جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 Verbal Accompaniment in Ibn Shohaid's Prose: A Semantic Study of Altawabie and Zawabie المصاحبة اللفظية في نثر ابن شهيد: التوابع والزوابع نموذجاً دراسة دلالیة 1 16 30006 10.22108/rall.2025.141054.1510 AR نعيم عموري أستاذ بجامعة شهيد تشمران اهواز، اهواز، ايران الهام جرفی طالبة في مرحلة الدکتوراه بجامعة شهيد تشمران اهواز، اهواز، ايران Journal Article 2024 03 28 Collocation is one of the important topics in semantics that examines conceptual relationships at the level of words. It is a measure of structure and context and a pattern of horizontal relationships between linguistic vocabulary in the text. These collocations are often predictable as they are the association of a word with another word or specific words in a sentence. The aim of this study was to reveal the types of collocations used in the prose of Ibn Shohaid Al-Andalusi, which were divided into verbal and nominal collocations. The methodology included an analysis of selected examples from his works, especially in his book, Disciples and Whirlwinds. The research found that verbal accompaniment, both verbal and nominal, was used in this writer’s prose to add aesthetics and artistic expression to the texts. Introduction Verbal collocation is one of the important topics in semantics, examining the conceptual relationship at the word level. Semantics studies word meaning, focusing on the importance of language to humans. Verbal accompaniment plays a prominent role in forming compositions, acting as a bridge between words and enhancing meaning and readability. The term "collocation" was first used by British linguist Firth in 1957, who emphasized that language is not just a collection of words but a structured system where certain words are often found together. This phenomenon is especially significant in classical Arabic literature, where the interplay of words contributes deeply to the aesthetic and rhetorical qualities of the text. This article analyzed verbal accompaniment in Ibn Shohaid’s prose, using examples from his works to illustrate how collocations enriched his writing. Ibn Shohaid Al-Andalusi, a prominent figure in Arabic literature, is known for his intricate use of language, which often reflects the cultural and historical contexts of his time. By examining his prose, we could better understand the role of verbal collocations in shaping meaning and style. Materials & Methods The article followed a descriptive-analytical approach, which was crucial for dissecting the complex relationships between words in Ibn Shohaid’s prose. It included an analysis of verbal accompaniment in Ibn Shohaid’s letter Altawabie and Zawabie, employing a critical and analytical methodology to uncover patterns in his use of language. The study aimed to understand verbal accompaniment and its role in Ibn Shohaid’s prose by categorizing collocations into verbal and nominal types, analyzing their functions and implications. The methodology involved selecting representative examples from Ibn Shohaid’s works, particularly focusing on Disciples and Whirlwinds. This text served as a rich source of verbal collocations that illustrated the author’s linguistic choices. The analysis was informed by a review of various studies on verbal collocation, looking at both contemporary and classical perspectives. By situating Ibn Shohaid within the broader context of Arabic literature, we aimed to highlight the unique features of his prose and how they related to established linguistic theories. Research Findings The study categorized verbal conjunctions into two primary types: nominal style and actual style, each with various forms. Actual accompaniment included combinations, such as verb-subject and verb-object pairs, which were fundamental to creating coherent sentences. For example, verb-subject combinations, such as "abaqat alraayiha" (the smell is fragrant), illustrated how the verb functioned dynamically to evoke imagery and sensory experiences. Similarly, verb-object combinations like "tar aldhikr" (the memory flew away) showcased how verbs could convey actions that resonated with readers emotionally. Nominal accompaniment encompassed descriptive conjunctions, additional conjunctions, and pairs with contrastive or tandem relationships. Descriptive conjunctions, such as "laknat 'aejumiy" (foreign accent), enhanced the specificity of descriptions, allowing readers to visualize the subject matter more vividly. Additional conjunctions like "khasir alsafqa" (loser of the deal) introduced relational dynamics, while contrastive pairs, such as "harb wasalam" (war and peace) invited reflection on themes of conflict and resolution. The research indicated that Ibn Shohaid employed a variety of verbal collocations with a notable preference for verb-object types. This choice reflected a tendency to create dynamic and engaging narratives that drew readers into the text. Additionally, descriptive nominal collocations were used to provide richness and depth to his descriptions, enhancing the overall aesthetic quality of his prose. Discussion of Results & Conclusion The study concluded that Ibn Shohaid’s use of verbal collocations was intricately linked to ancient rhetoric and religious language, particularly the Holy Qur’an. His works intertextualized with ancient texts, drawing on established phrases and expressions that resonated with readers familiar with classical literature. This reliance on traditional language not only situated his work within a rich literary heritage, but also served as a means of connecting with his audience on a deeper level. The findings emphasized that Ibn Shohaid's stylistic choices reflected a broader adherence to classical methods, showcasing a mastery of language that was both sophisticated and accessible. His use of verbal collocations contributed significantly to the aesthetic and rhetorical power of his prose, allowing for a nuanced exploration of themes and ideas. This approach underscored the importance of language as a tool for expression and communication, particularly in literary contexts. Furthermore, the study highlighted the role of collocations in creating a sense of rhythm and flow within the text. By strategically placing words that naturally accompanied one another, Ibn Shohaid crafted sentences that were not only meaningful, but also pleasurable to read. This musicality in language was a hallmark of effective prose, drawing readers in and enhancing their engagement with the material. In conclusion, the analysis of verbal collocations in Ibn Shohaid Al-Andalusi’s prose revealed the profound impact of language on meaning-making and literary expression. By examining the structures and patterns that characterized his writing, we gained insights into the ways, in which collocations enriched textual interpretation and contributed to the overall artistry of literature. As we continue to explore the intersections of language, culture, and literature, the study of collocation will remain a vital area of inquiry, illuminating the complexities of human communication and creativity in the literary domain. المصاحبة اللفظية هي إحدى المواضيع الهامة في علم الدلالة، والتي تفحص العلاقة المفهومية على مستوى الكلمات. وهي مقياس من مقاييس التراكيب والسياق، ونمط من العلاقات الأفقية بين المفردات اللغوية في النص. وغالباً ما، تتّسم تلك المصاحبات بإمكانية التنبؤ بها. فهي ارتباط الكلمة مع كلمة أخرى أو كلمات محدّدة في الجملة. بما أنّنا نريد أن نقوم بدراسة المصاحبة اللفظية في نثر الأدیب، ابن شهيد الأندلسي، فالمنهج الأساس هو المنهج الوصفي ـ التحليلي. والهدف من هذه الدراسة هو الكشف عن أنواع المصاحبات المستخدمة في نثره، والتي تنقسم إلی مصاحبات فعلیة واسمیة، كالفعل، والفاعل، والفعل، والمفعول به، والصفة، والموصوف، والمضاف والمضاف إليه، وغير ذلك. تتضمن المنهجية تحليل الأمثلة المختارة من أعمال هذا الأدیب، لاسيّما في كتابه التوابع والزوابع الذي امتلأ بالمتلازمات اللفظية، ونحلل الأساليب المستخدمة في هذه المصاحبات. وصل البحث إلی أنَّه تمَّ استخدام المصاحبة اللفظية الفعلیة والاسمیة في نثر هذا الأدیب، لإضفاء الجمالية والتعبير الفني على النصوص.

