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This study explores the students' perceptions of the results of Contextual Teaching Learning (CTL) implementation in the Arabic speaking skill lectures based on the typical characteristics of the Student-Centered Learning approach in their class. The researchers need information on whether implementing a method in the context of the Arabic language skills in tertiary institutions meets the Student-Centered Learning approach criteria. In addition, most of the research still focuses on describing the method's implementation. It ignores the achievement of the method on the criteria for the Student-Centered Learning approach. This study uses an exploratory investigation to understand implementation results in-deeply. Thirty AFL students with different cultural backgrounds completed a questionnaire about their perceptions of successful implementation. The findings reveal that implementing CTL in teaching the Arabic speaking skills meets the typical characteristics of the Student-Centered Learning approach. Moreover, some students also give positive suggestions to achieve a more optimal standard. Therefore, this study provides some recommendations and directions for further studies. [ABSTRACT FROM AUTHOR]

Copyright of Cumhuriyet Ilahiyat Dergisi / Cumhuriyet Theology Journal is the property of Cumhuriyet Universitesi, Ilahiyat Fakultesi / Cumhuriyet University, Faculty of Theology and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study uses a descriptive qualitative approach with the ABCD (Asset Based Community Development) model to explore the potential problems in improving MT students' Arabic speaking skills in Jaharun B Village. Conducted on March 25-28, 2024, at MTs Al Barokah, this study involved observation, interviews, and documentation. The main focus is on the stages of learning Arabic (Maharatul Kalam) for grade 8 students with direct teaching methods (Thariqah Mubasyarah). The study results showed that this mentoring positively improved students' speaking skills in terms of fluency, pronunciation, and confidence in using Arabic. The direct method has proven effective in making learning more lively, interactive, and relevant to students' daily communication needs. Learning becomes more comprehensive and sustainable by involving community assets, such as support from parents and teachers.

For sentiment analysis of short texts (e.g. movie reviews, tweets, etc.), one approach is to build machine learning models that can determine their tones (positive, negative, neutral). However, these natural language processing (NLP) studies are missing when there is a lack of high-quality and large-scale training data for specific languages such as Arabic. In this paper, we present three machine learning models designed to classify sentiment Arabic tweets developed for a Kaggle competition. We present a Voting Ensemble classifier taking advantage of both character-level and word-level features. We also propose an AraBERT (Arabic Bidirectional Encoder Representations from Transformers) model with preprocessing using Farasa Segmenter. Finally, we combine these first two approaches as a third approach (Voting Ensemble classifier using AraBERT embeddings). Performance measures of results show improvement over previous efforts for all models. The third model exhibits strong performance with a 73.98% F-score score. The work presented here could be useful for future studies and for new Arabic sentiment analysis online services or competitions.

This research discusses the needs of students in learning Arabic language at Madrasah Ibtidaiyah, focusing on MI Islamiyah Kedungbondo, Balen Subdistrict, Bojonegoro. A qualitative research method was used involving a case study and participant students from grade 5. Data were collected through structured surveys covering students' skill levels, difficulties, and needs in Arabic language. The results showed variation in students' skill levels, with the majority at beginner to intermediate levels, and some facing difficulties in certain aspects. Students' needs include vocabulary improvement, understanding of grammar, and more fluent speaking skills. The implications of these findings are that teaching staff can design more effective learning strategies and adjust teaching methods to meet students' needs in learning Arabic language. This has significant implications for improving the quality of Arabic language education at Madrasah Ibtidaiyah.

The research aims to measure the enhancement of students' interest in learning the Arabic language at Chuo-Airon Elementary School in Narathiwat, Thailand. The teaching method the teacher uses is dull and lacks variety, leading to students' boredom and difficulty understanding Arabic. The research methodology employed is analytical descriptive using a field research approach. Data sources include teachers and students, with data collection tools comprising observation, interviews, and documents. Data were analyzed through data summarization, presentation, and conclusion extraction. The research findings indicate that peer teaching effectively promotes students' interest in learning Arabic and shapes learning and teaching activities. These results are expected to positively contribute to the development of Arabic language learning methods at Chuo-Airon Elementary School.

