DOCSLIB.ORG

The Discipline of Qur'an Recitation in Britain and Its History and Status In

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Discipline of Qur'an Recitation in Britain and Its History and Status In THE DISCIPLINE OF QUR’AN RECITATION IN BRITAIN AND ITS HISTORY AND STATUS IN THE ISLAMIC CURRICULUM By ROLA NEYAZI JARRAR A Thesis Submitted to The University of Birmingham For the Degree of DOCTOR OF PHILOSOPHY Department of Theology and Religion School of Historical Studies The University of Birmingham September 2017 [II] University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. ABSTRACT This thesis aims to determine whether the teaching of Tajwid science in the UK is of a sufficient standard. This stems from the author’s experience in professional studies and teaching experiments performed in Britain in this field, which have indicated that current instruction is substandard. The research aim is to contribute to developing Tajwid teaching in Britain. To conduct this research, the author evaluated Tajwid teaching using a series of methods. A pedagogical study was applied; specifically, a questionnaire with Tajwid students from different UK Islamic organisations. She then engaged in two group meetings with Tajwid teachers, conducted close-ended telephone interviews with Islamic organisations based in the UK, reviewed five English-language resources, and suggested alternative sources for Tajwid instruction that explain the subject through al- Shāṭibiyyah, which features the most well-known form of recitation among Muslims. Finally, she hosted a series of free Tajwid classes to examine research-recommended sources and their effects on learners’ attitudes. The findings proved that different approaches are required to develop Tajwid teaching in the UK; furthermore, they helped to establish the criteria required to develop effective Tajwid teaching, and clarified the importance of incorporating new sources that use topics comprehensibly and provide solutions to related problems. [III] ACKNOWLEDGMENTS First, I would like to express my great thanks to Allah (Subhanahu Wata’ala) for giving me the power and patience to finish this work, which relates to his holy book, the Qur’an, and seeks to benefit his non-Arabic-speaking believers. I would like to thank my supervisors Dr. Mustafa Draper who approved my research and supported me with many valuable comments and considerable advice, Dr Jorgen Nielsen who assisted me to do the final submission. I would also like to thank Lisa L, as she copyedited this thesis in regard to language, spelling, and grammar conventions via Edit My English, an affiliate of Grammar Labs. I wish to thank Dr. Ma’mūn Umar al- Shamālī of Yarmūk University in Jordan, who was the first to professionally introduce me to the true science of Tajwid and who helped me to begin my study in this field. I would also like to give great thanks to my mother, Ni`mah Tawfiq Jarrar, who was the first to believe in me and who gave me considerable and unconditional support in regard to finishing my thesis. I would like to give special thanks to my husband, Sammer El- Naimat, who was there throughout the entire process and supported me in very special ways. Finally, I would like to thank my children, Sarah, Linah, and Yousuf, for their patience and understanding in regard to the time I have taken from them in order to finish my thesis. [IV] Contents CHAPTER ONE: INTRODUCTION ............................................................................ 1 1 Introduction ..................................................................................................... 1 1.2 The Science of Tajwid (Qur’an recitation) and its Principles ......................... 2 1.3 Problem and Methodology .............................................................................. 5 1.4 The Necessary Qualifications for Experts of Tajwid Science ......................... 8 1.5 The Significance of this Study ...................................................................... 14 1.6 Literature Review .......................................................................................... 15 1.7 The Most Important Background Literature Concerning Tajwid Science .... 21 1.8 Structure of the Thesis ................................................................................... 26 1.9 Chapter Summary .......................................................................................... 28 CHAPTER TWO ......................................................................................................... 31 PRINCIPLES FOR PROGRESS IN GOOD TEACHING OF TAJWID SCIENCE .. 