Professional Documents
Culture Documents
INTRODUCED
AS A
FOREIGN LANGUAGE
This study appeared first in the discussions of the Cross linguistic Class
Analysis in Monterey International Institute MIIS in 2000
Library of Congress
United States Copyright Office in accordance with title 17, United states Code,
attests that registration has been made for the work certified
ARABIC GRAMMAR
INTRODUCED
AS A
FOREIGN LANGUAGE
TXu 1-339-258
12-16-07
ISBN 978-1-60461-601-9
Acknowledgment
I am greatly indebted to Dr. Van Lier, who ran a practical class of
sociolinguistic cross cultural analysis lessons in Monterey International Institute
(MIIS) in 2000; a class that all students were able to share their linguistic issues to
categorize, analyze, compare, and discover for teaching /learning their own native
languages.
I also would have not been able to analyze all these cases of morphs and
allomorphs, phones and allophones, homophones and other issues if it were not for
Dr. Marshal, in the Sacramento State University (SSU,) a professor who raised my
awareness and level in his class of Pedagogical Grammar in 1993 and that, in fact,
helped me a lot to put this book together.
Associate Professor
2008
III
Contents Page
1. Arabic Alphabets 1
2. Introduction 4
3. Arabic Verbs (present form) 5
4. Dual morpheme 8
5. The built-in Pronouns 10
6. Past Tense Suffixes 13
7. 3-consonant Noun(VN) 14
8. Verbs with vowel letters 14
9. Almithal ( assimilated) Verbs 17
10. Al Ajwaf ( hollow) Verbs 20
11. Al Naqis (short) Verbs 30
12. Quadrilateral Verbs 33
13. Imperative 34
14. Morph-syntactic table 38
15. Measure II 39
16. Measure V 47
17. Measure III 51
18. Measure VI 56
19. Measure IV 60
20. Measure VII 65
21. Measure VIII 69
22. Measure IX 77
23. Measure X 78
24. Passive and Passivity 83
25. Arabic Word Order 85
26. Hollow Verbs in Passive Voice 89
27. Verbs of Certain predictions 91
28. Noun Cases Table 94
29. Nouns as free morphemes 95
30. Human beings 95
31. Animals 97
32. Smallness Concept (insects.) 98
33. Inanimate Nouns 99
34. Plural Morphs (allomorphs) 100
(regular in irregular)
35. Transitive VS Intransitive 106
36. Pronouns as (attached) 109
37. Possessives 110
38. Noun Clusters in Arabic 112
39. The solar letters(sounds) 115
40. The Subjunctive and the Jussive 117
41. Relative Clauses 123
42. Three particles
(in, inna, and anna) 137
43. Reported Speech (Noun Clauses) 138
44. Time Clauses 140
45. Purpose Clauses 143
46. Cause and Effect Connectors 146
47. Purpose Clauses 149
48. Verbs + (present form) 152
49. Obligation and Releasing it 153
50. Conditional Clauses 155
IV
51. Contrastive Sentences 157
52. ashaur (feel) 159
53. ASal (arrive) 160
54. Yuqadim (offer) 161
55. yuqeem (set up) 162
56. yada ( invite) 163
57. yaati ( come) 164
58. had-dad ( threaten) 165
59. ihtam ( show concern) 166
60. araf (know) 167
61. taar-raf ( get to know) 168
62. sal-lam ( submit) 169
63. waz-zaa (distribute) 170
64. sharaH (explain) 171
65. Copulas, adjectives, nouns 172
66. maa zaala ( is still) 173
67. araad ( want) 174
68. shaker (thank) 175
69. intaha ( be finished) min 176
70. aTlaqa (release, send) 178
71. akhbar ( inform, tell) 179
72. sad-daqa (believe) 180
73. daa ( invite) 181
74. ta-akhar (be late) an 182
75. ghay-yar (change) 183
76. shaa-rak (participate) 184
77. ha-Dhar ( attend) 185
78. yal-taqi (meet ) 186
79. araDha (display) 187
80. Ha-mala ( carry) 188
81. yuz-aij (bother) yuajib(appeal) 189
82. Avoid concept 190
83. baqa ( stay, keep) 191
84. qaTaa (cut) 192
85. ra-jaa (return) 193
86. saa-rin ( what is common) 194
87. Usee-u (mistreat) 195
88. Concept of obeying 196
89. Concept of support 197
90. Quantifiers & Determiners 198
91. The 4 or5 masculine special nouns 200
92. Adjectives and Plurality 201
93. The (re-do) concept 204
94. Commercial and Adjectives 205
95. Homophones Nouns and Adjectives 207
96. The phonemic ( t + female gender) 208
97. An elevated language through 209
(Phrasal Verbs)
98. Concept of possibility 215
99. The Notion to get 217
100.The Arabic Demonstratives 217
101.Mapping Nouns (Chart) 219
V
102. Concept of Negation 220
103.Mapping ( an ) Cases 221
104. (thuu) = which has / have 222
105. Qad and laqad ( connector) 224
106. References 225
VI
1
SOME BASICS
Arabic Alphabets
The sign * indicates that the letter cannot be attached to the letter that follows.
1
2
? similar to English glottal /?/ hamza
f (foot) /f/ fa
q no equivalent /q/ qaf
The sign * indicates that the letter cannot be attached to the letter that follows.
2
3
Short Arabic vowels are between two consonants. They look more short when the two consonants are voiceless.
The long Arabic letter is preceded by a short vowel of its kind: fatHa /a/ before (alif), damma before (wau), kasra before (Yaa)
to make the long vowels.
Arabic diphthongs
The long Arabic letters are preceded by a short vowel fatHa /a/ to make
the Arabic diphthongs. When long letter alif (madda) is before long letter ,
the new sound is a diphthong /ai/:
meaning Arabic word
The two Arabic Semi-consonant and the glottal/?/ at the beginning of words
When the three long letters ( hamzated) are followed by any short vowel,
they change into semi-consonants/ w/ , /j/, and glottal /?/ .
start with a consonant + short vowel
Introduction
3
4
Arabic language is highly generative from the stem (root) that consists simply of three consonants in
between are short vowels that are not written as letters but small marks on or under letters.
We can summarize the process in 4 points.
1. The combination of the 3 consonants are important to make certain meaning. If the order of the 3
consonants changes, the meaning ort thought accordingly changes in the mind of the native speakers.
Press/spike
Spill win/ earn
Mine coins
to end it allow Clean/
have zeal up survey
2. Shadda is geminating that splits the 2nd root consonants into 2 and makes a transitive verb to convey
a new meaning.
/ /
3. Any other letter added to the root changes the meaning. These letters are named mazeedat i.e.,
added letters to the root. Adding these letters to the root will create new morphs called Awzaan i.e.,
measures. We have X (10) main measures, and we will present those in details later as the most
essential part of morphology in Arabic..
4.. Having (aa) long alif before the last consonant change the verb into an agent, or doer.
swimmer surveyor
Presser/
Arabic Verbs
4
5
The stem of any verb in Arabic language consists of three letters. If all the three letters are consonants,
the conjugation is simple because there are almost no changes in the stem.
You
(single) You (singl. Feminine)
Masculine
t t .iin
I
a You (plural)
t ..oon
root
th h b
We
n They
He y oon
She
y t
Personal Pronouns
Second Person
you inta M. that-hab
you intii F. that-ha-biin
Dual Masuline and Feminine antuma that-ha-baan
you intu pl. that-ha-buun
Plural feminine an-tun-na that-hab-na
Third Person
he hu-wa yath-hab
she hi- ya that-hab
they hum-ma yath-ha-buun
Plural feminine hun-na yath hab na
This verb of three consonants is called in Arabic Saalim to mean intact in English.
( root)
to (go)
5
6
He
We I
she
you
M. singl
Discontinuous morpheme
You f. singular
I go
We go
He goes
She goes
You go
You go
6
7
They
M
They
F.
Discontinuous morpheme
You
Plural
F
7
8
) (
) ( You 2
Masculine
Or feminine
The 2
Feminine
They 2 F.
The 2
Masculine
They 2 M.
-
- .
-
- .
- .
- .
8
9
Locate the dual indicators in the following text. Then talk about the cases with
each other and the teacher. You can write down the words that carry the
indicators.
) ( .
) (
) (.
) ( ) ( ) . .( )(
.
9
10
Ist person
- - - - - - (I)
- - - - - - (we)
2nd Person
- - - - - - (you)
Singular, masculine
- - - - - - (you)
singular, feminine
- - -
- - - (you)
plural, feminine
- - - - - - (you)
_ __ _ _ _ you two
Masculine or feminine
3rd person
- - - - - - (he)
- - -
- - - (she)
- - - - - - (they)
feminine
- - - - - - (they)
Masculine
_ _ _ _ _ _ the 2 masculine
_ _ _ _ _ _ the 2 Feminine
Exercise:
Use the table to practice conjugation of a 3- consonant roots of the following verbs:
play Work return Live in Look hit
10
11
Study
Pull draw write Open
Close push
Conjugate these verbs according to the personal pronouns in the list, one time in the present
tense and another time in the past tense.