This study aimed to explore the needs for developing materials to improve Arabic writing skills at University of Darussalam Gontor (UNIDA Gontor). The study utilized the preliminary stage of a research and development research design, aiming to address current deficiencies in instructional materials. The primary objective was to analyse the requirements of both students and lecturers. The data were collected using a combination of observation, documentation analysis, and questionnaires. The documentation analysis showed UNIDA Gontor's dedication to multilingual competency, ensuring focused and comprehensive Arabic writing instruction. The results of survey questionnaire revealed the existence of variations in instructional material, which caused disparity in how materials were understood. The data also demonstrated that there was a need for alignment of teaching materials with UNIDA's language standards. This research summarized the needs of both lecturers and students for developing Arabic teaching materials that met the requirements of the university and enhanced students’ proficiency in Arabic writing.

The emergence of various kinds of technological tools, digital media, and social media are making learning easier, by using online correction systems both in learning Tahsin al-Kitabah and Khat Araby. Apart from that, there are many applications related to khat learning, such as kitabahku, Mashq, Ana Mukhtariful khat, Kelk, and other applications that not only support students in learning Khat but also support the development of their creativity in creating work. This requires educators to utilize digital media as a medium to support learning. The implementation of Tahsin al-Kitabah learning using the "Abajadun" method and also learning Khat Araby using Manhaj Hamidi have their respective advantages. The Abajadun method emphasizes understanding the keys of mufrodat and murokkab using the keys of alif, ba', jim, and dal. Meanwhile, Manhaj Hamidi uses a tiered system from easy types of khat to difficult types of khat. And one of the advantages is the Khat Diploma as a standardization of the Sanad system. Both methods are innovative learning methods based on digital media because the learning process also uses digital technology as a learning support. The results show an increased effectiveness of khat learning. Even though in practice, there are several problems, efforts to improve and improve the quality of learning must still be made. Meanwhile, the use of digital-based applications such as Kitabahku and also digital-based guidebooks is a learning model that uses a Learning Visualization approach because students are greatly helped in the learning process by understanding the writing of Tahsin al-Kitabah and Khat Araby. Third, using the Mashq, Ana Mukhtarif al-Khat, and Kelk applications, is one of the strategies and approaches using the Active Learning model, where students are also actively involved in learning using these media both for practice and the work process. So, they can master calligraphy from basic to advanced level and be able to work well using manual or digital media.

This study investigates the prevailing strategies used by Arab translators when translating the f-word in subtitles. The study also determines whether these strategies are source-language-oriented or target-language-oriented. To address these research questions, a corpus of 90 Hollywood films released between 2000 and 2018 is analysed quantitatively and qualitatively, with a particular focus on their subtitles. Insights from descriptive translation studies (henceforth DTS), particularly Toury (2012), are also incorporated. The findings indicate that the functions of the f-word significantly influence the choice of subtitling strategies. Also, the use of Modern Standard Arabic in Arabic subtitles restricts the subtitlers' linguistic options. Additionally, the nature of audiovisual translation plays a role in subtitler choices since the meaning of a word can be conveyed through gestures, images, or sounds on screen. In addition, the f-word is often translated into religious expressions, and omission is commonly used for certain functions as, for instance, an emphatic intensifier or idiomatic 'set phrase'. [ABSTRACT FROM AUTHOR]

