اﺑﻦ ﺟﻨﻲ‬.1\35
7
‫)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي( و)ﻃﺎﻟﺐ‬
43
(‫ﻓﺘﺎة‬
‫رأﻳﺖ‬ ‫ و آﺎﻧﺖ‬ ‫) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ‬
5. HOW TO
OBSTACLES?
‫أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب‬
6
(‫ﻣﺎﻟﻴﺰﻳﺎ‬
‫)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي( و)ﻃﺎﻟﺐ‬
‫رأﻳﺖ‬ ‫ و آﺎﻧﺖ‬ ‫) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ‬
Copyright © Canadian Academy of Oriental and Occidental Culture
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫‪The Non-Native Speakers Errors in the Use of the Arabic Definite Article‬‬
‫اﻷﺳﻤﺎءﻓﻲﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫اﺋﺪة ﻓﻲ‬
‫رأﻳﺖأل( اﻟﺰ‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل )‬
‫اﻟﻤﺴﺠﺪ‬
‫أﺑﻨﻴﺔﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﺬي‬
‫اﻟﻄﺎﻟﺐ‬
‫‪Arabic has only one definite article “ a̓ l”, and it is used‬‬
‫‪to define what is called public nouns, whereas names‬‬
‫‪are definite by themselves according to social norms,‬‬
‫‪and that the linguistic norms has agreed on giving the‬‬
‫‪term “defined noun ” to every noun form preceded by this‬‬
‫‪definite article, and the term” indefinite noun” is given‬‬
‫‪to nouns not preceded by the definite article. Usually,‬‬
‫‪the form preceded with “ ̓al” (the) includes a long list of‬‬
‫‪defined words: Pronouns, public names, Demonstrative‬‬
‫‪Pronouns, Relative Pronouns, and any 1 nd Particle of‬‬
‫‪the Genitive construction added to any these patterns‬‬
‫‪and indefinite noun preceded by a definite article for the‬‬
‫)‪vocative purpose9. Except those defined by ”al” (the‬‬
‫‪and 1st Particle of the Genitive construction, defining‬‬
‫‪these patterns is based upon speciation, generalization‬‬
‫‪and social norm,10 where the generalization concept is‬‬
‫‪expressed by the indefinite noun and the specification‬‬
‫‪by the definite noun. Here, we are concerned of words‬‬
‫‪preceded by “al”(the), where “al” (the) functions as a‬‬
‫‪definer regardless the names where “al” (the) has lost its‬‬
‫‪major function as a definite article like that preceding‬‬
‫‪some proper nouns.‬‬
‫‪Using certain syntactic constructions is determined by a‬‬
‫‪given context from the perspective of discourse linguistics.‬‬
‫‪It’s necessary to know specific disciplinary steps when‬‬
‫)‪using this form or another one. The first person (the sender‬‬
‫‪mainly stems from the idea he/she wants‬‬
‫​​‬
‫‪to express, so he‬‬
‫‪should know who the addressee is before selecting the form‬‬
‫‪templates bearing this idea, whether he has prior knowledge‬‬
‫‪about‬‬
‫‪the topic‬‬
‫‪of conversation‬‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﺪﻟﻨﻲ ﻋﻠﻰ‬
‫‪ or not. Then he/she uses‬ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ‬
‫‪the indefinite noun form in situation where he expects that‬‬
‫‪the addressee has no information available on the topic (the‬‬
‫‪and‬رﺟﻞ‬
‫*واﺣﺪ‬
‫‪noun),‬‬
‫‪uses the definite noun form in opposite cases.‬‬
‫اﻟﻠﺒﻴﺐ‪The‬‬
‫‪memory‬‬
‫‪function‬‬
‫ﻗﺎﺑﻠﺖ‪in‬‬
‫‪the first case is bound to receiving‬‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻋﻠﻰ‬
‫اﻟﺮﺟﻞاﺑﻦﻓﺪﻟﻨﻲ‬
‫ﻣﻐﻨﻲ‬
‫هﺸﺎم ‪,‬‬
‫ﻳﻨﻈﺮ ‪:‬‬
‫‪and storing information, using the indefinite form familiar‬‬
‫‪concerned‬رﺟﻞ‬
‫*واﺣﺪ‬
‫‪to the‬‬
‫اﻟﺨﺼﺎﺋﺺ‬
‫‪ party. In the second case, however,‬اﺑﻦ ﺟﻨﻲ ‪,‬‬
‫‪memory‬‬
‫‪is‬‬
‫‪activated‬‬
‫هﺸﺎم ‪,‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ‬
‫‪ to recall the information stored and‬ﻳﻨﻈﺮ ‪ :‬اﺑﻦ‬
‫‪use it as a common basis in communication process.‬‬
‫‪Accordingly‬‬
‫‪can define‬‬
‫‪ we‬و‪),‬اﺑﻦ ﺟﻨﻲ ‪,‬‬
‫اﻟﺨﺼﺎﺋﺺ(‬
‫ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ‬
‫ﻣﺎﻟﻴﺰي(‬
‫”‪) the definite article “ ̓al‬ﻃﺎﻟﺐ‬
‫‪(the) in Arabic as the one preceding a noun familiar to the‬‬
‫‪text (receiver‬‬
‫‪/the addressee as in the statement‬‬
‫)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي( و)ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫اﻟﻜﺘﺎب(‬
‫ﺳﻴﺒﻮﻳﻪ ‪I saw،‬‬
‫‪the student who we met at the Mosque),‬‬
‫اﻟﻜﺘﺎب‬
‫‪،common‬‬
‫ﻳﻨﻈﺮ‪ ::‬ﺳﻴﺒﻮﻳﻪ‬
‫‪and public noun where “ al” (the) is‬ﻳﻨﻈﺮ‬
‫ﻣﻔﻴﺪ‬
‫‪Or‬‬
‫اﻟﻨﻮم‪in‬‬
‫̓‬
‫‪called “ ̓al” (the) indicating collective noun . It comes in‬‬
‫‪the context‬‬
‫‪of‬‬
‫‪expressing‬‬
‫‪facts characterizing‬‬
‫‪all types of‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﺬي‬
‫رأﻳﺖ‬
‫ﻓﻲ اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﻄﺎﻟﺐ اﻟﺬي‬
‫اﻟﻄﺎﻟﺐ‬
‫رأﻳﺖ‬
‫‪nouns under the main category, as in the sentence :‬‬
‫اﻟـﺴﻴﺎرة‬
‫ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم ﻣﻔﻴﺪ‬