https://rall.ui.ac.ir/article_30006_88da43b627b29b10d4cbadb27218289b.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 Developing Communicative Tasks in Arabic Conversation within Arabic Language Teaching Series for Non-Native Speakers تطوير المهام التواصلية في المحادثة العربية ضمن سلاسل تعليم اللغة العربية لغير الناطقين بها 17 32 30013 10.22108/rall.2025.143806.1564 AR دانش محمدي رکعتي ستاذ مشارك في قسم اللغة العربية وآدابها بجامعة ش يراز، شيراز، إيران يوسف نظري أستاذ مشارك في قسم اللغة العربية وآدابها بجامعة شيراز، شيراز، إيران سارا عباسي حاصلة علی الماجستير في قسم اللغة العربية وآدابها بجامعة ش يراز، شيراز، إيران Journal Article 2024 12 30 Classroom and extracurricular activities play an important role in the teaching and learning process, as they allow for the practical aspect of learning to take place. These activities are particularly important in foreign language education because they provide an interactive environment that allows learners to practice the language in real communicative contexts. They also contribute to the development of learners’ social skills in addition to enhancing their linguistic competence through group work and collaborative learning. These activities serve as an effective tool to bridge the gap between the classroom setting and real-life situations, making language learning more relevant to learners’ daily needs and personal interests. Communicative tasks are a fundamental part of classroom activities in foreign language teaching. They offer students ample opportunities to engage in real-life situations that enhance their language production and communication skills. These tasks help develop language proficiency by promoting natural interaction among learners and integrating language skills into functional contexts that turn theoretical knowledge into meaningful practical applications. This research aims to analyze some of the most well-known Arabic language series for non-native speakers and to develop models of communicative tasks for common topics in levels A1 and A2 (the beginner stage) to support the teaching of Arabic conversation in these curricula. The study seeks to answer the following two research questions: What are the characteristics of conversation activities in the Arabic language series for non-native speakers (specifically: Arabic for the World, Echo of Life, and Arabic Between Your Hands)? What are the characteristics of tasks based on the proposed model, and what are some practical examples of communicative tasks to enhance activities in these series? The study adopted content analysis to examine Arabic language teaching series and used a descriptive method to gather theoretical data related to tasks and their features. Based on this, the study developed practical models for teaching Arabic conversation. Three educational series used to teach Arabic to non-native speakers were analyzed: Echo of Life, Arabic Between Your Hands, and Arabic for the World, due to their widespread use in institutes and educational centers and their coverage of graded levels from beginner to advanced. Specific parts of these series were selected according to the study’s focus on A1 and A2 levels, which correspond to the beginner stage of language learning. The study analyzed: Al-Arabiyya lil-'Alam (Arabic for the World), Sada al-Hayat (Echo of Life), and Al-Arabiyya Bayna Yadayk (Arabic Between Your Hands) The results for the first research question revealed that all exercises in the Echo of Life series rely on mechanical drills, focusing on substituting linguistic structures and vocabulary without offering communicative activities or ones that aim to personalize the topics. In contrast, Arabic for the World and Arabic Between Your Hands include two types of exercises: Mechanical drills involving various substitution techniques. Exercises that aim to personalize topics by asking questions related to students’ personal information and immediate environment. However, the study indicated a lack of communicative tasks in all three series. This leads to an imbalance between grammar-focused drills and communicative activities, especially in the basic and beginner levels of Echo of Life, which heavily depend on mechanical exercises and model answers. While linguistic structures are important for developing speaking skills, this imbalance may hinder learners’ ability to interact effectively in the language, despite their familiarity with common sentence patterns. Regarding the second research question, the study suggests that communicative tasks for topics at levels A1 and A2 should be designed with a focus on meaning rather than memorization, closely resembling real-life activities and aiming for a clear task outcome. Different types of tasks can be used to meet learners’ varied needs and develop their communicative skills, including: Information Gap Tasks: Information is divided between two students, such as sharing details about a famous person at the beginner level, or splitting a story into intermediate or advanced levels. Role Play: Provided it is meaning-based rather than memorized, this involves filling a communication gap through interaction. Discussion Tasks: Students share opinions on a topic. While this suits higher proficiency levels, it can also be simplified for beginners, such as expressing opinions on travel destinations (on the topic of weather) or choosing suitable housing when traveling. Task execution can follow multiple stages. In the pre-task phase, students may collect information individually or in pairs. During the task phase, they share the information in a collaborative setting. It is also important to use varied tools and materials in tasks, such as: Questionnaires for gathering data on topics like hobbies, Real restaurant menus for food-related activities, Website content for weather-related tasks, Housing ads for accommodation scenarios. Using realistic tools and materials simulates real-world communication, enhancing natural interaction and encouraging students’ active participation in completing the tasks. تُعد المهام التواصلية جزءاً رئيساً من الأنشطة الصفية في تعليم اللغات الأجنبية، حيث توفر للطالب فرصاً كافيةً للانخراط في مواقف واقعية، تعزز إنتاجه اللغوي ومهاراته التواصلية، وتسهم في تعزيز الكفاءة اللغوية، عبر تحفيز التفاعل الطبيعي بين المتعلمين، ودمج المهارات اللغوية في سياقات وظيفية، تمكن من نقل المعرفة النظرية إلى تطبيقات عملية ذات معنى. يمكن استخدام المهام في تعليم اللغة كمنهج مستقل، بحيث تركز على مختلف المهارات والعناصر اللغوية، كما يمكن توظيفها كجزء مكمل، ضمن المناهج والسلاسل التعليمية الحالية. تهدف هذه الدراسة إلى تطوير نماذج من المهام التواصلية للمحادثة، باعتبارها جزءاً مكملاً للأنشطة في سلاسل تعليم اللغة العربية لغير الناطقين بها. اتبعت الدراسة منهج تحليل المحتوی لدراسة أنشطة المحادثة في ثلاث سلاسل تعليمية للغة العربية، وهي العربية للعالم، وصدی الحياة، والعربية بين يديك؛ لكونها الأكثر انتشارا في المعاهد والمراكز التعليمية، وتغطيتها لمستويات متدرجة من المبتدئ إلى المتقدم، مستخدمة المنهج الوصفي لصياغة نماذج من المهام لبعض المواقف والمواضيع المترددة في تعليم المحادثة العربية. توصلت الدراسة إلى أن السلاسل التعليمية الثلاث لا تركز بشكل كافٍ على المهام التواصلية، بل تركز على أنماط من التدريبات الآلية لاستخدام الأساليب اللغوية. خلصت الدراسة إلى تقديم نماذج عملية للمهام في سلاسل تعليم اللغة العربية لغير الناطقين بها، معتمدةً على معايير، تركز على الابتعاد عن الحفظ الآلي، والتركيز على نقل المعنى، والاقتراب من الأنشطة الواقعية المرتبطة بالحياة، وتحقيق نتائج نهائية للمهام.

https://rall.ui.ac.ir/article_30013_66359ecd31dd2eb021a8bf0ae8b879a2.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 Aesthetics of Stylistics in the Layers of Rhetoric and Semantics: A Case Study of “If the Fortuneteller Had Informed Me” by Lamia Abbas Amara الجماليات الأسلوبية في ديوان لو أنبأني العرّاف للميعة عباس عمارة من خلال المستويين البلاغي والدلالي 33 46 30014 10.22108/rall.2025.143852.1565 AR سيد رضا ميراحمدي أستاذ مشارك في قسم اللغة العربیة وآدابها بجامعة سمنان، سمنان، إيران پرستو سنجی حاصلة علی الدكتوراه في قسم اللغة العربیة وآدابها بجامعة سمنان، سمنان ، إيران Journal Article 2025 01 03 Literary style reflects the distinctive approach of artists and writers, embodying their emotions and sensibilities across diverse texts. Stylistics, as a branch of linguistics, examines individualistic features in literary works, serving as a form of literary criticism that deciphers textual structure. Through the analysis of phonetic, morphological, syntactic, and semantic phenomena, the implicit meanings embedded within a text emerge, revealing profound themes aligned with the writer’s worldview. Contemporary poets, influenced by evolving socio-political contexts, have cultivated unique stylistic values in their works. Among them, Lamia Abbas Amara stands out as a prominent Iraqi poet whose artistry intertwines with her social and political stances, particularly on gender equality and nationalism. This study explores the stylistic features of her poetry collection, If the Fortuneteller Had Informed Me, which exemplifies her mature stylistic and psychological depth. Rich in artistic structures, the Diwan reflects her cultural wisdom, prompting our focus on the letter “Lo” (if) as a conduit for expressing longing, joy, and sorrow. Adopting a descriptive-analytical approach, this research examines stylistic aesthetics through theoretical and practical lenses: defining style and stylistics, and analyzing their rhetorical and semantic manifestations. This dual framework deciphers the complexities of Amara’s poetry, unveiling the conceptual underpinnings of her work. Lamia Abbas Amara’s poetic style mirrors her intellectual depth and cultural richness, sculpting literary texts that mirror Arab society’s joys and sorrows. Her mastery of poetic language, creativity, and imagery invites a stylistic analysis to unravel her verses’ layered meanings. Our findings highlight her use of vivid metaphors, historical symbols, chromatic imagery, and monologues, which collectively paint themes of love, exile, despair, hope, and nationalism. Amara’s introspective thought is conveyed through similes and metaphors, often imbued with dynamism and emotional resonance. For instance, she likens the wind’s sound to Quranic recitation or a wolf’s stealthy attack, while seasonal irregularities in Baghdad metaphorize Iraq’s socio-political injustices. Historical symbols (e.g., Khalil Mutran, Abu Firas al-Hamdani) and chromatic motifs further express her psyche: black denotes despair, red evokes anxiety, and green symbolizes hope. Monologues serve as a tool to voice inner turmoil, resistance, or existential quests, creating immersive, almost tangible imagery. Through these stylistic choices, Amara navigates identity, loss, and aspiration. الأسلوب هو الطريقة التي يختار فيها الشاعر الألفاظ المنسجمة مع الأفكار. والأسلوبية فرع من المناهج النقدية التي تركّز على طريقة استخدام اللغة بغية التأثير في المتلقّي؛ وذلك عن طريق الوقوف عند تقنيات فنية لاستنطاق مدلول النص. ومن خلال الكشف عن أبرز الظواهر الصوتية، والصرفية، والتركيبية، والبلاغية، والدلالية في نصّ ‌ما، يتجلّى المغزى الكامن المختفي الرابض وراء الألفاظ. فهذه الظواهر تدلّ على المفاهيم العميقة المنسجمة مع الآراء التي يتبنّاها الأديب في حياته، فيفرغها في أسلوب يتميّز به. كما أنّ هذا البحث يطمح إلى تجلية أسلوبية أدبية في أشعار الشاعرة العراقية، لميعة عبّاس عمارة. فأسلوبها ينسجم مع حالتها الشعورية وثقافتها الواسعة. ويعدّ نصّها الشعري أيقونة، تعكس الأفراح والأتراح في المجتمع العربي. فإنها تمتلك لغة شعرية متميزة ولديها قوّة الإبداع والخيال في خلق الصور الرائعة الفنية، مما دفعنا إلی معالجة شعرها من منظور الدراسات الأسلوبية، للوصول إلى مآل كلامها ومغزاها. فتسعى هذه الدراسة، مستعينة بالمنهج الوصفي ـ التحليلي، إلى سبر أغوار نصوص الشاعرة من خلال ديوانها لو أنبأني العرّاف، وفي المستويين البلاغي والدلالي. ومما يسترعي انتباه المتلقين من النتائج، أنّ الشاعرة استخدمت الأساليب المختلفة المتطوّرة في شعرها، كالاستعارات والتشابيه الفذّة الجميلة، والرمز التاريخي، والألوان المتناوبة والمونولوج. وتدلّ هذه الأساليب على معان غنیة، ويصطبغ شعرها كلوحة جميلة بقضية الحب الحقيقي، والحنين في الغربة، واليأس، والبهجة، والتفاؤل، والروح الحماسية والوطنية.

