The Non-Native Speakers Errors in the Use of the Arabic Definite Article

Home , Arabic definite article

ISSN 1923-1555[Print] Studies in Literature and Language ISSN 1923-1563[Online] Vol. 9, No. 3, 2014, pp. 40-46 www.cscanada.net DOI: 10.3968/5557 www.cscanada.org

Mahmod Aldeeky[a],*

[a]Associate Professor, Department of Arabic Language and Literature, 1. THE SAMPLE OF THE STUDY Al albayt University, Almafraq, Jordan. *Corresponding author. The sample used in this study is represented by samples of writing by Malaysian students studying at Received 20 July 2014; accepted 4 September2014 the department of Arabic at Al-bayt university. The Published online 26 December 2014 most feature of these students is that they have studied Arabic in their country for several years, and have Abstract already spent at least one semester at Al-bayt university This paper attempts to investigate the nature of errors Language Center, and they are now in their third year by non-native speaker learners in the use of the Arabic at the Department of Arabic at Al-bayt university. The definite article, and to find the causes of these errors, mother tongue of these students is the Malay Language such as L1 interference, the student’s previous study, the (Bahasa Malay), the language spoke in Peninsula Malay, concept he has developed about the target language, and southern Thailand, the Philippines, Singapore, East the learning and teaching environment represented by the Sumatra, Riau, and in some coastal parts of Borneo. teacher, the curriculum, the media and the community. It is the official language of Malaysia, Brunei, and Key words: Arabic definite article; Error analysis; Singapore. The number of Malay-speaking people is 20- 1 Malay Language, Second language learning 30 million. The Malay language is a branch of Austronesian Aldeeky, M. (2014). The Non-Native Speakers Errors in the Use of the languages (Karin et al., 1993). The most important Arabic Definite Article . Studies in Literature and Language, 9(3), 40-46. characteristics of the Malay language are that it is not Available from: http://www.cscanada.net/index.php/sll/article/view/5557 inflectional, and it is an ordinal language ( subject-verb- DOI: http://dx.doi.org/10.3968/5557 object). 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, INTRODUCTION the Malay language does not have dual like Arabic. With The definite article in Arabic, and in many languages is regard to tenses, there is no past or present tenses, but to one of the most frequent articles used, and the errors by indicate the past tense, the morpheme “telah” is added students learning another language in using the definite to the verb. In terms of agreement between the adjective article are quite obvious for the native speaker as well as and the described noun, the subject and the predicate, the researcher or the teacher. the accusative (Accusative) and its referent. The Malay This paper attempts to investigate the nature of errors language is characterized by repetition, and this occurs by by non-native speaker learners in the use of the Arabic repeating the same word to give the plural, as in “rumah- definite article, and to find the causes of these errors , rumah” (houses). such as L1 interference, the student’s previous study, the There is only one relative pronoun in Malay, (yang), concept he has developed about the target language , and and it is used for the singular, the plural, the masculine the learning and teaching environment represented by the teacher, the curriculum, the media and the community. 1 http://www.indonesia.go.id/en/index.php?option=com_content&tas k=view&id=112&Itemid=1722

Copyright © Canadian Academy of Oriental and Occidental Culture 40 Mahmod Aldeeky (2014). Studies in Literature and Language, 9(3), 40-46 and the feminine its form stays the same in all inflectional to many reasons, the most important of which might cases. (Karim et al.,1997) be the lack of clarity of the philosophy of definite and Since Arabic and Malay language belong to different the indefinite in many situations, and the absence of a language categories, the differences between them clear- style methodology that has standardized training are clear whether in phonology, vocabulary, structure, procedure with a clear aim. 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 3. DEFINING THE PROBLEM investigate the differences between them regarding the The problem of definite article among learners of Arabic use of the definite article. This study might benefit all is represented by tow matters. The first matter relates instructors, program designers and students . Through to phonology, and epigraphy, that is the ability to distinct this modest paper, the researcher also seeks to introduce between what is called the Solar and the lunar definite some results that benefit all people in the field of article. The former term is given to the definite article teaching Arabic and learning for and by non- native (“ al”̓ ) where the sound “L” is not uttered but written, and speakers, especially for Malaysians whose mother the first consonant of the noun defined by the article is tongue is Mala. stressed. This occurs when the definite article “ al”̓ (the) To some extent, the medium of instruction used is precedes words starting with a set of consonants.2 English, although Malaysian students are not fluent in The later is given to the definite article “ ̓al” (the) it, which does not help them use their experience in that precedes words starting with the rest of consonants. learning English to compare the unfamiliar constructions The observer of students’ writings does not feel that this confronting them that have no equivalence in their mother problem exists since the problem is related to reading and tongue. 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 2. OBSTACLES TO THE STUDY the tongue when moving from uttering “lam” to uttering The most important problem facing the researcher is the letter/consonant that follows. The phonological causes that he cannot come up with accurate results that can be of articulation in general are justified for students, and disseminated. These obstacles include the following: the rules of which can be applied after assimilation of A. Lack of knowledge of the researcher in Malay phonological habits of the target language native speakers. language, so it is difficult to give judgment regarding L1 The teacher can also mention the sounds where the “lam” is not articulated, which are 13 sounds, and he/she can train interference. Therefore, the researcher opts to use writing the students on this; after that, the problem is finished. samples by students whose mother tongue is not Malay The second matter is an indicative and constructive language for the purpose of compassion. Using these one related to definite and indefinite function in Arabic, samples is considered as an indication of L1 inference. which is the core of this paper. B. It is difficult to find a control sample who have not Students’ constructive errors, which learn a second learnt Arabic before to determine the role of pre-learning language, can be seen falling into three patterns: errors impact on the frequency of errors and their fossilized with increase, errors with decrease, substitution errors. As status. The researcher is aware of the role of previous for the substitution errors, they do not exist in students’ education, but it is not easy for him to prove this in a writings since Arabic does not have any another article the scientific way that determines the responsibility of the student can use instead of the definite article , which can teacher in the first stage of education. be equivocal with the definite article as in English. C. The researcher was unable to monitor students’ oral The errors observed can be summarized as follows3: expression patterns in normal situations. It is known that the with the additive or اﻟﻤﻔﺘﺎح article اﻟﺪارA. Using the definite student in oral expression situation stars talking naturally, genitive or using the indefinite article where the contrary using his knowledge background and his special culture. is meant. Example of this as in the following: ﻣﻔﺘﺎح اﻟﺴﻴﺎرة اﻟﻤﻔﺘﺎح اﻟﺪار Presumably, when talking about a noun , he will be *(the key the car) اﻟﻤﻔﺘﺎح اﻟﺪار (a obliged to express what the addressee is familiar with by اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*———— ﻣﻔﺘﺎح اﻟﺴﻴﺎرة ﻣﻔﺘﺎح اﻟﺴﻴﺎرة using the definite and/ or unfamiliar with by using the indefinite. Moreover, shunning (beating around the bush) (a key the car) *- the key of the car ﻣﻔﺘﺎح اﻟﺒﺎب *(a door اﻟﻤﻔﺘﺎح the key) اﻟﺴﻴﺎرة*(and refraining among Malaysian students are the most b اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* problematic issues that make the teacher unable to know اﻟﻤﻔﺘﺎح ﺑﺎب* ﻣﻔﺘﺎح اﻟﺒﺎب .student’s language repertoire ﻣﻔﺘﺎح اﻟﺒﺎب 2 D. The absence of a comprehensive strategy and Sibawayh mentioned them and he did not mentioned (Lam) between them. Sībawayh, Alkitab, 457(4). ﻟﻤﺪة أﺳﺒﻮع اﻟﻤﻔﺘﺎح ﺑﺎب* methods that can be generalized to all teachers to convey 3 as they are without correction, some examples اﻟﻤﻔﺘﺎحthe examples ﺑﺎب*I wrote the idea of the definite and indefinite. This is related contain other errors are not important to this study. ﻟﻤﺪة اﻷﺳﺒﻮع* ﻟﻤﺪة أﺳﺒﻮع ﻟﻤﺪة أﺳﺒﻮع ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ ﻟﻤﺪة اﻷﺳﺒﻮع* Canadian Academy of Oriental and Occidental Culture © ﻟﻤﺪة Copyrightاﻷﺳﺒﻮع* 41 ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ* ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ* ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ* اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ آﺘﺒﺖ اﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* آﺘﺒﺖ ورﻗﺔ اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ اﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ اﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ اﻟﺠﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ آﺘﺒﺖ ورﻗﺔ اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ ورﻗﺔ اﻟﺒﺤﺜﻴﺔ اﻟﺠﺎﻣﻌﺔ إﺳﻼﻣﻴﺔ* اﻟﺠﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ اﻟﺠﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ اﻟﺪرس ﺻﻌﺐ اﻟﺠﺎﻣﻌﺔ إﺳﻼﻣﻴﺔ* اﻟﺠﺎﻣﻌﺔ إﺳﻼﻣﻴﺔ* درس ﺻﻌﺐ* اﻟﺪرس ﺻﻌﺐ اﻟﺪرس ﺻﻌﺐ أﻧﺎ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي درس ﺻﻌﺐ* درس ﺻﻌﺐ* أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* أﻧﺎ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي أﻧﺎ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ* آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ

آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ* آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ*

أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ اﻟﻤﻔﺘﺎح اﻟﺪار أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ اﻟﻤﻔﺘﺎح اﻟﺪاراﻟﻤﻔﺘﺎح اﻟﺪار أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ اﻟﻤﻔﺘﺎح اﻟﺪار ﻣﻔﺘﺎح اﻟﺴﻴﺎرة اﻟﻤﻔﺘﺎح اﻟﺪار اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* ﻣﻔﺘﺎح اﻟﺴﻴﺎرة اﻟﻤﻔﺘﺎح اﻟﺪار اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* ﻣﻔﺘﺎح اﻟﻤﻔﺘﺎح ﻣﻔﺘﺎح اﻟﺪاراﻟﺴﻴﺎرةاﻟﺴﻴﺎرة اﻟﻤﻔﺘﺎح اﻟﺪار اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* ﻣﻔﺘﺎح اﻟﺴﻴﺎرة درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ* اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* ﻣﻔﺘﺎح اﻟﺴﻴﺎرة درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ* اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ اﻟﻤﻔﺘﺎحﻣﻔﺘﺎح اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﺴﻴﺎرة*اﻟﺴﻴﺎرة* ﻣﻔﺘﺎح اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﺪار Speakers Errors in the Use of the Arabic Definite Articleاﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*The Non-Native ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ* اﻟﻤﻔﺘﺎح اﻟﻤﻔﺘﺎح اﻟﺪاراﻟﺪارﻣﻔﺘﺎح اﻟﺒﺎب ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ * ﻣﻔﺘﺎح اﻟﺒﺎب اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ ﻣﻔﺘﺎح ﻣﻔﺘﺎح اﻟﺒﺎباﻟﺒﺎب اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﻤﻔﺘﺎح* اﻟﺪار اﻟﻤﻔﺘﺎح ﻣﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﺴﻴﺎرة* اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ* ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ ﻣﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﻤﻔﺘﺎح ﺑﺎب* ﻣﻔﺘﺎحاﻟﻤﻔﺘﺎح اﻟﺪاراﻟﺒﺎب اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ* ———— ﻣﻔﺘﺎح اﻟﺴﻴﺎرة * ————اﻟﻤﻔﺘﺎح اﻟﺪار ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ اﻟﻤﻔﺘﺎح ﺑﺎب*اﻟﻤﻔﺘﺎح ﺑﺎب ﻣﻔﺘﺎح اﻟﺒﺎب ﻣﻔﺘﺎح ﻣﻔﺘﺎح اﻟﻤﻔﺘﺎح اﻟﺒﺎبﺑﺎب*اﻟﺴﻴﺎرة اﻟﻤﻔﺘﺎح ﻣﻔﺘﺎحاﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرةاﻟﺪاراﻟﺒﺎب* a beautifulذهﺒﺖ is إﻟﻰ اﻟﻤﻔﺮق Amman - *وإرﺑﺪ (beautiful a city اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ Amman ﺟﻤﻴﻠﺔ*the) اﻟﻤﻔﺘﺎح the doorﻣﻔﺘﺎح اﻟﺴﻴﺎرةof* ﻟﻤﺪة keyاﻟﺴﻴﺎرة أﺳﺒﻮعa key) *- the ﻣﻔﺘﺎح اﻟﻤﻔﺘﺎحdoor ﺑﺎبthe)اﻟﺪاراﻟﺴﻴﺎرة* ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ :or inﺟﻤﻴﻠﺔ *,city اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة*ﻟﻤﺪة * ( أﺳﺒﻮعa period the weekﻣﻔﺘﺎح اﻟﻤﻔﺘﺎح for ) ﺑﺎباﻟﺴﻴﺎرة*(c ﻟﻤﺪةاﻟﻤﻔﺘﺎح ﻟﻤﺪة ﺑﺎب*أﺳﺒﻮعأﺳﺒﻮع ﻣﻔﺘﺎحاﻟﻤﻔﺘﺎح ﺑﺎب*اﻟﺒﺎب ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ* ———— ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرة* ﻣﻔﺘﺎح اﻟﺴﻴﺎرة * ﻣﻔﺘﺎح ﻟﻤﺪة اﻟﺒﺎباﻷﺳﺒﻮع* ———— اﻟﻤﻔﺘﺎح ﻟﻤﺪة اﻟﺴﻴﺎرة*أﺳﺒﻮع ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ ﻣﻔﺘﺎح ﻟﻤﺪة اﻟﺒﺎباﻷﺳﺒﻮع* اﻟﻤﻔﺘﺎح ﻟﻤﺪة اﻟﺴﻴﺎرة*أﺳﺒﻮع I went to Mafraq and the Irbid) * - I went to Mafraq) ﻟﻤﺪة اﻷﺳﺒﻮع* * period ﻟﻤﺪةa week أﺳﺒﻮعFor اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ* ﻟﻤﺪة ﻟﻤﺪة ﻣﻔﺘﺎحأﺳﺒﻮع اﻷﺳﺒﻮعاﻟﺒﺎب اﻟﻤﻔﺘﺎح ﻟﻤﺪة اﻟﻤﻔﺘﺎح اﻟﺴﻴﺎرةﺑﺎب*أﺳﺒﻮع* اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ.and *Irbid اﻟﻤﻔﺘﺎحﻣﻜﺘﺐ ﻣﻔﺘﺎحﺑﺎب *ﻣﺪﻳﺮ اﻟﺒﺎب* اﻟﻤﺮآﺰ(a week ﻟﻤﺪة period ﻣﻔﺘﺎحa اﻷﺳﺒﻮعfor)اﻟﺒﺎب* Proper nouns are irregular, that is, they do not follow ﻣﻜﺘﺐاﻟﻤﻔﺘﺎح ﺑﺎبﻣﺪﻳﺮ *اﻟﻤﺮآﺰ ﻟﻤﺪة ﻣﻔﺘﺎح اﻷﺳﺒﻮعاﻟﺒﺎب* اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ ﻣﻜﺘﺐ ﻟﻤﺪة ﻣﻜﺘﺐ ﻣﺪﻳﺮ ﻣﺪﻳﺮ اﻷﺳﺒﻮع*اﻟﻤﺮآﺰاﻟﻤﺮآﺰ ﻟﻤﺪة ﻟﻤﺪةa week اﻷﺳﺒﻮعأﺳﺒﻮع*For اﺷﺘﺮﻳﺖ doubt آﺘﺎﺑﺎis no وآﺎن ﺛﻤﻦ There آﺘﺎب .realize دﻳﻨﺎرﻳﻦ *the same rule the student can اﻟﻤﻔﺘﺎح ﺑﺎب* ﻣﻔﺘﺎح اﻟﺒﺎب أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ * ﻣﻜﺘﺐ ﻟﻤﺪة اﻟﻤﺪﻳﺮ(center أﺳﺒﻮع the اﻟﻤﺮآﺰ* the directorﻣﻜﺘﺐ ﻣﺪﻳﺮ officeاﻟﻤﻔﺘﺎح an ﺑﺎب*اﻟﻤﺮآﺰ(d ;that this phenomenon has reasons among native speakers ﻣﻜﺘﺐ ﻟﻤﺪة اﻟﻤﺪﻳﺮ أﺳﺒﻮعاﻟﻤﺮآﺰ* ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﻔﺘﺎح ﺑﺎب*اﻟﻤﺮآﺰ اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ * ﻣﻜﺘﺐ ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ*اﻟﻤﺮآﺰ*———— ﻣﻜﺘﺐ ﻣﺪﻳﺮ *اﻟﻤﺮآﺰ ,Herzegovina أﻳﻦ and ﻳﻌﻴﺶ ﺟﻤﻞ ؟Bosnia* اﺷﺘﺮﻳﺖ ,Japan آﺘﺎﺑﺎ وآﺎن ,China ﺛﻤﻦ أﻳﻦآﺘﺎب ,example ﻳﻌﻴﺶ forدﻳﻨﺎرﻳﻦ *اﻟﺠﻤﻞ؟,Why ﻣﻜﺘﺐ ﻣﺪﻳﺮ ﻟﻤﺪة اﻟﻤﺮآﺰأﺳﺒﻮع ﻣﻜﺘﺐ ﻟﻤﺪة ﻣﺪﻳﺮ اﻟﻤﻔﺘﺎح ﺑﺎباﻷﺳﺒﻮع*اﻟﻤﺮآﺰ ﻟﻤﺪة * ﻟﻤﺪة اﻷﺳﺒﻮعﺟﺎﻣﻌﺔ *ﺁل (center أﺳﺒﻮعthe اﻟﺒﻴﺖ ﻣﻜﺘﺐ a director اﻟﻤﺪﻳﺮ ﻟﻤﺪة office اﻟﻤﺮآﺰan)أﺳﺒﻮع* Pravda (the Russian newspaper) …, have been made ﻟﻤﺪة ﺟﺎﻣﻌﺔاﻷﺳﺒﻮع *ﺁل اﻟﺒﻴﺖ ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ ﻟﻤﺪة اﻟﻤﺮآﺰأﺳﺒﻮع* اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟ * ﺟﺎﻣﻌﺔ ﺁل * اﻟﺒﻴﺖoffice ﻣﻜﺘﺐ director’s اﻟﻤﺪﻳﺮ center اﻟﻤﺮآﺰ*The .definite whereas other nouns have been made indefinite ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ ﻟﻤﺪة ﺟﺎﻣﻌﺔ اﻟﻤﺮآﺰﺁل اﻷﺳﺒﻮعاﻟﺒﻴﺖ* ﻣﻜﺘﺐ ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ ﻣﺪﻳﺮﻟﻤﺪة اﻟﻤﺮآﺰأﺳﺒﻮعاﻟﻤﺮآﺰ ﻣﻜﺘﺐ ﻣﺪﻳﺮ *اﻟﺠﺎﻣﻌﺔ اﻟﻤﺮآﺰﺁل (albaytاﻟﺒﻴﺖ *-Al ﻟﻤﺪة ﺟﺎﻣﻌﺔuniversity ﺁل the ) اﻷﺳﺒﻮع*اﻟﺒﻴﺖ(e to درسtaught اﻟﺬي be ﻗﺮأت mustأﻣﺲ ﺻﻌﺐgeneral rule *that اﻟﺪرس theاﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ,Howeverﺻﻌﺐ ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﻤﺮآﺰاﻟﺒﻴﺖ* ﻟﻤﺪة ﺟﺎﻣﻌﺔ ﺁل اﻷﺳﺒﻮعاﻟﺒﻴﺖ اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* ———— ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ students is that the proper noun should not be preceded by ﺟﺎﻣﻌﺔ ﻣﻜﺘﺐ ﺁلاﻟﺠﺎﻣﻌﺔ ﺁلﻣﺪﻳﺮ اﻟﺒﻴﺖاﻟﺒﻴﺖ*اﻟﻤﺮآﺰ ﻣﻜﺘﺐ ﻟﻤﺪة اﻟﻤﺪﻳﺮﺟﺎﻣﻌﺔ ﺁل اﻷﺳﺒﻮعاﻟﻤﺮآﺰ*اﻟﺒﻴﺖ* ﻋﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ* ﻣﻜﺘﺐ ﻣﺪﻳﺮ اﻟﻤﺮآﺰ ﻟﻤﺪةاﻟﺠﺎﻣﻌﺔ ﺁل اﻷﺳﺒﻮعاﻟﺒﻴﺖ* the definite article except those the Arabs use with the ﻣﻜﺘﺐ ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺪﻳﺮ آﺘﺒﺖ ااﻟﻤﺮآﺰاﻟﻤﺮآﺰ*ﻟﻮرﻗﺔ* * اﻟﺒﺤﺜﻴﺔ (Al bayt ﻣﻜﺘﺐ ﻣﺪﻳﺮ university اﻟﻤﺮآﺰa) آﺘﺒﺖ ا ﻟﻮرﻗﺔآﺘﺒﺖ ااﻟﺒﺤﺜﻴﺔﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* in a list of اﻟﻌﻤﺎن includedﻣﺪﻳﻨﺔ be ﺟﻤﻴﻠﺔ*These nouns can ﻋﻤﺎن .article ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔdefinite اﻟﺠﺎﻣﻌﺔ آﺘﺒﺖ اﺁل ﻟﻮرﻗﺔ اﻟﺒﻴﺖ*اﻟﺒﺤﺜﻴﺔ* ﻣﻜﺘﺐ university اﻟﺠﺎﻣﻌﺔ ﺟﺎﻣﻌﺔ ﻣﺪﻳﺮﺁل ﺁل اﻟﺒﻴﺖاﻟﻤﺮآﺰ*اﻟﺒﻴﺖAl-Albayt ﻣﻜﺘﺐ اﻟﻤﺪﻳﺮ اﻟﻤﺮآﺰ* آﺘﺒﺖ ﻣﻜﺘﺐا ﻣﺪﻳﺮ ﻟﻮرﻗﺔ اﻟﻤﺮآﺰاﻟﺒﺤﺜﻴﺔ .the described noun places and persons that come with the definite articleﺟﺎﻣﻌﺔ ﺟﺎﻣﻌﺔ ﺁل آﺘﺒﺖﺁل اﻟﺒﻴﺖورﻗﺔbetweenاﻟﺒﻴﺖ اﻟﺒﺤﺜﻴﺔ agreement ﻣﻜﺘﺐ is no اﻟﻤﺪﻳﺮ There اﻟﻤﺮآﺰ*.B ذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق وإرﺑﺪ اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔ* آﺘﺒﺖ ورﻗﺔ اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ اﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔ function as G. Deletion of the definite article preceding an آﺘﺒﺖ آﺘﺒﺖ indefiniteورﻗﺔ ورﻗﺔ andاﻟﺒﺤﺜ ﻴﺔاﻟﺒﺤﺜﻴﺔin the definite آﺘﺒﺖ اﻟﻮرﻗﺔ the adjective اﻟﺒﺤﺜﻴﺔand آﺘﺒﺖ ا ﻟﻮرﻗﺔ ﺟﺎﻣﻌﺔ ﺁلاﻟﺒﺤﺜﻴﺔ اﻟﺒﻴﺖ ﻣﻜﺘﺐ آﺘﺒﺖ ااﻟﺠﺎﻣﻌﺔ اﻟﻤﺪﻳﺮ ﺁلﻟﻮرﻗﺔ اﻟﻤﺮآﺰاﻟﺒﻴﺖ*اﻟﺒﺤﺜﻴﺔ* * اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺠﺎﻣﻌﺔاﻟﺒﻴﺖ * اﻹﺳﻼﻣﻴﺔ :examples آﺘﺒﺖ ﺟﺎﻣﻌﺔ ورﻗﺔ ﺁل following اﻟﺒﺤﺜاﻟﺒﻴﺖﻴﺔin the the context ذهﺒﺖ in إﻟﻰ ﻣﻔﺮقagain واﻹرﺑﺪthat has been repeated ذهﺒﺖ إﻟﻰ noun اﻟﻤﻔﺮق وإرﺑﺪindefinite اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺠﺎﻣﻌﺔ اﻟﺒﻴﺖ*اﻹﺳﻼﻣﻴﺔ آﺘﺒﺖ ﺟﺎﻣﻌﺔ ورﻗﺔ ﺁل اﻟﺒﺤﺜاﻟﺒﻴﺖﻴﺔ where as the opposite is right in Arabic as in a student’s آﺘﺒﺖ اﻟﺠﺎﻣﻌﺔ ورﻗﺔ اﻟﺠﺎﻣﻌﺔ اﻟﺒﺤﺜﻴﺔاﻹﺳﻼﻣﻴﺔاﻹﺳﻼﻣﻴﺔ———— آﺘﺒﺖ آﺘﺒﺖا ﻟﻮرﻗﺔورﻗﺔ اﻟﺒﺤﺜﻴﺔاﻟﺒﺤﺜﻴﺔ اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ ذهﺒﺖ إﻟﻰ ﻣﻔﺮق واﻹرﺑﺪ* اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ* ﺟﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ :utterance آﺘﺒﺖ ا ﻟﻮرﻗﺔ اﻟﺠﺎﻣﻌﺔ اﻟﺒﺤﺜﻴﺔإﺳﻼﻣﻴﺔ* اﻟﺠﺎﻣﻌﺔ اﻟﺠﺎﻣﻌﺔ ﺁل اﻟﺒﻴﺖ*اﻹﺳﻼﻣﻴﺔ I wrote a آﺘﺒﺖ ا ”albahthia ﻟﻮرﻗﺔ اﻟﺠﺎﻣﻌﺔ اﻟﺒﺤﺜﻴﺔwarqat إﺳﻼﻣﻴﺔ*katabtu“ اﻟﺠﺎﻣﻌﺔ اﻟﺠﺎﻣﻌﺔ ﺁلthe example اﻟﺒﻴﺖ*اﻹﺳﻼﻣﻴﺔIn اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ * —— اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ اﻟﻜﺘﺎب دﻳﻨﺎرﻳﻦ اﻟﺠﺎﻣﻌﺔ إﺳﻼﻣﻴﺔ* اﻟﺠﺎﻣﻌﺔ اﻹﺳﻼﻣﻴﺔ اﻟﺠﺎﻣﻌﺔ آﺘﺒﺖ ااﻟﺠﺎﻣﻌﺔ ﻟﻮرﻗﺔ اﻹﺳﻼﻣﻴﺔإﺳﻼﻣﻴﺔ*اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ اﻟﺠﺎﻣﻌﺔ اﻟﺠﺎﻣﻌﺔ *researchﺁلورﻗﺔ the اﻟﺒﻴﺖاﻟﺒﺤﺜ*اﻹﺳﻼﻣﻴﺔﻴﺔpaper * (I bought a book and price of a book was two dinar) آﺘﺒﺖ آﺘﺒﺖ اورﻗﺔ ﻟﻮرﻗﺔ اﻟﺒﺤﺜﻴﺔاﻟﺪرس اﻟﺒﺤﺜﻴﺔﺻﻌﺐ آﺘﺒﺖ ااﻟﺠﺎﻣﻌﺔ ﻟﻮرﻗﺔ إﺳﻼﻣﻴﺔاﻟﺒﺤﺜﻴﺔ* اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ * not differentiate آﺘﺒﺖ doesورﻗﺔ اﻟﺒﺤﺜاﻟﺪرسﻴﺔ producer ﺻﻌﺐthe text آﺘﺒﺖ اthat اﻟﺠﺎﻣﻌﺔ ﻟﻮرﻗﺔ is clear إﺳﻼﻣﻴﺔاﻟﺒﺤﺜﻴﺔ*It .the descriptive one, I bought a book and the price of the book was two dinar اﻟﺪرس اﻟﺪرسand ﺻﻌﺐﺻﻌﺐadditive structure اﻟﺠﺎﻣﻌﺔ the إﺳﻼﻣﻴﺔ*between اﻟﺠﺎﻣﻌﺔ آﺘﺒﺖ ورﻗﺔإﺳﻼﻣﻴﺔ *اﻟﺒﺤﺜﻴﺔ آﺘﺒﺖ ااﻟﺠﺎﻣﻌﺔ ﻟﻮرﻗﺔ إﺳﻼﻣﻴﺔاﻟﺒﺤﺜﻴﺔ*اﻹﺳﻼﻣﻴﺔ اﻟﺠﺎﻣﻌﺔ آﺘﺒﺖ ورﻗﺔ درساﻹﺳﻼﻣﻴﺔ اﻟﺒﺤﺜﻴﺔﺻﻌﺐ* آﺘﺒﺖ ورﻗﺔاﻟﺪرس اﻟﺒﺤﺜﻴﺔﺻﻌﺐ a definite noun as اﻟﺠﺎﻣﻌﺔ درس اﻹﺳﻼﻣﻴﺔpreceding ﺻﻌﺐ* adjective آﺘﺒﺖthe ورﻗﺔusesاﻟﺪرس اﻟﺒﺤﺜﻴﺔﺻﻌﺐor he\she :say درس درسwould ﺻﻌﺐ*ﺻﻌﺐ*the sentence producer اﻟﺪرس ﺻﻌﺐ;indefinite اﻟﺪرس اﻟﺠﺎﻣﻌﺔ ﺻﻌﺐاﻹﺳﻼﻣﻴﺔ آﺘﺒﺖ اﻟﺠﺎﻣﻌﺔ ورﻗﺔاﻟﺪرس اﻟﺒﺤﺜإﺳﻼﻣﻴﺔﻴﺔﺻﻌﺐ* ANALYSIS OF THE ERRORS .4 اﻟﺠﺎﻣﻌﺔ أﻧﺎ إﺳﻼﻣﻴﺔ*ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي———— اﻟﺠﺎﻣﻌﺔ درس ﺻﻌﺐاﻹﺳﻼﻣﻴﺔ* اﻟﺠﺎﻣﻌﺔ أﻧﺎ إﺳﻼﻣﻴﺔﻃﺎﻟﺐ *ﻣﺎﻟﻴﺰي اﻟﺠﺎﻣﻌﺔ درس ﺻﻌﺐاﻹﺳﻼﻣﻴﺔ* Perhaps, the most important remark that attracts the أﻧﺎ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي * ”alislamia أﻧﺎ درس Aljamiaa“ اﻟﺠﺎﻣﻌﺔof ﻃﺎﻟﺐ ﺻﻌﺐ*إﺳﻼﻣﻴﺔinsteadﻣﺎﻟﻴﺰي* (Islamic اﻟﺠﺎﻣﻌﺔ درس اﻟﺪرس university ﺻﻌﺐاﻹﺳﻼﻣﻴﺔﺻﻌﺐ*the) researcher’s attention is that students use the definite أﻧﺎ اﻟﺪرس اﻟﺠﺎﻣﻌﺔ اﻟﻄﺎﻟﺐ ﺻﻌﺐإﺳﻼﻣﻴﺔ*ﻣﺎﻟﻴﺰي* أﻧﺎ اﻟﺠﺎﻣﻌﺔ ﻃﺎﻟﺐ إﺳﻼﻣﻴﺔ*اﻹﺳﻼﻣﻴﺔﻣﺎﻟﻴﺰي .university أﻧﺎ اﻟﺪرس Islamic اﻟﻄﺎﻟﺐ Theﺻﻌﺐ * ﻣﺎﻟﻴﺰي* (university أﻧﺎ the اﻟﺠﺎﻣﻌﺔ ﻃﺎﻟﺐ إﺳﻼﻣﻴﺔIslamic *ﻣﺎﻟﻴﺰيthe ) article randomly, which indicates that there are no أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* أﻧﺎ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي indefinite or أﻧﺎ أﻧﺎ ﻃﺎﻟﺐ اﻟﻄﺎﻟﺐ predicateاﻟﺪرس ﻣﺎﻟﻴﺰيtheﻣﺎﻟﻴﺰي *ﺻﻌﺐsubject or أﻧﺎ اﻟﺠﺎﻣﻌﺔ درسﻃﺎﻟﺐ Making إﺳﻼﻣﻴﺔﺻﻌﺐ**ﻣﺎﻟﻴﺰي.C hypothetical and transitory rules, indicating a system the درس آﻨﺖ اﻟﺪرس ﺻﻌﺐ*ﻣﺮﻳﻀﺎ ﺻﻌﺐأﻣﺲ أﻧﺎ اﻟﻄﺎﻟﺐ اﻟﺪرس ﻣﺎﻟﻴﺰيﺻﻌﺐ* درس آﻨﺖ ﺻﻌﺐ.required* ﻣﺮﻳﻀﺎ is أﻣﺲ oppositeأﻧﺎ the اﻟﻄﺎﻟﺐ اﻟﺪرس where ﻣﺎﻟﻴﺰيﺻﻌﺐ*definite learner develops, a stage between the mother tongue آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* 4 أﻧﺎ اﻟﻄﺎﻟﺐآﻨﺖ درس ﻣﺎﻟﻴﺰيﻣﺮﻳﻀﺎ* ﺻﻌﺐأﻣﺲ* أﻧﺎ ————أﻧﺎ اﻟﻄﺎﻟﺐ ﻃﺎﻟﺐاﻟﺪرس ﻣﺎﻟﻴﺰيﺻﻌﺐ*ﻣﺎﻟﻴﺰي and the target language . This phase is characterized by درس ﺻﻌﺐ* * اﻟﺪرس ﺻﻌﺐ أﻧﺎ ﻃﺎﻟﺐآﻨﺖ ﻣﺎﻟﻴﺰياﻟﻤﺮﻳﺾ أﻣﺲ آﻨﺖ درس ﻣﺮﻳﻀﺎ ﺻﻌﺐ*أﻣﺲ excessive generalization either from the mother tongue or أﻧﺎ .difficult آﻨﺖ isﻃﺎﻟﺐ lessonﻣﺎﻟﻴﺰياﻟﻤﺮﻳﺾ the أﻣﺲ* آﻨﺖ(a difficult درس ﻣﺮﻳﻀﺎ lesson ﺻﻌﺐأﻣﺲa) آﻨﺖ آﻨﺖ اﻟﻤﺮﻳﺾ اﻟﻤﺮﻳﺾ أﻣﺲ*أﻣﺲ* آﻨﺖ ﻣﺮﻳﻀﺎ *أﻣﺲ :a Malysian the target language. Perhaps, this is related to two reasons آﻨﺖI am أﻧﺎ -* ﻣﺮﻳﻀﺎ ﻃﺎﻟﺐ أﻣﺲﻣﺎﻟﻴﺰي(student Malysianأﻧﺎ آﻨﺖthe اﻟﻄﺎﻟﺐدرس I amﻣﺮﻳﻀﺎ ) ﺻﻌﺐﻣﺎﻟﻴﺰي*أﻣﺲ.(a أﻧﺎ أﻧﺎاﻟﻄﺎﻟﺐ ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي*ﻣﺎﻟﻴﺰي آﻨﺖ أﻧﺎ ﻃﺎﻟﺐ اﻟﻤﺮﻳﺾ أﻣﺲﻣﺎﻟﻴﺰي* First, the absence of a specific definite article in Malay أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي * آﻨﺖ أﻧﺎ ﻃﺎﻟﺐ اﻟﻤﺮﻳﺾ أﻣﺲﻣﺎﻟﻴﺰي*student * آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ* language that can be equivalent to that in Arabic. So, the آﻨﺖ أﻧﺎ اﻟﻤﺮﻳﺾ اﻟﻄﺎﻟﺐ أﻣﺲﻣﺎﻟﻴﺰي* آﻨﺖ ————أﻧﺎ آﻨﺖ ﻃﺎﻟﺐ اﻟﻤﺮﻳﺾ ﻣﺮﻳﻀﺎ أﻣﺲﻣﺎﻟﻴﺰيأﻣﺲ أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي أﻧﺎ ﻃﺎﻟﺐ *ﻣﺎﻟﻴﺰي آﻨﺖ آﻨﺖ ﻣﺮﻳﻀﺎ ﻣﺮﻳﻀﺎ أﻣﺲأﻣﺲ أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* b). ( I was the sick yesterday) * -I was sick yesterday learner does not realize the concept and function of this أﻧﺎ آﻨﺖ اﻟﻄﺎﻟﺐ اﻟﻤﺮﻳﺾ ﻣﺎﻟﻴﺰيأﻣﺲ** .article preceding public names in Arabic آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ ————أﻧﺎ اﻟﻄﺎﻟﺐ ﻣﺎﻟﻴﺰي* آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ** آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ The researcher is not certain that there are not آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ D. Lack of understanding of the issue of the definite equivalent intellectual structures similar to those in آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ* آﻨﺖ ﻣﺮﻳﻀﺎ أﻣﺲ noun; it is (al) preceding a noun to Arabic and other languages regarding the definite and آﻨﺖ proper اﻟﻤﺮﻳﺾ with أﻣﺲ*article indicate the category of the proper noun; the student ,indefinite, specification and generalization. In this regard أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ آﻨﺖ اﻟﻤﺮﻳﺾ أﻣﺲ* would say: Douglas Brown says “in general the foreign language