‫رأﻳﺖاﻟﻨﻮم‬
‫اﻟﻨﻈﺮﻳﺔ(‬
‫‪the sleep‬‬
‫*)‪is useful‬‬‫‪Sleep‬‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ ‪useful‬‬
‫اﻷﺳﻤﺎء ﺑﻴﻦ‬
‫اﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫واﻻﺳﺘﻌﻤﺎل )‪is‬أل( اﻟﺰ‬
‫ﻳﺘﻤﺪدوﻗﺎل ﻟﻲ“‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫‪” ‬ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ‬
‫ﺑﺎﻟﺤﺮارة‬
‫اﻟﻨﺤﺎس‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ‬
‫اﻟﻜﺘﺎب(‬
‫‪The ،copper‬‬
‫‪expands by heat) *( Copper expands by‬‬
‫ﺳﻴﺎرة اﻟﺮﺋﻴﺲ‬
‫اﻟـﺴﻴﺎرة‬
‫رأﻳﺖ‬
‫اﻟـﺴﻴﺎرة‬
‫هﺬﻩ رأﻳﺖ‬
‫‪heat).‬‬
‫‪Here, the concept of the definite article “ ̓al” (the), its‬‬
‫اﻟﻤﺴﺠﺪ‬
‫اﻟﺠﺎﻣﻌﺔ ﻓﻲ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﺬي‬
‫ﻣﻊرأﻳﺖ‬
‫رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫‪relationship‬هﺬﻩ‬
‫“‬
‫ﻓﻲ‬
‫دآﺘﻮر‬
‫واﺣﺪ‬
‫‪” ‬‬
‫‪indication‬‬
‫‪and‬‬
‫‪its‬‬
‫‪with the‬‬
‫ﻟﻲ“‬
‫وﻗﺎل ﻟﻲ‬
‫وﻗﺎل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫اﻟﻄﺎﻟﺐ ﻓﻲ‬
‫‪primarily‬دآﺘﻮر‬
‫واﺣﺪ‬
‫ﺗﻜﻠﻤﺖ ﻣﻊ‬
‫ﺗﻜﻠﻤﺖ‬
‫‪” addressee‬‬
‫)‪are clear. So, there is no difference between “ ̓al” (the‬‬
‫ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪preceding‬‬
‫‪the‬‬
‫‪pre-known‬‬
‫‪noun and the one indicating the‬‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫‪collective noun. Every public noun can be preceded by‬‬
‫ﺑﺎﻟﺤﺮارة”‪“al‬‬
‫ﺳﻴﺎرة )‪(the‬‬
‫هﺬﻩﻳﺘﻤﺪد‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫رﺋﻴﺲ‬
‫اﻟﻨﺤﺎسهﺬﻩ‬
‫رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫‪You do not say‬‬
‫رأﻳﺖ‬
‫اﻟـﺴﻴﺎرة‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫ذهﺒﺖ‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪(I saw the car) except when the addressee knows in‬‬
‫‪advance‬‬
‫‪are‬ﻓﻲ‪car you‬‬
‫‪talking‬‬
‫“‬
‫‪ which‬ﻟﻲ‬
‫وﻗﺎل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫دآﺘﻮر‬
‫‪about.‬واﺣﺪ‬
‫‪” ‬ﺗﻜﻠﻤﺖ ﻣﻊ‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫‪If your estimate of the receiver’s knowledge regarding‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫‪are‬ﺑﻴﻦ‬
‫اﻷﺳﻤﺎء‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫اﻟﺮﺋﻴﺲ‪what‬‬
‫اﻟﻤﻜﺮم‪you‬‬
‫‪taking‬‬
‫ﺳﻴﺎرة‬
‫‪ and giving information about is‬هﺬﻩ‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫ذهﺒﺖ‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫ذهﺒﺖ‬
‫‪ambiguous, the receiver will interrupt you saying: ( which‬‬
‫اﻟﻜﺘﺎب‬
‫‪ :student?).‬ﺳﻴﺒﻮﻳﻪ‬
‫ﻳﻨﻈﺮ‬
‫رﺋﻴﺲ?‪car‬‬
‫‪Or ( ،which‬‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫ﻧﻈﺮت وﻻ‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫‪The‬‬
‫‪concept‬‬
‫‪of ​​the definite and indefinite noun in‬‬
‫‪this way is similar to that in many respects with that‬‬
‫ﻋﻠﻲ‬
‫اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﻟﺸﺆون‬
‫ﺑﻐﺪاد‪ ،‬دار‬
‫اﻟﻨﺠﺎر‪:‬‬
‫ﻣﺤﻤﺪ ﻋﻠﻰ‬
‫اﺑﻦ ﺟﻨﻲ‪ .‬اﻟﺨﺼﺎﺋﺺ‪ ،‬ﺗﺤﻘﻴﻖ‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﺬي‬
‫اﻟﻄﺎﻟﺐ‬
‫رأﻳﺖ‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم‬
‫اﺟﺘﻬﺎدﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم‬
‫‪in English‬‬
‫‪, but‬‬
‫‪Arabic‬‬
‫‪is simpler‬‬
‫‪and has less rules in‬‬
‫ت‪this .‬‬
‫‪field‬‬
‫‪since‬‬
‫‪English‬‬
‫‪has‬‬
‫‪a‬‬
‫‪definite‬‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب‪and‬‬
‫‪article‬اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬‬
‫)‪(the‬اﻟﻨﺤﻮ‪ ،‬ﺷﺮح‬
‫اﻟﻜﺎﻓﻴﺔ ﻓﻲ‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫وﻻ‬
‫‪indefinite‬‬
‫‪articles‬‬
‫‪(a,‬‬
‫)‪an‬‬
‫‪to‬‬
‫‪express‬‬
‫‪singularity,‬‬
‫‪and‬‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫ﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬وﻻ‬
‫اﻟﻔﻜﺮ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫‪English‬‬
‫‪also‬‬
‫ﻋﺮﺑﻴﺔ‪has،‬‬
‫‪many‬‬
‫‪functions‬‬
‫‪definite‬ﺑﻴﻦ‪the‬‬
‫‪article‬‬
‫ﺑﺮس‬
‫دار‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫أﺑﺤﺎث‬
‫‪for‬واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﺤﻤﻴﺪ‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫‪11‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫ذهﺒﺖ‬
‫‪(the).‬‬
‫‪So,‬‬
‫‪we‬‬
‫‪do‬‬
‫‪not‬‬
‫‪find‬‬
‫‪great‬‬
‫‪difficulty‬‬
‫‪in‬‬
‫‪teaching‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﻟﺸﺆون‬
‫دار‬
‫ﺑﻐﺪاد‪،‬‬
‫‪:‬‬
‫اﻟﻨﺠﺎر‬
‫ﻋﻠﻰ‬
‫ﻣﺤﻤﺪ‬
‫ﺗﺤﻘﻴﻖ‬
‫ﺨﺼﺎﺋﺺ‪،‬‬
‫اﻟ‬
‫‪.‬‬
‫ﺟﻨﻲ‬
‫ﺑﻦ‬
‫ا‬
‫اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﻟﺸﺆون‬
‫دار‬
‫ﺑﻐﺪاد‪،‬‬
‫‪:‬‬
‫اﻟﻨﺠﺎر‬
‫ﻋﻠﻰ‬
‫ﻣﺤﻤﺪ‬
‫ﺗﺤﻘﻴﻖ‬
‫ﺨﺼﺎﺋﺺ‪،‬‬
‫اﻟ‬
‫‪.‬‬
‫ﺟﻨﻲ‬
‫ﺑﻦ‬
‫ا‬
‫ﺣﺴﺎﻧﻲ‪ ،‬أﺣﻤﺪ‪ .‬اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ‪ :‬د‪.‬ب‪.‬‬