Put the verb later in a sentence if you can do so.
______________________________________ 1
_____________________________________ .2
__________________________________ .3
___________________________________ .4
you 2 masculine or feminine ___________________________________ .5
___________________________________ .6
_________________________________ .7
___________________________________ .8
___________________________________ .9
the 2 masculine ___________________________________ .11
the 2 feminine ____________________________________ .12
_________________________________ .13
.14
____________________________________
Try under the supervision of a native speaker or another peer to watch the accuracy. Or Write
them to a teacher to check them out for you.
Past present
Root go
1st person
11
nd
12
Exercise
Choose the right form of the verb and discuss the meaning with your friend:
. ________ .1
) : : : (
________ .2 .
) : : : (
.3 _______ .
) : : : (
.4 _________ .
: : :
__________ . .5
: : :
.6 ______________ .
: :
. 7 . __________
: : :
___________ .8 .
. . .
.9 _____________
: : :
12
13
.10
. ________
: : :
Solution:
1.a 2.a 3.C 4.c 5.a 6.b 7.a 8.c 9.b 10.c
Suffixes
You 2
M/ F He
she
I
They 2
Masculine
We
you singl. M.
you singl. F.
They 2
Feminine
you plural. M.
you plural. F.
They M.
They F.
Pattern 1
One syllable closed by two consonants with fatHa as a nucleus vowel:
C V CC V is /a/
13
14
Darb waqf ?akl Galq fatH
hitting , stopping , eating , closing , opening
Pattern 3
two syllables. The first one is open with schwa / / a short centralized /i/
The second syllable is closed and the nucleus is long vowel /aa/. This noun pattern matches nouns of (measure 3 Verbs).
Cv the 1st syllable V is short /i/
cvc the 2nd syllable V is long /aa/
9i qaab ni zaal si baaq ?i yaab thi haab
punishment challange racing return going
Pattern 4
Three syllables. The first is open with schwa/ / which is a short centralized/i/
The second syllable is open with long /aa/. The third syllable is open with short vowel /a/ which is written as (taa?
MarbuuTa) as a letter to indicate a feminine gender.
Pattern 5
Two syllables. The first syllable is open with short /a/. The second syllable is closed and the vowel is short/a/.
CV v is short/a/
CVC v is short /a/
ta 9ab sa har Ta lab sa far 9a mal
tiredness staying late order travel work
Noun
present tense pattern present past root
Pattern 1
hit
14
15
enter
she 3rd fall
go down
they M.
go up
they F. go out
ride
emigrate
) ( ) ( sunrise
past ) ( ) ( sunset
pattern 3
1st I hit
go
return *
we
F.singl. you \
challenge )(
M.Pl. you \ punish )(
Pattern 4
3d he swim
she
write
M they
study
F they read
Pattern 5
work
request
travel )(
Noun Patterns
Derived from
3-consonant measure 1 verbs
If one of the three letters of a root is a vowel, we then expect a few changes in the root while
conjugating. The complexity differ according to the place of the vowel(letter).
15
16
The root of a verb with a vowel(letter) at the beginning is called an assimilated verb.
The root with a vowel (letter)in the middle is called a hollow verb.
Vowels are : a, o, u, i ( )
*
final vowel medial vowel initial vowel
is defect is hollow is assimilated
root (put)
2. The root with a vowel (letter)in the middle is called a hollow verb.
root (live)
3. The vowel(letter) at the end of the root is a defect verb.
If one of the three letters of a root is a vowel, we then expect a few changes in the root while
conjugating (baqiya to stay) . The complexity differs according to the place of the vowel (letter).
root (stay)
16
17
*
final vowel letter medial vowel letter initial vowel letter
is defect is hollow is assimilated
1. Conjugation of the
assimilated verbs
with a vowel at the beginning
past present
I placed
I palce
He arrived I arrive
We found We find
Keep the vowel
In the past tense Get rid of the vowel
Add suffixes In the present tense.
Add prefixes
wa-aa-da : promised
Do the following:
17
18
We , she (you), he , I
she, you
I
ixeswe
M
he
( promise)
3. change the FatHa of the first consonant of the root to kasra as present tense morph:
aid
In the past tense, the morph has fatHas between written letters. Then add personal suffixes to the past
tense form.
she
They M he
18
19
Wa aa duu , wa aa dat , wa aa da (promise
they
he
Wa sa lu , wa sa lat , wa sa la arrived
* use
to mean (finding) * exception with /a/
Any verb with a long vowel in the middle of the root is called a
hollow verb.
The long vowel is /uu / as in
The long vowel is /ii/ as in
19
20
Hollow verbs can, thus, be of three groups as in this table. Group 3 has the present tense conjugation with long /aa/. The other
two groups keep the vowel of the root as long /uu/ in group 1 and long /ii/ in group 2.
In the past tense and in the plural feminine present, the vowels are short. In group 1, the vowel is short/u/. In Group 2 & 3, the
vowel is short /i/ .
But these stems may make nouns or common nouns of other meaning(s):
(drafting), ( nation).
( bird) ( role)
20
21
I visit I
We visit Discontinuous
morpheme We
He visits )( He
She visits )(
She
( You visit
) )You ( singular, F.
21
22
Exercise
Conjugate the following hollow roots in present tense:
Present
. The long vowel is /ii/
in the present tense form. Keep
sell
I sell We
We sell
He
22
23
He sells She
She sells )(
You
singl.M
You visit ) ( Discontinuous morpheme
You visit (
)
Singl. F.)
Homophones
Hiya tabiia .1
?anta tabiia .2
sleep
In conjugation of the preset tense. Change /uu/ to /aa/ with the first person pronouns and the second
person.
I I
We We
23
24
He
She He
You
She
You
You single. M
)You (single. F.
)(get )(
) ( )(fear
) ( )(sleep
. .
) (
. .
24
25
They (Masculine)
They visit
Discontinuous Morpheme
They (Masculine)
They sell
They (Masculine)
They sleep
Present
Plural Hollow verbs
Plural allomorphs of the feminine gender
In the plural feminine, the long vowels in the root change into ( ) short vowels. The ending is only
zuur zur
Verbs which are conjugated with /aa/ as 1st person in the present tense, /aa/changes to a short vowel /i/
(kasra).(see group 3).
nuum nimtu
Biia bia
prefixes
They (feminine)
They (f.) visit
25
26
Examples :
When you start with the verb, the latter must be singular, but matches in the gender.
sleep
They F
You F.
FatHa
They (F.)
If the verb precedes, use the singular. .
. .
Present
Change to kasra
They F.
you plural F.
26
27
Visited
3rd 2nd 1st
only
F.M.
M.
F.
Past morph
In the first and second pronouns in the past tense, use a short vowel /i/ centralized to schwa / / as
mentioned in group 3.
/nim/ slept
first persons
we I
kasra
You
You you you F
Second person M
F.pl M.pl
.
you
27
28
Third person
Past
Short vowel /i/ is used instead of long /ii/ with the first and
the second person pronouns. It is also the same with the feminine
plural (they).
Past Morpheme
In the first and second pronouns in the past tense, use a short vowel /i/ centralized to schwa / / as
mentioned in group 3.
/bi a/ sold
we I
kasra
first person
m
f.
Second person
/naam/ slept
alif
They
he
/b aa a/ sold
28
29
alif
They he
Past Present
____________________ ____________________
_____________________ _____________________
_____________________ _____________________
__________________ __________________
_____________________ _____________________
______________________ ______________________
____________________ ____________________
_____________________ _____________________
___________________ ___________________
____________________ ____________________
___________________ ___________________
____________________ ____________________
The vowel in these verbs is at the end. We have three groups according to the written shape of the
vowel.
1. The first group has alif maqsuura /aa/ in the past but it changes into long ee /ii/ in
the present tense.
2. The second group has long ee /ii/ in the past tense and it changes to alif maqsuura /aa/
in the present tense.
3. The third group has alif mamduuda /aa/ in the past tense but it is long uu /u:/ in the
present tense. ( only /u:/ in the present tense changes into /aa/ when in the past tense)
Examples
29
30
Present past
Group 1
walking (he) walks (he) walked
throwing throws threw
watering water watered
crying cries cried
spending spends spent (time)
30
31
change
to with all other
suffixes:
and pronounce it (ay)
group 2
staying stays stayed
meeting meets met
group 3
invitation invites ( ) invited
complaint complains ( ) complained
survival survives ( ) survived
forgiveness forgives ( ) forgave
getting near come mear ( ) came near
change in
intransitive to
transitive to
.2
.