https://rall.ui.ac.ir/article_30014_5e3ed896f789fa1b169b7abfe277c89d.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 The Problem of Translating Cultural References in the Novel My Uncle Napoleon in Light of Newmark's Theory إشکالیة ترجمة الإحالات الثقافیة في روایة خالي العزیز نابلیون في ضوء نظریة نیومارك 47 68 30432 10.22108/rall.2025.144372.1575 AR نرگس داغله طالبة الدكتوراه في قسم اللغة العربية وآدابها بجامعة بوعلي سينا، همدان، إيران سید حسن فاتحی أستاذ مساعد في قسم اللغة العربية وآدابها بجامعة بوعلي سينا، همدان، إيران سید مهدی مسبوق أستاذ في قسم اللغة العربية وآدابها بجامعة بوعلي سينا، همدان، إيران Journal Article 2025 02 21 There are categories of words that cannot be easily transferred into other languages due to their association with specific characteristics of the source language culture. Translating culturally specific vocabulary between the source and target languages is a very difficult and complex matter. Words that reflect the culture of one society are often incomprehensible to other societies with a different culture, sometimes leading to misunderstandings. Translation is a technique that, like all other skills, requires practice, training, and study. In this regard, examining the connections between literary works and authors from different nations and discovering their sources of inspiration is part of translation criticism. Therefore, translation can be an important and highly arduous tool for establishing this relationship. Translation theories are among the most important factors in translation learning, study, and training. This research aims to analyze the Persian translation of the novel My Uncle Napoleon in light of Peter Newmark's theoretical framework. In his translation studies, Newmark has presented seventeen strategies for translating cultural elements. The novel My Uncle Napoleon by Iraj Pezeshkzadeh deals with the life of a contemporary Iranian family. The novel revolves around the character of Uncle Napoleon, who believes there are conspiracies against him. The novel reflects issues of identity, authority, and family relations in Iranian society through a satirical style. The most important results of the current research, which is based on a descriptive-analytical approach and the use of office tools, indicate that the novel My Uncle Napoleon includes the five cultural factors desired by Newmark. In translating this novel, Heidari (2017) used the cultural equivalent method more than other translation methods, and thus the translation was in accordance with the tastes of the audience. Another result obtained in this research is that, based on the researchers’ opinions regarding cultural elements, it is possible to identify and extract them from the text of the source text. Heidari was able to extract and translate the cultural elements of My Uncle Napoleon and transfer them into the Arabic heritage. The translator used the five elements classified by Newmark. The cultural element that was most used in the novel My Uncle Napoleon is the material element, i.e., human artifacts, which include food, clothing, cities, homes, etc. The fifth element came in second place, which is words associated with signs, customs, and body movements during speech. Of Newmark's seventeen proposed techniques, the translator used nine of them in translating the novel My Uncle Napoleon, according to the following order: 1) transformation, 2) normalization, 3) cultural synonym, 4) functional synonym, 5) verbal synonymy, 6) grammatical changes and switches, 7) inversion, 8) elaboration, and 9) dualisms. According to the translator’s opinion—as we have noted—the best technique for translating material cultural elements is transformation. The best technique for translating cultural elements related to gestures, customs, and body movements during speech is cultural synonymy. To translate social culture and institutions, functional synonymy and verbal synonymy were used together. The translator relied on these technical techniques and created a translation desired by readers. However, in some cases, he adopted methods that threatened to complicate understanding the content of the target text; therefore, he should have used the technique of explanation and interpretation. We observed that the translator tended toward the rule of deletion. This work, even if it stemmed from a strategy with a linguistic or paralinguistic basis, reveals the extent of his weakness in the field of translation. Sometimes, he compensated for this loss by using the technique of compensation, and in other cases, he neglected this technique. ثمة فئات من الألفاظ، يصعب نقلها إلى لغات أخرى، لارتباطها الوثيق بخصوصيات ثقافة لغة المصدر. ومن ثم، فإن ترجمة المفردات ذات الطابع الثقافي بين اللغتين ـ المنقول منها والمنقول إلیها ـ تظلّ مهمّة معقدة وشائكة. فالمقولات التي تجسّد مكوّنات ثقافة مجتمع ما غالبا ما تبدو غامضة أو غير مألوفة لدى المجتمعات الأخرى ذات الخلفية الثقافية المغايرة، وقد تفضي أحيانا إلى التباس أو سوء فهم. وعليه، فالترجمة ليست مجرّد عملية لغوية، بل هي تقنية معرفية، تتطلّب، كسائر المهارات، تدريبا وممارسة ودراسة متواصلة. ويتجلّى في نطاق نقد الترجمة دورها في كشف الروابط بين النتاج الأدبي والمؤلفين من أمم مختلفة، والتعرف إلى منابع إلهامهم. وبذلك، تصبح الترجمة أداة بالغة الأهمية، وإن كانت في الوقت نفسه مهمّة عسيرة، لإرساء هذه الصلات الثقافية والفكرية. وتعدّ نظريات الترجمة من أبرز الركائز في تعليم الترجمة ودراستها وتدريب ممارسيها. وفي هذا الإطار، يسعى البحث الراهن إلى تحليل الترجمة الفارسية لرواية خالي العزیز نابلیون، في ضوء الإطار النظري الذي قدّمه بيتر نيومارك. فقد اقترح نيومارك، ضمن أبحاثه في علم الترجمة، 17 إستراتيجية لمعالجة العناصر الثقافية. والرواية التي ألفها الكاتب الإيراني إيرج پزشکزاد، تتناول حياة عائلة إيرانية معاصرة، وتدور أحداثها حول شخصية دائي جان ناپليون المهووسة بفكرة المؤامرات ضدّه، وقد صاغها المؤلف في قالب ساخر، يعكس قضايا الهوية والسلطة والعلاقات الأسرية في المجتمع الإيراني. وأظهرت النتائج الرئيسة، بالاستناد إلى المنهج الوصفي ـ التحليلي، وبالاعتماد على الأدوات المكتبية، أنّ الرواية تحوي العناصر الثقافية الخمسة التي صنّفها نيومارك. كما تبيّن أنّ المترجم لجأ في نقلها إلى إستراتيجية المعادل الثقافي أكثر من غيرها من الإستراتيجيات، فجاءت الترجمة منسجمة إلى حد كبير مع أذواق المتلقين.

https://rall.ui.ac.ir/article_30432_cb97605ff5dfae7afe2a961705681985.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 A Semiotic Study of the Poem Al-Tahaddi by Mohammed Al-Saleh Bawia in Light of Riffaterre’s Theory دراسة سيميائية لقصيدة التحدِّي لمحمد الصالح باوية علی ضوء نظرية ريفاتير 69 88 29841 10.22108/rall.2025.145009.1586 AR عبدالوحید نویدی أستاذ مساعد في قسم اللغة العربیة وآدابها بجامعة شهید تشمران أهواز، أهواز، إیران عباس یداللهی فارسانی أستاذ مشارك في قسم اللغة العربیة وآدابها بجامعة شهید تشمران أهواز، أهواز، إیران سجاد سلامات طالب الما جستیر في قسم اللغة العربیة وآدابها بجامعة شهید تشمران أهواز، أهواز، إیران Journal Article 2025 04 22 Poetry, as a distinctive literary form, encapsulates multiple layers of meaning that demand analytical approaches beyond superficial readings to uncover its deeper significations. The poem Al-Tahaddi by Mohammed Al-Saleh Bawia, featured on page 43 of his collection Aghniyat Nidaliyya, emerges as a significant text due to its rich semiotic structure and its engagement with themes of resistance, identity, and hope. This study employs Michael Riffaterre’s semiotic theory to analyze the poem, focusing on its implicit meanings and symbolic depth. Riffaterre’s framework, which emphasizes a dual reading process—heuristic and hermeneutic—offers a robust method for decoding the linguistic and symbolic elements of poetry. The research aims to address three key questions: What does the heuristic reading reveal about the poem’s structure? What deeper meanings does the hermeneutic reading uncover? And what are the significant hidden significations revealed through Riffaterre’s semiotic approach? By situating the poem within the context of contemporary Arabic poetry, which has evolved into a medium of intellectual, political, and social critique, this study underscores the poem’s relevance in reflecting the complexities of the Arab world’s socio-political realities, particularly in response to the 1956 Tripartite Aggression against Egypt. The study adopts a descriptive-analytical approach grounded in Riffaterre’s semiotic theory, which dissects the text through two primary stages: heuristic reading, which examines the surface linguistic structure, and hermeneutic reading, which probes deeper meanings and accumulated symbols. Four analytical tools are utilized: accumulations, identifying semantic repetitions; descriptive systems, delineating major semantic fields; the hypogram, defining the core hidden meaning; and the structural matrix, providing the poem’s foundational framework. The heuristic reading analyzes the poem’s explicit linguistic elements, such as word choice and syntactic patterns, to establish its surface meaning. In contrast, the hermeneutic reading explores interrelations among textual elements to uncover latent significations, focusing on symbols and their contextual interplay. The poem’s historical backdrop, the 1956 Tripartite Aggression, is considered to contextualize its themes of resistance and Arab nationalism. Previous studies on Mohammed Al-Saleh Bawia’s poetry, such as those by Serbouk Khadija and Rahmani Abdelkader, are reviewed to highlight the gap in applying Riffaterre’s methodology to Al-Tahaddi, justifying the study’s novelty. This dual reading approach ensures a comprehensive analysis of the poem’s semiotic structure, bridging linguistic form and ideological content. The heuristic reading reveals Al-Tahaddi as a powerful expression of resistance against oppression, articulated through the repeated use of the word "atahada" (I challenge), which underscores the poem’s defiant tone. The text juxtaposes two semantic categories: words of resistance, courage, and hope (e.g., "atahada", "sabqa", and "naba’ al-dhiya’") against those of oppression and destruction (e.g., "quwwat al-jabbar", "kharab", and "haqd"). These lexical oppositions reflect the broader conflict between good and evil, embodied