In the domain of automated story generation, the intricacies of the Arabic language pose distinct challenges. This study introduces a novel methodology that moves away from conventional event-driven narrative frameworks, emphasizing the restructuring of narrative constructs through sophisticated language models. Utilizing mBERT, our approach begins by extracting key story entities. Subsequently, XLM-RoBERTa and a BERT-based linguistic evaluation model are employed to direct beam search algorithms in the replacement of these entities. Further refinement is achieved through Low-Rank Adaptation (LoRA), which fine-tunes the extensive 3 billion-parameter BLOOMZ model specifically for generating Arabic narratives. Our methodology underwent thorough testing and validation, involving individual assessments of each submodel. The ROCStories dataset provided the training ground for our story entity extractor and new entity generator, and was also used in the fine-tuning of the BLOOMZ model. Additionally, the Arabic ComVE dataset was employed to train our commonsense evaluation model. Our extensive analyses yield crucial insights into the efficacy of our approach. The story entity extractor demonstrated robust performance with an F-score of 96.62%. Our commonsense evaluator reported an accuracy of 84.3%, surpassing the previous best by 3.1%. The innovative beam search strategy effectively produced entities that were linguistically and semantically superior to those generated using baseline models. Further subjective evaluations affirm our methodology's capability to generate high-quality Arabic stories characterized by linguistic fluency and logical coherence. [ABSTRACT FROM AUTHOR]

As an important carrier of culture, poetry plays a significant role in deepening language learners' understanding of the target language culture as well as enhancing their language skills; however, the effect of the target language culture on language learners' enjoyment of poetry remains unclear. The study served as an attempt to shed light on the point of whether the target language culture has different effects on high- and low-level Chinese Arabic learners' fondness for Arabic poetry with the use of pictures related to Arabic culture and those not related to Arabic culture. In the current study, 40 Arabic learners (20 high-level and 20 low-level) scored the Arabic poem line based on their fondness for it after viewing two kinds of picture with electroencephalogram (EEG) recording. Frontal alpha asymmetry index as a correlate of approach and avoidance related motivation measured by EEG power in the alpha band (8-13 Hz) was calculated for examining whether the behavioral results of Arabic learners' fondness for poetry are in line with the results of changes in the related EEG components. Behavioral results illustrated that low-level subjects showed significantly less liking for Arabic poetry after viewing pictures related to Arabic culture compared to those not related to Arabic culture. The high- level subjects did not show a significant difference in the level of liking for Arabic poetry between the two cases. FAA results demonstrated that low-level subjects presented a significant avoidance-related responses to Arabic poetry after viewing pictures related to Arabic culture in comparison to viewing pictures not related to Arabic culture; while the FAA values did not differ significantly between the two cases in high-level subjects, which is in line with behavioral results. The findings of this research can benefit teachers in motivating students to learn poetry in foreign language curriculum and also contribute to the literature on the effect of target language culture on language learners' enjoyment of poetry. [ABSTRACT FROM AUTHOR]

This study examined the multiple‐deficit hypothesis among Arabic‐speaking elementary school students. A total of 90 students, divided into three main groups based on their performance on an Arabic word‐reading task: dyslexic (n = 30), regular age‐matched (n = 30), and 3rd‐grade regular students, who were matched to the dyslexic group in regard to their reading proficiency level (n = 30). Participants underwent a nine‐domain Arabic reading experiment that measured accuracy and fluency to evaluate general reading proficiency. The performance of Arabic dyslexic students was significantly worse than age‐matched controls, but similar to young matched controls based on the reading level of each cognitive task. Moreover, dyslexic students showed deficits in three or more cognitive functions, depending on severity. This study adds to the limited empirical research on the double‐deficit hypothesis and its extension to the multiple‐domain model among young Arabic students. [ABSTRACT FROM AUTHOR]