‫‪students whose mother tongue is English , except their‬‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﻜﺘﺐاﻟﻨﻬﻀﺔ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫اﻻﺳﺘﺮاﺑﺎذي‪،‬ﻌﺒﺎن‪،‬‬
‫اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷ‬
‫ﻋﺒﺪﻩ‬
‫ﺗﺮﺟﻤﺔ‪:‬‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫ﺗﻌﻠﻢ اﻟﻠﻐﺎت‬
‫س ﺑﺮوان‪ .‬أﺳﺲ‬
‫ت‪.‬‬
‫اﻟﻌﻠﻤﻲ‪::‬‬
‫دار‬
‫اﻟﺮﺿﻲ‬
‫ﺷﺮح‬
‫اﻟﻨﺤﻮ‪،‬‬
‫اﻟﻜﺎﻓﻴﺔ‬
‫”‪“wahed‬دد‪..‬ت‬
‫اﻟﻌﻠﻤﻲ‬
‫اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻻﺳﺘﺮاﺑﺎذي‪،‬‬
‫‪ to‬اﻟﺮﺿﻲ‬
‫‪express‬ﺷﺮح‬
‫ﻓﻲ اﻟﻨﺤﻮ‪،‬‬
‫‪which‬ﻓﻲ‬
‫آﺘﺎب اﻟﻜﺎﻓﻴﺔ‬
‫اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪،‬‬
‫اﺑﻦ‬
‫اﻟـﺴﻴﺎرة‪use .‬‬
‫‪of‬‬
‫)‪( one‬‬
‫‪before‬‬
‫‪the name‬‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫رأﻳﺖ‬
‫اﻟﻌﻠﻤﻴﺔ‬
‫اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫هﺎرون‪،‬‬
‫ﻣﺒﺎركاﻟﺴﻼم‬
‫ﺗﺤﻘﻴﻖ‪ :‬ﻋﺒﺪ‬
‫اﻟﻜﺘﺎب‪،‬‬
‫ﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ ﺳﻴﺒﻮﻳﻪ‪.‬‬
‫اﻟﻔﻜﺮ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﷲ‪،‬‬
‫ﺣﻤﺪ‬
‫ﻋﻠﻲ‬
‫وﻣﺤﻤﺪ‬
‫ﻣﺎزن‬
‫‪:‬‬
‫ﺗﺤﻘﻴﻖ‬
‫اﻷﻋﺎرﻳﺐ‪،‬‬
‫ﺑﻴﺮوت‪ ،‬دار اﻟﻔﻜﺮ‬
‫‪is indefinite,‬‬
‫ﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪as in،‬‬
‫ﺑﺮس‪.‬‬
‫ﻟﻠﺪولداراﻟﺨﻠﻴﺞ‬
‫ﻋﺮﺑﻴﺔ‪،‬اﻟﻌﺮﺑﻴﺔ‬
‫أﺑﺤﺎثاﻟﺘﺮﺑﻴﺔ‬
‫واﻻﺳﺘﻌﻤﺎل‪ .:‬ﻣﻜﺘﺒﺔ‬
‫اﻟﻨﻈﺮﻳﺔج‪ .2‬اﻟﺮﻳﺎض‬
‫اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‪.‬‬
‫اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ‬
‫وﻗﺎﺋﻊ ﻧﺪوة‬
‫ء‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫ﺑﻴﻦ‬
‫اﻟﻠﻐﺔاﻷﺳﻤﺎء‬
‫ﺗﻌﻠﻴﻢأﺑﻨﻴﺔ‬
‫اﻟﺰاﺋﺪة ﻓﻲ‬
‫ﻓﻲ )أل(‬
‫ﺤﻤﻴﺪ‪.‬‬
‫ﺑﺮس‬
‫وﻗﺎلدار‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫ﻓﻲﻋﺮﺑﻴﺔ‪،‬‬
‫أﺑﺤﺎث‬
‫واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم‬
‫“‬
‫ﻟﻲ‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫دآﺘﻮر‬
‫واﺣﺪ‬
‫ﻣﻊ‬
‫ﺗﻜﻠﻤﺖ‬
‫ﺤﻤﻴﺪ‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ‪” ‬‬
‫ﻗﻔﻴﺸﺔ‪.‬‬
‫‪ ‬ﺣﻤﺪي‬
‫ب‪.‬‬
‫اﻟﻌﺮﺑﻲ‪ ::‬دد‪..‬ب‬
‫اﻟﺸﺮق اﻟﻌﺮﺑﻲ‬
‫دار اﻟﺸﺮق‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﺮوت‪،‬‬
‫اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻗﻮاﻋﺪ اﻟﻠﻐﺔ‬
‫ﻓﻲ ﻗﻮاﻋﺪ‬
‫اﻟﻤﺤﻴﻂ ﻓﻲ‬
‫أﺣﻤﺪ‪ ..‬اﻟﻤﺤﻴﻂ‬
‫ﺣﺴﺎﻧﻲ‪ ،‬أﺣﻤﺪ‬
‫اﻟﻌﺮﺑﻴﺔ(‬
‫‪I spoke‬‬
‫‪with‬‬
‫‪one‬‬
‫‪doctor‬‬
‫‪in the‬‬
‫‪university‬‬
‫‪and‬‬
‫ﺣﺴﺎﻧﻲ‪he،‬‬
‫‪said‬‬
‫اﻟﻨﻬﻀﺔ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫ﻌﺒﺎن‪،‬‬
‫ﺷ‬
‫وﻋﻠﻲ‬
‫اﻟﺮاﺟﺤﻲ‬
‫ﻋﺒﺪﻩ‬
‫‪:‬‬
‫ﺗﺮﺟﻤﺔ‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫اﻟﻠﻐﺎت‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﻨﻬﻀﺔ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫ﻌﺒﺎن‪،‬‬
‫ﺷ‬
‫وﻋﻠﻲ‬
‫اﻟﺮاﺟﺤﻲ‬
‫ﻋﺒﺪﻩ‬
‫‪:‬‬
‫ﺗﺮﺟﻤﺔ‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫ﺗﻌﻠﻢ اﻟﻠﻐﺎت‬
‫أﺳﺲ ﺗﻌﻠﻢ‬
‫ﺑﺮوان‪ ..‬أﺳﺲ‬
‫س ﺑﺮوان‬
‫س‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫‪spoke‬وﻻ‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫‪to me‬‬
‫‪.... )*I‬‬
‫‪with a doctor at the university and he‬‬
‫اﻟﻌﻠﻤﻴﺔ‬
‫اﻟﻜﺘﺐ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫هﺎرون‪،‬‬
‫اﻟﺴﻼم‬
‫ﻋﺒﺪ‬
‫‪:‬‬
‫ﺗﺤﻘﻴﻖ‬
‫اﻟﻜﺘﺎب‪،‬‬
‫‪.‬‬
‫ﺳﻴﺒﻮﻳﻪ‬
‫اﻟﻌﻠﻤﻴﺔ‬
‫اﻟﻜﺘﺐ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫هﺎرون‪،‬‬
‫اﻟﺴﻼم‬
‫ﻋﺒﺪ‬
‫‪:‬‬
‫ﺗﺤﻘﻴﻖ‬
‫اﻟﻜﺘﺎب‪،‬‬
‫‪.‬‬
‫ﺳﻴﺒﻮﻳﻪ‬
‫‪told me. This method corresponds to what we find in the‬‬
‫اﻟﺨﻠﻴﺞ‪.‬‬
‫ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ‬
‫ﻣﻜﺘﺒﺔ‬
‫اﻟﺮﻳﺎض‪::‬‬
‫‪..2‬‬
‫ج‬
‫اﻟﻨﺎﻃﻘﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ‬
‫اﻟﻠﻐﺔ‬
‫اﻟﺨﻠﻴﺞ‬
‫ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ‬
‫ﻣﻜﺘﺒﺔ‬
‫اﻟﺮﻳﺎض‬
‫ﺗﺤﻘﻴﻖ‪2‬‬
‫ﺑﻬﺎ‪ ..‬ج‬
‫ﺨﺼﺎﺋﺺ‪،‬ﺑﻬﺎ‬
‫اﻟﻨﺎﻃﻘﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ‬
‫ﻧﺪوة ﺗﻌﻠﻴﻢ‬
‫وﻗﺎﺋﻊ ﻧﺪوة‬
‫ﻓﻲ وﻗﺎﺋﻊ‬
‫ءء ﻓﻲ‬
‫اﻟﺜﻘﺎﻓﻴﺔ‪Iraqi.‬‬
‫‪dialect‬‬
‫‪where‬‬
‫‪they‬‬
‫ﻋﻠﻰ‪use‬‬
‫”‪“fad‬‬
‫ﻟﻐﻴﺮاﻟ‪means‬‬
‫”‪“fard‬‬
‫اﻟﺸﺆون‬
‫هﺬﻩدار‬
‫ﺑﻐﺪاد‪،‬‬
‫اﻟﻨﺠﺎر‪:‬‬
‫‪which‬ﻣﺤﻤﺪ‬
‫ﺟﻨﻲ‪.‬‬
‫‪ (an‬اﺑﻦ‬
‫رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫‪.‬‬
‫ﻗﻔﻴﺸﺔ‬
‫ﺣﻤﺪي‬
‫‪ ‬‬
‫‪ ‬ﺣﻤﺪي ﻗﻔﻴﺸﺔ‪.‬‬
‫‪individual/one).‬‬
‫‪In this case, we have many ways to teach‬‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‪.‬‬
‫‪the student‬‬
‫‪how‬‬
‫‪to‬‬
‫‪use the word “ma” (some one) which‬‬
‫اﺟﺘﻬﺎد ﻋﻠﻲ‬
‫‪the‬دار اﻟﻔﻜﺮ‬
‫ﺑﻴﺮوت‪،‬‬
‫ﻋﻠﻲ ﺣﻤﺪ اﷲ‪،‬‬
‫وﻣﺤﻤﺪ‬
‫ﻣﺒﺎرك‬
‫ﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪:‬‬
‫‪indicates‬‬
‫‪indefinite‬‬
‫‪noun‬‬
‫‪after‬‬
‫ﻣﺎزن‪the‬‬
‫‪name.‬‬
‫دار ﺑﺮس‬
‫‪ of‬ﻃﺮاﺑﻠﺲ‪،‬‬
‫ﻋﺮﺑﻴﺔ‪،‬‬
‫واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﻦ‬
‫اﻷﺳﻤﺎء‬
‫ﺤﻤﻴﺪ‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫‪The‬‬
‫‪concept‬‬
‫أﺑﺤﺎث‪the‬‬
‫‪definite‬‬
‫اﻟﻨﻈﺮﻳﺔ‪and‬‬
‫‪indefinite‬‬
‫‪noun‬‬
‫‪and‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫‪governing‬ﺧﺎﻟﺪ‬
‫اﻟﺸﺮق اﻟﻌﺮﺑﻲ‪ :‬د‪.‬ب‬