in the poem’s imagery of the Egyptian people as an unyielding "tood" (mountain) confronting the "asifat" (storms) of colonial aggression. The hermeneutic reading identifies four descriptive systems: confrontation with the enemy, hope and peace, the nature of the enemy, and national identity. The system of confrontation, marked by terms like "i’sar" (cyclone) and "hashrajat al-shuhada’" (death rattles of martyrs), symbolizes the relentless and transformative power of collective resistance. The hope and peace system, with words like "hubb" (love) and "salaam" (peace), conveys an optimistic vision of rebuilding post-conflict. The enemy system highlights the destructive attributes of colonialism, while the national identity system, with terms like "ummati" (my nation) and "qanali" (my canal), reinforces Arab unity and pride. The hypogram encapsulates the poem’s core as a challenge to tyranny and a refusal to submit, while the structural matrix frames this resistance as a journey from oppression to liberation, rooted in collective strength and hope. This semiotic analysis of Al-Tahaddi by Mohammed Al-Saleh Bawia, through Riffaterre’s framework, illuminates the poem’s intricate layers of meaning, revealing its role as a potent symbol of Arab resistance and identity. The heuristic reading establishes the poem’s surface structure, highlighting its linguistic oppositions and thematic clarity, while the hermeneutic reading uncovers deeper symbolic networks that articulate a vision of defiance, unity, and hope. The study’s findings affirm the poem’s dual accumulations of strength/challenge and love/peace, its four descriptive systems, and its hypogram and structural matrix, which collectively underscore the transformative power of collective action against tyranny. By situating Al-Tahaddi within the socio-political context of the 1956 Tripartite Aggression, this research demonstrates how poetry can transcend aesthetic purposes to become a vehicle for ideological and cultural expression. The application of Riffaterre’s theory not only enriches the understanding of this specific text but also highlights the broader potential of semiotic approaches in decoding contemporary Arabic poetry, offering insights into its role in articulating the Arab world’s struggles and aspirations. الشعر نوع متميّز من الأدب، يمتلك مستويات متعددة من المعنى، مما يستلزم قراءة مختلفة، تتجاوز الفهم السطحي إلى تحليل أعمق، يعتمد على مناهج علمية دقيقة. نظرية ريفاتير إحدى النظريات التي ساهمت كثيرا في فكّ شفرة المستوی الظاهري من الشعر وتخطيه والوصول إلى الجانب الأعمق. نظرا لأهمية قصيدة الشاعر محمد الصالح باوية المعنونة بالتحدي واشتمالها على الدلالات الخفية والعديد من السمات السيميائية والشفرات التي تحتاج إلى التأويل، فيهدف هذا البحث إلى دراسة بنيتها السيميائية، مستخدما المنهج الوصفي ـ التحليلي، معتمدا علی نظرية مايكل ريفاتير السيميائية التي تحلل النص عبر مرحلتين: القراءة الاكتشافية أو الخطية التي تركز على البنية اللغوية الظاهرة، والقراءة الاسترجاعية التي تكشف عن الدلالات العميقة والرموز المتراكمة في النص، معتمدةً على الأدوات الأربع، أي التعابير المتراكمة التي تحدد التكرارات الدلالية للنص، والمنظومات الوصفية التي تكشف عن الحقول الدلالية الكبرى، والهيبوغرام الذي يحدد بنية المعنى الخفي في النص، والماتريس البنيوي الذي تُبنَی علیه القصيدة. من أهم النتائج التي توصّل إليها هذا البحث، أن القصيدة تشتمل على تراكمين، وهما: القوة والتحدي، والحب والسلام، وهما معنيان متناقضان، استطاع الشاعر جمعهما بذوقه الرفيع، كما أن في القصيدة ثلاث منظومات وصفية، هي: الطبيعة، والحرب، والهوية الوطنية. وأما الهيبوغرام أو المضمون الثابت الذي يشكّل بؤرة النص، فهو التحدي لقوى الاستبداد، وعدم الذل والاستسلام في مواجهتها. كما أن الماتريس البنيوي يتمثل في مواجهة الظلم والاستبداد، والإيمان بقوة الشعب، وزرع الأمل والسلام. وأراد الشاعر أن يبعث روح النضال والتحدي في شعبه، داعيا إياهم إلى الإيمان بقدرتهم على إحداث التغيير، وأن يبشّرهم بالنصر والظفر، مؤكدا أن السلام والخير سيحلّان محل الشر والظلام، إذا توحّدوا واستنهضوا همّتهم وعزيمتهم.

https://rall.ui.ac.ir/article_29841_bbb4d9bac4918eb42fc8d12c8e8cc261.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 An Analytical Evaluation of the Textbook Al-Arabiyyah: the Language of the Qur’an for Lower Secondary Education from Teachers’ Perspectives دراسة تحليلية في محتوى كتاب العربية لغة القرآن لثانویة الأولی من وجهة نظر المدرسين 89 106 30012 10.22108/rall.2025.143321.1552 AR پوران رضائي چوشلي أستاذة مساعدة في قسم اللغة العربية وآدابها بجامعة فرهنگيان، طهران، إيران حامد صدقي أستاذ في قسم اللغة العربية وآدابها بجامعة الخوارزمي، طهران، إيران عدنان اشكوري أستاذ مشارك في قسم اللغة العربية وآدابها بجامعة الخوارزمي، طهران، إيران Journal Article 2024 11 07 Textbooks play a vital role in shaping students’ motivation toward learning. They can spark interest and engagement—or, conversely, lead to disinterest and detachment. This study aims to evaluate the content and format of the Al-Arabiyyah: the Language of the Qur’an textbook used in Iran’s lower secondary schools (grades 7 through 9), drawing on the perspectives of experienced Arabic teachers. The research follows a mixed-methods approach, combining descriptive-analytical and quantitative methods. The study sample consists of 24 Arabic language teachers from Tehran, each with at least 15 years of teaching experience. Participants were selected through purposive sampling based on specific criteria. Data were collected using the standardized evaluation questionnaire developed by McDonough and Shaw, and analyzed using R (version 4.2.1), a free and open-source statistical software. The findings suggest that while teachers find the visual and physical presentation of the textbook generally satisfactory, they express concerns about its content. Compared to earlier versions, the revised textbook has made noticeable progress in moving away from traditional grammar-heavy instruction toward a more communication-based approach. However, teachers note that in some key areas—such as providing real-life, socially meaningful contexts and reducing the use of mechanical exercises—improvements are still lacking. In Iran, textbooks are centrally developed by the Ministry of Education, working with a select group of university professors, experienced teachers, and authors. These textbooks are the sole approved educational materials used in schools, meaning neither schools nor teachers have the authority to choose alternative resources. The textbook development process includes several stages: needs assessment, drafting, review and approval by the curriculum planning council, editing, design, final formatting, printing, and quality control (Saeedi, 2022, pp. 70–71). Because teachers are in daily, direct contact with students, they are uniquely positioned to observe how students respond to textbooks—what captures their interest, what confuses them, and what fails to engage. Their insights can therefore offer valuable guidance for evaluating and improving the Al-Arabiyyah: the Language of the Qur’an textbooks. This study evaluates the series using the McDonough and Shaw framework, focusing specifically on the seventh, eighth, and ninth grade textbooks. Teachers are the ones tasked with making the material come alive for students. They can offer honest and informed assessments of how well a textbook supports or hinders student learning. As such, their involvement in evaluating and refining educational materials is not just helpful—it is essential. This study, grounded in their classroom experiences, aims to contribute to the improvement of Arabic language textbooks at the lower secondary level. The objectives of the study are as follows: Main Objective: To identify and explain the main issues in the Arabic textbooks used in grades 7–9. Specific Objective: To highlight key elements that could improve Arabic language instruction in schools, using the current textbook series as a case study. As for why this research is needed, textbooks are only effective if students feel a sense of connection and relevance to their content. Without that sense of need or curiosity, learning suffers. The Textbook Development and Curriculum Planning Office must take this into account when designing and updating educational materials. Teachers’ feedback can play a crucial role in this process, helping ensure that textbooks truly meet students’ learning needs. This study seeks to answer the following two research questions: What are Arabic teachers’ views on the structure, content, and overall quality of the lower secondary Arabic textbooks? From the teachers’ perspective, do these textbooks meet the essential standards for high-quality instructional materials? Preliminary observations suggest that the three books in the series lack clear conceptual continuity. Grammar instruction has largely been removed—apparently in an effort to simplify the material—but instead of omitting it altogether, it would have been more effective to present it in a learner-friendly and accessible way. Furthermore, the topics covered in the textbooks do not appear to resonate with students’ interests or developmental levels. The design and delivery of content overlook important principles of language pedagogy, and the textbooks fall short in teaching the four core language skills alongside cultural understanding. بما أن الكتاب المدرسي، باعتباره محتوى تعليمياً، يمكن أن يسبب دافعاً للطالب، فيهدف هذا البحث إلى تقویم شکل ومحتوی کتاب العربية لغة القرآن للثانوية الأولى. إنّ منهجية البحث هي المنهج الوصفي ـ التحليلي. يتكوّن المجتمع الإحصائي من 24 مدرساً لکتاب اللغة العربية في المرحلة الثانوية الأولى، يتمتعون بخبرة تدريسية، تبلغ 15 عاماً في مدارس طهران، وتم اختيارهم بطريقة العينة الهادفة القائمة على تقنية المحك. وكانت أداة البحث هي الاستبانة المعيارية لماكدونو وشو. تم تحليل النتائج باستخدام البرنامج الإحصائي. وأظهرت نتائج البحث أن المدرسین يعتقدون أن الكتاب مناسب من حيث الشكل؛ لكنهم غير راضين عن محتواه. قد نأى الكتاب، وهو حديث التأليف، عن التدريس التقليدي لقواعد اللغة من حيث المحتوى، مقارنة بالكتب السابقة من المستوی نفسه، حیث اتجه إلی المحادثة کوسیلة لتعلیم اللغة. وعلی الرغم من توفير السياقات الاجتماعية، وتجنب التمارين الناشطة الفعالة الشائعة في الأساليب التقليدية، إلا أنّه لم يشاهد فيه تقدم ملحوظ.