learner needs not to learn how to think, once again when أﻳﻦ أﻳﻦﻳﻌﻴﺶ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ﺟﻤﻞ ؟* ———— أﻳﻦ ﻳﻌﻴﺶ اﻟﺠﻤﻞ؟ (where lives a camel?) * learning a foreign language, but to master a second أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* live? language, eventually, means thinking in the foreign اﻟﺪرس camel اﻟﺬيthe ﻗﺮأﺗﻪ does أﻣﺲ where ﺻﻌﺐ-* (the camel أﻳﻦ lives ﻳﻌﻴﺶ ﺟﻤﻞ ؟where)اﻟﺠﻤﻞ؟* E. making the relative pronoun referent indefinite; the language”5. However, the learner’s previous experiences اﻟﺪرس اﻟﺬي ﻗﺮأﺗﻪ أﻣﺲ ﺻﻌﺐ * أﻳﻦ ﻳﻌﻴﺶ ﺟﻤﻞ ؟* in the mother tongue truly pave the way to thinking in درس اﻟﺬي ﻗﺮأت أﻣﺲ ﺻﻌﺐ اﻟﺪرس اﻟﺬي :say ﻗﺮأﺗﻪ أﻣﺲ would ﺻﻌﺐstudent —— the foreign language. “Earlier in his book, Brown raised درس اﻟﺬي ﻗﺮأت أﻣﺲ ﻋﻤﺎن ﺻﻌﺐﻣﺪﻳﻨﺔ* ﺟﻤﻴﻠﺔ درس اﻟﺪرس اﻟﺬي اﻟﺬي ﻗﺮأت ﻗﺮأﺗﻪ أﻣﺲ أﻣﺲ ﺻﻌﺐ*ﺻﻌﺐ (a lesson that I read yesterday difficult) * doubts about the presence of universal deep structure ﻋﻤﺎن اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ .difficult ﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔwas ﺟﻤﻴﻠﺔ* درس yesterday اﻟﺬي I readﻗﺮأت ﻋﻤﺎن أﻣﺲ ﻣﺪﻳﻨﺔ lesson ﺻﻌﺐ*ﺟﻤﻴﻠﺔThe

