Studies on Arabic Language and Literature

Abstract Michael Riffaterre's semiology is one of the most important methods in literary criticism, which is aimed at ultimate clarity. Considering the semiotic nature of contemporary literary texts, the theory is essentially based on two ways of reading, including Superficial reading and retrospective reading by the skilled and educated reader to deconstruct and synthesize the text by using its culture, linguistic and literary energies to explore the main idea presented by the text. The latter is aimed at analyzing the main parts of the text and understanding the theme. Accordingly, this research investigates Amal Donqol's elegies following the 1967 Defeat through applying Michael Riffaterre's semiology and the analytic-descriptive method. Amongst the results of the research are Arab nations and governors' viewpoint on the defeat and its influence on his poems, which indicate four different (sociopolitical/sociocultural) matrices, and the perfect harmony between historical figures and symbols and each of the mentioned matrixes.

Abstract    New educational approaches focus on the attention on teaching and application of appropriate methods as well as improving the quality of educational tools such as textbooks. In this regard, the education experts recommend the necessity of validation and the effective factors on educational activities based on valid and scientific theories. The purpose of the present study, "analyzing the comprehension exercises in Arabic textbooks of junior high school in Iran's school using Barrett’s classification (1976)", is based on analytic-descriptive method. In the present research the researchers apply reviewing, including different levels of this theory i.e. literal comprehension, reorganization, inferential comprehension, evaluation and appreciation (understanding) and then classify the questions of exercises according to frequency and percentage. The  Kruskal-Wallis Test has been used to compare the Arabic textbooks to see whether there is a significant difference in the field of comprehension questions among  them or not. Also the mono variable Test has been used to find out if there is a significant difference between the number of comprehension questions with its different levels (according to Barrett’s classification) in Arabic text books of junior high school. In this research, the statistical population and sample coincide and include 126 exercises which come after the texts in the Arabic textbooks in curriculum year (1398-99/ 2019-2020). The results of this analysis illustrate that the authors of these books mostly concentrate on the lowest level of comprehension questions namely literal comprehension. This negligence causes the students’ weakness in critic and analytic thinking skill and these exercises do not help the students’ progress and promotion.

Abstract Linguists classify the restriction methods into four sections: Restriction using negative and exceptions, restriction using "Inama", restriction using conjunctions "Bal, La, Lakin", restriction by preceding what must be delayed.
There is also a fifth section which doesn't have enough interest. It is called (restriction by references and contexts throughout the speech). The latter has three branches which are (restriction by adding interrupting pronoun), (restriction by defining both sides of contributing) and (restriction by preceding what has to be delayed).
This research has chosen the restriction by defining both sides of contributing the method of considering the affirmative "Alkhaber" with adding "AlalefWaLam" to highlight it. Initiating by explaining the nature and method of this method and ending by studying it rhetorical stylish referential study in the collection of poems "kossierazza".
This rhetorical study has divided the restriction's cases in defining both sides of contributing in the method of considering the affirmative "Alkhaber" with adding "AlalefWa Lam" according to the multiple poetical contexts and analyzing it according to its interaction with the poetical purpose in a special way. And its interaction with the text's context as a whole initiating by the most repeated restrictions and ending by the less repeated.

Abstract This research comes to provide an analytical insight into the poem (The Stranger)  by Wafiq Sulaitan, in an attempt to study his style of poetry, and to shed the light on the code, and its effectiveness in the production of significance with interest in what recovered by the code of mystical, existential, legendary dimensions. From here, the focus was on the study of code withits pluralism and the machines were beneath, aboveand therefore, as a basis to make the stylistic impact, and as a basis for the movement of functions in the text space. So the search tried to trace the pictures of the text, to access to cognitive perceptions that fueled connotations, with attention to the text entanglements and the technical building of the text. In this analytical context, it was necessary to refer to the actors that  affect the text output, of the performance experience, a deep understanding of the properties of poetry, a philosophical culture which was distributed between the mystical, existential, mythological, religious and artistic which embodied the vision of the icons, and embodied  in the language formats with the expressive tools, highlighting the techniques of  text in the levels of synthetic, evidentiary and the semantic reactors which contribute  to the cohesion of the text, and to reproduce through the creative receiving that associate that experience, and receives it aesthetically, and re-formulate it, filling its semantic gaps with its discoveries through unearthing the expressive hidden places.

Abstract        Narrative studies related to focus worked on the study of the narrator, as an important structural element in the structure of the storytelling, a thorough study showing his position of what he tells, and his total or partial knowledge of events, his location from them, and his awareness of them, and these studies moved according to two directions: the intellectual-cognitive direction, and the artistic-aesthetic direction, and talked about two types of focus: (internal focus and external focus), thus it was a wide field for technical studies that were not concerned with the human and the psychological aspects of the narrator, social and intellectual aspects related to it. Thus, the narrator remained a narrative technique that is nothing more than a means of conveying the facts of the narration, and the perspective of depicting events.
    This research comes to present a reading in a new dimension of the narrator’s dimensions at the internal level, which does not cancel the two dimensions: intellectual and artistic, and does not replace them with it, but rather it complements and deepens their endeavors, and this new dimension is the psychological dimension that is concerned with the emotional and personal states of the narrator, and it tracks its emotions as influencing factors in the narrative process and the justification for events and an explanation of behavior within the textual body. It is no secret that the relationship between the narrator's psychology and language is rooted in the field of literary creativity. The research applied this perspective to texts from the Syrian short story between 1995 - 2005 AD, given the technical and cognitive development it reached, which gives an applied model that clarifies the importance of the ideas contained in this research and justifies the theoretical aspect from which it was launched. The research ends with a set of results that enrich the narrative studies.

Abstract Reading-understanding skill is one of the most important linguistic skills necessary for students in order to learn and use Arabic. For the last decade, applying Gardner’s Multiple Intelligence (MI) theory, which focuses on individual differences and preferences, assures linguistic skills development; henceforth, current study investigated the relationship between MI and reading understanding skills of Iranian university students in Arabic Literature via descriptive-analytical method of correlation. To select a homogeneous sample of learners, according to Kerjesi-Morgan’s table, 400 testees out of 15557 students (years 1395-6 AP) were randomly selected as the participants by classified sampling method. Then, the language efficiency test and MI questionnaires were applied. The Pearson correlation coefficients results revealed that there was significant positive statistical relationship between reading understanding skill and Linguistic, Logical-Mathematical, Spatial, and Interpersonal intelligence. Henceforth, some MI-based pragmatic techniques were suggested to improve Arabic reading understanding skill.

Abstract Equivalence in translating pronouns has been for a long time among the most discussed issues in translation studies and was the main objective of this study. It is worth noting that relying on linguistic findings, researchers have done effective works in this regard. They have discovered similarities and differences of languages through linguistic studies, known as equivalence assessment or comparative studies. Reflexive pronoun is a linguistic element that has been the subject of many linguistic studies. The studies show that this pronoun has been used differently in different languages having an objective or an emphatic function. In Arabic, the differentiation between objective and emphatic functions is easy because of the existence of diactrics, while in Persian the words Khish, khishtan and Khod, all meaning self, can have objective and emphasis functions. Using a descriptive-analytical method, this study tried to explicate the common aspects of Arabic and Persian in reflexivity. It then tried to explore the main challenges of Persian translators of Arabic facing the pronoun. Results show that Persian translations almost have two main problems. The first is that the differences between the objective and emphatic functions which have been ignored. The second is that enough attention has not been paid to the meaning of verbs. So the translations are not equivalent. Explicitation is proposed then as a strategy for resolving the problem.