31 2 Introduction ................................................................................................... 31 2.1 Teaching Tajwid in the UK ........................................................................... 32 2.2 Essential Good Practices in Education .......................................................... 42 2.3 Implementation of Arabic in Qur’an Recitation Teaching ............................ 54 2.4 Implementation of English in Teaching Tajwid in the UK ........................... 59 2.5 Good Practices of Teaching Tajwid Science ................................................. 60 2.6 The Importance of Discussion in Tajwid Teaching ...................................... 66 2.6.1 Makhārij al-Ḥurūf ......................................................................................... 67 2.6.2 Nūn Sākin Assimilation ................................................................................. 70 2.6.3 The Prolongation Theme ............................................................................... 74 [V] 2.7 The Questioning Principle in the Holy Qur’an ............................................. 78 2.8 Questioning and the Concept of Respect in Islam......................................... 80 2.9 The Qur'an's Calls for Contemplative Thinking ............................................ 82 2.10 Chapter Summary .......................................................................................... 83 CHAPTER THREE: THE ENGLISH RESOURCES AND REFERENCES OF TAJWID ....................................................................................................................... 86 3 Introduction ................................................................................................... 86 3.1 The criteria for being considered a good resource of Tajwid science ........... 88 3.2 Easy Tajwid by Dr Sayed Kalīmullāh Ḥusainī .............................................. 92 3.3 A Course in the Science of Reciting the Qur’an by Muḥammad Surty ......... 96 3.4 Tuḥfat al-Tajwid by Shamsul-`Arifeen ....................................................... 104 3.5 Useful Tips from the Science of Tajwid by al-Ḥājjah Ḥayāt al- Ḥussainī ... 108 3.6 Tajweed Rules of the Qur’an by Kareema Carol Czerepinski .................... 112 3.7 Technology’s Role in Teaching Tajwid Science ......................................... 114 3.8 The Website of Read with Tajweed ............................................................. 118 3.9 The website of About Tajweed .................................................................... 121 3.10 Chapter summary ........................................................................................ 122 CHAPTER FOUR: THE SCIENCE OF RECITING THE QUR’AN ACCORDING TO THE WELL-KNOWN WAY ..................................................................................... 125 OF AL-SHĀṬIBIYYAH ............................................................................................... 125 4 Introduction ................................................................................................. 125 4.1 The Science of Tajwid According to al-Shāṭibiyyah .................................. 127 4.2 The Types of Tajwid Topics and al-Laḥn ................................................... 129 [VI] 4.3 The Tajwid Order of the Arabic Letters ...................................................... 129 4.4 The Difference between al-Farāhīdī's and the Conventional Alphabet’s Orders 132 4.5 Makhārij al-Ḥurūf ....................................................................................... 134 4.5.1 Makhraj al-Jawf (The Mouth Cavity) ......................................................... 134 of al-Jawf ................................................... 136 )ا) The Long Vowel Letter Alif 4.5.1.1 of al-Jawf ............................................... 137 (و) The Long Vowel Letter Wāw 4.5.1.2 of al-Jawf ................................................... 137 (ي) The Long Vowel Letter Yā 4.5.1.3 4.5.2 The Prolongation ......................................................................................... 138 4.5.2.1 The Types of Prolongation with respect to the Types of Aṣlī ..................... 139 4.5.2.2 The Types of Prolongation Regarding the Types of Far'ī ........................... 144 4.5.2.2.1 Madd Far'ī Due to Hamzah ......................................................................... 145 4.5.2.2.2 Madd Far'ī Due to Sukūn ............................................................................ 148 4.5.3 Makhraj al-Ḥalq (The Throat) ...................................................................
