Arabic was among the sciences that were widely taught along with religious sciences for reasons such as the fact that the basic sources of religion were in Arabic, the need to teach the language to non-Arabs in parallel with the expansion of borders, the spread of errors (lahn) in the language, Arabic being the dominant language in official correspondence and its use as a language of science. To ensure a better understanding of religious (...) texts, to present the lessons clearly and comprehensibly, to be a qualified preacher and orator, to bring evidence and justify ideas, and to be successful in debate and jadal also required a good command of Arabic. These reasons and needs paved the way for the formation and teaching of nahw as a branch of science; its teaching took place in places such as bādiye (desert), kuttāb, houses, masjids, mosques, bookstores, libraries, government offices, and madrasas. This study deals with the teaching of Arabic from the perspective of madrasas and focuses on the teaching of literary sciences in general, and the teaching of grammar in particular, by focusing on the Nizāmiyyah and Mustansiriyyah Madrasas. The aim of this study is to reveal that the Arabic language was taught in these madrasas both as preparation and support for religious sciences and as a separate field. In this context, the study aims to reveal in which centers the Arabic language was taught before the establishment of madrasas and how it continued. Nizāmiyyah Madrasas are the general name of the madrasas founded in Baghdad, the first of which was in Nîsâbûr, in 449-450/1057-1058 by the Great Seljuk vizier Nizāmulmulk (d. 485/1092). And the Mustansiriyya Madrasah was built between 625/1227-28 and 631/1233-34 by Abu Ca‘far Mansûr Mustansır-Billah (623-640/1212-1242), one of the caliphs of the Abbasid State (750-1258). In these madrasas, especially in the Nizāmiyyah Madrasas, religious sciences (such as Shāfi’ī jurisprudence, hadīth, Qur’ān and tafsīr), and among these, especially the sciences of fiqh (furu', usūl, ferā'īz, madhhab, and hilāf) were taught. Although in these madrasas did not have an independent nahw chair or a department devoted to nahw, it is understood from the sources that courses on nahw were given due to the need for it. However, it is understood from the sources that nahw was also taught in these madrasas. In fact, the endowment of the Baghdad Nizāmiyyah Madrasah clearly states that a teacher of grammar (nahw) will be hired for the teaching of grammar, and moreover, there are considerable scholars of grammar among the mudarris working here. It is also understood from the biographies of the students who studied in madrasas that the science of nahw was taught. However, it should be noted that these madrasas did not have an independent nahw chair or a department for nahw. Since the research focuses on a historical issue, it was handled with the technique of analyzing written documents. Accordingly, the data were obtained primarily from the main sources related to the period/madrasas; current research was also utilized, especially in the interpretation, comparison, inference, and justification of claims. (shrink)

This book explores the reaction of tenth-century Arab philosopher Abu Nasr Alfarabi to the logical works of Aristotle. From numerous short treatises the author develops a systematic and comprehensive topical survey of Alfara bi's logical writings. The book is divided into two major parts: language as a tool of logic and logic as a tool with which to analyze language. The first five chapters deal with Alfarabi's analysis of the meanings of various terms as they are used in (...) logic and philosophy. Alfarabi refutes the Arab grammarians who claimed that Arab logicians were building a language within a language and shows that the philosophical meanings of terms are in fact their most original and essential meanings. The final chapter deals with Alfarabi's analysis of certain aspects of the Arabic language and demonstrates that Arabic, like any natural language, conforms to universal logical structures of which natural languages are only a concrete expression. (shrink)

The first part of the book examines language as a tool of logic, and deals with Alfarabi's analysis of the meanings of various terms as they are used in logic and philosophy.

The aim was to investigate and assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. Quantitative research is carried out with the aim to assess the acceptance of virtual classes among Arabic language student teachers during and beyond covid-19. It uses a survey-based methodology to obtain data from the respondents. An online questionnaire was used to collect data via Facebook and WhatsApp groups. 450 questionnaire responses were received. They were 300 (...) males, and 150 females. Results indicated that the student behavioral intention to use educational technology is positively affected by perceived usefulness, perceived ease of use. PU, PEOU yielded a coefficient of multiple regression of 0. 450 and a multiple correlation square of 0. 435. This shows that 43.5% of the total variance in student behavioral intention to use educational technology is accounted for by the combination of PU, PEOU. Efforts to integrate educational technology into teacher education and Arabic language student teachers education programs are necessary. (shrink)