F. Using the definite article or not using it with some 4 ,Learning and Teaching ﻳﻨﻈﺮof :Language أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺔ Principles وﺗﻌﻠﻴﻤﻬﺎ، ,Broun دوﺟﻼس ﺑﺮوان، صH.Dougas اﻟﻌﻤﺎن ذهﺒﺖ إﻟﻰﻣﺪﻳﻨﺔ ﺟﻤﻴﻠﺔاﻟﻤﻔﺮق* وإرﺑﺪ ﻋﻤﺎن ﻣﺪﻳﻨﺔ *ﺟﻤﻴﻠﺔ .are never preceded by the definite article in p.201اﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ which ﺟﻤﻴﻠﺔ,names 168 ﻧﻔﺴﻪ :ص Arabic as in the utterance 5 ذهﺒﺖ إﻟﻰذهﺒﺖ إﻟﻰ اﻟﻤﻔﺮق ﻣﻔﺮق وإرﺑﺪواﻹرﺑﺪ* ذهﺒﺖ إﻟﻰاﻟﻌﻤﺎن ﻣﺪﻳﻨﺔ اﻟﻤﻔﺮق ﺟﻤﻴﻠﺔ*وإرﺑﺪ ﻧﻔﺴﻪ ص:ﻳﻨﻈﺮ اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎذهﺒﺖ إﻟﻰ وآﺎن ﺛﻤﻦﻣﻔﺮق اﻟﻜﺘﺎب واﻹرﺑﺪ*دﻳﻨﺎرﻳﻦ ذهﺒﺖ ذهﺒﺖ إﻟﻰ إﻟﻰ ﻣﻔﺮق اﻟﻤﻔﺮق واﻹرﺑﺪ*وإرﺑﺪ Copyright © Canadian Academy of Oriental and Occidental Culture 42 اﺷﺘﺮﻳﺖ اﺷﺘﺮﻳﺖآﺘﺎﺑﺎ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦوآﺎن اﻟﺛﻤﻦ ﻜﺘﺎب آﺘﺎب دﻳﻨﺎرﻳﻦدﻳﻨﺎرﻳﻦ *اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎنذهﺒﺖ إﻟﻰﺛﻤﻦ اﻟﻣﻔﺮق ﻜﺘﺎب واﻹرﺑﺪدﻳﻨﺎرﻳﻦ*

اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *اﺷﺘﺮﻳﺖ اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ آﺘﺎﺑﺎ وآﺎن وآﺎن ﺛﻤﻦ ﺛﻤﻦ اﻟآﺘﺎب ﻜﺘﺎب دﻳﻨﺎرﻳﻦ *دﻳﻨﺎرﻳﻦ

اﺷﺘﺮﻳﺖ آﺘﺎﺑﺎ وآﺎن ﺛﻤﻦ آﺘﺎب دﻳﻨﺎرﻳﻦ *

Mahmod Aldeeky (2014). Studies in Literature and Language, 9(3), 40-46 common among all languages. So, the closest concept speakers. The aim of writing Arabic grammar was not to accept is that meanings and ideas are completely built all about for teaching purposes except the accentuations according to culture exactly like surface structures.”6 placed on the end of words, representing parsing rules. I have talked this issue based on my experience with As a result of the above mentioned concepts, the two students whose mother tongue are different and they practical exercises that aim to clarify the use of a definite do not have a distinctive definite article. Their utterances article in its right contexts have not been taken into were different; the first, a Russian student said: account in Arabic teaching curricula for non- native speakers, so the teacher uses his/her discretion based on ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ ﻓﺪﻟﻨﻲ ﻋﻠﻰ اﻟﻤﺴﺠﺪ his experience and expertise. Consequently, this leads I met the man, then he guided me to the mosque* . to the lack of sustained rule, which drives the student to ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ ﻓﺪﻟﻨﻲ ﻋﻠﻰ اﻟﻤﺴﺠﺪ :I asked* him “which man ?” he said واﺣﺪ رﺟﻞWhen apply wrong analogy. The second aspect includes reasons related to ﻳﻨﻈﺮ : اﺑﻦ هﺸﺎم* ,واﺣﺪﻣﻐﻨﻲ رﺟﻞاﻟﻠﺒﻴﺐ

The Malaysian student , on the the nature of language itself and a second language ﻳﻨﻈﺮ.a : man اﺑﻦ -*( هﺸﺎم ,manﻣﻐﻨﻲ اﻟﻠﺒﻴﺐone) اﺑﻦ ﺟﻨﻲ , اﻟﺨﺼﺎﺋﺺ other hand, insisted on the same utterance and was not learning process, such as the mother tongue interference

question. mentioned earlier. The Malay language follows a اﺑﻦ my ﺟﻨﻲ , by اﻟﺨﺼﺎﺋﺺsurprised The second reason is perhaps due to the absence different method regarding definite and indefinite (ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي) و(ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ) of specific rules that have been taught to students in function. Intervention seems clear in composition of The strange thing is that additive, the ejective and the described noun. Studying (ﻃﺎﻟﺐ .stages ﻣﺎﻟﻴﺰي) و(schoolingﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ) different Arabic curricula for non-native speakers do not take students’ errors shows overlap between the descriptive ( اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ و آﺎﻧﺖ رأﻳﺖ ﻓﺘﺎة ) this aspect into consideration, although the learner of a composition ( the described + adjective) and additive .out) that the concept composition اﻟﻔﺘﺎة finds ﺗﻘﻄﻒ English اﻟﺰهﺮ وlike آﺎﻧﺖ languageرأﻳﺖ ﻓﺘﺎة) second of definite and indefinite function is taught in the first st nd Particle of the Genitive construction, 2 Particle 1) أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب stages of study. of the Genitive construction) (noun + noun). Perhaps of this phenomenon can be divided into this is due to the fact that the Malay language disconnects أﻋﻄﻨﻲ هﺬا causes اﻟﻜﺘﺎبThe two dimensions: 1st Particle of the Genitive construction from 2nd Particle The first dimension includes reasons outside the of the Genitive construction by adding the word (yang) scope of the language related to: which may correspond to the phrase “related to” or - the student’s study in his country “bita<” in colloquial Egyptian Arabic, which disconnect - the student was not guided in the right manner 1st Particle of the Genitive construction from 2nd Particle - the student’s feels that he knows all the points he is of the Genitive construction, or by the word “relating to” studying if the relationship between 1st Particle of the Genetive - the nature of the Malaysian student who is always construction and 2nd Particle of the Genitive construction reluctant to use Arabic in real contexts, and to interact is an ownership relation. As for the construction (the with speakers of Arabic. described + adjective), the Malay language disconnects The second dimension, in turn, includes two sides .(sifatoho” (described as“ ﻗﺎﺑﻠﺖ word اﻟﺮﺟﻞ the ﻓﺪﻟﻨﻲ ﻋﻠﻰby using اﻟﻤﺴﺠﺪthem that will be focused upon in this study. However, in addition to using these words as relatedness The first aspect is related to teaching process, that is articles, it seems that they are used for more than one * واﺣﺪ رﺟﻞ.the rules of the definite article “ al”̓ usage have not been functions do not clearly focus on these ﻳﻨﻈﺮ : اﺑﻦ curricula هﺸﺎم ,Arabﻣﻐﻨﻲ اﻟﻠﺒﻴﺐcontrolled functionally in the curriculum and grammar The books, so grammar books in this area introduce how constructions in order to differentiate them. Likewise, the to differentiate between the types of the definite article them are sometimes so subtle that اﺑﻦ ﺟﻨﻲ between, اﻟﺨﺼﺎﺋﺺdifferences “ al”, whether preceding a proper , the one that go with the student and the teacher sometimes cannot differentiate a definite noun or an indefinite noun repeated in the between context , an additional article that has no definite function, ( ) ( ) ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي و ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ 7 and as a relative pronoun . It is worth it to take notice of (a student Malaysian) *- A Malaysian student, and (a this despite Ibn Jeni’s opinion regarding the reason behind student Malaysia)*- a student of Malaysia. writing Arabic grammar. “A non –native speaker of Arabic ( ) اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ و آﺎﻧﺖ رأﻳﺖ ﻓﺘﺎة should catch up with native speakers in eloquence; he should speak it though he is not an Arab, and if someone 5. HOW TO OVERCOME THESE is odd to it, he should be corrected through this grammar”8 OBSTACLES? أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب ,does not find a rule ﻳﻨﻈﺮ: books أﺳﺲ ﺗﻌﻠﻢ ﻗﺎﺑﻠﺖ اﻟﻠﻐﺔ اﻟﺮﺟﻞgrammar وﺗﻌﻠﻴﻤﻬﺎ، ﻓﺪﻟﻨﻲ دوﺟﻼس readsﻋﻠﻰ ﺑﺮوان، صwhoاﻟﻤﺴﺠﺪ , categorization, or classification addressing non-native The researcher argues that overcome the problem of Malaysian students’ usage of the definite article “al”, the * واﺣﺪﻧﻔﺴﻪ :صرﺟﻞ

concept of definite and indefinite function in Arabic must ﻳﻨﻈﺮ : اﺑﻦ هﺸﺎم ,ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ 6 78 ﻧﻔﺴﻪ ص:ﻳﻨﻈﺮ 7 Ibn Hisham›s Mughni al-Labib. 71- 78 be conveyed to the student by the curriculum and the .teacher 35\1. اﺑﻦ ﺟﻨﻲ , اﻟﺨﺼﺎﺋﺺ 8

أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب ’ 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