‫‪the‬ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫‪ has‬اﻟﻤﺤﻴﻂ‬
‫‪ been‬أﺣﻤﺪ‪.‬‬
‫ﺣﺴﺎﻧﻲ‪،‬‬
‫‪the .standards‬‬
‫اﻟﻠﻐﺔ‪use‬‬
‫ﻗﻮاﻋﺪ ‪of‬‬
‫)‪(the‬ﻓﻲ”‪“ ̓al‬‬
‫اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ‬
‫ﻌﺒﺎن‪ ،‬ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﺮاﺟﺤﻲ وﻋﻠﻲ‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﺟﻤﺔ‪:‬‬
‫س ﺑﺮوان‪ .‬أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت‬
‫‪previously‬‬
‫‪mentioned‬‬
‫‪ this‬ﺷ‪in‬‬
‫ﻋﺒﺪﻩ‪paper.‬‬
‫‪However,‬‬
‫‪there‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫‪ constructions‬إﻟﻰ‬
‫ذهﺒﺖ‬
‫اﻟﻌﻠﻤﻴﺔ ‪are‬‬
‫‪standard‬‬
‫‪requiring‬‬
‫ﺳﻴﺒﻮﻳﻪ“‪that .‬‬
‫)‪̓ a l” (the‬‬
‫دار اﻟﻜﺘﺐ‬
‫اﻟﺴﻼم هﺎرون‪ ،‬ﺑﻴﺮوت‪،‬‬
‫اﻟﻜﺘﺎب‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻋﺒﺪ‬
‫‪preceding‬‬
‫‪certain‬‬
‫‪be deleted‬‬
‫ﻟﻠﺪول اﻟﺨﻠﻴﺞ‪.‬‬
‫‪nouns‬اﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ‬
‫‪ .2or‬اﻟﺮﻳﺎض‪:‬‬
‫‪ .added.‬ج‬
‫ء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫‪These‬‬
‫‪standards‬‬
‫‪can‬‬
‫‪be‬‬
‫‪summarized‬‬
‫’‪in grammarians‬‬
‫‪ ‬ﺣﻤﺪي ﻗﻔﻴﺸﺔ‪.‬‬
‫) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ ‪ ‬و آﺎﻧﺖ ‪ ‬رأﻳﺖ‬
‫ﻓﺘﺎة(‬
‫‪(I saw a girl and the girl was picking the flowers),‬‬
‫) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ ‪ ‬و آﺎﻧﺖ ‪ ‬رأﻳﺖ ﻓﺘﺎة(‬
‫‪or in‬‬
‫‪a real situation (examples with demonstrative‬‬
‫)‪pronouns‬‬
‫‪as in:‬‬
‫هﺬا اﻟﻜﺘﺎب‬
‫أﻋﻄﻨﻲ‬
‫أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب‬
‫‪(give me this book), or when the noun is familiar‬‬
‫‪because of the defining clause following which is common‬‬
‫‪to the communicators, where the referent of the relative‬‬
‫‪pronoun is attached to the verb of the relative clause‬‬
‫‪words: Two definite articles never come with a single‬‬
‫اﻟﻤﻜﺮم ﺿﻴﻔﻪ‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫‪ ’ 135.‬ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫‪11‬‬
‫‪Abbott, B. Definite and indefinite. https://www.msu.edu/~abbottb/‬‬
‫‪def&inde.pdf‬‬
‫وﻻ اﻟﻀﺎﻟﻴﻦ‬
‫‪ :5\20‬ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫اﺑﻦ ﺟﻨﻲ‪ .‬اﻟﺨﺼﺎﺋﺺ‪ ،‬ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر‪ :‬ﺑﻐﺪاد‪ ،‬دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‪.‬‬
‫ﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻔﻜﺮ‬
‫‪44‬‬
‫‪9‬‬
‫‪10‬‬
‫رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ‬
‫رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ‬
‫‪Copyright © Canadian Academy of Oriental and Occidental Culture‬‬
‫اﻟﻨﻮم ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم ﻣﻔﻴﺪ‬
‫اﻟﻨﺤﺎس ﻳﺘﻤﺪد ﺑﺎﻟﺤﺮارة‬
‫‪Mahmod Aldeeky (2014).‬‬
‫‪Studies in Literature and Language, 9 (3), 40-46‬‬
‫‪noun. Thus, the categories of names mentioned by‬‬
‫‪grammarians can not be preceded by “al” ( the). What‬‬
‫‪is important here is the errors made by students when‬‬
‫‪preceding these nouns with “ ̓ a l” (the). It has been‬‬
‫‪observed that persons’ nouns do not constitute an‬‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫‪obstacle, but the errors occur mostly in the names of‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫اﻷﺳﻤﺎء ﺑﻴﻦ‬
‫‪The‬اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫‪ )majority‬أل(‬
‫اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل‬
‫اﻟﺤﻤﻴﺪ‬
‫’ ص ‘ﺑﺪ‬
‫‪places,‬‬
‫‪cities‬‬
‫‪and countries.‬‬
‫‪of these‬‬
‫‪names‬‬
‫اﻟﻜﺘﺎب‬
‫‪،‬‬
‫ﺳﻴﺒﻮﻳﻪ‬
‫‪:‬‬
‫ﻳﻨﻈﺮ‬
‫‪are subject to social norms by adding “ ̓al” ( the ) . The‬‬
‫اﻟﻜﺘﺎب‬
‫‪ :and‬ﺳﻴﺒﻮﻳﻪ‬
‫‪ countries preceded by “ ̓al” (the) can‬ﻳﻨﻈﺮ‬
‫‪names‬‬
‫‪of، cities‬‬
‫‪be listed since the rule states otherwise.‬‬
‫رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ‬
‫‪The rest of constructions can be restricted in the‬‬
‫رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ‬
‫‪following:‬‬
‫‪The‬ﻣﻔﻴﺪ‬
‫‪absence of the definite article in 1st Particle‬اﻟﻨﻮم‬
‫‪A.‬‬
‫‪Genitive‬ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم‬
‫‪of the‬‬
‫‪construction since the purpose of the‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫‪is specification and elimination‬اﻟﻨﺤﺎس ﻳﺘﻤﺪد‬
‫‪Genitive construction‬‬
‫ﺑﺎﻟﺤﺮارة ‪of‬‬
‫‪confusion,‬‬
‫‪the definite noun needs no Genitive‬‬
‫اﻟﻨﺤﺎس‪so‬ﻳﺘﻤﺪد‬
‫‪construction,‬‬
‫‪but it is specified by description or‬رأﻳﺖ اﻟـﺴﻴﺎرة‬
‫‪nd‬‬
‫‪substitution,‬‬
‫‪while the 2 Particle of the Genitive‬رأﻳﺖ اﻟـﺴﻴﺎرة‬
‫‪construction‬‬
‫‪subject‬‬
‫‪the text‬‬
‫اﻟﺠﺎﻣﻌﺔ‪is‬وﻗﺎل ﻟﻲ“‬
‫دآﺘﻮر‪to‬ﻓﻲ‬
‫‪receiver’s‬واﺣﺪ‬
‫‪” knowledge‬ﺗﻜﻠﻤﺖ ﻣﻊ‬
‫‪of the‬‬
‫‪subject‬‬
‫‪as‬‬
‫‪in‬‬
‫‪the‬‬
‫‪utterance‬‬