Load more

Recommended publications
  • Lesson 1 Makharijul Huruf
    Foundation In Quranic Studies Lesson 1 Makharijul Huruf Lesson Outline • Meaning of Tajwid • Basis from the Quran and Hadith on reciting with tajwid • Topics covered in Tajwid as a subject • Introduction to the studies of Makharijul Huruf • The Articulation Points of Letters • The Areas of Articulation Points Meaning of Tajwid Linguistically, Tajwid means: 1. Proficiency 2. Doing something well Meaning of Tajwid In application, Tajwid is the science of learning the Arabic letters and • their correct phonetic articulations • the qualities of certain letters when they are pronounced • the significance of different kinds of punctuation marks used in the Quran. The Importance of Tajwid • At the time of the Prophet , may Peace and Blessings be upon him, there was no need for people to study Tajwid because they talked with what is now known as the Tajwid as it was natural for them • When the Arabs started mixing with the non-Arabs and as Islam spread, mistakes in the Quranic recitation began to appear, so the scholars had to record the rules • Presently, because the everyday Arabic that Arabs speak has changed so much from the Classical Arabic with which the Quran was revealed, even the Arabs have to learn the Tajwid Basis of Learning Tajwid • Scholars of Quran of the opinion that reciting the Quran correctly while observing the rules of recitation is an obligation upon each and every Muslim. • This is inline with verse 4, Surah Al-Muzzammil: “…And recite the Quran in slow, measured rhythmic tones.” – Al-Muzzammil 73:4 Basis of Learning Tajwid • The noble Prophet pbuh told his followers about the rewards of reciting, studying and teaching the Quran as follows: َ ر ُ َ ََّ ر ُ َ َ ََّ »خ ُْيك رم َم رن ت َعل َم الق ررآن َوعل َم ُ ه« “The best among you are those who learn the Quran and teach it to others.” – Reported by al-Bukhari, Ibn Majah and Ad-Darimi.
    [Show full text]
  • From Root to Nunation: the Morphology of Arabic Nouns
    From Root to Nunation: The Morphology of Arabic Nouns Abdullah S. Alghamdi A thesis in fulfillment of the requirements for the degree of Doctor of Philosophy School of Humanities and Languages Faculty of Arts and Social Sciences March 2015 PLEASE TYPE THE UNIVERSITY OF NEW SOUTH WALES Thesis/Dissertation Sheet Surname or Family name: Alghamdi First name: Abdullah Other name/s: Abbreviation for degree as given in the University calendar: PhD School: Humanities and Languages Faculty: Arts and Social Sciences Title: From root to nunation: The morphology of Arabic nouns. Abstract 350 words maximum: (PLEASE TYPE) This thesis explores aspects of the morphology of Arabic nouns within the theoretical framework of Distributed Morphology (as developed by Halle and Marantz, 1993; 1994, and many others). The theory distributes the morphosyntactic, phonological and semantic properties of words among several components of grammar. This study examines the roots and the grammatical features of gender, number, case and definiteness that constitute the structure of Arabic nouns. It shows how these constituents are represented across different types of nouns. This study supports the view that roots are category-less, and merge with the category-assigning feature [n], forming nominal stems. It also shows that compositional semantic features, e.g., ‘humanness’, are not a property of the roots, but are rather inherent to [n]. This study supports the hypothesis that roots are individuated by indices and the proposal that these indices are conceptual in nature. It is shown that indices may activate special language-specific rules by which certain types of Arabic nouns are formed. Furthermore, this study argues that the masculine feature [-F] is prohibited from remaining part of the structure of Arabic nonhuman plurals.
    [Show full text]
  • THE FADÂIL AL-QUR'ân GENRE and ITS SOCIO-POLITICAL SIGNIFICANCE Dr. Asma AFSARUDDÎN
    THE FADÂIL AL-QUR'ÂN GENRE AND ITS SOCIO-POLITICAL SIGNIFICANCE Dr. Asma AFSARUDDÎN* ÖZET FEDÂİLÜ' L-KUR'ÂN TÜRÜ VE SOSYO-POLİTİK ÖNEMİ Fedâilü'l-Kur'ân, muhtelif hadîs koieksİyonlarmdaki bölümlere ya da Kur'ân'm faziletlerini konu edinen müstakil çalışmalara verilen genel bir başlıktır. Genel olarak, bu konuyla ilgili literatür görmezden gelinmiş ve tarihçi için ciddi anlamda malzeme içer­ mediği düşüncesiyle derinliğine çalışılmamıştır. Ben bu makalede, hem dinî tarih hem de sosyal tarih çalışanları için bu literatürün çok yararh olduğunu ve Kur'ân tarihiyle ilgili veriler yanında, ilk dönem dinî ve entelektüel muhitin oluşumuyla ilgili de zengin bir muhteva taşıdığını göstermeye çalışacağım. Bunun için de fedâilü'l-Kur'ân türünde oluştu­ rulmuş belli başlı eserlerin muhtevasım tespit ve tahlil edeceğim. SUMMARY Fadâil al-Qur'ân is the usual title given to chapters in various hadith compilations or to individual works that deal with the "excellences" or "virtues of the Qur'ân." It is a sub-category of a rather voluminous literature in Islam called fadâil or manâqib ("virtues" or "excellences"). In general, the fadâil material has not been studied in depth, usually dismissed as praise or hagiographie literature that is not worthy of the historian's serious attention. In this paper, I seek to show that both the religious and the social historian may profitably mine the fadâil al-Qur'ân literature for valuable insights into, for example, early attitudes towards writing conventions in the mushafs, manner of recitation, the probity of accepting wages for teaching the Qur'ân, and the authoritativeness of oral vs. written transmission of the Qur'ânic text.