Background: Job satisfaction is largely associated with organizational aspects, including improved working environments, worker’s well-being and more effective performance. There are many definitions regarding job satisfaction in the existing scholarly literature: it can be expressed as a positive emotional state, a positive impact of job-related experiences on individuals, and employees’ perceptions regarding their jobs. Aims: No reliable scales in Arabic language to assess job satisfaction in the sports and physical education field exist.This study aimed to trans-culturally adapt and (...) validate the Pepe’s “Teacher Job Satisfaction Scale” 9 items (TJSS-9), creating the “Teacher of Physical Education Job Satisfaction Inventory” (TPEJSI) in Arabic language. This scale was administered to a Tunisian population of sports and physical education teachers and analyzed according to the Pepe’s theoretical model.. More in detail, this investigation systematically tested its factor structure, in terms of internal consistency/reliability, predictive validity, sensitivity and convergent validity. Methods: A total of 417 Tunisian teachers of sports and physical education participated voluntarily in this study. The sample comprised of 258 males and of 159 females. More in detail, 189 were teachers teaching in primary schools of physical education, 105 teaching in secondary schools, and 123 were university teachers. Both exploratory (EFA) and confirmatory (CFA) factor analyses were performed on random-split halves of the sample. Results: The three-dimensional alpha coefficients of the TPEJSI were all greater than 0.80: for satisfaction with colleagues, alpha was 0.865; for satisfaction with parents, alpha was 0.856 and for satisfaction with students alpha was 0.860. The CFA fit indices were satisfactory. Conclusions: Given the good EFA factor loadings, the CFA fit indices, the correlation matrix, the sensitivity analysis, the convergent validity and the excellent internal consistency, it can be concluded that the TPEJSI is a good psychometric tool that can be used to quantitatively assess the job satisfaction level among teachers of sports and physical education in the Arabic-speaking world. (shrink)

According to the majority of linguists, case markers at the end of a declinable word, which could be of vowel, letter or elision type, are indicators of meaning. In other words according to the general acceptance, the iʿrāb signs at the end of words help one to understand the function of a given word in a sentence. Knowing the functions of the words of a sentence in turn enables the sentence to be understood correctly. Although there are those who say (...) that iʿrāb signs at the end of the words do not have anything to do with the function of words in a sentence, and that they only function to facilitate the transition between words, this view was not accepted by the majority. For this reason, thisarticle examines the iʿrāb-meaning within the scope of the prevailing attitude of naḥw scholars and Quranic exegetes. The majority of linguists accept that iʿrāb is an indicator of meaning. For this reason, explanations of iʿrāb, which are frequently used in Quranic commentaries, are aimed at understanding the sentences in the verses more accurately. The fact that Abū al-Aswad al-Duʾalīput vowel marks on certain words of the Quran was to facilitate the correct reading of the Quran and prevent a wrong vowel mark from causing any misunderstanding. Therefore, the close relationship between iʿrāb and meaning is clearly emphasized in naḥw books. Although it is stated as a general rule that iʿrāb is key in desciphering the meaning, there are cases where this general rule does not hold. This happens when there is a discrepancy between an iʿrāb sign at the end of a givenword and its meaning. Such situations are considered by naḥw scholars as qurb al-jiwār. According to this exception, a word does not take the iʿrāb indicator appropriate to its position in sentence and instead takes the same iʿrāb indicator of the previous word so as to be in harmony with it. The purpose of this is to prevent any disruption to the phonetic flow of the sentence rather than to function as an indicator of meaning. In fact, this phonetic harmony is not only limited to the iʿrāb at the end of words. In order to ensure harmony within a word, changes can be made in morphology of the word in question. This stems from the importance Arabs attach to the harmony of both intra-word and inter-word vowels, despite its contradiction to the rules of morphology and syntax. As a matter of fact, this kind of reading provides a sense of cohesion in terms of both ease of pronunciation and correspondence. In this article, I claim that the iʿrāb signs is not always a sign that reveals the meanings in the verses of the Qurʾān. In the light of this view, some of the verses of the Qurʾān comprise case endings that are contrary to the meaning for the sake of phonetic harmony, just as is the case in the current usage in Arabic language. This situation shows that besides the literary arts related tomeaning, those which are related to phonetic arts also constitute important literary aspects of the Qurʾān. The approaches of the Qurʾānic commentators towards the verses in which this feature, which is expressed as qurb al-jiwār in Naḥw, is found differ from each other. On the basis of these different approaches, the relevant narrations, syntax school, etc. that the commentators have generally considered matters are included. In fact, given that they lead to no confusion, irregularities contrary to the established grammar rules are tolerated. For this reason, qurb al-jiwār is used in the absence of ambiguity even though it is contrary to iʿrāb al-naḥwī. Unlike the Basran Grammarians, who regard qurb al-jiwār as a mere use, the Kufan Grammarians made the issue a regular grammar rule and used it as the basis for the jussiveness of apodosis of conditional clauses. Although qurb al-jiwār is accepted as a usage both in the Arabic language and the Quran by the majority of grammarians, there are differences of opinion in terms of the place of its use. While there is no clarity on this subject among the early grammarians, according to the general of late naḥw scholars, the issue of qurb al-jiwār is reserved for noun-adjective, corroborating-corroborated and connective explanation. However, it is controversial whether or not the qurb al-jiwār can be used in connectives. While in the early periods when controversies arose for the first time, qurb al-jiwār was generally unacceptable, in later periods it started to became more widely accepted. Extrapolating a theoretical framework for the issue based on primary classical sources on Naḥw constitutes a core methodology used in this work. According to the theoretical framework thus put forward, the discussions about the verses that are the subject of the iʿrāb of vicinity in the primary tafsīr sources from the first period to the present have been examined from an analysis-semantic perspective. (shrink)

