Subscribe to the gold package and get unlimited access to Shamra Academy
Register a new userالتركيب المقطعيّ في العربيّة
1713
0 72
0
(
0
)
Authors
صبحي قصاب( باحث )
Created by
Shamra Editor
Ask ChatGPT about the research
لقد شغلت قضيّة المقطع حيّزا واسعاً في الدراسات الصوتيّة، و ذلك لأهمّيّته؛ فهو يشكّل مرحلة من مراحل البناء اللغويّ. و قد جاء هذا البحث ليتناول المقطع في اللغة العربيّة، حيث بدأ بمقدّمة مهدت للبحث، ثمّ قدّم تعريفات للمقطع استناداً إلى آراء الباحثين و نظرة كلٍّ منهم إلى هذا الموضوع، ثمّ بيّن نظرة عددٍ من اللغويّين في كيفيّة تَشكّلِ المقطع و حدوثه صوتياً. ثمّ عرض أنماط المقاطع العربيّة الّتي تقوم على مبدأ الصامت و الصائت، كما يراها المشتغلون في هذا المضمار؛ ليقوم بنقدها و تبيان بطْلانها، مقدّماً نظرةً جديدة للمقطع العربيّ موافقة لنظريّة تفاعيل البحور الشعريّة القائمة على مبدأ الحركة و السكون. ثمّ خُتم البحث بأهمّ النتائج الّتي توصّل إليها؛ من خلال استعراض آراء الباحثين و نقدها و مناقشتها.
The issue of syllabification and syllable structure in Arabic has been of great interest to phoneticians due to the significant role it plays in the construction of syllables in this language. The objective of this research paper is to study the phonological property of Arabic syllables. It begins by introducing the topic and then it presents some key definitions of the term as has been used by various researchers and specialists and considers how various linguists look at the way syllables are structured. Furthermore, this study also explains how syllables are constructed in terms of consonants and vowels according to phoneticians and argues against this. As an alternative, this paper presents a new account of the Arabic syllable in accordance with a prosodic theory used in Arabic poetry. Finally, after investigating views put forward by scholars working in the field and discussing and criticizing them, the paper ends by presenting some interesting conclusions that pertain to the work.
References used
أصوات اللغة، د. عبد الرحمن أيّوب، القاهرة، مطبعة الكيلاني، 1968 م، ط 2
الأصوات اللغويّة، د. إبراهيم أنيس، القاهرة، مكتبة الأنجلو المصريّة، 1992 م.
دروس في علم أصوات العربية، جان كونتينو، ترجمة صالح القرمادي، تونس، 1966 م.
rate research
Read More
The reverse Stylistically event received considerable attention from the ancient and
modern linguists because of generated from the energies of linguistic expression and
creativity of thought beyond the mainstream and fashionable, and forms a metap
hor based
on the bypass typical literary expression, so it came this research to show the impact of the
metaphor in the formation of the phenomenon of reverse dependent on the views of some
linguists, and the search result that metaphor reverse based on breach uncommon in Sunan
standard speech, which raises the recipient impressive including achieve characteristic
aesthetic rhetorical, but it does not come out at all a departure from the grammar, but
preferred creative pattern expressive on the other, as if the use of metaphor does not make
it relevant germ of truth, but remain connected by an invisible bond of flour; because of
which branch, and the branch does not understand only through the origin, but does not
know it.
This research is based on comparisons between Arabic and Ugaritic.The considered side requires both theoretical and practical requirements .The theoretical requirement is for prepare an Arabic lexicon demonstrates the Lingual developments
and describe the Ugaritic language semanticlly.The practical one is by etymoning . it means studying the etymons of the Arabic vocabularies in the ancient semantic . and prepare for Ugaritic lexicon The Ugaritic language is considered as a practical example of the semitic language in the comparative analysis for the lexical and semantic phenomena Arabic is one of the nearest languages to the Ugaritic, and both of them retain the ancient sematic language structure
This study aimed at analyzing the level of involvement of the linguistic performance
in Arabic language curricula, represented by language skills: listening, conversation,
reading and writing, in accordance to the outcomes of teaching embodied in t
he objectives
in order to keep an eye on the appropriateness of the content of the Arabic language
curriculum for the predetermined objectives. The results of analysis showed the following:
the percentage of representation of the content for listening comprehension for all grades is
“80.75”; the percentage of representation of the content for writing skills for all grades is
“84.3”; the percentage of representation of the content for conversation skills for all grades
is “91.25”; the percentage of representation of the content for reading comprehension for
all grades is “92.8”. The results of analysis on the level of curriculum showed that: the
percentage of representation of the content for all skills for the first grade is “89.5”; the
percentage of representation of the content for all skills for the second grade is “89.125”;
the percentage of representation of the content for all skills for the third grade is “87.875”;
the percentage of representation of the content for all skills for the fourth grade is
“87.375”; the percentage of representation of the content for all skills for the fifth grade is
“85.5”; the percentage of representation of the content for all skills for the sixth grade is
“84.375”. The study concluded with a number of recommendations.
The aim of the research is to find out the degree of learners' Involvement in the book (Arabic is my language) for the sixth grade in the Syrian Arab Republic by: presenting the educational material, the educational activities, educational pictures a
nd drawings, and the closing exercises. To achieve the goal of the research; The researcher adopted the descriptive and analytical method, and chose from the book (102) pages containing (685) units of analysis. Then he analyzed it according to the data of the Rumi and Shahrum equations, which consider the book to be effective if the coefficient of Involvement is within the range (0.4 - 1.5). The research concluded the following results:
The coefficient of involvement reached through the presentation of the educational material (1.63), and through the educational activities it reached (2.69), and through the educational pictures and drawings it reached (2.43), and through the final exercises it reached (2.33). As for the coefficient of socialism for the whole book, it reached (2.27), and this value is high, and it exceeds the maximum acceptable limit for inclusion (1.5). That is, the book is more than the scientific material that requires the learner to investigate and research compared to the material that does not require it.
Based on the results of the research, the researcher presented a set of recommendations and proposals related to the necessity of adopting the parameters of Involvement when selecting educational content, and the necessity of conducting more studies in this area.
In this paper, we study the problem of recognizing compositional attribute-object concepts within the zero-shot learning (ZSL) framework. We propose an episode-based cross-attention (EpiCA) network which combines merits of cross-attention mechanism a
nd episode-based training strategy to recognize novel compositional concepts. Firstly, EpiCA bases on cross-attention to correlate conceptvisual information and utilizes the gated pooling layer to build contextualized representations for both images and concepts. The updated representations are used for a more indepth multi-modal relevance calculation for concept recognition. Secondly, a two-phase episode training strategy, especially the ransductive phase, is adopted to utilize unlabeled test examples to alleviate the low-resource learning problem. Experiments on two widelyused zero-shot compositional learning (ZSCL) benchmarks have demonstrated the effectiveness of the model compared with recent approaches on both conventional and generalized ZSCL settings.
Log in to be able to interact and post comments
comments
Fetching comments
Sign in to be able to follow your search criteria