‫‪” ‬ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل ﻟﻲ“‬
‫‪as an adjective. The derivatives constructions that‬‬
‫‪can be adjectives in Arabic are: the adjectives. In the‬‬
‫‪the‬ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫اﻷﺳﻤﺎء‬
‫‪recommended‬اﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰ‬
‫’ ص ‘ﺑﺪ‬
‫‪beginning,‬‬
‫‪adjectives‬‬
‫اﻟﺤﻤﻴﺪ‪to be‬‬
‫‪taught‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫ﺑﻴﻦ‬
‫اﻷﺳﻤﺎء‬
‫أﺑﻨﻴﺔ‬
‫ﻓﻲ‬
‫اﺋﺪة‬
‫اﻟﺰ‬
‫(‬
‫أل‬
‫)‬
‫واﻻﺳﺘﻌﻤﺎل‬
‫اﻷﻗﻄﺶ‬
‫اﻟﺤﻤﻴﺪ‬
‫ﺑﺪ‬
‫’ص‘‬
‫”‪is the one following to the form “fa>il” as in “jamil‬‬
‫)‪(beautiful‬‬
‫‪because‬‬
‫ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫‪ it is the very frequent form used‬ﻳﻨﻈﺮ‪:‬‬
‫ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫‪ and the attributive adjective passive‬ﻳﻨﻈﺮ‪:‬‬
‫‪in modern‬‬
‫‪Arabic,‬‬
‫‪particle, comparative and superlative adjectives, -form‬‬
‫‪these‬ﻓﻲ‪all‬اﻟﻤﺴﺠﺪ‬
‫‪forms‬ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﻄﺎﻟﺐ اﻟﺬي‬
‫;‪adjective‬‬
‫رأﻳﺖ‪can are‬‬
‫‪eligible for declarative‬‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﺬي‬
‫اﻟﻄﺎﻟﺐ‬
‫رأﻳﺖ‬
‫‪statement.‬‬
‫‪The‬‬
‫)‪+ name‬‬
‫‪genitive‬ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫‪construction‬اﻷﺳﻤﺎء ﺑﻴﻦ‬
‫‪includes‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫‪(name‬واﻻﺳﺘﻌﻤﺎل )‬
‫اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ‬
‫’ ص ‘ﺑﺪ‬
‫‪the‬ﻣﻔﻴﺪ‬
‫‪relationship between them either possessive‬اﻟﻨﻮم‬
‫‪where‬‬
‫‪ or‬ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫اﻷﺳﻤﺎء‬
‫‪ -to‬أﺑﻨﻴﺔ‬
‫اﺋﺪة ﻓﻲ‬
‫‪ ) relationship‬أل( اﻟﺰ‬
‫اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل‬
‫اﻟﺤﻤﻴﺪ‬
‫’ ص ‘ﺑﺪ‬
‫‪relationship‬‬
‫‪a part‬‬
‫‪- whole‬‬
‫‪with‬‬
‫‪regard‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻜﺘﺎب‬
‫ﺳﻴﺒﻮﻳﻪ ‪،‬‬
‫اﻟﻨﺤﺎسﻳﻨﻈﺮ‪:‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫اﻟﻨﺤﺎس ﻳﺘﻤﺪد‬
‫‪to the‬‬
‫‪preposition,‬‬
‫‪“lam” (L) (or “men” ( from ), this is‬‬
‫‪ ،frequently‬اﻟﻜﺘﺎب‬
‫‪used.‬ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ‬
‫‪the most‬‬
‫رأﻳﺖ اﻟـﺴﻴﺎرة‬
‫‪D.‬‬
‫‪In Arabic,‬‬
‫اﻟـﺴﻴﺎرة‬
‫رأﻳﺖ‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫‪the‬ﻗﺎﺑﻠﻨﺎﻩ‬
‫‪accusative‬اﻟﺬي‬
‫‪of specification and‬رأﻳﺖ اﻟﻄﺎﻟﺐ‬
‫‪comparison and measurement, the accusative, the cognate‬‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫اﻟﻄﺎﻟﺐﻓﻲاﻟﺬي‬
‫رأﻳﺖ‬
‫وﻗﺎل ﻟﻲ“‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫دآﺘﻮر‬
‫‪the‬واﺣﺪ‬
‫ﺗﻜﻠﻤﺖ ﻣﻊ‬
‫‪” object,‬‬
‫‪accusative‬‬
‫‪(The‬‬
‫‪Absolute‬‬
‫‪Object),‬‬
‫‪causative‬‬
‫اﻟﻨﻮمﻟﻲ“‬
‫وﻗﺎل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫دآﺘﻮر ﻓﻲ‬
‫ﻣﻊ واﺣﺪ‬
‫ﺗﻜﻠﻤﺖ‬
‫‪” ‬‬
‫ﻣﻔﻴﺪ‬
‫‪are always indefinite, although some contexts allow the‬‬
‫ﻣﻔﻴﺪ‬
‫اﻟﻨﻮم‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫‪absolute‬‬
‫‪object‬‬
‫هﺬﻩ ‪to‬‬
‫”‪be preceded by the definite article “ ̓al‬‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫‪(the).‬‬
‫‪E.‬‬
‫‪In Arabic,‬‬
‫‪the referent of the relative pronoun is‬‬
‫ﺑﺎﻟﺤﺮارة‬
‫هﺬﻩﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ ﺳﻴﺎرة اﻟﺮﺋﻴﺲ‬
‫‪definite‬رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫اﻟـﺴﻴﺎرة‬
‫هﺬﻩرأﻳﺖ‬
‫‪always‬‬
‫‪since it is familiar to the addressee based‬‬
‫اﻟﺮﺋﻴﺲ‪(this‬‬
‫ﺳﻴﺎرة‪is a car‬‬
‫*)‪the president‬‬‫‪This is the president’s car.‬‬
‫هﺬﻩ‬
‫‪on its‬‬
‫‪relatedness,‬‬
‫اﻟـﺴﻴﺎرة‬
‫‪ and as stated in grammar books at a‬رأﻳﺖ‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪When‬‬
‫‪utterance‬‬
‫‪ the‬رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫‪ is :‬هﺬﻩ‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪large‬‬
‫‪scale,‬‬
‫‪the‬‬
‫‪relative‬‬
‫‪pronoun‬‬
‫ﺗﻜﻠﻤﺖ‪be‬ﻣﻊ‪can‬‬
‫‪used” in order to‬‬
‫“‬
‫ﻟﻲ‬
‫وﻗﺎل‬
‫اﻟﺠﺎﻣﻌﺔ‬
‫دآﺘﻮر ﻓﻲ‬
‫واﺣﺪ‬
‫’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ‬
‫رﺋﻴﺲ‬
‫‪ ’describe the definite nouns by sentences.15‬ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ) أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ هﺬﻩ‬
‫ﺳﻴﺎرةاﻟﻨﻈﺮﻳﺔ‬
‫اﻷﺳﻤﺎء ﺑﻴﻦ‬
‫اﻟﻤﺎﻟﻴﺰي“‬
‫ﺧﺎﻟﺪوﻗﺎل ﻟﻲ‬
‫‪” ‬ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ‬
‫‪ is‬ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪(this‬‬
‫‪a car a president) * - This is a president’s car.‬‬
‫اﻟﺮﺋﻴﺲ‪F.‬‬
‫‪It is pointed‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫‪that “ ̓al” (the) is sometimes acts on‬هﺬﻩ ﺧﺎﻟﺪ‬
‫ﺳﻴﺎرة‬
‫ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ ‪ ،‬اﻟﻜﺘﺎب‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪B.‬‬
‫‪Agreement‬‬
‫)‪behalf of the additive as in (I went to the library‬‬