The issue of textual criticism/matn criticism in the Islamic world has started to be discussed, especially in modern times, when the issue of criticism of the holy books came to the fore in the West. However, when the history of Islamic sciences literature is examined, it is seen that the subject of criticism of hadith texts has been on the agenda of Muslims, even though it is not as central as isnad. One of the important pillars of the text-centered approach (...) as a method of hadith criticism is the Arabic language. In our study, it is aimed to determine the effect and the limits of the Arabic language in hadith criticism based on the text. While doing this, first of all, the discussions about the link between the language and criticism of the holy scriptures in the West will be discussed, and then the relationship between the hadith and the Arabic language will be revealed, especially in the context of istishhād and literature. Then, the place where the Arabic language stands as a method in the criticism of hadith texts will be determined and an evaluation will be made about its limits and possibilities. The evaluations about the limits and possibilities of the Arabic language will be discussed in terms of the narration of hadiths with meaning, the different approaches of linguists and schools, the conflicts between tribes, and the reliability of poetry as an istishhād method. In this study, particular examples obtained by examining Ibn Dureyd’s (d. 321/933) Jamhara al-luga ve Muhammad ibn Ahmad al-Azherī’s (d. 370/980) Tahzīb al-Luga Abū Aḥmad al-ʿAskarī’s (d. 382/992) Taṣḥīfāt al-muḥaddiṯīn and al-Ḫaṭṭābī's (d. 388/998) Iṣlāḥ ġalaṭ al-muḥaddiṯīn and Ṣafadī’s (d. 764/1363) Taṣḥīḥ al-taṣḥīf wa-taḥrīr al-taḥrīf. In addition, the subject has been examined by taking into account other linguistic sources, basic hadith texts and hadith commenta-ries. In this way, the reflection of the subject in the hadith literature will be revealed and it will be tried to determine the place where the Arabic language stands in hadith criticism, taking into account the problems of the language itself. (shrink)

This paper presents a comprehensive Tag set as a fundamental component for developing an automated Word Class/part-of-speech (PoS) tagging system for the Arabic language. The aim is to develop a standard and comprehensive PoS tag set that based upon PoS classes and Arabic inflectional morphology useful for Linguistics and Natural Language Processing (NLP) developers to extract more linguistic information from it. The tag names in the developed tag set uses terminology from Arabic tradition grammar rather (...) than English grammar. The usability of the presented Tag set has been tested in manual tagging and built up a set of tagged text to serve as a goal corpus used to compare it with the results obtained from the tagger. The tagger has achieved an average accuracy of 90% using the developed detailed tag set. (shrink)

