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논문검색은 역시 페이퍼서치

아랍어와 아랍문학검색

ARABIC LANGUAGE & LITERATURE


  • - 주제 : 어문학분야 > 아랍어문학
  • - 성격 : 학술지
  • - 간기: 연3회
  • - 국내 등재 : KCI 등재
  • - 해외 등재 : -
  • - ISSN : 1229-0882
  • - 간행물명 변경 사항 :
논문제목
수록 범위 : 20권 2호 (2016)

아랍어의 접속표현-유형론적 연구

정규영 ( Kyu Young Jung )
6,600
초록보기
The aim of this research is to analyze Arabic connectives in their various phases. Connectives are elements in the sentence that link two or more phrases or expressions. On the issue of phases, it is possible to divide connective expressions into two categories; coordination and subordination. Subordination only appears in sentential phases, while coordination appears across various linguistic phases and categories. Arabic has a relatively diverse range of connectives. As such, in Arabic, it is possible to find instances of coordination and subordination like in many other languages. For example, similar to English, Arabic has conjunction, disjunction, and adversatives, as well as complementation, relative clauses, and adverbial clauses. Through the use of typological research methods, this study seeks to explain Arabic connectives while drawing on Korean and English examples for comparison. In addition, this study will focus on the most commonly used connectives in Arabic such as wa, .aw, and l.kin (or l.kinna).

Plurals as an example of teaching the basics of Arabic syntax for beginners

( Fatima Mohammad Amin Al-omari )
5,900
초록보기
There is no doubt that syntax is the foundation, ingress, route as well as the measure of the Arabic Language. Indeed, it is essential to present syntax to Arab and non-Arab learners of Arabic. An argument persists however as to what syntax do we present and how do we present it, and at what point in time do we do so? A further argument ensues on what facets of syntax do present to our students before other. This research seeks to provide a functional vision for teaching grammatical material; material that is necessary for beginner learners, and attempts to the following three questions: 1. What facets of syntax do we present? 2. How do we present the syntactic material? 3. When do we present the syntactic material? Our argument is based on the premise that language is a gift that is based on a set of principles, standards, and rules through which native speakers learn the language without necessarily being aware of. Also, the fact that the syntactic material which has to be taught to non- native Arabic speakers is the general standards that helps such learners to avoid making mistakes and necessarily the special standards adopted by grammarians and scholars of Arabic. Essentially, what we are saying is that learners’ primary concern is with the function rather than the concepts or the definition. This study is the result of an extensive in depth research in the original syntactical resources and what ancient scholars had produced in this field. This, in addition to new Arabic and foreign resources on this subject. All of that is supported by addressing the current state of affairs in the field of teaching Arabic syntax for non-native speakers using several specialized curricula, and through the work of beginners of non- native Arabic speakers. The study produces an example of the functional vision that it adopts through a new vision to teach the three types of plural in Arabic for beginners.

Functional expression in the curriculum of teaching Arabic to speakers of other languages at the University of Jordan

( Basmah Ahmad Sedqi Al-dajani ) , ( Heba Mahmoud Shehadeh Abu Hijazi )
6,300
초록보기
This study aims to detect the opinion of Arabic learners - as a second language- on the importance of functional expression and their opinion on the role of the curriculum of the University of Jordan in this subject. It also aims to analyze the content of the curriculum of teaching Arabic to speakers of other languages, to recognize the exercises and its role in increasing the ability to learn functional expression in writing and orally, to identify how the lessons of the functional expression were selected in this curriculum, to identify the method through which learners can recruit what they learn in their career, and finally to detect the mistakes that Arabic learners as a second language can slip into in their expressive writing.
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