.3
.
.4
.
.5
.
.6
plural inanimate is /ha/ pronoun .
.7
31
32
.8
.
.9
.. .
.10
.. .
.11
.. .
.12
.
.13
.
.14
.
.15
.
Quadrilateral Verbs
The root of a number of verbs consists of four letters. The
Conjugation is the same as three letters. This simple form is considered measure 1. But with additions
the root can be changed to construct other measures the same way as in the trilateral verbs.
Here are a few examples.
32
33
whispering
(
)
put in series ()
frequency ( )
be less strict ()
chat ( )
make shakey ( )
Imperative
If your root has a (vowel letter) at the beginning: ( ) or ( )
or hamza ,drop that letter and make your imperative:
put
connect
promise
take
eat
Verbs with are rare and if you come across, drop the
and put fatHa between the two remained consonants. Then other inflections.
33
34
When the verbs are defect, if the vowel is (uu) , start with (?u) .
If your vowel is (aa) maqSuura or (ee) , start with (?i) :
Then, drop the vowel letter from the ending for(you) singular masculine.
Write down or use a short vowel instead.
For (you) singular feminine, use
For (you) plural masculine, add
For (you) plural feminine (you), use the original long vowel and add
He remains ( yab qa ) :
You M. Singular ( Stay ...here) ) : ...
invite
stay
shoot
Then change the long vowel to a short vowel for (you) singular masculine and
For plural (you) feminine, use the short vowel and add
For (you) masculine feminine, keep the original long vowel and add
For plural (you) masculine, keep the original long vowel too and add
34
35
undertake
lead
say
walk
sleep * * )(
We prefer /aa/ as euphony for imperative
For three consonant verbs that have no vowel letter at the beginning, do this :
If your present form conjugation of the verb for (he) has damma
between the last two consonants, start your imperative verb with (?u)
Add other inflections :
He writes yak-tub
Write (you) singular masculine ?uk-tub
He counts ( YaH si bu ) :
You M. Singlar ( Calculate.) iHsib :
work
study
sit down
?u ?i
35
36
NOTE
It is worth mentioning that Arabic native speakers avoid direct imperative forms to a point that some of them are not
heard in the daily conversations. They tend to use arjuuka or arjuuki, arjuukum + an to change the form into a present
tense structure.
.
.
translate
roll
decorate
whisper
murmur
. .1
. .2
. .3
. .4
36
37
" " .5
.
IV
Make + VB
V
ta Passivity of 2
Action goes back to the
agent
VI
ta Inter coin both
VII
No Ergative/ passivity
37
38
VIII
Reflexive = himself,
herself, themselves, itself
IX
Based on adjective color.
1. to become color
2.the type of deformity and
defects
X
Make use of , avail or
benefit yourself from
Measure II
Shadda (gemination) in Arabic is phonemic and it changes the meaning of the verb.
We only split the second consonant into two with a type of geminating called shadda.
Compare:
In measure 2 , the first syllable becomes closed by the first half of the consonant. The second
syllable starts with the second half and ends to a short vowel /a/ in the past tense and a short
vowel /i/ in the present tense.
Compare past and present :
/ ha ra ba/
/ har ra ba /
38
39
he crossed / 9a ba ra / :
he expressed / 9ab ba ra / : ( )
Shadda in Measure 2 :
Present tense morph
Measure 2
39
40
headache Tylenol
the medicine
alleviates
With other personal pronouns, the first and the second syllables are closed .
The suffix makes a syllable by itself.
It is necessary to mention that /y/ is considered a consonant.
40
41
Conjugate the verb in the past by adding suffixes that indicate the subjects. This is the past tense morph of measureII.
Group I
Measure I intransitive
Measure II transitive
doubled geminated
at the end in the middle
41
42
42
43
.
The State ( government) encoded new laws pertaining the welfare program.
attend , be present : .4
prepare , be ready :
.
The principal attended this meeting .
.
He learned to prepare food fo himself.
Verbs with a doubled letter at the end of the verbs are different in meanings. Read the following
pairs of verbs to notice that difference.
( Shadda is a consonant + /i/ + the same consonant + vowel of inflection according to the
grammar case )
tie, buckle up, tighten v. [ ya shud du ] : .11
make more rigid, use more rsrtictions , restrain v. [ yu shad di du ] :
.
The stewardess ordered them to buckle up ( to tie the belts) during the landing .
.
The government started implementing very tough rules to stop using dope.
.
The Government imposed strict rules (laws) against the trafficketters (drug smugglers) to stop their
activities.
.
The Iranian Government limited (reduced) the numbr of the pilgrims to the half.
.
The budget dropped down to its half last year
43
44
.
The government reduced the budget to the half last year.
.
The Government attepts to solve the unemployment problem .
.
We need to analyze the situation in Israel .
stretch , : .15
extend :
.
The United States of America holds the hand of help to all poor countries and those inflicted by natural
disasters or wars.
.
The government extended ( lengthened) the amnesty period one more month.
Measure II Nouns
Group I
The first syllable starts with /ta/ and closes by the second consonant.
The second syllable starts with the third consonant adding to a long /ii/ as anucleus. Then it closes
with the fourth consonant.
In brief, the noun consists of two closed syllables.
taghyeer
A table for Measure 2 verb conjugation
root present past noun
change
threaten
teach
break down
fix
pay off
solve
express
amend
alleviate
save
consider other infidel
imitate, parody , copy Measure II
glorify
44
45
enable
tear
demolish
record, tape, register,
coercive evacuation
Measure II Measure II
Doubled letter
sharpen, hone
suspect, doubt define
stretch, extend threat
close, block disperse
deter, resist suspect
work hard extend
jump condemn
tie pay off
flee, desert ( ) reinforce
count refine, repeat
attack
pass by
Note. As for the doubled consnant at the nd of the 2 consonant verbs, you need to repeat the last
consonant for the 1st and the 2nd persons in the past tense conjugationas in here.
Exercise for general practice:
Read the following sentences for raising awareness. Pinpoint which verb is measure 2 and which
verb is different. Tell your friend why?
. .1
. .2
. .3
. .4
45
46
.5 .
.6 .
.7 .
.8 .
.9
.
.10
.11 .
Measure V
In measure 5, the subject receives back the impact of the action.
INTRANSITIVE
Subject
Verb measure V Transitive Verb
Agent = nurse
Verb= is changing
Object = Patients clothe
.
.
:
.
Measure V
Passivity
Translate
.1 .
.2 .
.3 .
46
47
. .4
. .5
. .6
. .7
. .8
. .9
Measure V
( )Her car: subject (receives the change)
will change: action
The impact of the action is on the subject.
The second (t) which is added is reflexive.
The first (t) refers to the car as feminine.
verb subject
is not the doer
the change will
touch the car itself
measure V will
47
48
Noun of measure V
always
. F. M.
Inanimate plural
F.
measure II
Measure V
compare:
will destroy .
48
49
will be destroyed .
)smashed (into pieces .
is smashed .
will reinforce ) ( .
)will (be) reinforce(d ) ( .
stopped .
(is) stopped .
pays off
will be paid
composes
)is composed (made
teaches .
learns .
will divide
will be divided
will threaten .
will be threatened .
Exercise
.7 . .1
___________ . __________ .
.8 . .2 .
___________ . _________ .
.9 . .3 .
________ . _________
.10 .4 .
______________ . _____________.
.5 .
49
50
. ________
. .6
.
Answers :
Measure III
measure III
Present tense:
?unaafis
I compete with + somebody / in + something
50
51
The 3d personal pronouns has three syllables.
The first one is open with a long vowel /aa/
The second syllable has fatHa.
The third is a closed syllable but has the short vowel fatHa.
Exception is the conjugation for (he) which ends with fatHa.
he competes :/naafasa/
=
She competes =
/naafasat/ :
I competed /naafastu/ : =
51
52
snitch on
Spend sometime reading this chart and try to use them in sentences.
Pick up an article from the internet in Arabic and try to spot a few verbs of this measure or other
measures for meaning.
52
53
53
54
Notion
One side initiates something and do good for or harm to the other side.
X
X
X
X
X X
X
X
X
X
x
x
x
x
Exercise
Try to put each verb in a sentence so as to get meaning . The concept is A fights, blesses, helps.B.
Then try to put A and B together as both . Then change the morph to measure VI (6) and show how the
verb behaves as implied (each other). Some verbs do not behave the same as in (yu-saa-wir) .
.
Sometimes the agent ( the doer) is inanimate. So the verb behaves differently to convey the meaning
through the relationship between the agent and its effect on the object that is (here) humanbeing (I).