Handwritten character recognition becomes one of the challenging research matters. More studies were presented for recognizing letters of various languages. The availability of Arabic handwritten characters databases was confined. Almost a quarter of a billion people worldwide write and speak Arabic. More historical books and files indicate a vital data set for many Arab nations written in Arabic. Recently, Arabic handwritten character recognition (AHCR) has grabbed the attention and has become a difficult topic for pattern recognition and computer vision (CV). Therefore, this study develops fireworks optimization with the deep learning-based AHCR (FWODL-AHCR) technique. The major intention of the FWODL-AHCR technique is to recognize the distinct handwritten characters in the Arabic language. It initially pre-processes the handwritten images to improve their quality of them. Then, the RetinaNet-based deep convolutional neural network is applied as a feature extractor to produce feature vectors. Next, the deep echo state network (DESN) model is utilized to classify handwritten characters. Finally, the FWO algorithm is exploited as a hyperparameter tuning strategy to boost recognition performance. Various simulations in series were performed to exhibit the enhanced performance of the FWODL-AHCR technique. The comparison study portrayed the supremacy of the FWODL-AHCR technique over other approaches, with 99.91% and 98.94% on Hijja and AHCD datasets, respectively. [ABSTRACT FROM AUTHOR]

Over the past two decades, Translation Studies has experienced exponential growth in published articles, with bibliometric analysis increasingly used to explore research trends. This study employs corpus-based bibliometric method to analyse translation research output in the Arabic language from 2000 to 2020. A total of 1043 articles published in the Arabic language were obtained and classified using research area classification proposed by Williams and Chesterman (2014). The results indicate a substantial focus on Genre Translation as the primary interest within the Arab world, while the Translation Process and Interpreting Studies have received less attention. Keyword analysis further highlights Quran Translation as the most prevalent topic among these publications; however, it remains largely isolated from English-language research, which rarely cites Arabic studies. Moreover, the study examines the geographical distribution of the research, highlighting significant disparities in output across the Arab world, which can be attributed to publishing practices that favour English over Arabic. This pattern suggests a disconnect that might impede the global discourse in Translation Studies, particularly concerning the integration of insights across linguistic divides. The study provides a comprehensive overview of the current state of Arabic Translation Studies and stresses the need for further comprehensive explorations into underrepresented areas within Arabic translation research. [ABSTRACT FROM AUTHOR]

Expressions of impossibility refer to events that can never or rarely happen, tasks that are difficult or impossible to perform, people or things that are of no use and things that are impossible to find. This study explores the similarities and differences between English and Arabic expressions of impossibility, and the difficulties that student-translators have with them. A corpus of English and Arabic expressions of impossibility was collected, analyzed and compared. Data analysis showed that English and Arabic expressions of impossibility fall into 4 categories: (i) those that are identical in form and meaning in both languages (to look for a needle in a haystack, when salt blossoms, when heaven falls on earth); (ii) those that are similar in meaning but differ in wording (when pigs fly, on cloud nine, not in a million years); (iii) those used in English, but have no equivalents in Arabic (when hell freezes over, dance on a land mine); and (iv) those used in Arabic but have no equivalents in English (الظهر عز في النجوم يريه to show someone the stars at noon/in daylight). Responses to a translation test showed that student-translators could translate fewer than 35% of the test items correctly and left many blank. Expressions of impossibility that are similar in English and Arabic were easy to translate, whereas opaque ones (ghost of a chance, near the knuckle, dance on a land mine, تتغطى ما الشمس عين بغربال the sun cannot be covered with a sieve; العنب الشوك من تجنى لا إنك you cannot reap grapes from thorns; حلمة تشوف لما ودنك when you see your ear’s lobe; مخرز تقاوم ما العين the eye cannot defy a n awl). English expressions of impossibility were more difficult to translate than Arabic ones as they contained unfamiliar lexical items. Literal translation, explanation/paraphrase, partial translation, and extraneous translation were the most common strategies in that order. Detailed results and recommendations are given. [ABSTRACT FROM AUTHOR]