As in all languages, there are various structures in the syntax in Arabic. Some of these structures are about phonetic and some are about syntax. In this study, the subject of iṭba‘, which takes place in the syntax structure form in Arabic, is discussed. First of all, the phenomenon of iṭba‘, which consists of bringing a second word to reinforce the first word in terms of meter and rhyme, has been examined in terms of its use in (...) class='Hi'>Arabic. The expression “Hasanun basanun” in Arabic can be given as an example of iṭba'. In this example, it can be said that the second word, basanun, was introduced to emphasize the word hasenun and also adds a phonetic form to the sentence. In this context, it is possible to say that the main benefit of iṭba‘ is decoration and reinforcement. This subject, which is discussed under the title of "reduplication" with various parts in Turkish, has not been mentioned in terms of Turkish language in the study. The classical period usages of iṭba‘ examples are mostly discussed. As a matter of fact, most of them are out of circulation in the modern period. However, it is possible to encounter this type of usage in literary texts. In Arabic, this subject has been handled with different titles such as iṭba‘, muhāzat, muzāwaja, izdiwāj. In this study, the subject was examined with the name iṭba‘. As a matter of fact, there are some differences between it and the others. For this reason, our study has been concluded by examining the semantic differences between the derivatives of iṭba‘ and determining the results. (shrink)

Medieval Arabic algebra is a good example of an artificial language.Yet despite its abstract, formal structure, its utility was restricted to problem solving. Geometry was the branch of mathematics used for expressing theories. While algebra was an art concerned with finding specific unknown numbers, geometry dealtwith generalmagnitudes.Algebra did possess the generosity needed to raise it to a more theoretical level—in the ninth century Abū Kāmil reinterpreted the algebraic unknown “thing” to prove a general result. But mathematicians had no (...) motive to rework their theories in algebraic form. Because it offered no advantage over geometry, algebra remained a practical art in both the Islamic world and in Europe until the scientific uphevals of the 17th–18th centuries. (shrink)

The work of Lakoff (1987), Lakoff and Kovecses (1987), and Kovecses (1990, 2000a, 2002) on anger situates it within the bounds of "PHYSIOLOGICAL EFFECTS OF AN EMOTION STAND FOR THE EMOTION," thus implying a universal form of physiological embodiment for anger. The main contribution of this article is that anger in Tunisian Arabic (TA) shows many more dimensions of embodiment than physiological embodiment. Anger in TA comes as physiological embodiment, culturally specific embodiment, and culturally tainted embodiment. Similar to English, (...) physiological embodiment yields expressions of anger where the part of the body used for conceptualization is also actually physiologically affected. Culturally specific embodiment involves parts of the body that are culturally correlated with the emotion of anger. Culturally tainted embodiment uses animal behaviors and cultural ecological features to taint physiologically embodied anger expressions. These types of embodiment are shown to generally correlate physiology-based anger with metonymy, and culture-based anger with metaphor. (shrink)

The reception of the rational sciences, scientific practice, discourse and methodology into Arabic Islamic society proceeded in several stages of exchange with the transmitters of Iranian, Christian-Aramaic and Byzantine-Greek learning. Translation and the acquisition of knowledge from the Hellenistic heritage went hand in hand with a continuous refinement of the methods of linguistic transposition and the creation of a standardized technical language in Arabic: terminology, rhetoric, and the genres of instruction. Demonstration more geometrico, first introduced by the (...) paradigmatic sciences-mathematics, astronomy, mechanics-and adopted by philosophers embracing the cosmology of Neoplatonism, was complemented and superseded by the methods of syllogistic demonstration. Faced with the establishment of philosophy as a demonstrative science, which claimed absolute and universal knowledge, even the hermeneuti. (shrink)

The Bible in Arabic: The Scriptures of the “People of the Book” in the Language of Islam. By Sidney H. Griffith. Princeton: Princeton University Press, 2013. Pp. xiii + 255. $29.95.

This paper intends to examine the development of conflictual interactions, how they might be resolved, and the socio-cultural norms involved, by adopting an analytical framework in an online gaming context. The current paper was inspired by Kádár and Haugh’s framework as it enables me to investigate both the macro and micro aspects of (im)politeness. The study’s aim is to further examine how impoliteness, language aggression and conflict are realised in two online gaming platforms, namely Fortnite and PUBG Mobile. Thus, (...) I will explore discursively how these phenomena are subjective in a Tunisian Arabic setting and discuss how participants reach their subjective perception of conflict in ways that do not always correspond to the supposed intentions of the ostensible offender. The results indicate that conflict is subjective as it is evaluated in different ways by different gamers and could be a result of a conflictual intention. The findings also reveal that conflict may also be created/ escalated as a result of a non-conflictual intention. Thus, this paper contributes to understanding of conflict, how impoliteness can lead to conflict and the various aspects of impoliteness/the perception of impoliteness. (shrink)