https://rall.ui.ac.ir/article_30012_eba109a788591b469827ccbbd8e72b9a.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 Textual Coherence in the Moneqah Sermon of Imam Ali (AS) Through Referential Analysis: A Textual Study التماسك النصي في الخطبة المونقة للإمام علي () من خلال الإحالة الضمیریة دراسة نصیة 107 124 30015 10.22108/rall.2025.144176.1566 AR ;کبری خسروي أستاذة مساعدة في قسم اللغة العربیة وآدابها بجامعة لرستان، خرم آباد، إيران Journal Article 2025 01 28 The systematic study of textual cohesion originated from the scholarly endeavors of linguists during the 1950s and 1960s, reaching its theoretical maturation with Halliday and Hasan's seminal work, Cohesion in English (1976), which established the foundational framework for subsequent research in this field. Textual cohesion extends the analytical perspective beyond the confines of sentence-level analysis to encompass broader discourse structures, thereby providing measurable criteria for distinguishing coherent texts from non-coherent ones. The primary cohesive devices identified within this framework include reference, ellipsis, conjunction, lexical cohesion, and substitution. The Sermon of al-Moneqah represents an extraordinary rhetorical composition that deliberately avoids the use of the letter alif (ا). The historical context surrounding its delivery relates to a scholarly debate among the Prophet's companions regarding the most frequently used letter in the Arabic language, with many participants suggesting alif as the most common. In response to this discussion, Imam Ali (AS) spontaneously delivered this remarkable sermon, demonstrating both his profound linguistic mastery and rhetorical ingenuity. The sermon's structure follows a carefully organized progression: it commences with divine praise and enumeration of God's attributes, followed by testimony to the Prophet Muhammad's (PBUH) mission and qualities. The discourse then transitions to ethical exhortations, discussing fundamental themes of human mortality and posthumous destiny. The concluding sections feature supplications for divine forgiveness, profound reflections on Quranic characteristics, and final blessings upon the Prophet, accompanied by expressions of devotion to the Divine. This particular sermon was selected for study due to its unique capacity to demonstrate how deliberate lexical constraints (specifically the avoidance of alif) neither compromise conceptual coherence nor result in artificial discourse. The investigation reveals that despite this self-imposed linguistic restriction, the text maintains exceptional semantic integrity and rhetorical authenticity throughout its composition. The present study adopts a descriptive-analytical methodology to examine selected excerpts from the sermon, with particular focus on investigating the cohesive function of pronominal reference in establishing and maintaining textual coherence. The research specifically addresses the mechanisms through which pronouns contribute to discourse cohesion within this linguistically constrained text, exploring both their structural and semantic functions. Linguistic scholarship universally regards reference as one of the most significant devices contributing to textual cohesion. Reference is conventionally categorized into two primary types: 1) textual reference, which is further subdivided into anaphoric and cataphoric reference, and 2) contextual reference, which relates to extratextual elements. The function of reference consistently involves directing the reader's or listener's attention to co-textual elements, thereby prompting intertextual reflection that facilitates comprehensive understanding of the speaker's intended meaning. In Arabic linguistics, referential devices encompass a range of grammatical elements, including pronouns, demonstratives, relative nouns, and various other deictic markers. Reference operates as a sophisticated linguistic mechanism that effectively avoids unnecessary repetitions, which would otherwise result in semantic shallowness and structural weakness within the textual composition. Among these referential devices, pronouns constitute one of the most significant means for achieving textual cohesion. They serve the dual function of connecting language to external situational contexts while simultaneously performing multiple syntactic and semantic roles, with their connective function being particularly noteworthy. No coherent text can be properly conceived without the employment of pronouns, a fact that has consistently compelled linguistics researchers to investigate their active role in establishing and maintaining textual cohesion. In the specific case of the Moneqah sermon, the predetermined constraint of avoiding the letter alif has resulted in the particularly selective use of pronouns. Nevertheless, statistical analysis reveals that pronouns constitute approximately 25% of the sermon's total lexical content, representing a remarkably significant proportion that underscores their importance in the text's cohesive structure. As the sermon represents Imam Ali's (AS) direct discourse, one of the primary contextual references is naturally the Imam himself, realized linguistically through first-person singular pronouns. The first-person plural pronoun further exemplifies contextual reference within the sermon's framework. Through this strategic pronominal usage, Imam Ali (AS) positions himself in solidarity with the congregation, thereby maintaining the collective spiritual pursuit of divine guidance. This deliberate shift in pronominal reference serves not only to create discursive variation but also to significantly heighten audience engagement. Listeners accustomed to specific pronoun patterns in the sermon's initial sections encounter an abrupt transition to direct address pronouns, which effectively revitalizes attention through the introduction of a novel syntactic layer. The initial segment of the sermon, dedicated to divine praise, predominantly employs pronouns referencing God as their antecedent, despite the notable absence of explicit divine nomenclature in the opening passages. The semantic context and discursive flow nevertheless establish this referential framework unequivocally, as the audience encounters a series of descriptors and attributes that can exclusively refer to the Divine. The second major segment, which addresses the Prophet's mission and sacrifices, features a cohesive chain of interconnected pronouns referring to the noble Prophet (PBUH). When intervening pronouns occur in this section, they exclusively reference the Divine, creating a clear binary referential structure. Quantitative analysis demonstrates that third-person pronouns most frequently refer to humanity, particularly in the sermon's most extensive section, where the Imam metaphorically portrays the audience as archetypal wayfarers embarking on the eschatological journey. In the opening portion of this passage, the Imam directly addresses the people using second-person pronouns but strategically shifts to third-person pronouns—a rhetorical technique that markedly enhances inter-phrasal cohesion and textual continuity. This pronominal alternation stems from the universal applicability of the discussed traits across temporal and spatial contexts. Maintaining a consistent second-person address would have compromised this universality while simultaneously diminishing the sermon's profound didactic impact. A comprehensive analysis of primary and secondary references indicates that this sermon exhibits two principal referential domains: an initial focus on the Divine, followed by a sustained emphasis on humankind, with the latter demonstrating significantly higher frequency in terms of referential occurrences. Beyond their basic cohesive function, referential devices in this sermon also serve to establish rhythmic parallelism at clause boundaries, often deployed systematically to generate distinctive textual cadence. The structural framework of each sermon segment is fundamentally pronoun-based, with a complex network of coreferential pronouns facilitating semantic expression. These intricately interwoven repetitions avoid monotony while simultaneously producing aesthetic resonance and rhythmic precision throughout the discourse. The analysis yields several significant conclusions regarding referential usage in the Moneqah sermon: Reference serves as a primary device for achieving conciseness in discourse, enabling readers or listeners to retain information mentally without requiring constant explicit repetition of referents. The allocation of approximately one-quarter of lexical items to pronouns has effectively reduced word repetition in this sermon while simultaneously minimizing redundant references, thereby enhancing textual economy. Among various types of pronominal reference, anaphoric reference to prior antecedents clearly predominates throughout the sermon's structure. Third-person pronouns demonstrably play a more substantial role than other pronoun types in establishing textual cohesion, successfully integrating diverse sentences into a coherent whole from beginning to end. Despite the sermon's thematic diversity, the strategic use of first- and second-person pronouns further enhances its textual unity. The referential analysis reveals two key entities as the foundational axes of the text (God and humankind), with the predominant referencing of these entities establishing the sermon's fundamental thematic framework. An additional significant function of pronominal reference in this sermon involves the creation of rhythmic patterns, producing an aesthetic musicality through concise phrasing and strategic repetition. نظرية التماسك النصي، باعتبارها أحد مباحث علم اللغة الوظیفي، تهدف إلى دراسة العوامل التي تربط عناصر النص بعضها بالبعض. تُعدّ الإحالة من أهم وسائل التماسك النصي التي لها دور بارز في ربط أجزاء النص وجعله متماسكا. ومن بين مختلف الإحالات، تمثل الضمائر أبرز مظاهرها، بل أكثرها قدرة علی صنع التماسك والحبك النصي شكلا ودلالة. ویُقصد بها الاقتصاد في اللغة وربط اللاحق بالسابق والعكس. تحاول هذه الورقة البحثیة من خلال المنهج الوصفي ـ التحلیلي، دراسة الإحالة الضمیریة في الخطبة المونقة (الخالیة من الألف)، للإمام علي (8). وقد شكلت الإحالة الضمیریة من نص الخطبة نسیجا تعبیریا مترابطا ربطا دقیقا محكما. وقد تمخضت الدراسة عن جملةٍ من النتائج، منها: بما أن الافتراض المسبق لإلقاء الخطبة علی عدم استخدام حرف الألف، فنجد قلة تنوع الضمائر في الخطبة؛ ولكن مع ذلك، فإنَّ هذه القلة في التنوع لم تؤدِّ إلى تكرارٍ ممل أو انقطاع في تماسك النص، بل على العكس، تمَّ تقديم مضامين الخطبة وأفكارها بأسلوبٍ بديع، مما جعل الضمير يُؤدي دورا محوريا في تعزيز التماسك النصي وإضفاء إيقاعٍ وموسیقی فذّة. وأكثر أنواع الإحالة بالضمير شيوعا في الخطبة هي الإحالة النصية القبلیة، مع تركيزٍ واضح على الضمير الغائب، كما أنَّ الإحالة الرئیسة تختص بالإنسان الذي تمَّ تصويره من خلال رحلته المصيرية نحو الآخرة، مما يُضفي على الخطبة عمقا دلاليا ووحدة موضوعية. كذلك قد ساعدت الإحالة الضمیریة علی تقدیم جمل قصیرة ومتنوعة، ومنحت النص بلاغة تعبیریة عن طریق سبك الجمل.

