The Quran and the Development of Arabic Linguistics

This study aims to critically examine IgnazGolziher’s allegations on the beginnings of Arabic linguistics. According to him, the Arabic short vowel symbols did not originate in the Arab world but were adopted from the Levant. The same he assumed in regard to the three different parts of speech, namely name (ism), verb (fiÑil), and particle (harf), which allegedly presupposed the knowledge of Aristotle’s De Interpretations falsely attributed to ÑAli (Karramallahuwajhah) . Goldziher explained this connection with the scholastic disputes occurring between the different theological schools in the first century AH, with special reference to the dogmatic differences between the Murji´ah and the Qadariyyah sects. Theological debates on various doctrines were held at the same time by Eastern Christians based on the teachings of John of Damascus. In the eyes of Goldziher, these debates – based on the assumption that since they occurred in the same century – they had to be related, and furthermore, St. John of Damascus must have borrowed his ideas from Aristotle. Since no Arabic sources speak of this connection, he raises his own suspicions, namely that Muslim sources refused to admit the borrowing of ideas from the Christians. This study serves the purpose of investigating his allegations in regard to the origin of Arabic grammar and syntax and of deciding the extent of his scholarly bias. The researcher adopts a theoretical and analytical approach based on linguistic studies. In order to arrive at a balanced judgment with regard to this conflict, the linguistic corpus, as well as the historical background of transmission is being analyzed.

There have been debates and discussions on the influence of Greek on Arabic. Modern historians such as Ahmad Amīn in his book Öuha al-Islām(1969) say that Hunain bin Ishāķ(260H/873A.D) ( J.Ruska,1980:134) went to Rome to learn Greek and then came back to Başrah to learn from Khalīl (Amīn Ahmād, 1978:v.1:313). This idea is strongly supported by Mustafa NaÐīf when he states that Khalīl was visited by Hunain to study Arabic (1978:vol.1:313). Modern historians believe that time were influenced by Greek civilization such as Bustānī, a learned man who was very competent in Greek, and Khalīl, who was influenced by Aristotle`s ideas especially on the concept of cause and effect ( Mahdī al-Makhzūmī,1986:68). Muşţafā Şadiq Raf‘ie says that al-harakāt in Arabic did not originate from Arabia but from Syria when it was governed by the Romans, who put some small harakāt when they read the Bible (Karl Brokelman, 1968:vol.1:105).

International Journal of Islamic Thought, 2018

Motivated by the need to rethink Islamic education and Arabic teaching in Western Islamic schools (Ramadan 2004), this article seeks to present an analytical exploration of Islamic educational thought on the purpose of Arabic grammar and its place in Arabic language teaching. The article will review the rise of Arabic grammar and thought surrounding its instruction to understand whether one of the most prevalent approaches to teaching Muslim children Arabic as a foreign or second language today, the Grammar-Translation Method (GTM), is part of the Islamic educational tradition. The GTM, which is not suited to the promotion of childhood literacy or language acquisition and leaves many children disengaged and with stilted rudimentary literacy, is often conflated with the rich philological tradition of the Islamic civilization. However, was nahw [grammar] meant to be the core component of Muslim childhood learning experiences in the way that it is today, or has the GTM method supplanted Islamic civilizational thought on teaching language? This article seeks to answer this question and will do so by reviewing the purpose of the Arabic language in the Islamic civilization, the rise of Arabic grammar and thought surrounding education and Arabic instruction.

Jurnal Ilmu Agama: Mengkaji Doktrin, Pemikiran, dan Fenomena Agama

Language contributes greatly to human civilization. Among the world's major languages ​​spoken by mankind is Arabic. Arabic influences many aspects of life, such as Roman civilization in many fields, even music and poetry. Jahiliyyah Arabic only serves as a literary language. But when Islam came, Arabic underwent a very significant development, becoming the language of science. This is what is meant by the process of Islamization. This study aims to explain the influence of Islam on Arabic. Therefore, through this paper it can be concluded that even though there are several Arabic terms that are the same as those used during the Jahiliyyah and the advent of Islam, basically they have different meanings and emphasis. Islam came to have an influence in facilitating the pronunciation of Arabic terms which were previously complicated or even providing new Arabic vocabulary that was not known during the Jahiliyya period.

2022

What was the language of the Quran like, and how do we know? Today, the Quran is recited in ten different reading traditions, whose linguistic details are mutually incompatible. This work uncovers the earliest linguistic layer of the Quran. It demonstrates that the text was composed in the Hijazi vernacular dialect, and that in the centuries that followed different reciters started to classicize the text to a new linguistic ideal, the ideal of the ʿarabiyyah. This study combines data from ancient Quranic manuscripts, the medieval Arabic grammarians and ample data from the Quranic reading traditions to arrive at new insights into the linguistic history of Quranic Arabic. https://brill.com/view/title/61587

Quranic discourse can greatly benefit from European theoretical linguistics. However, until now, the value of European theoretical linguistics to the investigation of Qur’anic discourse has been overlooked. This is the first book on Qur’anic linguistics, which accounts for the different levels of linguistic and stylistic analysis. Hinged upon modern European theoretical linguistics, it covers a wide range of topics such as: syntactic structures, ellipsis, synonymy, polysemy, semantic redundancy, semantic incongruity, semantic contrastiveness, selection restriction rule, componential features, collocation, cyclical modification, foregrounding and backgrounding, pragmatic functions and categories of shift, pragmatic distinction between verbal and nominal sentences, morphosemantic features of lexical items, context- sensitive word and phrase order, and vowel points and phonetic variation.

International journal of humanities and social sciences, 2016

The present study is an attempt to compare the point of view of linguistics and Holy Qur'an in relation to language acquisition. First the empricist approach to is proposed in which the language is viewed as a kind of verbal behavior, and it is proposed that children learn language through imitation, reinforcement, analogy, and similar processes. Then the nativist approach is proposed in which the language is claimed to be a species-specific or uniquely human cognitive capacity which is the result of an innate language acquisition device and finally by studying some Qur'anic verses and their interpretations according to two Persian commentators (Allame Tabatabaei and Makarem Shirazi) and comparing them with these approaches, the authors conclude that man is endowed with the potentiality for creative and conceptual knowledge whereby he names things out and preserves and promotes knowledge. This conceptualization and creativity is a unique characteristic of human mind. So the...