    [Show full text]
  • The Accusative Case the Accusative Case Is Applied to the Direct Object of the Verb
    The Accusative Case The accusative case is applied to the direct object of the verb. For example “I studied the .Notice several things about this sentence درس ُت الكتا ب book” is rendered in Arabic as is not used in the sentence. Such pronouns are usually not أنا ”,First, the pronoun for “I used, since the verb conjugation tells us who the subject is. These pronouns are used sometimes for emphasis. Second, notice that I left most of the verb unvowelled. The only vowel I used is the vowel that tells you for which person the verb is being conjugated. Sometimes you may see such a vowel included in an authentic Arab text if there is a chance of ambiguity. However, usually the verb, like all words, will be completely unvocalized. Notice that the verb ends in a vowel and that the vowel will elide the hamza on the definite article. ends in a fatha. The fatha is the accusative case الكتا ب ,Fourth, the direct object of the verb marker. I studied a document.” Notice that two fathas are used“ درس ُت وثيقة :Look at this sentence here. The second fatha gives us the nunation. This is just like the other two cases, nominative and genitive where the second dhanuna and second kasra provide the nunation. So, we use one fatha if the word is definite and two fathas if the word is indefinite. But there درست كتابا :is just a little bit more. Look at the following This is “I studied a book.” Here the indefinite direct object ends in two fathas but we have also added an alif.
    [Show full text]
  • Arabic Alphabet - Wikipedia, the Free Encyclopedia Arabic Alphabet from Wikipedia, the Free Encyclopedia
    2/14/13 Arabic alphabet - Wikipedia, the free encyclopedia Arabic alphabet From Wikipedia, the free encyclopedia َأﺑْ َﺠ ِﺪﯾﱠﺔ َﻋ َﺮﺑِﯿﱠﺔ :The Arabic alphabet (Arabic ’abjadiyyah ‘arabiyyah) or Arabic abjad is Arabic abjad the Arabic script as it is codified for writing the Arabic language. It is written from right to left, in a cursive style, and includes 28 letters. Because letters usually[1] stand for consonants, it is classified as an abjad. Type Abjad Languages Arabic Time 400 to the present period Parent Proto-Sinaitic systems Phoenician Aramaic Syriac Nabataean Arabic abjad Child N'Ko alphabet systems ISO 15924 Arab, 160 Direction Right-to-left Unicode Arabic alias Unicode U+0600 to U+06FF range (http://www.unicode.org/charts/PDF/U0600.pdf) U+0750 to U+077F (http://www.unicode.org/charts/PDF/U0750.pdf) U+08A0 to U+08FF (http://www.unicode.org/charts/PDF/U08A0.pdf) U+FB50 to U+FDFF (http://www.unicode.org/charts/PDF/UFB50.pdf) U+FE70 to U+FEFF (http://www.unicode.org/charts/PDF/UFE70.pdf) U+1EE00 to U+1EEFF (http://www.unicode.org/charts/PDF/U1EE00.pdf) Note: This page may contain IPA phonetic symbols. Arabic alphabet ا ب ت ث ج ح خ د ذ ر ز س ش ص ض ط ظ ع en.wikipedia.org/wiki/Arabic_alphabet 1/20 2/14/13 Arabic alphabet - Wikipedia, the free encyclopedia غ ف ق ك ل م ن ه و ي History · Transliteration ء Diacritics · Hamza Numerals · Numeration V · T · E (//en.wikipedia.org/w/index.php?title=Template:Arabic_alphabet&action=edit) Contents 1 Consonants 1.1 Alphabetical order 1.2 Letter forms 1.2.1 Table of basic letters 1.2.2 Further notes
    [Show full text]