‫اﻟﻜﺘﺎب‬
‫‪between the adjective and the‬ﻳﻨﻈﺮ‪ :‬ﺳﻴﺒﻮﻳﻪ ‪،‬‬
‫اﻟﺮﺋﻴﺲ‬
‫هﺬﻩ‬
‫ﺳﻴﺎرةاﻟﻤﻜﺘﺒﺔ‬
‫ذهﺒﺖ إﻟﻰ‬
‫‪described‬‬
‫‪noun.‬اﻟﻤﺎﻟﻴﺰي‬
‫‪ In Arabic, the adjective agrees with the‬ﺧﺎﻟﺪ‬
‫ﺳﻴﺎرةاﻟﻤﻜﺘﺒﺔ‬
‫ذهﺒﺖ إﻟﻰ‬
‫رﺋﻴﺲ‬
‫‪ ; it means the university library, or:‬هﺬﻩ‬
‫‪modified‬‬
‫‪noun,‬‬
‫‪in four‬‬
‫‪ten cases,‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﻗﺎﺑﻠﻨﺎﻩﺧﺎﻟﺪ‬
‫اﻟﻤﺴﺠﺪ‬
‫ﻓﻲ‬
‫اﻟﻄﺎﻟﺐ‪of‬اﻟﺬي‬
‫‪namely the definite‬رأﻳﺖ‬
‫رﺋﻴﺲ“‬
‫ﺳﻴﺎرة‬
‫اﻟﺨﺎرج‬
‫هﺬﻩ إﻟﻰ‬
‫” ﻧﻈﺮت‬
‫ذهﺒﺖﻓﻲإﻟﻰاﻟﻤﺴﺠﺪ‬
‫ﻗﺎﺑﻠﻨﺎﻩ‬
‫‪parsing,‬اﻟﺬي‬
‫رأﻳﺖ اﻟﻄﺎﻟﺐ‬
‫اﻟﻤﻜﺘﺒﺔ‪and‬‬
‫‪indefinite‬‬
‫‪cases,‬‬
‫‪feminization and the‬‬
‫اﻟﺨﺎرج‬
‫ﻧﻈﺮت إﻟﻰ‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫‪masclunizatiion,‬‬
‫‪and‬‬
‫‪in‬‬
‫‪number‬‬
‫(‬
‫‪singular,‬‬
‫‪dual,‬‬
‫‪plural).‬‬
‫‪it means: I looked outside the place where I am .‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫ذهﺒﺖ إﻟﻰ‬
‫اﻟﻨﻮم‪for‬ﻣﻔﻴﺪ‬
‫‪As‬‬
‫ﻧﻈﺮت ‪the‬‬
‫‪causative adjective patterns “ the girl‬‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫ﺿﻴﻔﻪ‬
‫‪ we need not to go into details since the‬اﻟﻤﻜﺮم‬
‫‪G.‬‬
‫‪However,‬‬
‫اﻟﻨﻮم ﻣﻔﻴﺪ‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫اﻟﻤﻜﺮم ﺿﻴﻔﻪ‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫‪beautiful the face”*- the girl has a beautiful face, where addressee’s‬‬
‫‪knowledge about the library you are talking‬‬
‫اﻟﺨﺎرج‬
‫‪in‬إﻟﻰ‬
‫ﻧﻈﺮت‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫‪the adjective‬‬
‫‪this‬‬
‫‪construction‬‬
‫‪does‬‬
‫‪not‬‬
‫‪have‬‬
‫‪a‬‬
‫‪definite‬‬
‫‪about‬‬
‫‪or the‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫‪word “outside” in the statement above‬وﻻ‬
‫ﺑﺎﻟﺤﺮارة‬
‫ﻳﺘﻤﺪد‬
‫اﻟﻨﺤﺎس‬
‫اﻟﻤﻜﺮم ﺿﻴﻔﻪ‬
‫إﻟﻰاﻟﻀﺎﻟﻴﻦ‬
‫ذهﺒﺖوﻻ‬
‫‪article, and it agrees with the described noun to which determines‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫‪the‬‬
‫‪definite or in indefinite case.‬‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم‬
‫اﻟـﺴﻴﺎرة‬
‫‪it relates‬‬
‫رأﻳﺖ ‪in‬‬
‫‪parsing and number. We can consider this‬‬
‫اﻟﻤﻜﺘﺒﺔ‪It‬‬
‫‪is‬‬
‫‪good‬‬
‫‪to‬‬
‫‪recommend‬‬
‫ﺗﺤﻘﻴﻖ‪what‬‬
‫‪grammarians‬‬
‫ذهﺒﺖ إﻟﻰ‬
‫اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ‬
‫ﺑﻐﺪاد‪ ،‬دار‬
‫ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر‪:‬‬
‫‪called‬ﺟﻨﻲ‪ .‬اﻟﺨﺼﺎﺋﺺ‪،‬‬
‫اﺑﻦ‬
‫رأﻳﺖوﻻاﻟـﺴﻴﺎرة‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫‪construction‬‬
‫اﻟﺜﻘﺎﻓﻴﺔ ‪as the one where the adjective precedes the the‬‬
‫اﻟﺸﺆون‬
‫ﻣﺤﻤﺪ ﻋﻠﻰ‬
‫ﺨﺼﺎﺋﺺ‪،‬‬
‫‪ the‬اﺑﻦ ﺟﻨﻲ‪ .‬اﻟ‬
‫‪relative‬‬
‫ﺑﻐﺪاد‪al”،‬‬
‫اﻟﻨﺠﺎر‪(the:‬‬
‫‪) which‬‬
‫ﺗﺤﻘﻴﻖ ‪is‬‬
‫‪the one‬‬
‫‪preceding‬‬
‫ﻧﻈﺮت̓‬
‫اﻟﺨﺎرج‬
‫دار “إﻟﻰ‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫اﻟﺠﺎﻣﻌﺔ وﻻ‬
‫‪and‬اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫اﻻﺳﺘﺮاﺑﺎذي‪،‬‬
‫ﺷﺮح‪as‬اﻟﺮﺿﻲ‬
‫‪described‬‬
‫ﻓﻲ‪as the‬‬
‫‪noun‬‬
‫‪described‬‬
‫‪beautiful‬‬
‫‪participles‬ت‪is the active.‬‬
‫‪passive‬‬
‫‪participles‬‬
‫ﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪in ،‬‬
‫‪ noun‬ﻟﻲ“‬
‫وﻗﺎل‬
‫دآﺘﻮر‬
‫ﺗﻜﻠﻤﺖ‪as‬ﻣﻊ واﺣﺪ‬
‫‪” ‬‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫اﻟﺨﺎرج‪.‬‬
‫اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‬
‫اﻟﻜﺘﺐ‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﺸﺆونﻟﻲ‬
‫وﻗﺎل‬
‫‪ deep‬ﻓﻲ‬
‫دآﺘﻮر‬
‫واﺣﺪ‬
‫اﺑﻦ ﺟﻨﻲ‪” .‬اﻟﺗﻜﻠﻤﺖ‬
‫اﻟﺠﺎﻣﻌﺔدار‬
‫ﺑﻐﺪاد‪،‬‬
‫ﻣﺤﻤﺪ ﻋﻠﻰ‬
‫ﺨﺼﺎﺋﺺ‪،‬ﻣﻊﺗﺤﻘﻴﻖ‬
‫اﻟﺜﻘﺎﻓﻴﺔ‪face‬‬
‫‪in“the‬‬
‫‪meaning‬‬
‫اﻟﻨﺠﺎر‪of:‬‬
‫‪the‬‬
‫‪structure.‬‬
‫دار اﻟﻔﻜﺮ‬
‫م‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪،‬‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻔﻜﺮ‬
‫اﻟﻤﻜﺮمدار‬
‫ﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪،‬‬
‫‪C.‬‬
‫‪The‬‬
‫‪subject‬‬
‫‪is :often‬‬
‫‪a defined‬‬
‫‪and‬‬
‫ﺑﻦ ‪it‬‬
‫‪ not‬ا‪is‬‬
‫اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﻟﺸﺆون‬
‫ﺑﻐﺪاد‪ ،‬دار‬
‫ﻋﻠﻰ اﻟﻨﺠﺎر‬
‫‪noun,‬ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ‬
‫ﺨﺼﺎﺋﺺ‪،‬‬
‫ﺟﻨﻲ‪ .‬اﻟ‬
‫ﺑﺮس‬
‫دار‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫)أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل‪ .‬أﺑﺤﺎث ﻋﺮﺑﻴﺔ‪،‬‬
‫اﻟﺮﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‪.‬‬
‫داراﺑﻦ‬
‫‪(the‬‬
‫‪one‬‬
‫‪honoring‬‬
‫‪his neighbor)*,‬‬
‫ﺑﻴﻦ ‪it‬‬
‫‪means‬‬
‫‪one‬‬
‫ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم‬
‫ﺑﺮس‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫أﺑﺤﺎث ﻋﺮﺑﻴﺔ‪،‬‬
‫اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫‪( the‬اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫اﻷﺳﻤﺎء‬
‫‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫ﺳﻴﺎرة اﻟﺮﺋﻴﺲ‬
‫‪recommended‬‬
‫هﺬﻩ ‪that‬‬