Literal translation:
54
55
Measure VI
This measure 6 can be derived from measure 3 by adding/ t /to its beginning. The new subject is
not a doer but a receiver of an action. In grammar the verb is intransitive
Measure VI the subject is the receiver of the impact of the action. The verb is intransitive and it
includes passivity as meaning though the sentence is active.
()
55
56
)In English we usually have the concept with each other or sometimes both (to mean both sides
& B ) A (Both
Measure VI Notion
56
57
Iraq
and B
kuwait
Both (A) and (B) interchange the action against each other
Read the following sentences for more explanation:
.1 : A . B
Company A competes with company B. B : A
)Both compete (each other or :
.2 : .
Iraq fight with Kuwait. : .
)They fight (each other : .
reconciles .3 : .
reconcile with : ) ( )( .
: .
They (both) reconcile (each other).
Note
Sometimes measure 3 meaning has nothing to do with measure 6 though
the structure and the duality is the same:
objected .
:
: contradicts .
)(Both) contradict (each other
fought .
conceded to . ) (
is equal to . :
ties with . :
get tie .
57
58
taaawun fighting
ta shaa wur contradiction
talaa tuf convey , spreading
tasaa fuH falling
ta ?aazur treatment
tasaamuH wonder
ta SaaruH optimism
pessimism
aggravating
communicating
tajaamul consuming
taHaarub contradicting
taqaatul
tanaafus
taaamul
Compare:
A yu-naa-fis B
A and B ya-ta-naa-fa-saan.
( maa baadhihima al baadh)
With each other
A emulates B
A and B emulate.
Both A and B emulate each other. This is what the full translation means.
58
59
Measure IV
Present tense
makes + sad
YuH
Zin
Nu
59
60
he makes (her ) enter
takes (her) to = He enrolls her
He enrolled or ushered = lu khi yud
lu khi nud
we enroll or usher + him = nud khi lu + hu
we made (him) enter (literal)
.
He put us in a great trouble.
Compare Measure 1 with Measure 4
60
61
Measure 1
. .1
His son attended a school
object his son (subject) verb
Measure 4
. .2
Measure 4 IV Notion
61
62
It makes me sad : +
he embarrasses me
he made me embarrassed
He takes him out of the dilemma
He makes him walk out of the dilemma
We can say that measure IV includes: verbs of emotion, physical exhaustion, warning, astonishment, state of telling, informing,
announcing, accomplishing, and ending.
Emotion
The trip makes me worried :
Exhaustion
The work made her tired
Warning and amazement
The view surprised me .
Informing and telling
The manager made me aware of the issue .
Accomplishing
The government finished building the dam project .
Cancelling and ending
The air line cancelled its flight. .
62
63
= claim
= perform /
= hurt /
= cause X X
Measure VII
Measure 7 verb is derived from measure 1.
Watch the process from the beginning.
63
64
(root)
Action (break)
something ()
(1)We add /n/ to the start of the root. (2)Then the conjugation prefixes
of the present tense. (3)The vowel between the two last consonants is a short vowel (kasra).
Action
breaks reflects on the subject
Suffixes
Masculine. Singular it M.
it F.
They M.
Measure 7 Noun
There are three syllables: The first is (?in) .The second starts with the consonant of the root followed
by a short vowel/i/. We add
a long /aa/ between the second and the third consonant of the root.
64
65
Measure 7 table
break, reflection
explosion
)drop (decrease
withdrawal
)swamp (submerge
defeat
conversion
dismissal
burst like a dynamite
be out of control
to sneak (creep) into
to pounce down on, to dive
Measure II
faj ja - ra
65
66
Mine
exploded The soldier
I.E.D
Measure VII
the action
is from within
exploded The mine
The Iraqis detach themselves from the action by using this measure VII with (n)
before the first consonant of the root to replace the passive voice.(culture)
.
The houses were flooded. .
66
67
The houses were(are) submerged with water.
Measure I = active
Measure VII = be +P.P
Measure VIII
( root)
move/ transport/ convey
67
68
we
she
He
I
Past tense
He
she
they
we
moving
meeting
saty away
approach
rise
moving
being moderate
)recognize (accept
68
69
objection
relying
criticism
stand before
convert to
to leave
to dignify
resentment
)inaugurate (opening
storm , break into, bust
sit-in strike, occupy
be infuriated , be angry
be furious, blaze
obey, observe
Measure VIII
get crowded
save
commit suicide
collide with
bring with
gives it a term .
come on line
In these verbs (t) has been changed into other sounds as euphony
Compare:
Measure I
69
70
Measure VIII
)
( .
flies
) (rises itself
over mountains
Measure VIII
Measure VIII
.
70
71
or Root
You can generate four measures from this root to convey different meanings as in the
following columns.
Measure IV Measure I
Prepare Return
Measure IV
Bring back,
return it,
Measure VIII
Be accustomed to
71
72
Pick up an article from the internet and try to detect such measures from the texts.
Read the following passage and pinpoint the measure 8 verbs and translate the statements to get their
meaning from the context.
.1
.
.2
.
Root
You can generate the followings:
Measure II Measure II
Doubled letter Reply, or retaliate
Repeat, reiterate
72
73
73
Noun
Noun
74
Measure 10
1. Restore, to retrieve
74
Noun
75
Measure IX
Measure 9 verbs are restricted to colors as to turn red, black, green, yellow, blue, white ..etc.
Present tense
( root)
red
turns red
yaH mar ru
75
76
4. The third syallble starts with the second half of the third consoanat + a
Ra
ra mar ?iH
turned red
The notion is that the color of (something) (someone) turns (red, yellow, ....)
His face turns red .
turning black
turning white
turning yellow
turning red
turning blue
76
77
Measure X
( root) = (work)
Present tense
+ +
Root Personal
prefix
Measure X
Morph
Past tense
He used
Add (?ist)
a closed syllable
77
78
The syllables
78
79
1. To utilize something :
rent , use , invest , take advantage of , use , benifit from
wake up , resume, restore , to resume the activity, to return to consciousness, recompensate, remember,
recover
research on the eastern countries, deserve, receive( someone or something) , exclude , wonder, correct (
abstract mistakes) or ( know to avoid) , forebear
using
using
renting
benefiting from
consumption
importing
amputation
asking for permission
investing
attrition
reclamation
consuming , running out
79
80
to call upon
polarization, attraction
making use of, exploiting
colonization
retrieval, restore, take back
NOTE
All verbs are not prone to generate all measures. This is why you need a book like
this to categorize them for you.
Root
( )
( )
Summary
. . .
. .
. . . . . .
Passive Active Passive Active Passive Active
/reflexive I ergative I ergative II
VIII VII V
The emphasis is on the action/ or the impact of the action rather than the subject and/ or the object. The
nouns as subjects or objects complete the images of the meaning, but the attention focuses on the
action/ the process/ the impact.
80
81
.1
.2
.3
.4
.5
.6
.7
.8
.9
.10
.11
.12
.13
.14
.15
.16
.17
.18 .
.19
.20
Morpho-
Vocalic
syntactic
Formal Changes
2
Planned 1
3
1. Vocalic Changes: This is the classical one as the two short vowels play a
role in the 1st syllable nd the 2nd
Present past
81
82
Yuk-ta- bu ku-ti-ba
Yu-sha-hadu
shu-hida
Yu-qaamu
uq-ee-ma
.1
.2
. .3
.
.4
. .5
. .6
The verb yatimu ( to accomplish) and tamma ( accomplished) play the role if
followed by verbal nouns. This type of language is very official and widely used by
journals.
Present past
Exercise
82
83
Change the following sentences into passive voice by using the classical way ( vocalic
changes:
. .1
. .2
. .3
. .4
. .5
. .6
___ ____
indefinite singular indefinite singular
83
84
----
...
O bject
Accusative
V erb +built-in subjec t
Transitive
S ubject
Nominative
singular definite
masculine/ feminine masculine/ feminine
animate / inaanimate animate / inanimate
singular definite
____
____
irregular plural definite irregular masculine plural definite
irregular masculine definite + regular feminine plural definite
animate / inaanimate animate / inanimate
regular feminine plural definite
___ ____
indefinite singular indefinite singular
84
85
----
...
O P bject
Accusative
ronoun V erb +built-in subjec t
Transitive
S ubject
Nominative
singular singular definite Past
masculine/ feminine
animate / inaanimate animate / inanimate were
masculine/ feminine was
inanimate plural also
singular inanimate/animate
plural inanimate indefinite plural
(
)
human being feminine plural
uuna ___
85
86
____
Dual definite or indefinite
feminine or masculine Dual definite & indefinite
animate or inanimate animate or inanimate
feminine or masculine
86
87
Hollow verbs
Passive active
To be done to do
be held hold
be repeated , be returned repeat ,return
be inflicted inflict
be surrounded surround
be borne bear
be obeyed obey, do, observe
be resigned resign somebody
be allowed allow
be fended fend
be measure measure
be measured measure
87
88
Exercises:
active .1
passive
active .2
)( passive
active .3
) ( passive
active .4
passive
be sold be seen
be taken to be eliminated
be obtained be addressed
be surprised
be treated
be addressed
be compared
be discussed
be taken by surprise
be blessed
88
89
There are verbs that they go with nouns of bad action and here are some.
