Arabic - Modern Grammar

Arabic Grammar in Context offers a unique and exciting approach to learning grammar. It presents grammar as a necessary and essential tool for understanding Arabic and for developing comprehension and production skills.

International Journal of Academic Research in Business and Social Sciences

Syntax is the study of sentence structures. Many studies of Arabic sentences adopt traditional grammatical methods, and less so methods in modern linguistics. This study aims to (i) identify the themes of previous studies related to the analysis of Arabic sentence structures; (ii) detect gaps found in previous studies of Arabic sentence structures; and (iii) highlight issues that can be used as new studies in the future. This study reviews literature on Arabic sentence structures reported in theses, dissertations, journals, books and seminar proceedings. The major themes emerge from this review: (i) Dominant sentence pattern in Arabic structure; (ii) Syntactical elements (iii) The results of the study on sentence construction showed that the dominant form of Arabic sentences was studied by twelve researchers, sentence elements were studied by ten researchers, sentence pattern issues were studied by five researchers, while discussion on sentence construction changes was conducted by three researchers. This study found that the type of sentence that is important for the study is the fi'liyyah type sentence, based on this type of sentence is the dominant sentence and the Arabic language is dominated by the fi ' liyyah sentence pattern. The focus of the type of fi ' liyyah sentence is the passive sentence. It is found that there are many aspects of syntactic structure of passive sentences have not been explained, especially through the latest language theory.

INTRODUCTION The Arabic language developed through the early centuries in the Arabian Peninsula in the era immediately preceding the appearance of Islam, when it acquired the form in which it is known today. Arab poets of the pre-Islamic period had developed a language of amazing richness and flexibility. For the most part, their poetry was transmitted and preserved orally. The Arabic language was then, as it is now, easily capable of creating new words and terminology in order to adapt to the demand of new scientific and artistic discoveries. As the new believers in the seventh century spread out from the Peninsula to create a vast empire, first with its capital in Damascus and later in Baghdad, Arabic became the administrative language of vast section of the Mediterranean world. It drew upon Byzantine and Persian terms and its own immense inner resources of vocabulary and grammatical flexibility.

Arabic Grammar at the Advanced Level: A Paradigm Shift, 2023

Difficulties learners face when it comes to grammar continue to be among some of the unresolved issues in the teaching and learning of Arabic language. These issues might be rooted in historical and more contemporary reasons.

Routledge, 2008

A wonderful Arabic Language grammar book that discusses different rules concerning Arabic Syntax.

Journal of the American Oriental Society, 2002

Lesson Twenty-Seven ,^1 *11j Jl 1 433 Objectives 433 oL.'ijJI 435 xv ji'Uji i'ij 438 Geographical Directions 446 The Noun K 447 Expressing Exception with Sll and 448 Vocabulary obyll 45 Lesson Twenty-Eight ^iU.1 453 Objectives 453 jUJdlj SiliVI 453 jli-LS 453 cjCajj I am indebted to so many people whose direct and indirect contribution made this work better, including students of Arabic at my institution and elsewhere as well as colleagues who used an earlier version and took some of their valuable time to provide me with feedback. Professor Frederic Cadora, former chair of the Department of Near Eastern Languages and Cultures, provided much sound advice and paved the way for the conception, development, and implementation of an earlier version of this volume. I am especially indebted to my wife, Ibtissam, for putting up with the endless hours I spent on developing the materials and for designing and programming the computer-assisted program that accompanies this textbook. I would like to acknowledge the expert assistance of Fayez Al-Ghalayini whose meticulous editing of the Arabic portion of this textbook and assiduous input and profuse comments on the linguistic aspect improved the quality of this work and made it more accurate. My thanks also go to Kimberly Schreiber, who edited part of this volume and the Teacher's Handbook with much care and insight, to Stafford Noble for proofreading and editing the greater part of this textbook, and to Charles Grench,