‫‪students be taught the cases where the‬‬
‫‪.‬‬
‫ب‬
‫‪.‬‬
‫د‬
‫‪:‬‬
‫اﻟﻌﺮﺑﻲ‬
‫اﻟﺸﺮق‬
‫ﺣﺴﺎﻧﻲ‪ ،‬أﺣﻤﺪ‪ .‬اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﻔﻜﺮ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﷲ‪،‬‬
‫ﺣﻤﺪ‬
‫وﻣﺤﻤﺪ ﻋﻠﻲ‬
‫اﻟﺮﺿﻲﻣﺒﺎرك‬
‫ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن‬
‫اﻷﻋﺎرﻳﺐ‪،‬‬
‫ﻋﻦ آﺘﺐ‬
‫اﻟﻠﺒﻴﺐ‬
‫ﻣﻐﻨﻲ‬
‫‪.‬‬
‫هﺸﺎم‬
‫اﺑﻦ‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫وﻻ‬
‫‪who‬‬
‫‪honors‬‬
‫‪his‬‬
‫‪neighbor),‬‬
‫‪or:‬‬
‫‪.‬‬
‫ت‬
‫‪.‬‬
‫د‬
‫‪:‬‬
‫اﻟﻌﻠﻤﻲ‬
‫اﻟﻜﺘﺐ‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻻﺳﺘﺮاﺑﺎذي‪،‬‬
‫ﺷﺮح‬
‫اﻟﻨﺤﻮ‪،‬‬
‫ﻓﻲ‬
‫اﻟﻜﺎﻓﻴﺔ‬
‫آﺘﺎب‬
‫اﻟﺤﺎﺟﺐ‪،‬‬
‫اﺑﻦ‬
‫ﺣﺴﺎﻧﻲ‪ ،‬أﺣﻤﺪ‪ .‬اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ‪ :‬د‪.‬ب‪.‬‬
‫‪subject is an indefinite noun. As for the predicate, in Arabic,‬‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫ﻗﻄﺶ‪،‬دارﻋﺒﺪاﻟﻨﻬﻀﺔ‬
‫ﺑﻴﺮوت‪،‬‬
‫ان‪ .‬أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﺟﻤﺔ‪ :‬ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن‪،‬‬
‫رﺋﻴﺲ‬
‫اﷲ‪ ،‬ﺳﻴﺎرة‬
‫هﺬﻩ‬
‫ﺑﺮس‬
‫ﻃﺮاﺑﻠﺲ‪ ،‬دار‬
‫ﻋﺮﺑﻴﺔ‪،‬‬
‫واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫ﺑﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫اﻷﺳﻤﺎء‬
‫اﻟﺰاﺋﺪة ﻓﻲ‬
‫هﺸﺎم‪.‬أل(‬
‫اﻟﻨﻬﻀﺔ‪) .‬‬
‫اﻟﺤﻤﻴﺪ‬
‫ﻌﺒﺎن‪،‬اﻷ‬
‫اﻟﻔﻜﺮ‬
‫ﺑﻴﺮوت‪،‬‬
‫‪writings,‬ﻋﻠﻲ‬
‫وﻣﺤﻤﺪ‬
‫ﻣﺒﺎرك‬
‫ﻣﺎزن‬
‫ﺗﺤﻘﻴﻖ‪:‬‬
‫اﻷﻋﺎرﻳﺐ‪،‬‬
‫أﺑﻨﻴﺔآﺘﺐ‬
‫اﻟﻠﺒﻴﺐ ﻋﻦ‬
‫ﻣﻐﻨﻲ‬
‫اﺑﻦ‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫وﻻ‬
‫‪an indefinite.‬‬
‫‪In student’s‬‬
‫‪there‬‬
‫‪are‬‬
‫‪sentences‬‬
‫‪where‬‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫وان‪ .‬أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﺟﻤﺔ‪ :‬ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷ‬
‫رﺋﻴﺲ‬
‫ﺳﻴﺎرة‬
‫أﺑﺤﺎث ﺣﻤﺪهﺬﻩ‬
‫اﻟﺸﺆوناﻟﻌﻠﻤﻴﺔ‬
‫دار اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪،‬‬
‫هﺎرون‪،‬‬
‫اﻟﺴﻼم‬
‫ﻋﺒﺪ‬
‫ﺳﻴﺒﻮﻳﻪ‪.‬اﻟاﻟﻜﺘﺎب‪ ،‬ﺗﺤﻘﻴﻖ‪:‬‬
‫ﺑﺮس‪.‬‬
‫دار‪ :‬د‪.‬ب‬
‫اﻟﻌﺮﺑﻲ‬
‫اﻟﺸﺮق‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻓﻲ‬
‫أﺣﻤﺪ‪.‬‬
‫ﺣﺴﺎﻧﻲ‪،‬‬
‫اﻟﺜﻘﺎﻓﻴﺔ‬
‫دار‬
‫ﺑﻐﺪاد‪،‬‬
‫‪:‬‬
‫اﻟﻨﺠﺎر‬
‫ﻋﻠﻰ‬
‫ﻣﺤﻤﺪ‬
‫ﺗﺤﻘﻴﻖ‬
‫اﺑﻦ ﺟﻨﻲ‪.‬‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫أﺑﺤﺎث‬
‫واﻻﺳﺘﻌﻤﺎل‪.‬‬
‫اﻟﻤﺤﻴﻂﺑﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫اﻷﺳﻤﺎء‬
‫اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ‬
‫(‬
‫أل‬
‫)‬
‫‪.‬‬
‫اﻟﺤﻤﻴﺪ‬
‫ﻋﺒﺪ‬
‫ﻗﻄﺶ‪،‬‬
‫اﻷ‬
‫‪the student‬‬
‫‪does‬‬
‫ﻋﺮﺑﻴﺔ‪not،‬‬
‫‪realize‬‬
‫‪the‬‬
‫اﻟﻠﻐﺔ‪error‬‬
‫اﻟﻨﻈﺮﻳﺔ ‪in‬‬
‫ﻗﻮاﻋﺪ‪it‬‬
‫‪like:‬‬
‫‪ not‬اﻟﻌﻠﻤﻴﺔ‬
‫‪ the‬اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫هﺎرون‪،‬‬
‫اﻟﺴﻼم‬
‫ﺨﺼﺎﺋﺺ‪،‬ﺗﺤﻘﻴﻖ‪:‬‬
‫‪went‬اﻟﻜﺘﺎب‪،‬‬
‫ﺳﻴﺒﻮﻳﻪ‪.‬‬
‫‪(and‬‬
‫*)‪astray‬‬
‫‪-nor‬‬
‫‪those‬ﻋﺒﺪ‪of‬‬
‫‪astray.‬‬
‫‪.‬‬
‫اﻟﺨﻠﻴﺞ‬
‫ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ‬
‫ﻣﻜﺘﺒﺔ‬
‫‪:‬‬
‫اﻟﺮﻳﺎض‬
‫‪.‬‬
‫‪2‬‬
‫‪who‬ﺑﻬﺎ‪ .‬ج‬
‫اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ‬
‫وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ‬
‫ﻋﻠﻲ‬
‫اﺟﺘﻬﺎد‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺸﺮقاﻟﻨﻬﻀﺔ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬ﺷﻌﺒﺎن‪،‬‬
‫اﻟﺮاﺟﺤﻲ وﻋﻠﻲ‬
‫ﻋﺒﺪﻩ‬
‫اﻟﻤﺤﻴﻂ‪:‬‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﺟﻤﺔ‬
‫ﺗﻌﻠﻢ اﻟﻠﻐﺎت‬
‫أﺳﺲ‬
‫‪.‬‬
‫ﺑﺮوان‬
‫دوﺟﻼس‬
‫ﻋﻠﻲب“‪.‬‬
‫اﻟﻌﺮﺑﻲ‪ :‬د‪.‬‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻟﻠﻐﺔ‬
‫ﻗﻮاﻋﺪ‬
‫ﻓﻲ‬
‫‪.‬‬
‫أﺣﻤﺪ‬
‫ﺣﺴﺎﻧﻲ‪،‬‬
‫اﻟﺸﺆون‬
‫اﻟﻨﺠﺎر‪:‬‬
‫ﻋﻠﻰ‬
‫‪forms‬ﻣﺤﻤﺪ‬
‫ﻟﻐﻴﺮاﻟ‬
‫ﺟﻨﻲ‪.‬‬
‫ﺑﻦ‬
‫آﺘﺎباﻟﻠﻐﺔ ا‬
‫‪However,‬‬
‫اﻟﻜﺘﺐ “‬
‫دار‪a‬‬
‫ﺑﻐﺪاد‪l” ،‬‬
‫‪(the‬‬
‫ﻣﻜﺘﺒﺔ )‬
‫اﻻﺳﺘﺮاﺑﺎذي‪in،‬‬
‫‪these‬‬
‫‪is‬‬
‫‪the‬‬
‫‪ordinary‬‬
‫اﻟﺜﻘﺎﻓﻴﺔ‪.‬‬
‫اﻟﺨﻠﻴﺞ‬
‫ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ‬
‫اﻟﺮﻳﺎض‪:‬‬
‫ﺗﺤﻘﻴﻖ‪.2‬‬
‫ﺨﺼﺎﺋﺺ‪،‬ﺑﻬﺎ‪ .‬ج‬
‫اﻟﻨﺎﻃﻘﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺤﺎﺟﺐ‪،‬ﺗﻌﻠﻴﻢ‬
‫وﻗﺎﺋﻊ ﻧﺪوة‬
‫̓‬
‫‪ ” ( Diligence of Ali) * - Ali’s diligence.‬اﺟﺘﻬﺎد‬
‫ﻗﻔﻴﺸﺔ‪.‬ت‬
‫اﻟﻌﻠﻤﻲ‪ :‬د‪.‬‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻟﺮﺿﻲ‬
‫ﺷﺮح‬
‫اﻟﻨﺤﻮ‪،‬‬
‫ﻓﻲ‬
‫اﻟﻜﺎﻓﻴﺔ‬
‫ﻲ اﺑﻦ‬
‫ﺣﻤﺪي‬
‫‪ ‬‬
‫اﻟﻌﻠﻤﻴﺔ‬
‫ﻋﺒﺪﻩﺗﺤﻘﻴﻖ‪:‬‬
‫اﻟﻜﺘﺎب‪،‬‬
‫ﺳﻴﺒﻮﻳﻪ‪.‬‬
‫اﻟﻜﺘﺐ اﻟﻌﺮﺑﻴﺔ‬
‫ﺑﻴﺮوت‪،‬دارداراﻟﻨﻬﻀﺔ‬
‫هﺎرون‪،‬ﺑﻴﺮوت‪،‬‬
‫اﻟﺴﻼمﺷﻌﺒﺎن‪،‬‬
‫ﻋﺒﺪوﻋﻠﻲ‬
‫اﻟﺮاﺟﺤﻲ‬
‫ﺗﺮﺟﻤﺔ‪:‬‬
‫ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫أﺳﺲ‬
‫ﺑﺮوان‪.‬‬
‫دوﺟﻼس‬
‫‪definite‬‬
‫‪article‬‬
‫‪preceding‬‬
‫‪nouns,‬‬
‫‪in‬‬
‫‪general.‬‬
‫‪So,‬‬
‫‪we‬‬
‫‪need‬‬
‫اﻟﻔﻜﺮ‪.‬‬
‫ﻗﻔﻴﺸﺔ‬
‫ﺣﻤﺪي‬
‫‪ ‬‬
‫ﺑﻴﺮوت‪،‬‬
‫وﻣﺤﻤﺪ ﻋﻠﻲ‬
‫اﻟﺮﺿﻲﻣﺒﺎرك‬
‫ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن‬
‫اﻷﻋﺎرﻳﺐ‪،‬‬
‫ﻋﻦ آﺘﺐ‬
‫اﻟﻠﺒﻴﺐ‬
‫اﺑﻦ ﻣﻐﻨﻲ‬
‫ﺸﺎم‪.‬‬
‫دار‪ :‬د‪.‬‬
‫اﻟﻌﻠﻤﻲ‬
‫اﷲ‪،‬اﻟﻜﺘﺐ‬
‫ﺣﻤﺪدار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻻﺳﺘﺮاﺑﺎذي‪،‬‬
‫اﻟﻨﺤﻮ‪ ،‬ﺷﺮح‬
‫اﻟﻜﺎﻓﻴﺔ ﻓﻲ‬
‫آﺘﺎب‬
‫اﻟﺤﺎﺟﺐ‪،‬‬