https://rall.ui.ac.ir/article_30015_b203c20263fb86836520ac91e38a0540.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 Critical Thinking Skill Integration in the AL-Arabia Le AL-Alam Textbook Series: An Analytical and Evaluative Study مدى توظيف مهارات التفکیر الناقد في سلسلة العربیة للعالم دراسة تحلیلیة تقويمية 125 140 30384 10.22108/rall.2025.145117.1590 AR أيهم أحمد مرشح الدکتوراه في قسم اللغة العربیة وآدابها بجامعة الإمام الخميني الدولية، إيران. سجاد اسماعيلي أستاذ مشارک في قسم اللغة العربية وآدابها بجامعة الإمام الخميني (ره) الدولية. الكاتب المسؤول Journal Article 2025 05 02 In an age marked by profound intellectual transformation, education has transcended the traditional role of transmitting information and now emphasizes the development of advanced cognitive skills, chief among them, critical thinking. This skill is widely regarded as essential for learners to effectively analyze, evaluate, and make decisions in complex contexts. It forms the bridge between superficial learning and deep, meaningful understanding. As such, fostering critical thinking has become a central goal in modern educational policies and a foundational element in the design of curricula and instructional materials. Ennis (1985, pp. 44-48) defines critical thinking as a rational and reflective process aimed at determining what to believe or do, highlighting its inherently practical nature. In this framework, the transition from raw information to reasoning, followed by analysis, interpretation, and ultimately inference, forms a comprehensive model of critical thinking. Doddington (2008, p. 109) similarly argues that critical thinking is a logical process that enables individuals to analyze, interpret, and evaluate various situations, leading to sound conclusions. Paul and Elder (2006, p. 4) emphasize that although thinking is innate, unguided thought tends to be biased or distorted. Therefore, critical thinking must be cultivated through structured education and practice (Novella, 2012). Stella (2005) adds that individuals do not begin from a blank slate, but possess initial capacities that can be developed and refined (Sabri & Bin-mostefa, 2021, pp. 4-7). In the context of language education, particularly in teaching Arabic to non-native speakers, critical thinking is considered a key pillar of the learning process. Effective language acquisition is not achieved merely through exposure to language forms, but through active engagement with the language in cognitively demanding contexts. In recent years, a variety of Arabic language instructional series have been produced for non-native learners, differing in objectives, content structure, pedagogical methods, and target proficiency levels. Despite this quantitative growth, many of these series still fall short in terms of promoting higher-order cognitive skills. The emphasis often remains on the four core language skills (listening, speaking, reading, and writing) while neglecting essential components of critical thinking, such as analysis, inference, evaluation, and comparison. Furthermore, many exercises focus on basic comprehension without challenging learners to engage in reflective or independent thinking. This reality highlights the need for analytical and evaluative reviews of Arabic language instructional materials to assess the degree to which they incorporate critical thinking skills and foster them through well-designed activities. Accordingly, the present study aims to examine the presence and integration of critical thinking skills in the intermediate and advanced levels of the AL-Arabia Le AL-Alam series, using a structured content analysis approach. To achieve this goal, the study addresses the following two research questions: To what extent are critical thinking skills integrated into the exercises of the AL-Arabia Le AL-Alam series at the intermediate and advanced levels? What differences exist in the degree of critical thinking skill integration between these two levels? The study adopted a descriptive-analytical approach, through which theoretical data were gathered by reviewing relevant literature, while the exercises from the intermediate and advanced levels of the AL-Arabia Le AL-Alam series were subjected to content analysis. A structured checklist, based on recognized indicators of critical thinking skills, was used as the primary tool to systematically evaluate the presence and distribution of these skills within the instructional content. The findings of the study indicate that the exercises in both levels of the AL-Arabia Le AL-Alam series include a wide range of critical thinking components, particularly in the areas of identifying assumptions, interpretation, inference, and explanation. Among these, inference was the most frequently emphasized skill, while evaluation of arguments and reasoning was entirely absent. Furthermore, the advanced level demonstrated a significantly higher representation of critical thinking skills than the intermediate level. These findings highlight the need for a more balanced integration of all critical thinking skills across both instructional stages. Based on the findings, this study offers the following recommendations: Intentionally incorporating critical thinking skills into Arabic language instruction for non-native speakers as a core element of effective learning; Increasing the emphasis on argument evaluation and inference skills in Arabic language textbooks; Conducting targeted workshops for curriculum developers and instructors to analyze content, identify critical thinking components, and learn practical methods for fostering these skills in learners; Developing standardized, research-based assessment tools to measure learners’ critical thinking abilities, aligned with course objectives and adaptable to various teaching contexts; and Promoting collaboration between Arabic language institutions and research centers to carry out regular evaluations of critical thinking integration and update curricula based on study results. يمثّل التفكير الناقد مهارة محورية في المنظومة التعليمية الحديثة، لدوره الفاعل في تعزيز الاستقلالية الفكرية والقدرات التحليلية للمتعلمين. وفي سياق تعليم اللغة العربية، يكتسب هذا النمط من التفكير أهمية كبيرة، كونه يسهم في تطوير الكفاءة اللغوية وتمكين التفاعل الواعي مع المضامين التعليمية. وعلى الرغم من التطور الملحوظ في المناهج التعليمية، لاتزال الممارسات التقليدية القائمة على الحفظ والتلقين تهيمن على الساحة التعليمية، مما يُعيق تنمية المهارات التفكيرية العليا. ومن هنا، انطلقت هذه الدراسة التي اتبعت المنهج الوصفي ـ التحليلي، للكشف عن مدى تضمين سلسلة العربية للعالم لمهارات التفكير الناقد، وذلك من خلال تقييم تدريباتها. تكونت عينة الدراسة في هذه السلسلة من المرحلتين المتوسطة والمتقدمة، وقام الباحثان بتحليل تدريباتها، للكشف عن مهارات التفكير الناقد المتضمنة فيها وحساب تكراراتها ونسبها المئوية. أظهرت النتائج أن سلسلة العربية للعالم اشتملت على أغلب مهارات التفكير الناقد، كما كشفت عن تفاوت في توزيع المهارات، حيث تصدرت مهارة الاستنتاج بنسبة 41%، ثم تليها مهارة تحديد الافتراضات بنسبة 29%، ثم مهارة الاستنباط بنسبة 28%؛ بينما جاءت مهارة التعبير والتفسير بنسبة ضئيلة 2%، ولوحظ غياب تام لمهارة تقييم الحجج، كما أبرزت النتائج تفوق المرحلة المتقدمة في تضمين هذه المهارات، مقارنة بالمرحلة المتوسطة. في ضوء هذه النتائج، تقدّم الدراسة توصية جوهرية بضرورة الإدماج الشامل لمهارات التفكير الناقد في برامج تعليم العربية للناطقين بغيرها، مع التركيز على تطوير مهارة تقييم الحجج التي ظهر غيابها جلياً في التحليل.