  • The Islamic Traditions of Cirebon
    the islamic traditions of cirebon Ibadat and adat among javanese muslims A. G. Muhaimin Department of Anthropology Division of Society and Environment Research School of Pacific and Asian Studies July 1995 Published by ANU E Press The Australian National University Canberra ACT 0200, Australia Email: [email protected] Web: http://epress.anu.edu.au National Library of Australia Cataloguing-in-Publication entry Muhaimin, Abdul Ghoffir. The Islamic traditions of Cirebon : ibadat and adat among Javanese muslims. Bibliography. ISBN 1 920942 30 0 (pbk.) ISBN 1 920942 31 9 (online) 1. Islam - Indonesia - Cirebon - Rituals. 2. Muslims - Indonesia - Cirebon. 3. Rites and ceremonies - Indonesia - Cirebon. I. Title. 297.5095982 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior permission of the publisher. Cover design by Teresa Prowse Printed by University Printing Services, ANU This edition © 2006 ANU E Press the islamic traditions of cirebon Ibadat and adat among javanese muslims Islam in Southeast Asia Series Theses at The Australian National University are assessed by external examiners and students are expected to take into account the advice of their examiners before they submit to the University Library the final versions of their theses. For this series, this final version of the thesis has been used as the basis for publication, taking into account other changes that the author may have decided to undertake. In some cases, a few minor editorial revisions have made to the work. The acknowledgements in each of these publications provide information on the supervisors of the thesis and those who contributed to its development.
    [Show full text]
  • The Role of Makharij Al-Huruf in Keeping the Meaning of the Qur’An Verses
    AL FAWATIH Jurnal Kajian Al-Qur’an dan Hadis Volume 1 Nomor 1 Edisi Januari-Juni 2020 Fakultas Syariah dan Ilmu Hukum IAIN Padangsidimpuan THE ROLE OF MAKHARIJ AL-HURUF IN KEEPING THE MEANING OF THE QUR’AN VERSES Sefri Auliya Dosen Universitas Islam Negeri Imam Bonjol Padang [email protected] Hidayatul Azizah Gazali Dosen Universitas Islam Negeri Imam Bonjol Padang [email protected] Abstract Many moslem people are not quite right and even wrong in reading verse of the Qur’an. Unconsciously, it can damage the meaning and interpretation. One reason is when the reader does not learn and understand in advance the science of how to read the Qur’an correctly and well, known as the science of Tajwid. Among the discussions of Tajwid which plays an important role in maintaining the meaning of the Qur’an verse is the science of Makharij al-Huruf. This science learns how to pronounce the letters of the Qur’an properly and correctly and in accordance with what was taught by the Prophet Muhammad. Mistakes in pronounciation can damage the meaning of the verse, but on the other hand there are also those that do not damage the meaning. For example, ِ read by ِ (the letter of read ح ﻓَ َﺼ ﻞ ﻟَﺮﺑ َﻚ َوْاﻧـَﻬﺮ ﻓَ َﺼ ﻞ ﻟَﺮﺑ َﻚ َواﳓَْْﺮ .where errors in pronouncing the letter will change the original meaning ,(ه like the sound of Keywords: verse, meaning, al-qur’an, tajwid, makharij al-huruf A. Introduction The Prophet Muhammad delivered the verses of the Qur’an he received to his companion through the word (read).