This paper examines the syntax of additive compound numerals in Modern Standard Arabic (MSA), uncovering their unique properties related to number morphology, definiteness, and Case assignment within numeral–noun constructions. These properties necessitate a constituency analysis which reveals that compound numerals have the structure of copulative compounds in MSA, and they are phrases, not functional heads. Drawing on the distinction between inherent, lexical, and structural Cases, this paper posits that the accusative Case on the numerals is an inherent Case, inaccessible to syntactic transformations. Furthermore, the analysis of numeral–noun constructions as numerically quantified phrases (NQPs) explains the assignment of a structural accusative Case or the inherent genitive Case on the quantified noun, based on the overtness of NQ0. Finally, the paper addresses the intriguing question of how NQPs in MSA, despite lacking a nominative Case, can assume the subject position and govern agreement in both verbal and verbless sentences. [ABSTRACT FROM AUTHOR]

Copyright of Zarqa Journal for Research & Studies in Humanities is the property of Zarqa Journal for Research & Studies in Humanities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The countries of the Arabian Gulf and the Indian subcontinent shared ancient historical relations, and the Arabian Gulf and the Gulf of Oman were the link linking trade between the Indus Basin and Mesopotamia, which was evidenced by archaeological discoveries in the region. Arab navigation in Indian waters was common many centuries before Islam, and the Arabic language reached the Indian subcontinent at the hands of Arab merchants and navigators before Islam. When Islam appeared and the Arabs embraced it, they included merchants and sailors who took it upon themselves to spread the Islamic religion in the regions they reached in Their sea trips. The maritime routes taken by trade exchange ships between the Arabian Gulf and the Indian subcontinent were characterized by the stability of their features and directions since ancient times, and the list of trade exchange between the Arabian Gulf, India and Ceylon varied, whether in basic or luxury goods, but the trade balance favored India. The quantity of its exports exceeded the exports of the Arab Gulf countries, and its goods reached Europe via the Arabian Gulf and the Euphrates River, and then moved overland to the ports of the Levant and Egypt, and the Europeans (especially Venetian merchants) then transported and disposed of them in Europe. [ABSTRACT FROM AUTHOR]

As a well-established strategy in the educational traditions of Islam, copying texts (imitating a model) has played a crucial role in learning the Holy Quran and the Arabic language. This study delves into the necessity of understanding how this traditional strategy influences the learning of foreign languages. Using 18 hours of strategy-based instruction, this paper examines the efficacy of text copying in learning grammar (independent variable), as evidenced by a series of grammar tests and surveys assessing learners' perceptions (dependent variables). The study draws upon data from two groups of college-level English as Foreign Language (EFL) learners, comprising a control group (n=10) and an experimental group (n=11), all categorized at the A2 proficiency level according to the Common European Framework of Reference for Languages (CEFR). The findings suggest that text copying enhances learners' grammatical understanding and contributes to overall satisfaction in learning a foreign language, as indicated by improved test scores and positive learner feedback. [ABSTRACT FROM AUTHOR]

Copyright of Al-Zaytoonah University of Jordan Journal for Human & Social Studies is the property of Al-Zaytoonah University of Jordan and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Pain in Parkinson's disease (PD) is a highly prevalent non-motor symptom occurring in this population. The King's PD Pain Scale (KPPS) was developed to assess pain in people with PD. This study aimed to provide a cross-cultural adaptation and translation of the KPPS into the Arabic language (A-KPPS), and to investigate the construct and convergent validity, internal consistency, and reliability of the translated scale. The English KPPS was translated into Arabic and back-translated into English by an independent translation team. The Arabic version was tested in 103 native Arabic speaking PD patients. We assessed construct validity, convergent validity, and test-retest reliability of the A-KPPS using factor analysis method, comparison with other valid and reliable measures, and using intra-class correlations, respectively. The A-KPPS had three main factors "somatic pain", "visceral and burning pain" and "orofacial pain", rather than the original four factors scale. The A-KPPS correlated with measures of disease motor severity, depression, anxiety, quality of life and pain (p < 0.05). Furthermore, the A-KPPS total score had high test-retest reliability (ICC = 0.9). The A-KPPS demonstrated moderate to good validity and reliability. The A-KPPS can facilitate the assessment and treatment of pain in Arabic-speaking people with PD worldwide. Pain is a highly prevalent non-motor symptom of Parkinson's disease (PD) that is often overlooked. The King's PD Pain Scale (KPPS) is specially designed to assess pain localization, intensity, and frequency in people with PD. The Arabic translation of the KPPS is a valid and reliable tool for the assessment of pain in Arabic speaking people with PD. [ABSTRACT FROM AUTHOR]