‫اﻟﻌﻠﻤﻴﺔ‪“.‬‬
‫اﻟﺘﺮﺑﻴﺔ”‬
‫‪( Khaled‬‬
‫*)‪the Malaysian‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫اﻟﺨﻠﻴﺞ‬
‫دار ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺴﻼم‪ :‬ﻣﻜﺘﺒﺔ‬
‫اﻟﺮﻳﺎض‬
‫اﻟﻜﺘﺎب‪ ،‬ﺑﻬﺎ‪.‬‬
‫ﻟﻐﻴﺮ‪ .‬اﻟﻨﺎﻃﻘﻴﻦ‬
‫‪not‬ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬
‫ت‪.‬ﻧﺪوة‬
‫وﻗﺎﺋﻊ‬
‫‪we‬ﻓﻲ‬
‫اﻷﺧﻄﺎء‬
‫اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪،‬‬
‫هﺎرون‪،‬‬
‫ج‪.2:‬ﻋﺒﺪ‬
‫ﺗﺤﻘﻴﻖ‬
‫ﺳﻴﺒﻮﻳﻪ‬
‫دار‪and‬‬
‫ﺗﺤﻠﻴﻞ‪need‬‬
‫أﺑﺤﺎث ‪not‬‬
‫واﻻﺳﺘﻌﻤﺎل‪to go.‬‬
‫‪into further‬‬
‫‪details‬‬
‫‪and‬‬
‫‪talk‬‬
‫اﻟﻤﺎﻟﻴﺰي‬
‫ﺧﺎﻟﺪ‬
‫ﺑﺮس‬
‫ﻃﺮاﺑﻠﺲ‪،‬‬
‫ﻋﺮﺑﻴﺔ‪،‬‬
‫اﻟﻨﻈﺮﻳﺔ‬
‫ﺑﻴﻦ‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫اﻷﺳﻤﺎء‬
‫أﺑﻨﻴﺔ‬
‫ﻓﻲ‬
‫اﻟﺰاﺋﺪة‬
‫(‬
‫أل‬
‫‪).‬‬
‫ﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻔﻜﺮ‬
‫ﺣﻤﺪي‬
‫ﻗﻔﻴﺸﺔ‪-.‬‬
‫‪the Malaysian‬‬
‫‪Khaled.‬‬
‫‪function‬ﻓﻲ‪the‬‬
‫‪and sub-types of “ ̓al” (the).‬‬
‫اﻟﺨﻠﻴﺞ‬
‫اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ‪ ‬ﻟﻠﺪول‬
‫‪about‬ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‪ .‬ج‪ .2‬اﻟﺮﻳﺎض‪ :‬ﻣﻜﺘﺒﺔ‬
‫وﻗﺎﺋﻊ ﻧﺪوة‬
‫ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء‬
‫ﺑﺮس‪.‬‬
‫دار‪ :‬د‪.‬ب‬
‫اﻟﻌﺮﺑﻲ‬
‫اﻟﺸﺮق‬
‫دار‬
‫ﺑﻴﺮوت‪،‬‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬‬
‫اﻟﻠﻐﺔ‬
‫ﻗﻮاﻋﺪ‬
‫ﻓﻲ‬
‫اﻟﻤﺤﻴﻂ‬
‫‪.‬‬
‫أﺣﻤﺪ‬
‫ﺣﺴﺎﻧﻲ‪،‬‬
‫‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل‪ .‬أﺑﺤﺎث ﻋﺮﺑﻴﺔ‪ ،‬ﻃﺮاﺑﻠﺲ‪،‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫‪This‬‬
‫‪is‬‬
‫‪because‬‬
‫‪there is confusion between supportive‬‬
‫ﻗﻔﻴﺸﺔ‪.‬‬
‫ﺣﻤﺪي‬
‫ذهﺒﺖ ‪ ‬‬
‫اﻟﻤﻜﺘﺒﺔ‬
‫إﻟﻰ‬
‫ذهﺒﺖ‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺸﺮقاﻟﻨﻬﻀﺔ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫اﻟﻌﺮﺑﻴﺔ‪،‬ﺷﻌﺒﺎن‪،‬‬
‫اﻟﺮاﺟﺤﻲ وﻋﻠﻲ‬
‫وﺗﻌﻠﻴﻤﻬﺎ‪ ،‬ﺗﺮﺟﻤﺔ‬
‫وان‪ .‬أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت‬
‫‪.‬‬
‫ب‬
‫‪.‬‬
‫د‬
‫‪:‬‬
‫اﻟﻌﺮﺑﻲ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫ﻋﺒﺪﻩﻗﻮاﻋﺪ اﻟﻠﻐﺔ‬
‫اﻟﻤﺤﻴﻂ‪ :‬ﻓﻲ‬
‫ﺣﺴﺎﻧﻲ‪ ،‬أﺣﻤﺪ‪.‬‬
‫‪construction (subject +predicate), the descriptive‬‬
‫اﻟﻌﻠﻤﻴﺔ‬
‫ﻋﺒﺪﻩﺗﺤﻘﻴﻖ‪:‬‬
‫اﻟﻜﺘﺎب‪،‬‬
‫ﺳﻴﺒﻮﻳﻪ‪.‬‬
‫اﻟﻜﺘﺐ اﻟﻌﺮﺑﻴﺔ‬
‫ﺑﻴﺮوت‪،‬دارداراﻟﻨﻬﻀﺔ‬
‫هﺎرون‪،‬ﺑﻴﺮوت‪،‬‬
‫اﻟﺴﻼمﺷﻌﺒﺎن‪،‬‬
‫ﻋﺒﺪوﻋﻠﻲ‬
‫اﻟﺮاﺟﺤﻲ‬
‫ﺗﺮﺟﻤﺔ‪:‬‬
‫وان‪ .‬أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ‪،‬‬
‫‪construction‬‬
‫‪described noun + adjective) , and the REFERENCES‬‬
‫ﻧﻈﺮت (إﻟﻰ اﻟﺨﺎرج‬
‫‪st‬‬
‫اﻟﺨﺎرج‬
‫إﻟﻰ‬
‫ﻧﻈﺮت‬
‫‪.‬‬
‫اﻟﺨﻠﻴﺞ‬
‫ﻟﻠﺪول‬
‫اﻟﻌﺮﺑﻴﺔ‬
‫اﻟﺘﺮﺑﻴﺔ‬
‫ﻣﻜﺘﺒﺔ‬
‫‪:‬‬
‫اﻟﺮﻳﺎض‬
‫‪.‬‬
‫‪2‬‬
‫ج‬
‫‪.‬‬
‫ﺑﻬﺎ‬
‫اﻟﻨﺎﻃﻘﻴﻦ‬
‫ﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‬
‫‪Genitive Construction (1 particle of the Genitive Abbott,‬‬
‫‪B.‬اﻟﻌﻠﻤﻴﺔ‬
‫اﻟﻜﺘﺐ‬
‫ﺑﻴﺮوت‪ ،‬دار‬
‫‪and‬هﺎرون‪،‬‬
‫‪indefinite.‬اﻟﺴﻼم‬
‫اﻟﻜﺘﺎب‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻋﺒﺪ‬
‫ﻟﻐﻴﺮ‪.‬‬
‫ﺳﻴﺒﻮﻳﻪ‬
‫‪(2006).‬‬
‫‪Definite‬‬
‫‪http://www.msu.‬‬
‫‪nd‬‬
‫‪.‬‬
‫ﻗﻔﻴﺸﺔ‬
‫ﺣﻤﺪي‬
‫‪ ‬‬
‫‪Construction,‬‬
‫‪2 particle of the Genitive Construction).‬‬
‫‪.edu/~abbottb/def&inde.pdf‬‬
‫ﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ‪ .‬ج‪ .2‬اﻟﺮﻳﺎض‪ :‬ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ‬
‫اﻟﻤﻜﺮم ﺿﻴﻔﻪ‬
‫اﻟﻤﻜﺮم ﺿﻴﻔﻪ‬
‫‪To overcome‬‬
‫‪this problem, it is necessary to specify the Alhajib,‬‬
‫‪(1998).‬‬
‫‪Aalkafiyyah of ibin alhajib, alradiy alisrabadi.‬‬
‫ﺣﻤﺪي‪I.‬ﻗﻔﻴﺸﺔ‪.‬‬
‫‪ ‬‬
‫‪forms by which declarative statement is formed. So,‬‬
‫‪Bayrut, dar Alkitab.‬‬
‫وﻻ اﻟﻀﺎﻟﻴﻦ‬
‫‪whatever‬‬
‫‪is eligible‬‬
‫اﻟﻀﺎﻟﻴﻦ‬
‫‪ to be a predicate can also be eligible Alkitab, S. (1966). Ab -a -Salām ār n, airo. dār al-qalam.‬وﻻ‬
‫اﺑﻦ ﺟﻨﻲ‪ .‬اﻟﺨﺼﺎﺋﺺ‪ ،‬ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر‪ :‬ﺑﻐﺪاد‪ ،‬دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ‬
‫اﺑﻦ ﺟﻨﻲ‪ .‬اﻟﺨﺼﺎﺋﺺ‪ ،‬ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر‪ :‬ﺑﻐﺪاد‪ ،‬دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ‬
‫‪ Copyright © Canadian Academy of Oriental and Occidental Culture‬اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‪.‬‬
‫‪45‬اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ‪ ،‬ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ‪ :‬د‪.‬ت‪.‬‬
‫اﺑﻦ اﻟﺤﺎﺟﺐ‪ ،‬آﺘﺎب‬
‫اﺑﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻔﻜﺮ‬
‫اﺑﻦ هﺸﺎم‪ .‬ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ‪ ،‬ﺗﺤﻘﻴﻖ‪ :‬ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ‪ ،‬ﺑﻴﺮوت‪ ،‬دار اﻟﻔﻜﺮ‬
‫اﻷﻗﻄﺶ‪ ،‬ﻋﺒﺪ اﻟﺤﻤﻴﺪ‪) .‬أل( اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ‪ ،‬ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل‪ .‬أﺑﺤﺎث ﻋﺮﺑﻴﺔ‪ ،‬ﻃﺮاﺑﻠﺲ‪ ،‬دار ﺑﺮس‬
The Non-Native Speakers Errors in the Use of the Arabic Definite Article
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