. .1
( ) is a word which indicates that whatever action follows is estimated as bad
according to the norms of the society or the goverment law.
consume drugs
( ) consume Hashisha
drink (consume) alcohol
The vrab which means to illegally sell things to the public or make propoganda for or
against what is considered right from the point of view of the government or the society.
(somebody) ( something)
. .2
This verb here means sell in public what is illegal. This can be true of other phrases.
89
90
There are certain collocations which provide negative notion concerning wrong doings, abuses,
crimes, offences and other undesired actions. The verb is to commit.
. .3
committed crimes .
( ) are two verbs to mean the same thing committed.
They could be found in many collocations to mean to do wrong things .
This verb exercise indicates that the practice is undesirable . Exmaples are many but I can confine it
and torture . to sex, smuggling, coercion, persecution, pressure, terrorism
. .4
means exercised terrorist actions against
Here are other collocations
Arabic phrase English phrase
This does not mean that ( marasa) has only negative connotation. It may mean ( practice):
.
I need to practice the language in the field so that I can be more fluent in my speech.
This verb means cast something against somebody . I can confine this collocation to certain nouns
such as criticism, blame, and accusation .
. .5
cast criticism against = criticized might be the translation
Here are other cases for this collocation .
Arabic phrase English phrase
accused him of treason
90
91
blamed
This verb carry out collocates with certain nouns such as order, operation , mission,
or a sentence
. .7
Arabic English
follow order
perform the operation
carry out the mission
it can be used as a passive voice form :
the orders will be followed by us
the operations will be performed
the misson is (was) executed by
active : . .
passive: .
active : . .
passive: .
active: .
passive: . .
active : . .
passive: .
91
92
This verb collocates with certain nouns to mean build, organize, hold, or file.
. .9
organize a military parade
Arabic English
my friend will throw a party
the artist will have an exhibition
the school will hold a debate
the army will construct a military post (base)
the government establishes diplomatic relations with
I can conclude that this verb in the passive voice is ( will be) or (would be).
Genitive Accusative
1.Object of the preposition Object of the verb Nominative
2.A second noun in the Subject
possessive case
Dual Dual
Dual Ends with aani
Ends with ayn(i)
Ends with ayni
Alwaladaan yamshiyaan
Shahadtu al waladayn(i)
naDhartu ilal waladyni Shahadtu waladayn(i) Waladaan yamshiyaan
naDhartu ila waladayni
Plural
Plural
Plural
Ends with uun (M.)
Ends with een(a)
Ends with een(a)
Feminne plural aati or aatin
Feminine ends with aati or
aatin
Ends with aat
(F.)
I saw teachers .
92
Irregular masculine a or
I looked at teachers an as singular
Teachers walk
Students walk
93
Nouns
human beings
(Animate)
Proper common
Singular
irregular Regular
F M job
plural singular
F M F M
idiosyncrasy
+ + +
+
plural singular
Noun Agent (do + -er )
F M F M F M F M
93
94
)Nationality (adjectives as nouns
F M F M
Collective
plural singular
) ( )(
) (
)( Friends and family members
)(
)(
Quantifiers
)( )(
)( )(
)( )(
Nouns
things
non-countable countable
94
95
3
4
5
10
\ \
Nouns
animals
irregular regular
Grammar-gender F M F M Grammar-gender F M
collective
)(
)(
)(
)(
)(
)(
) (
)(
)(
Read
. .1 )( .
. .2 ) ( .
.3 ) (milk . .
The word ( meat ) + definite article (al) + the name of the singular animal:
95
96
examples:
) = lamb ( .1 .
.2 = pork) . (
) = beef ( .3 .
Fruit /Vegetables
Fluids
Grain / powder Singular F Plural M
F M Insects/ rodents
F M
Singular F Plural
M
)(
F. M.
F. .F
M. M.
F F
) (
) (
96
97
Feminine .....
NOUNS
Non-human beings
non-countable countable
M. M.
M. M.
F. M.
M.
M. F.
M. F.
M. F.
M. M.
M. M.
M.
F. F.
M. M.
F. M.
M. )( F.
M.
M. F.
M. F.
M.
F. M.
F. M.
97
98
M. F.
F. F.
Plural Morphs
Feminine Pattern
Pattern 1
Pattern 1
Pattern 2
98
99
A child
=
Research
Rain
A country
Pencil
A hero, a star in a film
=
A neck
Pattern 3
Pattern 4
99
100
A house
A view
A shelter
An harbor, a wharf
A citadel
A bakery
A bomb
An earthquake
A chair
Pattern 5
Pattern 6
Pattern 7
100
101
remainder
A shrapnel
An issue, cause, case
A victim
Pattern 8
Pattern 9
101
102
Equipment
Pattern 10
Pattern 11
(Abstract nouns, some have
plural, some do not
Pattern 12
The meaning plural Singular (m)
Border \limit
dam
evil
Cooking pot
People(s)
heart
crack
102
103
Pattern 13
Pattern 14
People (s) ( ) ( )
Sometimes the plural has more than one form to give different meanings.
Examples
drugs / medicines
lots of lands
workers
factors
witnesses
matyres
103
104
scenes ( mashaa-hid)
audience (mushaa-hid)
VERBS
V + direct object
V+ pronoun(object) + subject
V + I.D. O + D.O.
pronoun What did he open?
Close?
He asked me a question. Sell?
Wear?
.
.
.
.
104
105
( ) .
( ) .
( ) .
( ) .
Dont use the English structure for : ( ) .
wrong .1 ( ) .
He allowed me ( ) .
wrong .2
He told me that .
wrong .4 wrong .3
I waited for him . He asked me to help him
Verbs
Transitive Intransitive
object + subject-verb
.
.1 ()
( the door) + (he-opened)
(noun + preposition) (he-goes)
He opened the door. ( )
2. pronoun that follows the verb ( )
pronoun + subject-verb
emotion
.2 &
(helped-he+ me) feeling
analysis:
() )(
He helped me. ( )
analysis:
{ + } )(
He gave me the book. . ( )
4. Preposition-pronoun + noun. I became very sad.
noun + pronoun-preposition + subject-verb
.4
the trip me+ for he-allowed
He allowed me to travel.
action
verbs
The similar verb is (said)
105
106
Arabic verbs
Intransitive
daily
routines moving
time place
something + + something +
+ +
( )
( .. )
Intransitive verbs
If a noun comes after a preposition, it is an object to the preposition and not a verb.
The case is genitive after a preposition.
.......
Examples:
106
107
.3 . . .3
.4 . . .4
.5 . . .5
.6 .
. .6
.7 . . .7
.8 . . .8
.9 . . .9
.10 . . .10
Note: Some daily routine actions can be transitive if they need an object as ( nouns) to complete their meaning.
)one(n *
*
*
*
after preposition
(genitive):
107
108
( +
).
B:(hum)changes into (him):
( +
).
C: (hunna) changes into (hinna)
( +
) .
Possessive Particles
Arabic has no verb to have. There are certain (prepositions) which function as possessive particles for human beings, things,
and animals.
Possessive Particles
Nouns + ( pronoun + )
pronoun + )
for
Things
the garden has
for
human beings
.
108
109
La + pronoun . (.... ) +
....
They have children, She has children, He has children
109
110
1. an operator = the first noun that changes as (u) in nominative (a) as accusative and (i) as
genitive:
.1
110
111
.2
.3
. .4
Noun Clusters
3. whatever is between the two nouns are considered genitive with (i) without alif lam as
operators.
4. The closing noun is /in/ or alif lam with / i/
5. The last noun is adjective and it must be like the closing noun either with /in/ or alif lam with
/i/.
operator (s)
are definite so end (s) with /i/
Definite because it is followed by an operator /fatHa/
111
112
Compound Nouns
Two nouns annexed together may indicate new nouns or titles.
Compound words:
Bed room
Dining room
Sitting room
Living room
Reception-room
Dentist )(
Marine
Air force
)Manager ( of a company
Assistant professor )(
Plural:
Put the first noun in a plural form and keep the next one in a singular form
Compound nouns:
Plural singular
Titles
Plural singular
112
113
The classical word for these consonants takes the name solar sounds which include the alveolar (
laterals + sibilants), the alveolar-dentals and inter-dentals, and the Arabic Emphatic Consonants.