    [Show full text]
  • Uwaylim Tajweed Text
    SAFINA SOCIETY ِع ْل ُم ال ّت ْجوي ِد THE SCIENCE OF TAJWID Shadee Elmasry 2 َ َ َ ْ َ ّ ْ َ ْ ُ ْ َ ّ ْ َ َ ْ ّ ّ ولقد يسنا القرآن لِ ِلكرِ فهل ِمن مدكِ ٍر “We have made the Quran easy for remembrance, so is there anyone who will remember.” (54:17, 22, 32, 40). 3 CONTENTS PART ONE: BACKGROUND Chapter 1 Manners of the Heart 6 Chapter 2 The Science 8 Chapter 3 The Isti’adha & The Basmala 10 PART TWO: MAKHARIJ (Letter Pronunciation) Chapter 4 The Letters 11 Chapter 5 Letter Sets 15 A Hams B Qalqala C Tasfir D Isti’laa Chapter 6 Ahkaam al-Raa 17 A Tafkhim al-Raa B Tarqiq al-Raa i kasra below ii sukun and preceded by kasra iii sukun and preceded by another sukun then kasra PART THREE: THE RULES Chapter 7 Madd (vowel extension) 18 A Tabi’i (basic) B Muttasil (connected) C Munfasil (disconnected) D Lazim (prolonged) E Lin (dipthong) F ‘Arid lil-Sukun (pausing at the end of a verse) G Sila (connection) i kubra (major) ii sughra (minor) Chapter 8 Nun Sakina & Tanwin 22 A Idgham (assimilation) i with ghunna ii without ghunna B Iqlab (transformation) 4 C Izhar (manifestation) D Ikhfa (disappearance) Chapter 9 Idhgham of Consonants 24 A Mutamathilayn (identical) B Mutajanisayn (same origin) C Mutaqaribayn (similar) 5 Part One: Background CHAPTER ONE Manners of the Heart It is very important when reciting Quran to remember that these are not the words of a human being.
    [Show full text]
  • Arab World English Journal INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب
    AWEJ Arab World English Journal INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 جمةل اللغة الانلكزيية يف العامل العريب AWEJ Volume.7 Number.3 September, 2016 www.awej.org Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة اﻻنكليزية في العالم Number.3, September 2016 7العربي.Arab World English Journal (AWEJ) Volume Team of this issue Editor Dr. Khairi Al-Zubaidi Associate Editor Dr. Robert Arthur Coté Center for English as Second Language College of Humanities, University of Arizona, USA ACKNOWLEDGEMENT I would like to thank all those who contributed to this volume as reviewers of papers. Without their help and dedication, this volume would have not come to the surface. Among those who contributed were the following: Dr.Anita G. Welch Associate Dean, Teachers College, Associate Professor, Educational Studies Ball State University, Muncie, Indiana, U.S.A. Dr. Michaela Cocca Faculty of Sports Organization, Autonomous University of Nuevo Leon, Mexico Arab World English Journal www.awej.org ISSN: 2229-9327 Arab World English Journal AWEJ INTERNATIONAL PEER REVIEWED JOURNAL ISSN: 2229-9327 مجلة اللغة اﻻنكليزية في العالم العربي Arab World English Journal (AWEJ) Volume 7 number 3 September 2016 Pp.1-2 Contents Article Titles & authors Pages Team of this issue 1 Contents 1-2 Cultural Diversity and the Challenges of Teaching Multicultural Classes in the 3- 17 Twenty-First Century Ahmed Chouari Does Arabizi Constitute a Threat to Arabic? 18-30 Ibrahim M R Al-Shaer Hindrances Encountering Undergraduate
    [Show full text]
  • Tawjih Al-Qira'at Based on Inscription, Language, and Unusual Modes Of
    International Journal of Academic Research in Business and Social Sciences Vol. 8 , No. 10, Oct. 2018, E-ISSN: 2222-6990 © 2018 HRMARS Tawjih Al-Qira’at Based on Inscription, Language, and Unusual Modes of Recitation According to Ibn Zanjalah Mohamed Fathy Mohamed Abdelgelil, Mohamed Umar al-Janayni, Rohaizan Baru, Mohd. Shafiee Hamzah, Mohd A' Tarahim Mohd Razali, Fatimah Zaharah Ismail To Link this Article: http://dx.doi.org/10.6007/IJARBSS/v8-i10/4741 DOI: 10.6007/IJARBSS/v8-i10/4741 Received: 18 Sept 2018, Revised: 12 Oct 2018, Accepted: 16 Oct 2018 Published Online: 31 October 2018 In-Text Citation: (Abdelgelil et al., 2018) To Cite this Article: Abdelgelil, M. F. M., Al-Janayni, M. U., Baru, R., Hamzah, M. S., Razali, M. A. T. M., & Ismail, F. Z. (2018). Tawjih Al-Qira’at Based on Inscription, Language, and Unusual Modes of Recitation According to Ibn Zanjalah. International Journal of Academic Research in Business and Social Sciences, 8(10), 362–370. Copyright: © 2018 The Author(s) Published by Human Resource Management Academic Research Society (www.hrmars.com) This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode Vol. 8, No. 10, 2018, Pg. 362 - 370 http://hrmars.com/index.php/pages/detail/IJARBSS JOURNAL HOMEPAGE Full Terms & Conditions of access and use can be found at http://hrmars.com/index.php/pages/detail/publication-ethics 362 International Journal of Academic Research in Business and Social Sciences Vol.