https://rall.ui.ac.ir/article_30384_e98d2c60552974fd01fba666e6fe6977.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 A Study of Cohesion Strategies in Nizar Qabbani's Poem "I Want to Live" from a Systemic Functional Linguistics Perspective دراسة إستراتيجيات خلق التماسك في قصيدة أريد أن أعيش لنزار قباني من منظور اللسانيات الوظيفية النظامية 141 154 30386 10.22108/rall.2025.144434.1574 AR مهدي فرحاني أستاذ مساعد في قسم اللغة العربية وآدابها بجامعة ولايت، إيرانشهر، إيران Journal Article 2025 02 20 One of the linguistic theories currently used to analyze literary texts is Halliday’s systemic functional theory. In this approach, language is the primary means of transmitting culture, and each element is presented based on a specific role within the overall language system. This text-centric approach includes various tools for demonstrating coherence in a text to better convey the speaker's mental concepts. This theory has several components, one of which is the factors of textual cohesion. The main objective of discussing textual cohesion is to examine how an author organizes his diverse and wide-ranging content and creates coherence in his work. Nizar Qabbani, a Syrian diplomat and poet (1923-1998), is best known for his romantic poems that address national sentiment and Arab women's issues; women and love are the main themes of Qabbani's poetry. In this study, one of Nizar Qabbani's short lyrical poems, I Want to Live, is studied based on Halliday and Hassan's theoretical criteria, along two axes: vertical and horizontal. After evaluating the components of this theory and searching for examples of it in his poetry using a descriptive-analytical approach, it was concluded that this poem by Nizar Qabbani exhibits a high capacity for focusing on elements of grammatical and lexical cohesion. All of its words are linked together like a chain; its lexical cohesion is much greater than its grammatical cohesion. Most examples of grammatical cohesion in this poem are linked to personal references. Speakers of any language, when reading a text in that language, notice the presence or absence of cohesion. This point demonstrates that understanding cohesion in practice is not a difficult task. However, although this procedure is easy in a series of sentences, it becomes more difficult when it is supposed to be explained to others and its diagnostic criteria are presented. In 1976, Halliday and Hassan, in their presentation of the theory of textual cohesion, identified the criteria for diagnosing, interpreting, and describing it. A text can be spoken or written, prose or poetry, a conversation or a monologue, from a single phrase to a full-fledged discourse, from a passing cry for help to a full-fledged group discussion (Halliday & Hassan, 1976, p. 1). A text is a semantic unit, not a grammatical or formal unit; its connection to a sentence or phrase is not due to its size or appearance, but rather to its perception within the sentence; that is, a text is not composed of sentences, but is realized or recorded in sentences (ibid., p. 1). Halliday and Hassan called the relationships between sentences in a text textual cohesion and defined it as follows: "Cohesion is a semantic concept that refers to the semantic relationships in a text and distinguishes it as a text from a non-text" (ibid., p. 4). When the propositions of a text are organized in the reader's mind in a way that makes sense, the text is coherent. Coherent relationships between the propositions of a text are formed in the reader’s mind with the help of linguistic and verbal cues. A sign or marker is a clear word, phrase, sentence, or feature that guides the reader in interpreting the main ideas of a text and creates a connection between the text's issues and their relationship to higher-level general units, such as the overall theme of the text. There are different types of relationships between sentences in a text that lead to better cohesion. This research aims to evaluate cohesion and coherence in the text of Nizar Qabbani's poem I Want to Live based on the developed version of Halliday and Hassan's systematic theory. It ultimately aims to answer the following two research questions: What are the textual cohesion factors in Nizar Qabbani's poem I Want to Live? Considering the function of cohesion factors in textual coordination, to what extent is Nizar Qabbani's poem I Want to Live coherent? To answer the above research questions, the nature of cohesion and cohesion factors are first examined from the perspective of these two linguists. Then, based on the required data, the cohesion and its level are evaluated in Nizar Qabbani's poem I Want to Live. This research is based on Halliday and Hassan's (1985) coherence theory and their joint book, Nonstructural Coherence. Before entering into the analysis of the main topic, the background and theoretical concepts of the research are discussed. Cohesion and Coherence Theory Cohesion in language means unity and stability. It is a characteristic of writing that connects its constituent parts. Cohesion in a sentence stem from the logical connection between words and phrases, and, in the entire effect, from the arrangement of sentences. Michael Halliday and Ruqayya Hassan called the relationships between sentences in a text textual cohesion and defined it as follows: “Cohesion is a semantic concept that refers to the semantic relationships in a text and distinguishes it as a text from a non-text” (Halliday & Hassan, 1976, p. 4). These two theorists believe that the existence of textual cohesion depends on the expression and interpretation of textual elements, which depend on the expression and interpretation of other elements. They consider them part of the linguistic system. In the language system, meaning is conveyed to the audience through words, and words are expressed through phonemes or letters. However, at the same time, the language system also receives assistance from the grammatical system and syntax. Cohesion also follows the same pattern as language, meaning that part of it is expressed through vocabulary and partly through grammar. Accordingly, they divided cohesion into two general categories: syntactic cohesion and lexical cohesion. The two theorists divided cohesion factors in English into five groups: reference, substitution, ellipsis, relational factors, and lexical cohesion (Halliday & Hassan, 1985, p. 32). Reference, substitution, and ellipsis are grammatical devices, while lexical cohesion also belongs to two groups: grammatical and lexical, meaning it helps hold a text together through grammar and vocabulary. Lexical cohesion factors can be classified as: repetition, semantic synonymy, semantic contrast, and semantic inclusion. Halliday and Hassan's theory of cohesion was first used to analyze cohesion factors in English, but it can be applied to different languages, even though their cohesion patterns may differ. The presence of cohesion factors in a text does not complete the analysis of cohesion; it is also necessary to examine the internal interaction of these cohesive nodes and chains, which is called "cohesive coordination". What establishes cohesion in a sentence is the "node". A node connects one element of a sentence to another element in another sentence. Halliday and Hassan emphasized the importance of the node, in other words, being two elements that bring together a pair of elements related to each other in terms of cohesion. Cohesive coordination brings together lexical and syntactic cohesion factors based on chains of unity and similarity; therefore, cohesive coordination is how a text achieves continuity by grouping them into chains and their mutual connection with each other. The vertical relationship of chains depends on taking the cohesive elements into similar chains. Cohesion Tools Halliday and Hassan first divided text cohesion factors into three general groups: syntactic cohesion, lexical cohesion, and relational cohesion. They then examined the subcategories of each of these cohesion factors (Halliday & Hassan, 1985, p. 82). The following is an explanation and clarification of cohesion factors and tools and their subcategories: Syntactic Factors Reference Reference is the interpretive return of a pronoun to a word from the words before or after it in the text, helping the reader understand and recognize that word (Mohajer & Nabavi, 1997, p. 64). Reference refers to the process by which a word that has no meaning on its own, such as the pronoun "he", refers to another word in the text to find meaning. Reference is not just a pronoun; pronouns, demonstrative pronouns, and relative pronouns in Arabic are also referential elements and create cohesion between phrases. Reference is divided into extratextual and intratextual. Substitution and reference are similar in that, in both processes, a linguistic element replaces another preceding one in the text. However, the difference between them is that substitution is not as restrictive and is largely context-dependent. Substitution Substitution is another tool for textual cohesion. Substitution means replacing one linguistic element with another; that is, a word or phrase can replace a word, phrase, sentence, or part of the text (see: Halliday & Hassan, 1976, p. 88). Substitution occurs in various forms, such as nominal, verbal, clause, and syllabic in speech. Since it refers the reader's mind to the previous one, it causes different parts of speech to connect. Elision Elision is the reduction of one or more words or elements in a sentence compared to the preceding elements and words, which appear as nouns, verbs, or clauses (Foruzandeh & Bani Talebi, 2014, p. 113). Elision can be verbal, semantic, or physical. We can say that the process of deletion is the same as the process of substitution; because information that can be retrieved from previous parts of the text is removed, but nothing can replace it (see: Shabanloo et al., 2008, p. 172). We should know that fluency and ease of speech are a result of coherence, and the coherence of a text leads to fluency. Therefore, we can conclude that deletion is one of the basic factors of textual coherence. Lexical Factors Repetition Repetition is the repetition of elements from previous sentences in a text in subsequent sentences. Repetition can occur in various ways, such as repeating the same word, repeating a synonym, repeating a word with a greater meaning than the preceding word, and repeating common words, prepositions, conjunctions, and others (Foruzandeh & Bani Talebi, 2014, p. 115). One of the most important factors in sentence continuity is repetition, which links a series of sentences together and creates a unified content and theme (Khalili Jahantigh, 2001, p. 30). Repetition is therefore one of the tools of textual cohesion, through which elements from previous sentences are repeated in subsequent sentences. Collocation Coherence is another type of lexical cohesion. It refers to the combination of certain lexical elements within a text that are related in some way and belong to a specific semantic domain. Their combination leads to the emergence of a relationship between sentences in the text (Foruzandeh & Bani Talebi, 2014, p. 117). Collocation is the same as considering analogy, but in a broader sense; for example, the relationship between agate, ruby, and coral is a type of composition that may represent a proportional fit between the parts of a whole. It must be said that coherence is one of the most important factors in organizing and strengthening a text, creating interconnected meanings, and creating closeness and internal balance within the text. Elements of Relational Cohesion In Halliday's theory, the semantic and logical connection between sentences, syllables, and parts of speech is the primary and necessary factor for the coherence and continuity of a text. Without this factor, text formation is impossible. This type of relationship is called "relational cohesion". Relational cohesion in a text is formed through cohesive factors. Cohesive factors are the tools that connect sentences in a text. The mere presence of grammatical and lexical cohesion elements in sentences does not constitute cohesion; rather, there must be a logical and organized connection between them so that the reader can understand the text as a connected whole (see: Al-Khattabi, 1991, p. 23). This connection is achieved through various connectives, which Halliday and Hassan divided into three types: complementary, causal, and temporal. Connectives must be used at the beginning or between two independent clauses; in other words, relational factors that connect subsequent clauses to the main clauses do not have the property of creating cohesion. Conclusion Cohesion is greater in some parts of the poem, and the networks of connections between its elements are more cohesive in other parts. The degree of consistency and unity between the parts of the poem are not uniform to the point that a part can be easily removed, nor does this cause any disruption to its structure. However, Nizar Qabbani's poem possesses a special cohesion due to the poet's mastery of the language, his diverse vocabulary, and his familiarity with the grammatical and lexical capabilities of the Arabic language. Therefore, the methods of creating cohesion in the axes of grammatical and lexical cohesion in Nizar Qabbani's poem are striking and noteworthy. Grammatical cohesion in his poetry is achieved through techniques such as allusion, ellipsis, and substitution. Lexical cohesion techniques in his poetry include word repetition, synonymy, and contrast. Qabbani used lexical and grammatical cohesion techniques extensively in his poetry, such that several techniques in his poems always play a role side by side and complement each other in the process of cohesion. From this, it can be said that Nizar Qabbani is a poet, linguist, and lexicographer, possessing a remarkable ability to select words and phrases and combine them at a high level. His poetry is very coherent, and his sentences and phrases are intertwined and interconnected. However, their lexical coherence is much greater than their grammatical coherence. Most examples of grammatical coherence in this poem are linked to personal references. Therefore, it can be concluded that, based on what has been said and the abundance of textual coherence factors that indicate a strong connection between the sentences, the poem I Want to Live enjoys very good textual coherence. إحدى النظريات اللغوية المستخدمة في تحليل النصوص الأدبية في الوقت الحاضر هي نظرية هاليداي الوظيفية النظامية. في هذه المقاربة، تعد اللغة وسيلة رئيسة لنقل الثقافة، ويتم تقديم كل عنصر منها، بناءً على دور محدد في نظام اللغة العام. تحتوي هذه المقاربة التي تركز على النص، على أدوات مختلفة، لإظهار التماسك في النص لنقل المفاهيم العقلية للمتحدث بشكل أفضل. لهذه النظرية أجزاء مختلفة، أحدها هو عوامل تماسك النص. الهدف الرئيس في مناقشة تماسك النص هو دراسة كيفية تنظيم المؤلف لمحتواه المتنوع والواسع النطاق وإضفاء التماسك على عمله. إنّ نزار قباني، دبلوماسي وشاعر سوري (1923 ـ 1998م)، اشتهر بأشعاره الرومانسية التي تتضمن مشاعر الوطن وقضايا المرأة العربية، حيث إنّ المرأة والحب هما الموضوعان الرئيسان لشعره. في هذا المقال، تمت دراسة إحدى قصائد نزار قباني الغنائية القصيرة المعنونة بأريد أن أعيش، بناء على معايير نظرية هاليداي وحسن، في محورين رأسي وأفقي، وبعد تقييم مكونات هذه النظرية والبحث عن أمثلتها في شعره، وفقا للمنهج الوصفي ـ التحليلي، تم التوصل إلى أن هذه القصيدة تتمتع بقدرة عالية على الاهتمام بعناصر الترابط النحوي والمعجمي، وجميع كلماتها مرتبطة ببعضها البعض كالسلسلة، حيث إنّ تماسكها المعجمي أكثر بكثير من تماسكها النحوي، وأغلب أمثلة الترابط النحوي فيها ترتبط بالإرجاعات الشخصية.