Alveolar
alveolar- dentals inter-dentals laterals + Sibilants
+ Emphatics
r L n sh z s t d th th theta Dh +D T S
When (al) the definite article ( ) precedes these solar sounds, the sound of (L ) is completely
silent.
Linguistically this deletion of the sound is called elision.
In such a case, the speaker splits the consonant in the next word into two as geminating
shadda in Arabic. The first segment goes to the end of the previous word. The second segment
makes the start of the new syllable .
In the 2nd reading as pronunciation shows, we drop the (L) but kept a very short form of (a).
Practice:
Pronounce the following statements.
. .1
113
114
.2 .
.3 .
.4
.5
.6
.7 .
.8 .
.9 .
.10 .
All the other consonants are named lunar sounds and in their case, the sound /a/ is dropped.
The /L/ sound is attached to the end of the previous word and fully pronounced.
Beit + al + mu-alim+i
Beitul + mu-alim+ i
The teachers house
Practice
114
115
In AlnaSb Case, the end of the regular verb ends with FatHa as in (1).
( Nuun ) is dropped from the plural as in (2) , from dual (3) , and from the 2nd
person singular feminine (4) .
(to) .1
(until) .2
drop (nuun) of the plural ( yanjaHuun)
(to) .3
drop ( nuun) of the dual ( yadrusaan)
( in order to) .4
drop (nuun) of the 2nd person singular feminine of (tadruseen)
( so as to ) .5
( will not ) .6
Explanation through examples :
. .
.1
2. the future particle ( Hatta) which means (until) as in (5) - until they pass
(succeeed).
sa ?utaabia ?al diraasa Hatta ?aHSul a ala shahaada(tin ) aaaliya(tin).
. .2
115
116
a: ( Li ) + present form of the verb conjugated for the person which is the subject :
b: ( kay) + present form of the verb conjugated according to the subject (4)
c: ( Likay ) as in(5)
Nadrusus likay nataaaLLama.
We study to learn .
. .5
d: ( lan) which means (wont) as in (6) .
.
.6
.
.1
the plane arrived until I- waited
_________
sentence has its verb in the past 2. (?an) preceded by ( ba a da) and the main
tense :
past past
. .2
I met him at the restaurant after I told him about the accident
116
117
. ) ( .2
.
.5
5. People go to the cinema to watch movies.
. ) ( .6
6. My mom and dad will not go ( travel) to Europe.
.
.7
7.I walked until I reached the intersection.
. .8
8. I studied until I passed (succeeded).
.
.9
9.I understood the subject after I studied hard.
.
. 10
10. After I bought a flight ticket, I went to the airport.
117
118
verbs after this particle( Lam) are in the present form, but time is past
Aljazm means
1. The verb must stop with sikoon if the ending is consonant ( see - sikoon):
(past - he studies)
( negative - did not study )
a: We change ( wau ) in ( yadauu ) - he invites into (lam yadau)
(past - invited )
long vowel
( didnt invite)
long vowel
( didnt saty )
. .
118
119
. .
. .
. .
. .
3. If the vowel of the verb is before the last consonant at the end of the word, use
the short vowel also.
Stop of sikoon on the last consonant.
Example:
.4 .
.
.5 .
.
long vowel ( ) + )(didnt invite
119
120
La + present form of the 2nd person (you M. & F.) as warning or advice is
Jazima.
We only drop ( nuun) from the endings if we have ( 2nd person singular feminine,
dual, masculine plural for human beings). Do not touch with any long vowel then.
Examples:
120
121
Relative Clauses
that they follow. The nouns, Relative clauses,usually, describe or add information to the nouns
therefore, must be definite e.g.,
The school in which I teach is near my house.
Male Female
121
122
Plural
the male teachers who the schools which the female teachers who
It is necessary to say that nouns before the relative connectors must be definite (i.e., they are preceded by (al).
C:For Dual relative particles, we have two types (nominative and accusative/genitive cases):
They are of two genders, male and female :
Dual
Male Female
122
123
. ____ .1
. _______ .2
. __________ .3
______ .4
. _________ .5
. ________ .6
. ________ .7
_____ .8
. ______ .9
_____ .10
.( ) .10 .9 .8 .7 .6 .5 .4 .3 .2 .1
V + S +O
erb ubject bject
S + V + O
built-in subject ubject erb bject
If an (object) precedes the transitive verb to make a relative sub-clause, the verb
pronoun. of the sentence must have a pronoun to refer to the preceded noun. This is called a presumptive
O+ V+ O +S
built-in pronoun
subject
Compare:
bana-t al Hukuuma al daar-a
al daar bana-t + ha al Hukuuma
123
124
Exercise
. .4 . .1
. .5 . .2
. .6 . .3
Example
4. .1
5. .2
.6 .3
Here, we can insert the relative connector (particle) between the object and the verb. The new structure
is a relative clause to describe the noun that precedes.
....
Exercise 2
Add the relative clause from the information in the first sentence.
Do not forget to add the pronoun at the end of your verb when the object precedes the verb.
. 1
124
125
Parenthesis ____________________
.
: : : :
.2
____________ Modifies the object .
: : :
Parenthesis _______________ .
: : : :
.3
Modifies the object _______ ___ .
: . :
.4 .
Modifies the object
__________________ .
: : :
The word order may affect the agreement of the subject and the verb as number in the conjugation of
verbs.
.1 . .1 .
.2 .2 .
.3 .3
2. If the sentence starts with a noun, then the verb matches its subject(noun) in number
.1 .1
.2 .2
.3 .3
.1 .1
.2 .2
.3 .3
125
126
Present tense
Past tense
If we put the relative particle(connector)between the noun and the verb,it should, then, match the
noun in number:
.1
.2
) (
.3
.4
.5
.6
.
126
127
In (a), the verb is in singular since it makes the start. The agreement between the verb and the noun that follows is only in gender
__ at the end for the nominative case in the present tense. and in case that is (u)
as prefix (ya)
Example 2
: .2
:
__(u) at only in gender as prefix (ta) and in case that is (u) The agreement in(a) between the verb and the noun that follows is
the end of the nominative case in the present tense.
In(b1&2), the verb must agree with the noun that precedes in, person gender, number, and case.
__ _
zero
sukoon
(consonant stop)
feminine
. .5 . .2
. . 6 . .3
. .7 . .4
Example 3
Rewrite the sentence. start your sentence with the noun and put the relative particle between the noun
and the newly conjugated verb:
127
128
Example:
The verb must match the noun in number and gender. -
The relative particle matches the number and gender . -
If the subject of the main verb is the same of the sub-clause, the sentence adds information and you do not need to put any
pronoun after the verb. You do not have an
object to precede the verb.
Now complete the second sentence from the information in the first:
. .1
.2
( ) .3
.4
.
Combine (a) and (b) sentences into one. Use an appropriate relative connector to make one complex
sentence.
Example:
. : . : .1
:
..... ....
128
129
Note: The case marker of the past form of the nominative plurals is
stable as long (uu) written in Arabic as ().
Case
marker
plural
___
silent marker
_ _ _
zero
sukoon
(consonant stop)
all feminine
Exercise 3
Combine these two sentences into one and make the required changes to build a new meaningful
sentence:
. . .1
.
. . .2
. . .3
. . .4
. . .5
use a different order when the subject is the same in In Spoken Standard Arabic, native speakers
both sentences. They
(1)start with the noun
(2)put the sub-clause first
(3)use the main clause later
The two verbs must match the noun in number since their noun precedes.
: : .1
129
130
sub-clause
) + (
.
) . + (
.
) + (
Exercise 4
Combine these two sentences into one and make the changes needed to build a meaningful sentence:
Exercise: 5
)(
_____________ . .1
_____________ ..2
___________ . .3
__________ . .4
130
131
. __________ .5
Exercise 6
Complete the second sentence from the information in the first sentence:
. .1
Modifies the object . ___________ ________
. .2
Modifies the object . _____________ ______
. .3
. _____________ ___
. .4
. __________ ____
Exercise 7
Work in pairs. One man is reading a newspaper. The other student can deduce an adjective for the man reading the
newspaper. Then you combine bothe sentences into oneas a relative clause.
Example:
In picture one:
1. The man is reading a (the)newspaper. (student#1)
2. He is educated. ( student #2)
Then both students will make one sentence to report it to the class when the class session starts.
( 1 # ) . .1
( 2 # ) . .2
131
132
NOUN-in-CONSTRUCT
If we have two nouns
is
being such as: 2. The possesive s or s when the second noun is human
It is very essential for students to know that the (taa marbuuTa) must be pronounced as /t/ to link the 2
nouns together. Gurfatul mualimi
clock
customs officer
a kind of fluffy candy
a lions heart
132
133
+
Possessive
Pronoun
Exercise 8
Example:
.
.
133
134
We can make use of this structure and insert a relative pronoun to make a sub-clause with the connector
(which has/have/had) or (whose).