    [Show full text]
  • IS the QURAN PRESERVED? ABDULLAH GONDAL What Is the Claim About Quranic Preservation?
    IS THE QURAN PRESERVED? ABDULLAH GONDAL What is the claim about Quranic Preservation? Maulana Maududi explains in the beginning of his Tafsir Tafheem ul Quran The Quran is preserved dot for dot, word for word, letter for letter One can survey any manuscript or any modern Quran but will find no difference The preservation of the Quran is a Historical Fact MODERN VARIANTS SURAH MAIDAH 5:6 HAFS ‘ARJULAKUM’ SUSI ‘ARJULIKUM’ O you who have believed, when you rise to [perform] prayer, O you who believe! When you stand up for the prayer, then wash your faces and your forearms to the elbows and wipe wash your faces and your hands till the elbows and wipe your over your heads and wash your feet to the ankles. And if you heads and your feet till the ankles. But if you are (in) a state of are in a state of janabah, then purify yourselves…… ceremonial impurity then purify yourselves….. SURAH GHAFIR 40:26 HAFS ``AW AIN YUZHIR`` WARSH ``WA AIN YUZHIR`` And Pharaoh said, "Let me kill Moses and let him call And Pharaoh said, "Let me kill Moses and let him call upon his upon his Lord. Indeed, I fear that he will change your Lord. Indeed, I fear that he will change your religion and that religion or that he will cause corruption in the land." he will cause corruption in the land." SURAH HADID 57:24 HAFS ``HUWA`` WARSH ``HUWA`` IS MISSING Who hoard and who enjoin upon the people Who hoard and who enjoin upon the people avarice.
    [Show full text]
  • Arabic Language Modeling with Stem-Derived Morphemes for Automatic Speech Recognition
    ARABIC LANGUAGE MODELING WITH STEM-DERIVED MORPHEMES FOR AUTOMATIC SPEECH RECOGNITION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Ilana Heintz, B.A., M.A. Graduate Program in Linguistics The Ohio State University 2010 Dissertation Committee: Prof. Chris Brew, Co-Adviser Prof. Eric Fosler-Lussier, Co-Adviser Prof. Michael White c Copyright by Ilana Heintz 2010 ABSTRACT The goal of this dissertation is to introduce a method for deriving morphemes from Arabic words using stem patterns, a feature of Arabic morphology. The motivations are three-fold: modeling with morphemes rather than words should help address the out-of- vocabulary problem; working with stem patterns should prove to be a cross-dialectally valid method for deriving morphemes using a small amount of linguistic knowledge; and the stem patterns should allow for the prediction of short vowel sequences that are missing from the text. The out-of-vocabulary problem is acute in Modern Standard Arabic due to its rich morphology, including a large inventory of inflectional affixes and clitics that combine in many ways to increase the rate of vocabulary growth. The problem of creating tools that work across dialects is challenging due to the many differences between regional dialects and formal Arabic, and because of the lack of text resources on which to train natural language processing (NLP) tools. The short vowels, while missing from standard orthography, provide information that is crucial to both acoustic modeling and grammatical inference, and therefore must be inserted into the text to train the most predictive NLP models.
    [Show full text]