Trolley dilemmas have been tested cross-culturally, but only recently have researchers begun to assess the effect of responding to such dilemmas in a foreign language. Previous studies have found a Moral Foreign Language Effect in trolley dilemmas, whereby subjects who respond to these dilemmas in a foreign language, tend to offer more utilitarian responses. The present study seeks to test whether the MFLE holds amongst native speakers of Arabic. Additionally, the present study seeks to test whether (...) the use of visual images has any effect on responses. For such purposes, four groups were compared: 1) participants responding to trolley dilemmas in English without visual images; 2) participants responding to trolley dilemmas in Arabic without visual images; 3) participants responding to trolley dilemmas in English with visual images; 4) participants responding to trolley dilemmas in Arabic with visual images. (shrink)

The domain of Islamic thought and intellectual history boasts an important body of studies relevant to the Arabic philosophy of language, as well as a growing interest in Islamicate argumentation theory and practice. There remains, however, a dearth of volumes which pool research from both areas and examine them together. Filling this gap is more critical than ever. In our time, significant work is being conducted in argumentation theory, but little of it draws from, or relates to, the (...) rich i... (shrink)

One way to understand the Qur’an is by translating the message using Pegon script and Nadhom media. One expert who uses the method to teach students is Ahmad Dimyati. The purpose of this research is to investigate Ahmad Dimyati’s works, and one of his works was the translation of the Qur’an using the Pegon script and Nadhom media in the context of Priangan, West Java, Indonesia. This research explores how the media aligns with the socio-cultural condition in which it becomes (...) the crucial point of the research. This research belongs to both textual and field studies since it involves observation and documentation data from Ahmad Dimyati’s manuscript, and interviews with Kyai and Ustadz at Pondok Pesantren Sukamiskin, West Java, Indonesia. In addition, this research uses historical and hermeneutic approaches. The historical approach found that the selection of Pegon scripts and Nadhom media involved the segmentation of readers. At the same time, the hermeneutic approach is used to understand the contents of the text. The data obtained were analysed descriptively. This research found that the translation did not change the original meaning and can bridge the gap between Arabic and Sundanese languages so that the students can better understand the content of the quoted verses of the Qur’an. The selection of Nadhom as a media to translate the Qur’an is accurate as shown in its function that supports the achievement of the goal being revealed in the Qur’an. Thus, the use of Pegon script and Nadhom media to translate the Qur’an can bridge the gap between Arabic and Sundanese languages.Contribution: This research contributes to transferring the Qur’an translation into another language, making it easier for the reader to understand the content. (shrink)

Name der Zeitschrift: Der Islam Jahrgang: 94 Heft: 1 Seiten: 115-157.

The aspects of eloquence in the Qur’an are limitless, andscholars have wanted to reveal them. One of these aspects is the itiraz (intermediate sentence) sentence, which is a type of itnâb (prolonging the word for a purpose) in rhetoric. This study focuses on the places where the itiraz clause can be found in the Arabic language. In this context, firstly, the dictionary and term meaning of the concept of itiraz was explained and this definition was evaluated. Then, the (...) places where the sentence of itiraz can be found in theology were determined from the classical books of grammar, it was tried to be evaluated among the elements in terms of grammar, and the reflection of itiraz in the context of poetry and verse was tried to be discussed. In addition, famous tafsir books have been utilized both in the explanation of the verses and in the determination of itiraz, and it has been explained that why is the sentence in the verse accepted as itiraz in the tafsirs, and if it is not accepted as itiraz, why not. Care has been taken to reflect the intermediate sentence as much as possible in the meaning of the poems and the translation of the verses. For a better understanding of the subject, the elements of the sentences in terms of i‘râb are also mentioned when necessary. The aim of the study is to identify the places in the Arabic language where itiraz sentences can be found in sentence, to reveal which places are few and which are many, and for what purposes they are brought in terms of rhetoric, and to reveal the general purpose of using these sentences in sentence. It is also to show how the presence of these sentences in verses benefits the meaning. For itiraz to be realized in Arabic grammar, it must exist between two elements while. In rhetoric, it is considered sufficient to be between two words. This study mostly covers the itiraz between two elements as stated grammar. However, itiraz between two words that are connected in meaning, can be accepted as between two elements, and they are also covered. This study is important in the sense of that it aims to reveal the itiraz sentences in the Arabic language by analyzing about twenty tafsirs. At the end of the study, one will not only have informed about the itiraz sentences in the verses, but will also have a prediction about these sentences in the light of tafsirs (books explaining the Qur’an). In addition, itiraz sentences are sometimes regarded by scholars as a continuation of the first element, and therefore are not accepted as itiraz sentences. This has a big impact on meaning. Because when it is itiraz, it has no connection with the first sentence in terms of i‘râb, but when it is accepted as an element of the first sentence, it is not only connected to it in terms of i‘râb but also becomes a continuation of it in terms of meaning and loses its feature of being intermediate sentence. Therefore, the subject of this study has a special importance in terms of dealing with the change of the meaning of some verses from this aspect. (shrink)