Example:
(main clause) . .1
(sub-clause) . .2
main sentence
Relative sub-clause
Exercise 9
(main clause) . .1
(sub-clause) . 160
. .1
. 160
. 160
. .2
(main clause)
(sub-clause) .
( )
Nominative:
Accusative:
. .4
134
135
.
()
Genitive:
Work in Pairs:
Look at the pictures. Make complex sentences similar to the ones that you have read as examples. The
numbers in boxes are the prices of the articles in the pictures.
to
that if
followed by a verb
present tense in an accusative case.
followed by a noun or a
+ pronoun If you study, you pass.
+ only with said
+ ..... Conditional followed by a
Examples present tense verb which ends
+ with sukuun.
+
He announced that the
After intending verbs: The verb is likely to
economy will improve.
_________ + happen .
Saying verbs An Open condition
__________ +
+ +
_________ +
+ +
_________ +
_____________ +
____________ +
___________ +
. .1
. .2
. .3
There is a group of the subject is accusative ( fatHa) and the predicate (the 2nd noun) is nominative (Dhamma)
might be = I wished = as if =
but = that = infact =
135
136
Reported Speech
1. You need to know the (saying verbs) of the statements:
3. Link (B?anna) with the pronoun that stands for the subject of the new sentence in brackets.
Keep the common noun or the proper noun if it is a new element . Do not change the new element noun into a pronoun.
4. The verbs are conjugated for the third person and in a reported speech.
Change the pronouns accordingly.
Example 1 :
" : ".
Example 2 :
" : ".
Now change the folLowing sentences into indirect and report them to your friend:
.1 " : ".
.2 : .
.3 ": ".
.4 " : ".
.5 " : ".
.6 " : ".
.1 " : . ".
.
136
137
.2 " : .
".
.3 ":
".
.4 " : .
".
.5 " :
".
.6 " :
".
.7 " : ".
.8 " : ".
137
138
Time Clauses
Time sequence in Arabic Language
Arabic
) (
connector
. connector
.1 .
. .2
.
preposition ) (
preposition
. .3
.
.4
138
139
connector ) (
Before
present past
. connector
) .1 ( .
.2 .
. preposition
) .1 ( .
. .2
.1 .
) .2 ( .
139
140
Exercise 1
Join each pair with the connector in brackets to make one
complex sentence.
use : . ) . ( .1 . .
) ( . . .2 . .
) ( . . .
.3 .
) ( . . .4 . .
) ( . . .5 . .
) ( . . .6
_______________________________________________
) .2 ( ) .1 ( .
) ( .
( .
)
. if the verbal noun is by itself, use
or use a possessive pronoun instead.
Exercise 2
: and Join the folllowings with
You need to use the verbsl noun after prepositions.
) (use -
.
.. .1.
.
.
. .2 .
. . .3 . .
. .4 .
. .5 .
Purpose Clause
140
141
There are verbs that should be followed by (to)such as tried to, decided to, wanted to ...etc.
.
.1 (a) :
to visit
. (b):
visiting
Change the following infinitive (with to) verbs into verbal nouns(-ing form) to express the same thing. The second structure of
verbal noun(-ing form) does not exist in English.
.1
.
.2
.
) (
.3
) ( =
before the verbal noun when it is isolated and not noun in construct. use
.
.4
) (
. .5
) ( =
. .6
)(
. .7
) (
. .8
) (
.9
.
141
142
) (
FatHa
+ ) (
)drop (n + ) ( 2nd person F. Singl.
)drop (n ) ( plural
to study +
to work +
In fact, the word that we form after (LiL ) is rather a noun.
Example :
.
.1 ) (a
) ( ) (
. (b) :
. .2 ) (a
) (
.
(b) :
Use (li + verbal noun) instead of (li + verb) in the followings to mean the same thing:
. .1
to protect ) ( =
.2
.
) (
. .3
) (
. .4
) (
.
.5
) (
. .6
) ( ) (
142
143
.
.7
) (
. .8
)( ) (
. .9
) (
.
.10
) (
. .11
) (
. .12
) (
. .13
) (
. .14
) (
. .15
) (
. .16
) (
. .17
) (
. .18
) (
. .19
) (
. .20
) (
. .21
) (
143
144
( ) + ( .... ) + (
)
If the subject that follows in the reason sentence is the same one in the result sentence, use the appropriate pronoun:
because he +
= pronouns +
because she
because they
When the subject after (Li ?anna) is a new element and not the same person, use
because and put the new subject after it in a an accusative case:
Reason + Li?nna + Result
result reason
He does not travel today because the weather is bad.
( ) + + ()
( therefore).
If you start with the reason (sentence), then use
Then add the result (sentence).
Example:
.1
He did not succeed because he did not study.
. .2
He did not study; therefore, he failed.
Practice Drill:
.1
.2
.3
.4
. .5
) ( .6
144
145
)(lead to
floods destruction
)( cause
2. )(
)(
Example:
.1 .
. .2
) + ( may be + Fi
Reason Effect
phrase phrase
.1
.2
. .3
.4
.5
.6
.7
.8 100
.9 100
.10 100
145
146
)A (sentence It snowed.
) Bisabab (connector = because of
)A ( phrase Low temperature. .
)Join the phrase with the clause by using (bisabab) ( because of) /( due to
)Put the reason phrase immediately after the connector (bisabab
The clause The phrase
subject + verb
.1
.2
.3
.4
.5
.6
.7
.8
.9
.10
.11
.12
.13
.14
.15
Purpose Clauses
Subjunctive particles are of two kinds
146
147
Subjunctive Case
. .
. .
. .
.
.
Jussive . )Jussive Case of (lam
did not
.
.
.
.
.
.
or Lil Combine two short sentences into one by using (purpose particle Li
Example
. .2 .
147
148
Li + Base Verb
Israel called for the meeting to solve the main problems with palestinians.
. .1 .
.
.
Ill attend university to get a high degree.
.2 . .
.
. .3 .
. .4
. .5 .
. .6 .
. .7 .
. .8 .
.9 .
.
became : was :
became : transformed :
is not :
148
149
) ( )( is still :
kept, maintained to be, remained :
.1 . .1
.
.2 .2 * No verb after
.
.3 . .3 )(
.4 . .4 .
.5 . .5 .
.6 .6 ). (kept
(remained) .
Exercise
.2 _______________ __________________.
.1 .
.2 .
Arabic verbs usually are followed by (to + present tense verb), but there is another pattern that the (an) of
infinitive is not used between the two verbs.These fall under three concepts: the starting verbs, the copula
followed by verb, and the verb (make) and (let).
149
150
\ / /
/ /
/
Read the following statements for raising awareness. Then try to translate into English.
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
if it is followed by the past tense verb, the intention of the speaker is to blame the listener for As for
not doing something right.
.6
. .7
Obligation
........
......
150
151
........
........
.......
......
... ) (
..... ) (
... .
. ......
......
.........
...
......
..
...
Releasing Obligation
. .......
. .......
. .....
. ......
151
152
. ...
. ....
. ..
. ...
. ...
. ...
. ....
. ....
. ...
. .....
. ...
..... .
Conditional Clauses
The structure of the conditional clauses in Arabic follows various patterns. Our intention, here, is that we may find similar
patterns to those of English. We can broadly put them under three headings:
The structure
152
153
present + present +
Negative
The structure
past + past +
. +
If you went to the library, you would get the book.
Negative
past + past
present +
If you did not go to the library, you would not get the book.
3. Hypothetical Case:
The difference is only on the conditional verb in which (kaana) or (kaana ) and (qad) is followed by a past tense verb:
The structure:
past + past + + +
153
154
Had you gone there, you would have got the book.
If you had gone,
Negative
If you did not go to the library, you would not get the book.
Try to connect the conditional verb with the result verb by using the appropriate connectors (particles):
) ( .1
.2
.3
.4
.5
. .6
. .7
" .
".
........ ...... .1
154
155
........... ...... .2
........ ........... .3
. .
....... .4
...... .5
.
.
"
".
............... .5 ............
.............. .6 ..........
............ .7 .........
. .
.8 ........... ...........
........ ......... .9
.1
.
.2 2 20
4 .
.3 . ...
.4 .
155
156
.1 . .
.2 . .
.3 . .
.4 . .
.5 . .
.6 . .
.7 . .
.8 . .
.9 . .
.10 . .
Nouns
Emotions
156
157
happiness )(
anger ) (
sadness
Exhaustion / a physical one
tiredness
exhaustion
laziness
activity
sickness / dizziness/ pain
nausea
dizziness
seasickness
illness
pain
Temperature/ hot/cold
) (
) (
Past present
I
We
You man
you girl
You men
157
158
You girls
He
She
They
)(men
)They (girls
6
MEASURE
1
CONTACT
ARRIVE
MEASURE
3
CONTINUE
MEASURE
4
GIVE A MEASURE 2
RIDE CONNECT
GIVE RIDE TO
158
159
I
) ( ) (...
we
she ) ( ) (
He
They
) ( . .1
.2 .