Background and aims: Although autism spectrum disorder (ASD) has not traditionally been associated with morphosyntactic impairments, some children with ASD manifest significant difficulties in this domain. Sentence Repetition (SRep) tasks are highly reliable tools for detecting morphosyntactic impairment in different languages and across various populations, including children with ASD. This study is among the first to evaluate morphosyntactic abilities of Palestinian-Arabic (PA) speaking children using a PA SRep task. Methods: A total of 142 PA-speaking children, aged 5-11, participated in the study: 75 children with typical language development (TLD) and 67 children with ASD. The PA SRep task targeted morphosyntactic structures of varying complexity (simple subject-verb-object [SVO] sentences, biclausal sentences, wh - questions, relative clauses). Children's accuracy scores were assessed across these structures and error patterns encompassing morphosyntactic and pragmatic aspects were analyzed. Results: Two subgroups of ASD emerged: 43% showed age-appropriate language skills (ASD + NL) pairing up with TLD peers, while 57% showed signs of morphosyntactic impairment (ASD + LI). Children in both groups exhibited a higher frequency of morphosyntactic errors than pragmatic ones. Children with ASD + LI showed difficulties with producing complex morphosyntactic structures, such as relative clauses and object wh-questions. Error analysis revealed that children in the ASD + LI group produced sentence fragments and simplified constructions when complex structures were targeted. Conclusions: The current study extends the cross-linguistic evidence of the heterogeneity of morphosyntactic profiles in children with ASD to Arabic-speaking children. Error analysis indicates that poor morphosyntax, rather than pragmatics, challenges children's performance on the SRep task. Implications: Our results emphasize the importance of comprehensive language assessment in children with ASD and underscore the need for tailored intervention plans targeting impaired morphosyntactic structures in some children with ASD. [ABSTRACT FROM AUTHOR]

Learning the Arabic language through gamified methods is beneficial, particularly for beginners. Gamification provides an enjoyable and challenging experience for the learners, motivating them to become committed and participate in the classroom activity. The students develop a more competitive spirit and anticipate their chances of achieving high scores for each game level and ranking high against fellow learners. Game elements such as feedback and audio pronunciations assist in user engagement with the teacher and other learners. This systematic literature review critically synthesizes past literature to create an understanding of the application and effectiveness of gamified learning strategies for Arabic language learning. PRISMA technique was used to conduct a systematic review, and after final scrutiny, 15 articles were shortlisted for review. The findings suggested that gamification improves learner motivation, engagement, and achievement in mastery of Arabic vocabulary and grammar among non-native speakers. The degree of motivation is influenced by the teacher's perception, attitude, enthusiasm, and commitment to gamified learning strategies. The findings of this systematic review can help language instructing institutions to emphasize gamification to enhance the motivation of learners and increase their learning abilities. Moreover, it can be helpful for instructors of the Arabic language, and they can realize the importance of gamification in teaching Arabic to non-native speakers. [ABSTRACT FROM AUTHOR]

Background & Statement of the problem: The study attempts to investigate the dramatic tendency in Abu Nawas’s poetry based on those expressive linguistic energies that not only translated the poet’s life situations, but also brought them clearly closer to the recipient. Objectives: The study aims to reveal the dramatic tendency in Abu Nawas’s poetry by examining the poet’s use of the elements of narration, description, conflict, and event based on the dramatic manifestations represented by movement, sound, color, and dialogue at its two levels: dialect and monologue. Methods: The study follows the descriptive analytical method based on recalling poetic evidence indicating the study’s hypothesis and analyzing it. Results: The study concludes that the Arab poet has relied since ancient times on the technique of storytelling, which is not devoid of dramatic elements. Which completely negates the fact that drama is related to contemporary poetry. And the truth about the dramatic tendency of the poet Abu Nawas in a remarkable way in his various poetic works, in which he worked hard to translate his ideas dramatically, especially wines, parcels, and indecency. Conclusions (Recommendations and contributions): The study recommends the necessity of examining the motives of this tendency, and the extent to which it relates to alcohol, expulsions, and promiscuity, given that the poet made them main purposes in his poetry. [ABSTRACT FROM AUTHOR]