’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( رأﻳﺖ أل) اﻟﺰاﻟﻄﺎﻟﺐاﺋﺪة ﻓﻲ اﻟﺬي أﺑﻨﻴﺔ ﻗﺎﺑﻠﻨﺎﻩ اﻷﺳﻤﺎء ﻓﻲ ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔاﻟﻤﺴﺠﺪ Arabic has only one definite article “ al”,̓ and it is used to define what is called public nouns, whereas names ,(who we met at the Mosque ﻳﻨﻈﺮ: the studentﺳﻴﺒﻮﻳﻪ ، I saw اﻟﻜﺘﺎب) ,are definite by themselves according to social norms ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻨﻮم اﻟﻜﺘﺎبﻣﻔﻴﺪ and that the linguistic norms has agreed on giving the Or in common and public noun where “ ̓al” (the) is term “defined noun ” to every noun form preceded by this called “ al”̓ (the) indicating collective noun . It comes in all types of رأﻳﺖ facts characterizing اﻟﻄﺎﻟﺐ اﻟﺬي اﻟﻨﺤﺎس expressingﻗﺎﺑﻠﻨﺎﻩ ﻳﺘﻤﺪد ofﻓﻲ اﻟﻤﺴﺠﺪﺑﺎﻟﺤﺮارةdefinite article, and the term” indefinite noun” is given the context to nouns not preceded by the definite article. Usually, nouns under the main category, as in the sentence : رأﻳﺖ اﻟﻨﻮم ﻣﻔﻴﺪاﻟـﺴﻴﺎرة the form preceded with “ al”̓ (the) includes a long list of defined words: Pronouns, public names, Demonstrative ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ usefulواﻻﺳﺘﻌﻤﺎل ( is أل) اﻟﺰSleep اﺋﺪة ﻓﻲ أﺑﻨﻴﺔ -*(is useful اﻷﺳﻤﺎء ﺑﻴﻦ the sleep اﻟﻨﻈﺮﻳﺔ) ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل ﻟﻲ“ Pronouns, Relative Pronouns, and any 1nd Particle of اﻟﻨﺤﺎس ﻳﺘﻤﺪد ﺑﺎﻟﺤﺮارة the Genitive construction added to any these patterns expands by heat) *( Copper expands by ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ The ،copper اﻟﻜﺘﺎب) هﺬﻩ رأﻳﺖﺳﻴﺎرة اﻟﺮﺋﻴﺲاﻟـﺴﻴﺎرة and indefinite noun preceded by a definite article for the رأﻳﺖ اﻟـﺴﻴﺎرة.(vocative purpose9. Except those defined by ”al” (the) heat and 1st Particle of the Genitive construction, defining Here, the concept of the definite article “ al”̓ (the), its ” رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي هﺬﻩ ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ ﺳﻴﺎرة رﺋﻴﺲ“اﻟﻤﺴﺠﺪ with the” addresseeﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ primarily دآﺘﻮر ﻓﻲ its relationship اﻟﺠﺎﻣﻌﺔ and وﻗﺎل ﻟﻲ“these patterns is based upon speciation, generalization indication and social norm,10 where the generalization concept is are clear. So, there is no difference between “ ̓al” (the) noun and the one indicating the هﺬﻩ pre-known ﺳﻴﺎرةthe اﺟﺘﻬﺎداﻟﻨﻮم ﻋﻠﻲاﻟﺮﺋﻴﺲﻣﻔﻴﺪexpressed by the indefinite noun and the specification preceding by the definite noun. Here, we are concerned of words collective noun. Every public noun can be preceded by اﻟﻨﺤﺎس هﺬﻩ ﻳﺘﻤﺪدﺧﺎﻟﺪ ﺳﻴﺎرة (the) اﻟﻤﺎﻟﻴﺰيرﺋﻴﺲﺑﺎﻟﺤﺮارة”preceded by “al”(the), where “al” (the) functions as a “al definer regardless the names where “al” (the) has lost its You do not say ذهﺒﺖ رأﻳﺖ إﻟﻰ اﺟﺘﻬﺎد اﻟﻤﻜﺘﺒﺔﻋﻠﻲاﻟـﺴﻴﺎرة major function as a definite article like that preceding some proper nouns. (I saw the car) except when the addressee knows in Using certain syntactic constructions is determined by a “ ” ﺗﻜﻠﻤﺖ ﻣﻊ .about واﺣﺪ talking دآﺘﻮر are ﻓﻲ car you ﻧﻈﺮتاﻟﺠﺎﻣﻌﺔ ﺧﺎﻟﺪ إﻟﻰ وﻗﺎلwhich ﻟﻲاﻟﺨﺎرجاﻟﻤﺎﻟﻴﺰيadvance given context from the perspective of discourse linguistics. If your estimate of the receiver’s knowledge regarding ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ and giving information about is هﺬﻩ taking ذهﺒﺖ areﺳﻴﺎرة إﻟﻰ اﻟﻤﻜﺮم you ﺿﻴﻔﻪاﻟﻤﻜﺘﺒﺔاﻟﺮﺋﻴﺲIt’s necessary to know specific disciplinary steps when what receiver will interrupt you saying: ( which ذهﺒﺖ the إﻟﻰ اﻟﻤﻜﺘﺒﺔ ,using this form or another one. The first person (the sender) ambiguous ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب mainly stems from the idea he/she wants to express, so he .(?studentهﺬﻩ ﻧﻈﺮت وﻻإﻟﻰ ﺳﻴﺎرةOr ( which اﻟﻀﺎﻟﻴﻦاﻟﺨﺎرجرﺋﻴﺲ?car of the definite and indefinite noun in ﻧﻈﺮت إﻟﻰ concept اﻟﺨﺎرج should know who the addressee is before selecting the form The templates bearing this idea, whether he has prior knowledge this way is similar to that in many respects with that اﺑﻦ ﺟﻨﻲ. اﻟﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ رأﻳﺖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻄﺎﻟﺐ اﻟﻨﺠﺎر: اﻟﺬي ﺑﻐﺪاد، دارﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﻜﺮم اﻟﺸﺆوناﺟﺘﻬﺎد ﺿﻴﻔﻪﻋﻠﻲاﻟﺜﻘﺎﻓﻴﺔاﻟﻤﺴﺠﺪ but Arabic is simpler and has less rules in , اﻟﻤﻜﺮم ﺿﻴﻔﻪor not. Then he/she uses in English ﻗﺎﺑﻠﺖ اﻟﺮﺟﻞ of conversationﻓﺪﻟﻨﻲ ﻋﻠﻰthe topic اﻟﻤﺴﺠﺪabout اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب and اﻟﻜﺎﻓﻴﺔ ﻓﻲ (the) اﻟﻨﺤﻮ، ﺷﺮح article اﻟﺮﺿﻲ a definite اﻻﺳﺘﺮاﺑﺎذي، has ﺑﻴﺮوت، دار English اﻟﻜﺘﺐ since اﻟﻌﻠﻤﻲ: د.fieldت. the indefinite noun form in situation where he expects that this ﺧﺎﻟﺪوﻻ اﻟﻨﻮم اﻟﻀﺎﻟﻴﻦاﻟﻤﺎﻟﻴﺰيﻣﻔﻴﺪ the addressee has no information available on the topic (the اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ and آﺘﺐ اﻷﻋﺎرﻳﺐ، ,singularityﺗﺤﻘﻴﻖ: ﻣﺎزن expressﻣﺒﺎرك to وﻣﺤﻤﺪ (an ﻋﻠﻲ ,a) ﺣﻤﺪ اﷲ، articlesوﻻ ﺑﻴﺮوت، دار اﻟﻀﺎﻟﻴﻦاﻟﻔﻜﺮindefinite *واﺣﺪ رﺟﻞ noun), and uses the definite noun form in opposite cases. English also has many functions for the definite article اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. أﺑﺤﺎث ﻋﺮﺑﻴﺔ، ﻃﺮاﺑﻠﺲ، دار 11ﺑﺮس ﺑﻦ teachingﺟﻨﻲ . اﻟin ﺨﺼﺎﺋﺺ، difficulty ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ great ﻋﻠﻰ find اﻟﻨﺠﺎر: not ﺑﻐﺪاد،do دارذهﺒﺖ we إﻟﻰ اﻟﺸﺆون,So اﻟﻤﻜﺘﺒﺔاﻟﺜﻘﺎﻓﻴﺔ.(the first case is bound to receiving (the ﻗﺎﺑﻠﺖ in ﻳﻨﻈﺮ : اﻟﺮﺟﻞ اﺑﻦ ﻓﺪﻟﻨﻲfunction هﺸﺎم ,ﻋﻠﻰ ﻣﻐﻨﻲ memoryاﻟﻤﺴﺠﺪ اﻟﻠﺒﻴﺐThe اﺣﺴﺎﻧﻲ، ﺑﻦ أﺣﻤﺪ.ﺟﻨﻲ . اﻟاﻟﻤﺤﻴﻂ ﻓﻲ ﺨﺼﺎﺋﺺ، ﻗﻮاﻋﺪ ﺗﺤﻘﻴﻖ اﻟﻠﻐﺔ ﻣﺤﻤﺪ ﻋﻠﻰاﻟﻌﺮﺑﻴﺔ، اﻟﻨﺠﺎر: ﺑﻴﺮوت، دار اﻟﻨﺤﺎسﺑﻐﺪاد، دار اﻟﺸﺮق ﻳﺘﻤﺪد اﻟﺸﺆوناﻟﻌﺮﺑﻲ : د.باﻟﺜﻘﺎﻓﻴﺔﺑﺎﻟﺤﺮارة. and storing information, using the indefinite form familiar students whose mother tongue is English , except their دوﺟﻼس ﺑﺮواناﺑﻦ. أﺳﺲ اﻟﺤﺎﺟﺐ، ﺗﻌﻠﻢ آﺘﺎب اﻟﻠﻐﺎت اﻟﻜﺎﻓﻴﺔ ﻓﻲ وﺗﻌﻠﻴﻤﻬﺎ، اﻟﻨﺤﻮ، ﺗﺮﺟﻤﺔ: ﺷﺮح ﻋﺒﺪﻩ اﻟﺮﺿﻲ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷاﻻﺳﺘﺮاﺑﺎذي، ﻌﺒﺎن، ﺑﻴﺮوت، دارﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻨﻬﻀﺔ اﻟﻌﻠﻤﻲ: د.ت.اﻟﻌﺮﺑﻴﺔ *واﺣﺪ رﺟﻞ اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ which ﻓﻲ اﻟﻨﺤﻮ، express ﺷﺮحto اﻟﺮﺿﻲ the name اﻻﺳﺘﺮاﺑﺎذي، before ﺑﻴﺮوت، دار(one ) ﻧﻈﺮت اﻟﻜﺘﺐ رأﻳﺖإﻟﻰ اﻟﻌﻠﻤﻲ: ”wahed“د .تofاﻟﺨﺎرجاﻟـﺴﻴﺎرة. party. In the second case, however, use اﺑﻦ ﺟﻨﻲ , concerned اﻟﺨﺼﺎﺋﺺto the اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ ﺳﻴﺒﻮﻳﻪ. اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖاﻟﻜﺘﺎب،: ﻣﺎزنﺗﺤﻘﻴﻖ : ﻋﺒﺪ ﻣﺒﺎرك اﻟﺴﻼم وﻣﺤﻤﺪ ﻋﻠﻲ هﺎرون، ﺣﻤﺪ اﷲ،ﺑﻴﺮوت، دار ﺑﻴﺮوت، اﻟﻜﺘﺐ دار اﻟﻔﻜﺮاﻟﻌﻠﻤﻴﺔ memory is activated to recall the information stored and اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖ: ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ، as in ﺑﻴﺮوت، دار اﻟﻔﻜﺮ,is indefinite ﻳﻨﻈﺮ : اﺑﻦ هﺸﺎم ,ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ اﻷ ﻗﻄﺶ،ﺗﺤﻠﻴﻞ ﻋﺒﺪ اﻷﺧﻄﺎء اﻟﺤﻤﻴﺪ.ﻓﻲ (أل) وﻗﺎﺋﻊ ﻧﺪوة اﻟﺰاﺋﺪة ﻓﻲ ﺗﻌﻠﻴﻢ أﺑﻨﻴﺔ اﻟﻠﻐﺔ اﻷﺳﻤﺎءاﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. اﻟﻨﻈﺮﻳﺔج 2. اﻟﺮﻳﺎضواﻻﺳﺘﻌﻤﺎل:. ﻣﻜﺘﺒﺔ أﺑﺤﺎث اﻟﺘﺮﺑﻴﺔ ﻋﺮﺑﻴﺔ، اﻟﻌﺮﺑﻴﺔ ﻃﺮاﺑﻠﺲ، ﻟﻠﺪول دار اﻟﺨﻠﻴﺞﺑﺮس. .use it as a common basis in communication process اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ”اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. أﺑﺤﺎث ﻋﺮﺑﻴﺔ، ﻃﺮاﺑﻠﺲ، اﻟﻤﻜﺮم دار ﺿﻴﻔﻪ“ﺑﺮس ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎلﺣﻤﺪي ﻟﻲﻗﻔﻴﺸﺔ. ̓ ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. ”the definite article “ al (ﻃﺎﻟﺐcan define ﻣﺎﻟﻴﺰي)we و,( اﺑﻦ ﺟﻨﻲ ,ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎاﻟﺨﺼﺎﺋﺺ)Accordingly دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت he said وﺗﻌﻠﻴﻤﻬﺎ، and ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ university اﻟﺮاﺟﺤﻲ in theوﻋﻠﻲ ﺷﻌﺒﺎن، one doctorﺑﻴﺮوت، دار with اﻟﻨﻬﻀﺔ I spoke اﻟﻌﺮﺑﻴﺔ) the) in Arabic as the one preceding a noun familiar to the) دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎتand he وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: university ﻋﺒﺪﻩ at the اﻟﺮاﺟﺤﻲ وﻋﻠﻲ doctorﺷ a ﻌﺒﺎن، with ﺑﻴﺮوت،هﺬﻩ دار spoke وﻻ ﺳﻴﺎرة I*(اﻟﻨﻬﻀﺔ .... اﻟﻀﺎﻟﻴﻦاﻟﺮﺋﻴﺲاﻟﻌﺮﺑﻴﺔto me ﺳﻴﺒﻮﻳﻪ. اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻴﺔ text receiver /the addressee as in the statement find in theﺳﻴﺒﻮﻳﻪ . we اﻟﻜﺘﺎب، what ﺗﺤﻘﻴﻖ:to ﻋﺒﺪ اﻟﺴﻼم correspondsهﺎرون، ﺑﻴﺮوت، method دار Thisاﻟﻜﺘﺐ .me اﻟﻌﻠﻤﻴﺔtold (ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰي) و(ﻃﺎﻟﺐ ﻣﺎﻟﻴﺰﻳﺎ) ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ. ( اﻟﻔﺘﺎة ﺗﻘﻄﻒ اﻟﺰهﺮ و آﺎﻧﺖ رأﻳﺖ ﻓﺘﺎة) ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ an) اﺑﻦ اﻟﻌﺮﺑﻴﺔ ﺟﻨﻲ.”fard“ ﻟﻐﻴﺮاﻟ meansاﻟﻨﺎﻃﻘﻴﻦ ﺨﺼﺎﺋﺺ، ﺑﻬﺎ. جﺗﺤﻘﻴﻖwhich. 2 ﻣﺤﻤﺪ اﻟﺮﻳﺎض”fad“: ﻋﻠﻰ use ﻣﻜﺘﺒﺔ اﻟﻨﺠﺎر: they اﻟﺘﺮﺑﻴﺔ ﺑﻐﺪاد، هﺬﻩ دار اﻟﻌﺮﺑﻴﺔ where ﺳﻴﺎرة ﻟﻠﺪولاﻟﺸﺆون dialect اﻟﺨﻠﻴﺞرﺋﻴﺲاﻟﺜﻘﺎﻓﻴﺔ.Iraqi ﺣﻤﺪي ﻗﻔﻴﺸﺔ. ,(I saw a girl and the girl was picking the flowers) In this case, we have many ways to teach ﺣﻤﺪي ﻗﻔﻴﺸﺔ..(individual/one اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ: د.ت. with demonstrative ( اﻟﻔﺘﺎة ﺗﻘﻄﻒ examples) اﻟﺰهﺮ و situationآﺎﻧﺖ realرأﻳﺖ a ﻓﺘﺎة)or in how to use the word “ma” (some one) which اﺟﺘﻬﺎد ﻋﻠﻲthe student اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖ: .name ﻣﺎزن the ﻣﺒﺎرك after وﻣﺤﻤﺪ nounﻋﻠﻲ ﺣﻤﺪ اﷲ، indefinite ﺑﻴﺮوت، the دار اﻟﻔﻜﺮindicates أﻋﻄﻨﻲ:as in هﺬا اﻟﻜﺘﺎب(pronouns اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ and اﻷﺳﻤﺎء noun اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ indefinite اﻟﻨﻈﺮﻳﺔ and واﻻﺳﺘﻌﻤﺎل. definite أﺑﺤﺎث the ﻋﺮﺑﻴﺔ،of ﻃﺮاﺑﻠﺲ، conceptدار ﺑﺮسThe أﻋﻄﻨﻲ هﺬا اﻟﻜﺘﺎب ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ̓ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق ﺧﺎﻟﺪ اﻟﻌﺮﺑﻲ: د.باﻟﻤﺎﻟﻴﺰي. (give me this book), or when the noun is familiar the standards governing the use of “ al” (the) has been دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت there وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ,However ﻋﺒﺪﻩ .paperاﻟﺮاﺟﺤﻲ وﻋﻠﻲthis ﺷin ﻌﺒﺎن، ﺑﻴﺮوت، دار mentioned اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔbecause of the defining clause following which is common previously ̓ ذهﺒﺖ إﻟﻰ اﻟﻤﻜﺘﺒﺔ (al” (the ﺳﻴﺒﻮﻳﻪ“. that اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ requiring اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، constructionsدار اﻟﻜﺘﺐ standardاﻟﻌﻠﻤﻴﺔ to the communicators, where the referent of the relative are ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ.added. ج2or . اﻟﺮﻳﺎض:be deleted ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ nouns اﻟﻌﺮﺑﻴﺔ certain ﻟﻠﺪول اﻟﺨﻠﻴﺞ.pronoun is attached to the verb of the relative clause preceding ’can be summarized in grammarians ﻧﻈﺮت إﻟﻰ standards ﺣﻤﺪي ﻗﻔﻴﺸﺔاﻟﺨﺎرج.These words: Two definite articles never come with a single اﻟﻤﻜﺮم ﺿﻴﻔﻪ ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ 9 /Abbott, B. Definite and indefinite. https://www.msu.edu/~abbottb 11 .135 ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ وﻻ اﻟﻀﺎﻟﻴﻦdef&inde.pdf 20\5: ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب 10 ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب

اﺑﻦ ﺟﻨﻲ. اﻟﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر: ﺑﻐﺪاد، دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ: د.ت. Canadian Academy of Oriental and Occidental Culture 44 © اﻟﻨﻮم ﻣﻔﻴﺪCopyright اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖ: ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ، ﺑﻴﺮوت، دار اﻟﻔﻜﺮ اﻟﻨﻮم ﻣﻔﻴﺪ اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. أﺑﺤﺎث ﻋﺮﺑﻴﺔ، ﻃﺮاﺑﻠﺲ، دار ﺑﺮس اﻟﻨﺤﺎس ﻳﺘﻤﺪد ﺑﺎﻟﺤﺮارة ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. اﻟﻨﺤﺎس ﻳﺘﻤﺪد ﺑﺎﻟﺤﺮارة رأﻳﺖ اﻟـﺴﻴﺎرة دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، ﺑﻴﺮوت، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ رأﻳﺖ اﻟـﺴﻴﺎرة ﺳﻴﺒﻮﻳﻪ. اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻴﺔ ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل ﻟﻲ“ ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ. ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل ﻟﻲ“ ﺣﻤﺪي ﻗﻔﻴﺸﺔ. هﺬﻩ ﺳﻴﺎرة اﻟﺮﺋﻴﺲ هﺬﻩ ﺳﻴﺎرة اﻟﺮﺋﻴﺲ هﺬﻩ ﺳﻴﺎرة رﺋﻴﺲ هﺬﻩ ﺳﻴﺎرة رﺋﻴﺲ اﺟﺘﻬﺎد ﻋﻠﻲ اﺟﺘﻬﺎد ﻋﻠﻲ ﺧﺎﻟﺪ اﻟﻤﺎﻟﻴﺰي ﺧﺎﻟﺪ اﻟﻤﺎﻟﻴﺰي ذهﺒﺖ إﻟﻰ اﻟﻤﻜﺘﺒﺔ ذهﺒﺖ إﻟﻰ اﻟﻤﻜﺘﺒﺔ ﻧﻈﺮت إﻟﻰ اﻟﺨﺎرج ﻧﻈﺮت إﻟﻰ اﻟﺨﺎرج اﻟﻤﻜﺮم ﺿﻴﻔﻪ اﻟﻤﻜﺮم ﺿﻴﻔﻪ وﻻ اﻟﻀﺎﻟﻴﻦ وﻻ اﻟﻀﺎﻟﻴﻦ اﺑﻦ ﺟﻨﻲ. اﻟﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر: ﺑﻐﺪاد، دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ 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. اﺑﻦ هﺸﺎم. اﺑﻦ ﻣﻐﻨﻲ اﻟﺤﺎﺟﺐ، اﻟﻠﺒﻴﺐ ﻋﻦآﺘﺎب آﺘﺐ اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻷﻋﺎرﻳﺐ، اﻟﻨﺤﻮ، ﺗﺤﻘﻴﻖﺷﺮح: ﻣﺎزن اﻟﺮﺿﻲ ﻣﺒﺎرك وﻣﺤﻤﺪ اﻻﺳﺘﺮاﺑﺎذي، ﻋﻠﻲ ﺑﻴﺮوت،ﺣﻤﺪ داراﷲ، اﻟﻜﺘﺐ ﺑﻴﺮوت، داراﻟﻌﻠﻤﻲ : د.اﻟﻔﻜﺮت. اﻷﻗﻄﺶ، ﻋﺒﺪ اﺑﻦ اﻟﺤﻤﻴﺪ. (هﺸﺎمأل. ) ﻣﻐﻨﻲ اﻟﺰاﺋﺪة ﻓﻲ اﻟﻠﺒﻴﺐ أﺑﻨﻴﺔﻋﻦ آﺘﺐ اﻷﺳﻤﺎء اﻷﻋﺎرﻳﺐ،اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ ﺗﺤﻘﻴﻖ: اﻟﻨﻈﺮﻳﺔ ﻣﺎزن ﻣﺒﺎرك واﻻﺳﺘﻌﻤﺎل. وﻣﺤﻤﺪ أﺑﺤﺎث ﻋﻠﻲ ﺣﻤﺪ ﻋﺮﺑﻴﺔ، اﷲ، ﻃﺮاﺑﻠﺲ، ﺑﻴﺮوت، دار دار ﺑﺮساﻟﻔﻜﺮ اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ ﺣﺴﺎﻧﻲ، اﻷﺳﻤﺎءأﺣﻤﺪ . اﻟﻌﺮﺑﻴﺔ،اﻟﻤﺤﻴﻂ ﻓﻲﺑﻴﻦ ﻗﻮاﻋﺪ اﻟﻨﻈﺮﻳﺔ اﻟﻠﻐﺔ واﻻﺳﺘﻌﻤﺎلاﻟﻌﺮﺑﻴﺔ،. أﺑﺤﺎث ﺑﻴﺮوت، دار ﻋﺮﺑﻴﺔ، اﻟﺸﺮق ﻃﺮاﺑﻠﺲ، اﻟﻌﺮﺑﻲ: دار د.ب.ﺑﺮس دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت ﺣﺴﺎﻧﻲ، وﺗﻌﻠﻴﻤﻬﺎ،أﺣﻤﺪ . ﺗﺮﺟﻤﺔ:اﻟﻤﺤﻴﻂ ﻓﻲ ﻋﺒﺪﻩ ﻗﻮاﻋﺪ اﻟﺮاﺟﺤﻲ اﻟﻠﻐﺔ وﻋﻠﻲ ﺷاﻟﻌﺮﺑﻴﺔ، ﻌﺒﺎن، ﺑﻴﺮوت، دارﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻲ: د.اﻟﻌﺮﺑﻴﺔب. دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺳﻴﺒﻮﻳﻪ. ﺗﺮﺟﻤﺔ: اﻟﻜﺘﺎب، ﻋﺒﺪﻩ ﺗﺤﻘﻴﻖ: ﻋﺒﺪاﻟﺮاﺟﺤﻲ وﻋﻠﻲاﻟﺴﻼم ﺷﻌﺒﺎن، هﺎرون، ﺑﻴﺮوت، ﺑﻴﺮوت، دار دار اﻟﻜﺘﺐاﻟﻨﻬﻀﺔ اﻟﻌﻠﻤﻴﺔاﻟﻌﺮﺑﻴﺔ ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ ﺳﻴﺒﻮﻳﻪ. اﻟﻨﺎﻃﻘﻴﻦ اﻟﻜﺘﺎب، ﺑﻬﺎ. جﺗﺤﻘﻴﻖ2:. ﻋﺒﺪ اﻟﺮﻳﺎض: اﻟﺴﻼم ﻣﻜﺘﺒﺔ هﺎرون، اﻟﺘﺮﺑﻴﺔ ﺑﻴﺮوت، اﻟﻌﺮﺑﻴﺔ دار ﻟﻠﺪول اﻟﻜﺘﺐ اﻟﺨﻠﻴﺞ.اﻟﻌﻠﻤﻴﺔ ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﺣﻤﺪيﻟﻠﺪول ﻗﻔﻴﺸﺔ.اﻟﺨﻠﻴﺞ. ﺣﻤﺪي ﻗﻔﻴﺸﺔ. Mahmod Aldeeky (2014). Studies in Literature and Language, 9(3), 40-46 noun. Thus, the categories of names mentioned by as an adjective. The derivatives constructions that grammarians can not be preceded by “al” ( the). What can be adjectives in Arabic are: the adjectives. In the ’ ص ‘ﺑﺪ taught اﻟﺤﻤﻴﺪ to beاﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰrecommended اﺋﺪة ﻓﻲ أﺑﻨﻴﺔ adjectives اﻷﺳﻤﺎء the ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ,is important here is the errors made by students when beginning ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ preceding these nouns with “ ̓al” (the). It has been is the one following to the form “fa>il” as in “jamil” observed that persons’ nouns do not constitute an (beautiful) because it is the very frequent form used ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ and the attributive adjective passive ﻳﻨﻈﺮ: ,Arabic ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎبobstacle, but the errors occur mostly in the names of in modern

particle, comparative and superlative adjectives, -form ’ ص ‘ﺑﺪ names اﻟﺤﻤﻴﺪ of theseاﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل majority( أل) The اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ.and countries اﻷﺳﻤﺎء ﺑﻴﻦ cities اﻟﻨﻈﺮﻳﺔ,places eligible for declarative رأﻳﺖ can areاﻟﻄﺎﻟﺐ اﻟﺬي forms ﻗﺎﺑﻠﻨﺎﻩ these ﻓﻲ all اﻟﻤﺴﺠﺪ;norms by adding “ ̓al” ( the ) . The adjective ﻳﻨﻈﺮ: to social ﺳﻴﺒﻮﻳﻪ ، subjectاﻟﻜﺘﺎب are رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ.countries preceded by “ al”̓ (the) can statement ﻳﻨﻈﺮand: ﺳﻴﺒﻮﻳﻪof ، cities اﻟﻜﺘﺎبnames

’ ص ‘ﺑﺪ (name +اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ name) واﻻﺳﺘﻌﻤﺎل ( includes أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ construction اﻷﺳﻤﺎء ﺑﻴﻦاﻟﻨﻮم genitive ﻣﻔﻴﺪاﻟﻨﻈﺮﻳﺔThe رأﻳﺖ .otherwise اﻟﻄﺎﻟﺐ states اﻟﺬي the rule ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ since اﻟﻤﺴﺠﺪbe listed relationship between them either possessive اﻟﻨﻮم the ﻣﻔﻴﺪThe rest of constructions can be restricted in the where