GENERAL INTRODUCTION THE GROWTH OF THE ARABIC LINGUISTIC TRADITION: A HISTORICAL SURVEY Early grammatical thinking to the end of the second/eighth century ...

The paper first presents the necessary background to appreciate al-Fârâbî’s views and his originality. It explains the issues Anicent philosophers faced: the natural vs. the conventional origin of language, the problem of ambiguous words, and the difficulty to express Greek thought into Latin. It then sketches andcontrasts the views of Christianity and Islam on the origin of language and the diversity of idioms. It argues that al-Fârâbî follows the philosophical tradition butdevelops it in sophisticated and original manner by (...) telling the story of the origin and development of language and giving little place to the Islamic tradition. Foral-Fârâbî language emerges naturally but develops by convention in three phases: The constitution of utterances and crafts to ensure basic necessities; The development of rhetoric, poetry, memorizing, writing, and the language arts; the development of dialectic, sophistical reasoning and demonstration that leads to philosophy reaching its perfection with with Aristotle. Religion for him is posterior to philosophy and derives form it. As for al-Fârâbî philosophy in Islamic lands was imported from Greece, he includes rules to translate technical philosophical terms from one language into another. (shrink)

Arabic literacy skills are essential for Muslim learners to comprehend religious texts; however, when trying to improve these skills, students face numerous obstacles that require immediate attention. This study aims to develop and evaluate an Arabic learning model designed to enhance the capability of students in Indonesian boarding schools to read religious books. The research follows a three-stage approach: introductory study, model development, and model validation. The study takes place in Al-Jawami and Al-Falah boarding schools in West Java (...) Province, Indonesia. These schools were selected due to the emphasis they place on the Arabic reading skills needed for comprehending religious scriptures. The research employs the research and development (R&D) method, involving 80 students. A three-time experimental test compared the learning outcomes of students in the experiment group (EG) using the new model with those in the control group (CG) using the existing model. Data analysis utilized both qualitative and quantitative approaches, employing t-test statistics. Results indicated significantly higher effectiveness in the treatment group, demonstrating that the Arabic learning model utilized in this study effectively enhances the reading capacity of students. Additionally, student perspectives on the developed model were sought, revealing a highly positive response. The majority of students expressed satisfaction with the model's impact on their reading skills and demonstrated enthusiasm for self-directed Arabic learning. Overall, the research contributes valuable insights into effective Arabic language education strategies, with the developed model proving to be a successful approach in enhancing students' reading proficiency in religious texts. (shrink)

In Being Another Way, Dustin Klinger recounts the history of how medieval Arabic philosophers in the Islamic East grappled with the logical role of the copula 'to be,' an ambiguity that has bedeviled Western philosophy from Parmenides to the analytic philosophers of today. Working from within a language that has no copula, a group of increasingly independent Arabic philosophers began to critically investigate the semantic role that Aristotle, for many centuries their philosophical authority, invested in the copula (...) as the basis of his logic. Drawing on extensive manuscript research, Klinger breaks through the thicket of unstudied philosophical works to demonstrate the creativity of postclassical Islamic scholarship as it explored the consequences of its intellectual break with the past. Against the still widespread view that intellectual ferment all but disappeared during the period, Klinger shows how these intellectuals over the centuries developed and refined a sophisticated philosophy of language that speaks to core concerns of contemporary linguistics and philosophy. (shrink)

Arabic language; grammar; syntax; linguistics.

This article argues the importance of translation study from the Arabic language into the Malay language. To support this statement, the paper sheds some light on translation activities as found in the Malay society and Arabic civilization as a comparison. The translation has a major role in the development of education for Malay citizens especially in the Muslim community. Then, the temporary development of Arabic-Malay translation is discussed to draw a conclusion on the need of (...) expanding Arabic-Malay translation as a discipline. (shrink)