https://rall.ui.ac.ir/article_30386_f9cac6ffe4f164927212592390e89e16.pdf

جامعة أصفهان بحوث في اللغة العربية 2821-0638 18 34 2026 04 01 The Equivalent of the Quranic Construction ‘Ghadban’ and ‘Asfa’ (Angry and Sorrow) in Contemporary Persian Translations of the Holy Quran: A Critical Study دراسة نقدية في ترجمة الترکیب القرآني "غضبان أسفا" عند المترجمين الفرس المعاصرين 155 172 30008 10.22108/rall.2025.143311.1556 AR محمد ابراهیم اخوان دردشتي طالب الدکتوراه في علوم القرآن والحديث، فرع أصفهان (خوراسگان)، جامعة آزاد الإسلامیة، أصفهان، إيران ماجد نجاريان أستاذ مساعد في قسم علوم القرآن والحديث، فرع أصفهان (خوراسگان)، جامعة آزاد الإسلامیة، أصفهان، إيران محمد رحيمي خويگاني أستاذ مشارك في قسم اللغة العربیة وآدابها بجامعة أصفهان، أصفهان، إيران Journal Article 2024 11 22 Translating the Holy Quran as a divine text faces unique linguistic, cultural, and interpretative challenges. One of the most complex of these challenges is the transmission of the morphological subtleties of the language that are present in the context of the words of the Holy Quran. On the other hand, it is clear that the morphological structures of words in the Arabic language play an important and significant role in creating new and novel meanings. If these structures are used in the Holy Quran, they will inevitably have double importance and require great precision. Therefore, translating these Quranic structures has always been a difficult task and has challenged many translators. The present study uses a descriptive-analytical-comparative method and aims to present an equivalent in accordance with the structural implications of the Quranic compound "Ghadban Asfa" from the perspective of morphology. It first examines the lexical and morphological implications of these two Quranic words, and then examines the semantic implications of each of the two words Ghadhban and Asfa, which have been revealed in the structure of the similar adjective. It presents the opinions and views of writers and commentators of the Holy Quran that are consistent with the aforementioned implications. In the next step, it criticizes the equivalents presented by contemporary translators of the Holy Quran and, with an analytical and comparative approach, attempts to identify a translation that is closer to the meaning of the two words Ghadhban and Asfa. It should be noted that in this study, the translations of seventeen contemporary translators of the Holy Quran regarding the two mentioned words have been criticized and analyzed in order to examine and analyze their level of success in providing the closest translation in accordance with the structure of the similar adjective. The findings of this study show that both words "ghadban" and "asfa" are similar adjectives in terms of morphological structure and have a connotation of intensity, so translators of the Holy Quran should pay attention to the connotation of its morphological structure, which is intensity, in addition to the lexical meaning and syntactic composition. Based on the aforementioned materials, translations such as "Moses with anger and regret", "Moses with anger and regret", and "Moses while regretting and angry returned to his people" are translations that, although they convey the meaning of this sentence and the Quranic composition "ghadban" to the addressees of the Holy Quran to some extent, they cannot in any way reflect the semantic connotations of the structure of these two Quranic words - the meaning of intensity. In addition, translations such as "very angry" and "very sorry" are also not eloquent and fluent. According to the findings of this study, the suffixes "nak" and "gin" in Persian are usually used to express the connotation of intensity. Therefore, the closest translation to the meaning of the morphological structure of these two Quranic words can be considered as two translations: "angry" or "angry and sad". On the other hand, based on the research conducted in this study, the word "asfa" in addition to the connotation of intensity also has the connotation of permanence and continuity, which indicates the endless regret and sorrow of Prophet Moses in the case of the worship of the calf by the Israelites. Therefore, based on the aforementioned, the word "ghadban" can be translated with the connotation of intensity to mean "angry", and the word asfa can be translated with the connotation of permanence and endless sorrow. It should be noted that this translation is more consistent and consistent with other verses of the Holy Quran on the subject of the worship of the calf by the Children of Israel because in verse 154 of the blessed Surah Al-A'raf, God Almighty informs about the subsiding of the anger of Prophet Moses: "And the anger of Moses was silent". While it does not make any reference to the subsiding or disappearance of Moses' regret, which itself is a reference to the fact that despite the fact that the intensity of Prophet Moses' anger subsided after a few moments, his feeling of regret did not subside or disappear, but rather it was always and everywhere with Prophet Moses. Therefore, and based on the results obtained in this study, about 42% of contemporary translators of the Holy Quran have not succeeded in providing an equivalent that is appropriate to the morphological structure of this Quranic compound. In addition, the translators of this Quranic compound have faced another problem that can be considered one of the most important mistakes of the translators of the Holy Quran in the contemporary era, which is the lack of attention to similar verses and their translation in different and different ways - assuming that they have the same meaning and connotation. It was also concluded that, considering the use of this Quranic compound in the two surahs of A'raf and Taha, about 25% of the translators of the Holy Quran have not been able to provide a uniform and identical equivalent of this Quranic compound. مما لا شك فيه، أن البنى الصرفية للكلمات في اللغة العربية تلعب دورا مهما في خلق معانٍ جديدة. وعندما ترد هذه الصيغ والتراكيب في القرآن الكريم، فإنها تكتسب أهمية مضاعفة، وتتطلب عناية كبيرة. لذلك، تكون ترجمة هذه الصيغ والتراكيب القرآنية دائما مهمة صعبة، وتشكل تحديا للعديد من المترجمين. يعتمد البحث الحالي على المنهج الوصفي ـ التحليلي المقارن، وذلك بهدف تقديم معادل مناسب للتركيب القرآني "غضبان أسفا"، وفق الدلالات البنيوية والصرفية والدلالية، ويحاول أن يتناول الدلالات المعجمية والصرفية لهاتين المفردتین القرآنيتين، وأن يتطرق إلى دراسة هذا الترکیب القرآني في أشهر الترجمات الفارسیة المعاصرة للقرآن الکریم، منذ بدایة القرن الهجري الحالي حتى يومنا هذا، وأن يعرض معادلاته، ساعيا إلى تحديد الترجمة الأدقّ والأقرب إلى معنى هذا التركيب. وقد خلصت نتائج هذا البحث إلى أنّ كلمتي "غضبان" و"أسفا" تعتبران صفة مشبهة من حيث البنية الصرفية، وتتميزان بمعنى الشدة؛ ولذلك، ینبغي علی مترجمي القرآن الكريم أن ينتبهوا إلى دلالة بنيتيهما الصرفية ودلالتهما علی الشدة، بالإضافة إلی ملاحظة المعنی اللغوي والترکیب النحوي. وبناءً على النتائج التي تم التوصل إليها في هذا البحث، فإن حوالي ٤2% من المترجمين المعاصرين للقرآن الكريم إلى اللغة الفارسية لم يوفقوا في تقديم معادلات مناسبة للبنية الصرفية لهذا التركيب القرآني. وبالإضافة إلى ذلك، وبالنظر إلى استخدام هذا الترکیب القرآني في سورتي في الآية 1٥0 من الأعراف والآية 8٦ من سورة طه، فإن حوالي 2٥% من مترجمي القرآن الكريم لم يتمكنوا من تقديم معادل موحد لهذا الترکیب القرآني.

https://rall.ui.ac.ir/article_30008_2ef029b35510cce016b26e7e56f27d22.pdf