’ ص ‘ﺑﺪ regard اﻟﺤﻤﻴﺪ with اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎلrelationship ( أل) اﻟﺰwhole -اﺋﺪة ﻓﻲto- أﺑﻨﻴﺔ a part اﻷﺳﻤﺎءor ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔrelationship رأﻳﺖ اﻟﻄﺎﻟﺐ اﻟﺬي ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪ:following اﻟﻨﺤﺎس ﻳﻨﻈﺮ: ﻳﺘﻤﺪد ﺳﻴﺒﻮﻳﻪ ، ﺑﺎﻟﺤﺮارةاﻟﻜﺘﺎب lam” (L) (or “men” ( from ), this is“ اﻟﻨﺤﺎس ﻳﺘﻤﺪد ,preposition ﺑﺎﻟﺤﺮارةabsence of the definite article in 1st Particle to the اﻟﻨﻮم The ﻣﻔﻴﺪ.A ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب اﻟﻨﻮم ﻣﻔﻴﺪ .used رأﻳﺖ frequently اﻟـﺴﻴﺎرةof the Genitive construction since the purpose of the the most of specification and رأﻳﺖ اﻟﻄﺎﻟﺐ accusative اﻟﺬي the ﻗﺎﺑﻠﻨﺎﻩ رأﻳﺖﻓﻲ ,In Arabic اﻟﻤﺴﺠﺪاﻟـﺴﻴﺎرة.is specification and elimination D اﻟﻨﺤﺎس ﻳﺘﻤﺪد construction ﺑﺎﻟﺤﺮارةGenitive the definite noun needs no Genitive comparison and measurement, the accusative, the cognate اﻟﻨﺤﺎس so ﻳﺘﻤﺪد ,confusionﺑﺎﻟﺤﺮارة of ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪرأﻳﺖ دآﺘﻮر اﻟﻄﺎﻟﺐ ﻓﻲ اﻟﺬي اﻟﺠﺎﻣﻌﺔ ﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ وﻗﺎل ﻟﻲ“اﻟﻤﺴﺠﺪ ,but it is specified by description or accusative“ (The Absolute Object), the causative” object رأﻳﺖ اﻟـﺴﻴﺎرة,construction ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل اﻟﻨﻮم ﻟﻲﻣﻔﻴﺪ nd while the 2 Particle of the Genitive are always indefinite, although some contexts allow the رأﻳﺖ اﻟـﺴﻴﺎرة,substitution ̓”be preceded by the definite article “ alهﺬﻩ to ﺳﻴﺎرة object اﻟﻨﻮم اﻟﺮﺋﻴﺲﻣﻔﻴﺪconstruction“ is subject to the text receiver’s ” knowledge absolute اﻟﻨﺤﺎسهﺬﻩ ﻳﺘﻤﺪد ﺳﻴﺎرة اﻟﺮﺋﻴﺲﺑﺎﻟﺤﺮارة ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔ وﻗﺎل ﻟﻲ .(the) ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر utterance ﻓﻲ as in theاﻟﺠﺎﻣﻌﺔ وﻗﺎل subjectﻟﻲ “of the the referent of the relative pronoun isاﻟﻨﺤﺎس هﺬﻩ ﻳﺘﻤﺪد ﺳﻴﺎرة ,In Arabic رﺋﻴﺲﺑﺎﻟﺤﺮارة.E هﺬﻩ ﺳﻴﺎرة اﻟﺮﺋﻴﺲ since it is familiar to the addressee basedهﺬﻩ رأﻳﺖ ﺳﻴﺎرة definite رﺋﻴﺲاﻟـﺴﻴﺎرةalways .This is the president’s car هﺬﻩ-*(the president ﺳﻴﺎرة is a car اﻟﺮﺋﻴﺲthis) and as stated in grammar books at a رأﻳﺖ اﺟﺘﻬﺎد ,relatedness ﻋﻠﻲاﻟـﺴﻴﺎرةon its ” “ : is هﺬﻩ utterance ﺳﻴﺎرةthe رﺋﻴﺲWhen used in order to ﺗﻜﻠﻤﺖ be ﻣﻊ can واﺣﺪ pronounدآﺘﻮر ﻓﻲ relative اﻟﺠﺎﻣﻌﺔ the وﻗﺎلاﺟﺘﻬﺎد ﻟﻲ,scale ﻋﻠﻲlarge ’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ describe the definite nouns by sentences.15’ ص ‘ﺑﺪ اﻟﺤﻤﻴﺪ اﻷﻗﻄﺶ واﻻﺳﺘﻌﻤﺎل ( أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ هﺬﻩ اﻷﺳﻤﺎء ﺑﻴﻦ ﺳﻴﺎرة اﻟﻨﻈﺮﻳﺔرﺋﻴﺲ ”ﺗﻜﻠﻤﺖ ﻣﻊ واﺣﺪ دآﺘﻮر ﻓﻲ اﻟﺠﺎﻣﻌﺔﺧﺎﻟﺪ وﻗﺎل ﻟﻲاﻟﻤﺎﻟﻴﺰي“ a car a president) * - This is a president’s car. F. It is pointed that “ al”̓ (the) is sometimes acts on اﺟﺘﻬﺎدis ﻋﻠﻲthis) هﺬﻩ ﺧﺎﻟﺪ ﺳﻴﺎرة اﻟﻤﺎﻟﻴﺰياﻟﺮﺋﻴﺲ ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﻟﻜﺘﺎب (between the adjective and the behalf of the additive as in (I went to the library ﻳﻨﻈﺮ: ﺳﻴﺒﻮﻳﻪ ، اﺟﺘﻬﺎد Agreement اﻟﻜﺘﺎبﻋﻠﻲ.B هﺬﻩ ذهﺒﺖ إﻟﻰﺳﻴﺎرة اﻟﻤﻜﺘﺒﺔاﻟﺮﺋﻴﺲ :it means the university library, or ; هﺬﻩ ذهﺒﺖ إﻟﻰ ﺳﻴﺎرة اﻟﻤﻜﺘﺒﺔرﺋﻴﺲ In Arabic, the adjective agrees with the ﺧﺎﻟﺪ .noun اﻟﻤﺎﻟﻴﺰيdescribed namely the definite رأﻳﺖ ,ten cases اﻟﻄﺎﻟﺐ of اﻟﺬي in four ﻗﺎﺑﻠﻨﺎﻩ ﺧﺎﻟﺪﻓﻲ ,noun اﻟﻤﺴﺠﺪاﻟﻤﺎﻟﻴﺰيmodified ” ﻧﻈﺮتهﺬﻩ إﻟﻰ ﺳﻴﺎرة اﻟﺨﺎرجرﺋﻴﺲ“ feminization and the رأﻳﺖ اﻟﻄﺎﻟﺐ ,parsing اﻟﺬي ,casesﻗﺎﺑﻠﻨﺎﻩ ﻓﻲ اﻟﻤﺴﺠﺪand indefinite ﻧﻈﺮت إﻟﻰ اﻟﺨﺎرج ذهﺒﺖ إﻟﻰ اﻟﻤﻜﺘﺒﺔ اﺟﺘﻬﺎد ﻋﻠﻲ .(masclunizatiion, and in number ( singular, dual, plural . it means: I looked outside the place where I am ذهﺒﺖ إﻟﻰ اﻟﻨﻮم ﻣﻔﻴﺪاﻟﻤﻜﺘﺒﺔ we need not to go into details since the اﻟﻤﻜﺮم اﺟﺘﻬﺎد ,However ﺿﻴﻔﻪﻋﻠﻲ.causative adjective patterns “ the girl Gﻧﻈﺮت theإﻟﻰ اﻟﻨﻮم for ﻣﻔﻴﺪاﻟﺨﺎرجAs knowledge about the library you are talkingﺧﺎﻟﺪ اﻟﻤﻜﺮم ﺿﻴﻔﻪاﻟﻤﺎﻟﻴﺰيbeautiful the face”*- the girl has a beautiful face, where addressee’s construction does not have a definite اﻟﻨﺤﺎس this ﻧﻈﺮت ﻳﺘﻤﺪدin إﻟﻰ ﺑﺎﻟﺤﺮارةاﻟﺨﺎرجthe adjective word “outside” in the statement above وﻻﺧﺎﻟﺪ or the اﻟﻀﺎﻟﻴﻦاﻟﻤﺎﻟﻴﺰيabout اﻟﻨﺤﺎس ﻳﺘﻤﺪد اﻟﻤﻜﺮم ﺑﺎﻟﺤﺮارةﺿﻴﻔﻪ .definite or in indefinite case ذهﺒﺖ وﻻthe إﻟﻰ اﻟﻀﺎﻟﻴﻦاﻟﻤﻜﺘﺒﺔarticle, and it agrees with the described noun to which determines parsing and number. We can consider this It is good to recommend what grammarians calledرأﻳﺖ inاﻟﻤﻜﺮم اﻟـﺴﻴﺎرةﺿﻴﻔﻪit relates اﺑﻦ ﺟﻨﻲ. اﻟﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر: ﺑﻐﺪاد، دار ذهﺒﺖ إﻟﻰاﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔاﻟﻤﻜﺘﺒﺔ رأﻳﺖ وﻻ اﻟـﺴﻴﺎرةاﻟﻀﺎﻟﻴﻦ the اﺑﻦ ﺟﻨﻲ. اﻟpreceding ﺨﺼﺎﺋﺺ،the oneﺗﺤﻘﻴﻖ is ﻣﺤﻤﺪ ﻋﻠﻰ which ( اﻟﻨﺠﺎر: the) ﺑﻐﺪاد، ”alﻧﻈﺮت̓دار “ إﻟﻰ اﻟﺸﺆون relativeاﻟﺨﺎرجاﻟﺜﻘﺎﻓﻴﺔ construction as the one where the adjective precedes the the اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، in ﺷﺮح as اﻟﺮﺿﻲ participles اﻻﺳﺘﺮاﺑﺎذي، passive ﺑﻴﺮوت، دار and اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ: د.participles ت.beautiful” is the active ﺗﻜﻠﻤﺖ as ﻣﻊ واﺣﺪ described دآﺘﻮر noun ﻓﻲ as the اﻟﺠﺎﻣﻌﺔ وﻻ وﻗﺎلnoun ﻟﻲ“اﻟﻀﺎﻟﻴﻦdescribed اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار ﻧﻈﺮت اﻟﻜﺘﺐ إﻟﻰ اﻟﻌﻠﻤﻲ: د.تاﻟﺨﺎرج. ” “ اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖ: ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ، ﺑﻴﺮوت، دار اﻟﻔﻜﺮ اﺑﻦ ﺟﻨﻲ. اﻟﺗﻜﻠﻤﺖ ﺨﺼﺎﺋﺺ، ﻣﻊ ﺗﺤﻘﻴﻖ واﺣﺪ .structure ﻣﺤﻤﺪ ﻋﻠﻰ دآﺘﻮرdeep ﻓﻲthe اﻟﻨﺠﺎر : of ﺑﻐﺪاد، اﻟﺠﺎﻣﻌﺔ دار meaningوﻗﺎل اﻟﺸﺆون ﻟﻲin the اﻟﺜﻘﺎﻓﻴﺔface اﺑﻦ هﺸﺎم. ﻣﻐﻨﻲ اﻟﻠﺒﻴﺐ ﻋﻦ آﺘﺐ اﻷﻋﺎرﻳﺐ، ﺗﺤﻘﻴﻖ: ﻣﺎزن ﻣﺒﺎرك وﻣﺤﻤﺪ ﻋﻠﻲ ﺣﻤﺪ اﷲ، ﺑﻴﺮوت، اﻟﻤﻜﺮم دار ﺿﻴﻔﻪاﻟﻔﻜﺮ اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. أﺑﺤﺎث ﻋﺮﺑﻴﺔ، ﻃﺮاﺑﻠﺲ، دار ﺑﺮس not اisﺑﻦ it ﺟﻨﻲ. اﻟand ﺨﺼﺎﺋﺺ، ,noun ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ a defined ﻋﻠﻰ اﻟﻨﺠﺎرis :often هﺬﻩﺑﻐﺪاد، دار ﺳﻴﺎرة subject اﻟﺸﺆون The اﻟﺮﺋﻴﺲاﻟﺜﻘﺎﻓﻴﺔ.C اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ one اﻷﺳﻤﺎءthe ) اﻟﻌﺮﺑﻴﺔ، meansﺑﻴﻦ it اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. ,*(his neighborأﺑﺤﺎث ﻋﺮﺑﻴﺔ، honoring ﻃﺮاﺑﻠﺲ، اﻟﻤﻜﺮم one دار اﺑﻦ the)ﺿﻴﻔﻪﺑﺮس اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ: د.ت. ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. students be taught the cases where theهﺬﻩ that ﺳﻴﺎرة اﻟﺮﺋﻴﺲrecommended ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ :orاﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار ,(neighbor اﻟﺸﺮق his وﻻ اﺑﻦ اﻟﻌﺮﺑﻲ:هﺸﺎم .داﺑﻦ . honorsب اﻟﻀﺎﻟﻴﻦ.