Fakhr Razi's Mafātīh al-Ghayb and Alusi's Rūh al-Ma'ānī are considered prominent Sunni exegeses. "Anthropomorphic attributes" is one of the important topics in these two exegeses. The purpose of this research is to compare and evaluate the views of two exegetes on the subject of esoteric interpretation and entrustment to God of the anthropomorphic attributes, which was conducted through the comparative exegesis method. The findings of this study show that Fakhr Razi's opinion on the topic under discussion is different: sometimes he favors entrustment to God (tafwīḍ) combined with esoteric interpretation (ta'wīl), sometimes he rejects esoteric interpretation, and, in some cases, while accepting the necessity of esoteric interpretation, he opposes entrustment to God. From his point of view, the license to interpret is the ruling of the intellect and its necessity where the intellect does not accept the literal meaning of the Quranic word. Alusi does not follow Fakhr Razi in this matter. Alusi is more inclined towards the Salafis and prefers entrustment to God and considers esoteric interpretation to be conditional on the approval of the Salafis, harmony with the Arabic language and literature, and the necessity of dispelling doubt. This shows that the validity of reason and narrations is different for both of them and both exegetes have accepted the interpretation of some verses with more or less intensity. [ABSTRACT FROM AUTHOR]

English is not a one - to one relationship between letters and sounds. There is often no correspondence between written word and spoken word. English pronunciation inconsistency makes EFL learners erroneous while pronouncing. This study aims at investigating the pronunciation problems of English consonant sounds encountered by the students of the Faculty of Education Toor-Al Baha. It deals with the importance of teaching pronunciation of the English at the Faculty of Education Toor-Albaha. The instruments used for collecting data include teachers' questionnaire and a recording test. The subjects of this study are 40 students of English department, Faculty of Education - Toor-Al baha. The results of the study showed that the most problematic consonants sound are (/p/,/v/,/t∫/,/ʤ/,/ŋ/). because these sounds do not exist in Arabic Language. Based on the results of the study, it is recommended that additional attention must be given to speaking skill including pronunciation. [ABSTRACT FROM AUTHOR]

Abha Arabic is a dialect of Arabic (ISO 693-3: ara), belonging to the Semitic language family group, and spoken primarily in Abha city. Abha Arabic can be broadly classified as a variety of Arabic from the Arabian Peninsula group (Versteegh, 2014), and further sub-classified as a south (-west) Arabian dialect (Ingham, 1982). Abha city is the administrative capital of the province of Asir, in south-west Saudi Arabia (Figure 1). The population of Abha is approximately 290,185 and that of the Asir province is 1,601,725, according to the most recent data on the population (General Authority for Statistics, 2010). The province is named after the Asir tribe, who first inhabited Abha and the surrounding regions. The present day Abha Arabic dialect thus represents a blending of Bedouin and urban dialects. The first settlers to Abha were the Bani-Mghed tribe (an Asir tribe) followed by three additional Asir tribes (Alkam, Rabiah w Rufeda, Bani-Malik) and other nearby tribes such as the Gahtaːn, Bal-lahmir, Bal-lasmir, Shahran, Rejal Alma', all of which had distinct dialects (Al-Azraqi, 1998). These dialects merged to varying degrees and were further influenced by urban education and mass media, which were and continue to be dominated by Modern Standard Arabic (henceforth MSA) (Al-Azraqi, 1998).1 [ABSTRACT FROM AUTHOR]