ﻣﻐﻨﻲ whoاﻟﺤﺎﺟﺐ، اﻟﻠﺒﻴﺐ آﺘﺎبﻋﻦ آﺘﺐ اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻷﻋﺎرﻳﺐ،اﻟﻨﺤﻮ، ﺷﺮحﺗﺤﻘﻴﻖ : ﻣﺎزناﻟﺮﺿﻲ ﻣﺒﺎرك اﻻﺳﺘﺮاﺑﺎذي،وﻣﺤﻤﺪ ﻋﻠﻲ ﺑﻴﺮوت، ﺣﻤﺪ دار اﷲ، اﻟﻜﺘﺐ ﺑﻴﺮوت، اﻟﻌﻠﻤﻲدار: د.ت.اﻟﻔﻜﺮ دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، ﺑﻴﺮوت، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ,noun. As for the predicate, in Arabic هﺬﻩ indefinite ﺳﻴﺎرة is an رﺋﻴﺲsubject دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، اﻷﺑﻴﺮوت،ﻗﻄﺶ، دارﻋﺒﺪ وﻻاﺑﻦ اﻟﺤﻤﻴﺪاﻟﻨﻬﻀﺔ. (هﺸﺎم. أل) اﻟﻀﺎﻟﻴﻦاﻟﻌﺮﺑﻴﺔﻣﻐﻨﻲ اﻟﺰاﺋﺪة ﻓﻲاﻟﻠﺒﻴﺐ ﻋﻦأﺑﻨﻴﺔ آﺘﺐ where اﻷﺳﻤﺎء اﻷﻋﺎرﻳﺐ، اﻟﻌﺮﺑﻴﺔ، sentences ﺑﻴﻦ ﺗﺤﻘﻴﻖ: are اﻟﻨﻈﺮﻳﺔﻣﺎزن there ﻣﺒﺎرك واﻻﺳﺘﻌﻤﺎل. وﻣﺤﻤﺪ ,writings ﻋﻠﻲأﺑﺤﺎث ﺣﻤﺪ ﻋﺮﺑﻴﺔ، اﷲ، In student’s ﺑﻴﺮوت،ﻃﺮاﺑﻠﺲ، دار اﻟﻔﻜﺮﺑﺮس.an indefinite ﺳﻴﺒﻮﻳﻪ. اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻴﺔ هﺬﻩ ﺳﻴﺎرة رﺋﻴﺲ اﺑﻦ ﺟﻨﻲ. ﺳﻴﺒﻮﻳﻪاﻟ. اﻟﻜﺘﺎب، ﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ: ﺗﺤﻘﻴﻖ ﻋﺒﺪ ﻣﺤﻤﺪ اﻟﺴﻼم ﻋﻠﻰ اﻟﻨﺠﺎر:هﺎرون،اﻷ ﺑﻐﺪاد،ﻗﻄﺶ، ﺑﻴﺮوت، دارﻋﺒﺪ دار اﻟﺤﻤﻴﺪ.اﻟﺸﺆوناﻟﻜﺘﺐ (أل) اﻟﺜﻘﺎﻓﻴﺔاﻟﻌﻠﻤﻴﺔاﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ ﺣﺴﺎﻧﻲ، اﻷﺳﻤﺎء أﺣﻤﺪ. اﻟﻌﺮﺑﻴﺔ، اﻟﻤﺤﻴﻂ ﺑﻴﻦ ﻓﻲ :like ﻗﻮاﻋﺪitاﻟﻨﻈﺮﻳﺔ in اﻟﻠﻐﺔ error واﻻﺳﺘﻌﻤﺎل.اﻟﻌﺮﺑﻴﺔ، the أﺑﺤﺎث ﺑﻴﺮوت، realizeدار ﻋﺮﺑﻴﺔ، not اﻟﺸﺮق doesﻃﺮاﺑﻠﺲ، اﻟﻌﺮﺑﻲدار: د.بﺑﺮس.the student ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ .astrayاﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ went اﻟﻨﺎﻃﻘﻴﻦ who ﺑﻬﺎ. جof those .2 اﻟﺮﻳﺎض: nor- ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ *(astray اﻟﻌﺮﺑﻴﺔ the ﻟﻠﺪول not اﻟﺨﻠﻴﺞ.and) اﺟﺘﻬﺎد ﻋﻠﻲ ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﺑﻦ اﻟﻌﺮﺑﻴﺔ ordinaryﺟﻨﻲ. ﻟﻐﻴﺮاﻟ is theاﻟﻨﺎﻃﻘﻴﻦ ﺨﺼﺎﺋﺺ، ﺑﻬﺎ. جﺗﺤﻘﻴﻖforms. 2 ﻣﺤﻤﺪ اﻟﺮﻳﺎض:theseﻋﻠﻰ inﻣﻜﺘﺒﺔ (اﻟﻨﺠﺎر: اﻟﺘﺮﺑﻴﺔ the)ﺑﻐﺪاد، دار ”alاﻟﻌﺮﺑﻴﺔ̓ دوﺟﻼس“ ﻟﻠﺪولاﻟﺸﺆون ﺑﺮوان. اﻟﺨﻠﻴﺞاﻟﺜﻘﺎﻓﻴﺔ.أﺳﺲ ,Howeverﺗﻌﻠﻢ اﻟﻠﻐﺎت ﺣﺴﺎﻧﻲ، أﺣﻤﺪ.وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔاﻟﻤﺤﻴﻂ: ﻓﻲ ﻋﺒﺪﻩ ﻗﻮاﻋﺪ اﻟﻠﻐﺔاﻟﺮاﺟﺤﻲ وﻋﻠﻲ اﻟﻌﺮﺑﻴﺔ،ﺷ ﻌﺒﺎن، ﺑﻴﺮوت، دار ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻲ: د.ب.اﻟﻌﺮﺑﻴﺔ اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ ﺣﻤﺪي اﻟﻌﻠﻤﻲ: د.ﻗﻔﻴﺸﺔ.ت. .Diligence of Ali) * - Ali’s diligence ) ” اﺟﺘﻬﺎد ﻋﻠﻲ “ preceding nouns, in general. So, we need دوﺟﻼس ﺣﻤﺪيarticle ﺑﺮوان. ﻗﻔﻴﺸﺔ.أﺳﺲ definiteﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺳﻴﺒﻮﻳﻪ. ﺗﺮﺟﻤﺔ: اﻟﻜﺘﺎب، ﻋﺒﺪﻩ ﺗﺤﻘﻴﻖ: اﻟﺮاﺟﺤﻲ ﻋﺒﺪ وﻋﻠﻲ اﻟﺴﻼم ﺷﻌﺒﺎن، هﺎرون، ﺑﻴﺮوت، ﺑﻴﺮوت، دار دار اﻟﻨﻬﻀﺔاﻟﻜﺘﺐ اﻟﻌﺮﺑﻴﺔاﻟﻌﻠﻤﻴﺔ اﺑﻦ هﺸﺎم.اﺑﻦ ﻣﻐﻨﻲ اﻟﺤﺎﺟﺐ، اﻟﻠﺒﻴﺐ آﺘﺎبﻋﻦ آﺘﺐ اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻷﻋﺎرﻳﺐ،اﻟﻨﺤﻮ، ﺷﺮحﺗﺤﻘﻴﻖ : ﻣﺎزناﻟﺮﺿﻲ ﻣﺒﺎرك اﻻﺳﺘﺮاﺑﺎذي،وﻣﺤﻤﺪ ﻋﻠﻲ ﺑﻴﺮوت، ﺣﻤﺪ دار اﷲ، اﻟﻜﺘﺐ ﺑﻴﺮوت، اﻟﻌﻠﻤﻲدار: د.ت.اﻟﻔﻜﺮ not to go into further details and talk ﺗﺤﻠﻴﻞ need اﻷﺧﻄﺎء weﻓﻲ andوﻗﺎﺋﻊ ﻧﺪوة notﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﺳﻴﺒﻮﻳﻪﻟﻐﻴﺮ. اﻟﻨﺎﻃﻘﻴﻦاﻟﻜﺘﺎب، ﺑﻬﺎ. ﺗﺤﻘﻴﻖج: 2. ﻋﺒﺪ*(the Malaysianاﻟﺮﻳﺎض اﻟﺴﻼم: ﻣﻜﺘﺒﺔ هﺎرون، Khaled ) اﻟﺘﺮﺑﻴﺔ ” ﺑﻴﺮوت، اﻟﻌﺮﺑﻴﺔﺧﺎﻟﺪدار ﻟﻠﺪولاﻟﻜﺘﺐ اﻟﻤﺎﻟﻴﺰياﻟﺨﻠﻴﺞاﻟﻌﻠﻤﻴﺔ.“ اﻷﻗﻄﺶ، ﻋﺒﺪ اﺑﻦ اﻟﺤﻤﻴﺪ. (هﺸﺎم. أل) ﻣﻐﻨﻲ اﻟﺰاﺋﺪة ﻓﻲاﻟﻠﺒﻴﺐ ﻋﻦأﺑﻨﻴﺔ آﺘﺐ اﻷﺳﻤﺎء اﻷﻋﺎرﻳﺐ، اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ ﺗﺤﻘﻴﻖ: اﻟﻨﻈﺮﻳﺔﻣﺎزن ﻣﺒﺎرك واﻻﺳﺘﻌﻤﺎل. وﻣﺤﻤﺪ ﻋﻠﻲأﺑﺤﺎث ﺣﻤﺪ ﻋﺮﺑﻴﺔ، اﷲ، ﺑﻴﺮوت،ﻃﺮاﺑﻠﺲ، دار اﻟﻔﻜﺮﺑﺮس ﺧﺎﻟﺪ اﻟﻤﺎﻟﻴﺰي .(and sub-types of “ al”̓ (the ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء function ﻓﻲ the وﻗﺎﺋﻊ ﻧﺪوة aboutﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ .Khaled اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪولﺣﻤﺪي the Malaysianاﻟﺨﻠﻴﺞﻗﻔﻴﺸﺔ .- اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ ﺣﺴﺎﻧﻲ، اﻷﺳﻤﺎء أﺣﻤﺪ. اﻟﻌﺮﺑﻴﺔ، اﻟﻤﺤﻴﻂ ﺑﻴﻦ ﻓﻲ ﻗﻮاﻋﺪاﻟﻨﻈﺮﻳﺔ اﻟﻠﻐﺔ واﻻﺳﺘﻌﻤﺎل.اﻟﻌﺮﺑﻴﺔ، أﺑﺤﺎث ﺑﻴﺮوت، دار ﻋﺮﺑﻴﺔ، اﻟﺸﺮق ﻃﺮاﺑﻠﺲ، اﻟﻌﺮﺑﻲدار: د.بﺑﺮس. there is confusion between supportive ذهﺒﺖ إﻟﻰ because ﺣﻤﺪيis اﻟﻤﻜﺘﺒﺔﻗﻔﻴﺸﺔ.This دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، ﺑﻴﺮوت، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ذهﺒﺖ إﻟﻰ اﻟﻤﻜﺘﺒﺔ ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. construction (subject +predicate), the descriptive دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺳﻴﺒﻮﻳﻪ. ﺗﺮﺟﻤﺔ: اﻟﻜﺘﺎب، ﻋﺒﺪﻩ ﺗﺤﻘﻴﻖ: اﻟﺮاﺟﺤﻲ ﻋﺒﺪ وﻋﻠﻲ اﻟﺴﻼم ﺷﻌﺒﺎن، هﺎرون، ﺑﻴﺮوت، ﺑﻴﺮوت، دار دار اﻟﻨﻬﻀﺔاﻟﻜﺘﺐ اﻟﻌﺮﺑﻴﺔاﻟﻌﻠﻤﻴﺔdescribed noun + adjective) , and the REFERENCESﻧﻈﺮت ) إﻟﻰ اﻟﺨﺎرجconstruction ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ. st ﺳﻴﺒﻮﻳﻪ. .http://www.msu .اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ indefinite اﻟﺴﻼمand هﺎرون، Definite ﺑﻴﺮوت، دار .(2006) اﻟﻜﺘﺐ .B اﻟﻌﻠﻤﻴﺔ,particle of the Genitive Abbott 1) ﻧﻈﺮت إﻟﻰ Construction اﻟﺨﺎرجGenitive nd ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪولﺣﻤﺪي اﻟﺨﻠﻴﺞﻗﻔﻴﺸﺔparticle of the Genitive Construction). .edu/~abbottb/def&inde.pdf 2 اﻟﻤﻜﺮم ﺿﻴﻔﻪ,Construction .Aalkafiyyah of ibin alhajib, alradiy alisrabadi .(1998) ﺣﻤﺪي .I ﻗﻔﻴﺸﺔ.,this problem, it is necessary to specify the Alhajib اﻟﻤﻜﺮم ﺿﻴﻔﻪTo overcome .declarative statement is formed. So, Bayrut, dar Alkitab وﻻ by which اﻟﻀﺎﻟﻴﻦforms .to be a predicate can also be eligible Alkitab, S. (1966). Ab -a -Salām ār n, airo. dār al-qalam وﻻ is eligible اﻟﻀﺎﻟﻴﻦwhatever اﺑﻦ ﺟﻨﻲ. اﻟﺨﺼﺎﺋﺺ، ﺗﺤﻘﻴﻖ ﻣﺤﻤﺪ ﻋﻠﻰ اﻟﻨﺠﺎر: ﺑﻐﺪاد، دار اﻟﺸﺆون اﻟﺜﻘﺎﻓﻴﺔ 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. Copyright © Canadian Academy of Oriental and Occidental Culture اﺑﻦ اﻟﺤﺎﺟﺐ، آﺘﺎب 45اﻟﻜﺎﻓﻴﺔ ﻓﻲ اﻟﻨﺤﻮ، ﺷﺮح اﻟﺮﺿﻲ اﻻﺳﺘﺮاﺑﺎذي، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻲ: د.ت. 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 اﻷﻗﻄﺶ، ﻋﺒﺪ اﻟﺤﻤﻴﺪ. (أل) اﻟﺰاﺋﺪة ﻓﻲ أﺑﻨﻴﺔ اﻷﺳﻤﺎء اﻟﻌﺮﺑﻴﺔ، ﺑﻴﻦ اﻟﻨﻈﺮﻳﺔ واﻻﺳﺘﻌﻤﺎل. أﺑﺤﺎث ﻋﺮﺑﻴﺔ، ﻃﺮاﺑﻠﺲ، دار ﺑﺮس ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. ﺣﺴﺎﻧﻲ، أﺣﻤﺪ. اﻟﻤﺤﻴﻂ ﻓﻲ ﻗﻮاﻋﺪ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ، ﺑﻴﺮوت، دار اﻟﺸﺮق اﻟﻌﺮﺑﻲ: د.ب. دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، ﺑﻴﺮوت، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ دوﺟﻼس ﺑﺮوان. أﺳﺲ ﺗﻌﻠﻢ اﻟﻠﻐﺎت وﺗﻌﻠﻴﻤﻬﺎ، ﺗﺮﺟﻤﺔ: ﻋﺒﺪﻩ اﻟﺮاﺟﺤﻲ وﻋﻠﻲ ﺷﻌﺒﺎن، ﺑﻴﺮوت، دار اﻟﻨﻬﻀﺔ اﻟﻌﺮﺑﻴﺔ ﺳﻴﺒﻮﻳﻪ. اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻴﺔ ﺳﻴﺒﻮﻳﻪ. اﻟﻜﺘﺎب، ﺗﺤﻘﻴﻖ: ﻋﺒﺪ اﻟﺴﻼم هﺎرون، ﺑﻴﺮوت، دار اﻟﻜﺘﺐ اﻟﻌﻠﻤﻴﺔ ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ. ﺗﺤﻠﻴﻞ اﻷﺧﻄﺎء ﻓﻲ وﻗﺎﺋﻊ ﻧﺪوة ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻐﻴﺮ اﻟﻨﺎﻃﻘﻴﻦ ﺑﻬﺎ. ج2. اﻟﺮﻳﺎض: ﻣﻜﺘﺒﺔ اﻟﺘﺮﺑﻴﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻠﺪول اﻟﺨﻠﻴﺞ. ﺣﻤﺪي ﻗﻔﻴﺸﺔ. ﺣﻤﺪي ﻗﻔﻴﺸﺔ. The Non-Native Speakers Errors in the Use of the Arabic Definite Article

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