.3 ) ( .
) (.
.4
)(stayed .
)(throw a party .
(set joint relations) .
Past present
159
160
She
.1 .
.2 .
.3 .
.4
.
( invited) .
)(calls up for )( aims at .
Present past
160
161
)
(..
She
.1
.2 .
.3 .
.4 .
.5 .
.6 .
) (
come to :
bring :
Present past
161
162
she
Present past
to threaten
162
163
. .1
.2 .
The manager started threatening them to be fired.
)(that he would fire them
163
164
to know
) (...
164
165
.1
.
I knew that he (is) a good man.
.2
.
Finally, she knew(discovered) that he was married.
.
.3
?Why dont you know the answer
Present past
get to know
) (..
165
166
Read and figure out the relationship between the meaning and the measure
.1
.
I got to know the new manager at the meeting.
.2 .
I will go to the university and I will know new students.
. .
.3
?Do you know my friend, Huda
She is a student at the university with me.
Present past
) (..
) (greet him her...
166
167
present past
distribute/ deliver
) (...
167
168
.1 .
The American Army distribute food to people in Rawanda.
.2 .
The American Army distributed food(for them) because they were hungry and without food.
present past
to explain
) (
..
168
169
(adjective) is not
(adjective) was
(profession) became
(profession) is still
(adjective) is still
169
170
is not
was
became
is still
is still
is negative to mean is not / are not / does not have /do not have . Note: lays
\ The past is ( lam yakun) .
.1
.2
_____
170
171
______
want to
171
172
)add(alif
. .1
She wanted to study science(s) in the university.
to thank
172
173
to finish from
173
174
Read and translate
.1 .
I will finish university next semester.
.2 .
She will finish working for the army next month.
.3 .
The work will come to an end next week.
Practice
174
175
Read for Raising awareness.
.1 .
.2 .
.3 .
.4 .
.5 .
.6 .
.7 10 .
.8 .
.9 ) (
.10 order .
to release
175
176
Read and translate
. ) .1 (
America (will)send(s) a rocket ( a spaceship) to the moon.
.2 .
The police opened fire at the demonstrators.
.
.3
The soldier opened fire at the fugitive.
to tell, to inform
Read and translate
176
177
.
.
) to believe ( trust
177
178
.
.
to invite
Read and translate
178
179
)
( drop
. mm
.
.1
He invited me to his house two days ago.
.3 .
My girl friend invited me three days ago.
.4 .
Ill invite them to my house next week.
.5 .
My friends invite me to the restaurant.
past tense
179
180
to change
add prefixes add suffixes
180
181
to participate in
add prefix add suffix
181
182
.1
?Are going for the next meeting
.
.2
I dont think that I will go for the conference in Tunisia.
.
.3
?Is the manager coming for the conference
to attend
Read and translate
182
183
) (
) (
) (
.1 .
The American President will attend the meeting in Cairo.
.2
?Who else will attend this meeting
.3 .
?Will Madlin Albright also attend
.4 .
There are Arab leaders (who) will attend the meeting.
There are stems which can give you different words, and you need to
know how to use them in contexts. Here are some activities
)( root
yal ta qi ya ta laq qa yalqi
measure 8 measure 5 measure 4
pst
Nns
183
184
with words (measures) in the Read the following sentences and match their meanings
boxes:
.1 .
.
.3
.
.3
.
)(root
\
yaa ta ri Du ya ta aar ra Du yua ri Du
measure 8 measure 5 measure 2
pst
Nns
184
185
.1 .
.2
.
.
.3
.
pst No
Nns
.1 .
.2
185
186
.
.3
.
Conjugation of
)( she bothers
Past present past present
----------------------------
----------------------------
) ( something/ someone- male )(someone
) ( something/ someone- female )(someone
186
187
avoid
shun
overstep Avoid
)( Concept
ward off
stay away
obviate
Read these sentences first, then translate so that we can get to the meaning of each word as a concept:
. .1
. .2
. .3
. .4
187
188
. .5
. .6
. .7
This verb has two concepts
(A): remain, stay
(B):keep doing something(if followed by a present tense form of the verb verb)
. .
I stay in the city for one month.
. .
I kept working all the day.
Compare the conjugation of the present with the past
I remain / ?abqa/ =
I remained / baqaytu/ =
We remain / nabqa / =
We remained / baqayna/ =
188
189
He remains / yabqa/ :
He remained / baqiya / :
She remains / tabqa/ :
She remained / baqyat/ :
They remain / yabqawn/ :
Root
Measure 1
To cut
Measure 5
Intransitive
(be cut)
3Measure Measure 2
To cut into
Measure 6 To boycott small pieces
Intersect
Measure 7
Intransitive
(be cut)
189
190
Idiom
Amazingly
Read the following sentences. Then determine the meaning and the measure.
. .1
. .2
. .3
.4
. .5
. .6
Measure 1
Read the following. You return to a place
Root
Measure 5 Measure 3
Measure 4
Return
something 190 to
191
) ( . .1
. .2
. .3
) ( .4
.
. .5
. .6
valid
something common ) (
ships sail ) (
)( or )(
. .1
. .2
. .3
. .4
. .5
191
192
. .1
. .2
Compare:
1.
2.
The root
Measure Four
past present
+ + )( )(
+ .... )(
) (
( )
) (
) (
) (
)(
)(
) (
to do wrong to
affront (n), mistreatment, offence :
)(idiomatic expression
to mistreat, to abuse =
192
193
abide by
observe , do according
obey ( ) Concept
be adhered to
be loyal to ( ) ( )
respect
193
194
. .3
. .4
. .5
. .6
. .7
. .8
. .9
Concept
of
support
194
195
.7
. .8
all people
all people
the majority of the people
most of the people
most of the people
most of the people ( )
all the people
some ( afew ) people
senior( high rank) people
The noun can be singular or plural after these two quantifiers ( aayn, nafs)
195
196
1. The quantifier and the noun make a noun in construct relation. I.e., the noun is
in the genitive case ( ends with kasra /I/ or /een/....etc.)
Examples :
Al ( naasi ends with /I/ because it is in the genitive case as a second noun in noun
in construct.
The quantifieris (4) kullu as a subject (5) kulla as an object (6)kulli as an object after
preposition
Examples:
196
197
* of
*
. .1
.2
. .3
197
198
Adjectives
Almost these adjectives belong to human beings. Therefore, they can be nouns or agent nouns.
Any adjective, if contributed to human beings, can be pluralized like a noun, and it can replace the
noun:
A: The masculine adjecive:
The regular masculine plural is
the absentee =
the absentee(s) =
198
199
Only the adjectives that belong to human beings can be used as nouns.
The (F.patients) arrived at the hospital .
I visited those who returned from the trip . .
(the returnees) literal translation
(the plurtal adjective for feminine plural human beings ends with /aat/)
Adjective in summary:
expensive price :
The cars were expensive. .
The T.V. is not expensive. .
ruthless, hard-hearted .
He is a hard-hearted man .
199
200
.
(2) an adjective has the grammar case of its noun.
(3) an adjective has the number of its noun.
(4)an adjective has the gender of its noun ( except the inanimate plural).
(5) an djective may replace the noun (adjectives of human beings).
(6) Some adjectives go for things and not people:
Some adjectives modify only hings but not human beings.Thats why learners need to be aware of those
adjectives because they behave differently from those of thelearners LI and here is English.
.1
.2
.3
.4
.5
.6
.7
.8
.9
.10
Something is hypocritic
Gets on my nerve
something is
Sad
Exciting
Disgusting
Sad
Dreadful
Happy
Comfortable
Scary
Fabricated
Available
200
201
Verbal noun +
+ mean rewiting
active
passive
.10 .
.11
.12
.
.13 .
.14 .
.15 .
.16
.
.17 .
.18
201
202
202
203
complete , perfect ( )
kind (tender), delicate ( )
fluffy ( )
a suit that matches the coordinated ( matches other colors) ( )
tie
distinguished ( )
concerned with ) (
elegant ( )
clear, serene ( )
pure , fresh ( air , liquids) ( )
fresh ( meat, vegetables, fruit) ( )
normal , ordinary ( )
automatic ( )
forged ( )
giant ( )
original, authentic ( )
modern , recent ( )
contemporary ( )
private, special ( )
real, realistic ( )
direct ( )
narrow ( )
deep ( )
attractive ( )
effective, strong , efficient ( )
has warranty, guaranteed ( )
insured ( )
huge , magnificent ( )
luxurious, of high quality , super ( )
Do not use for human being
203
204
unprecedented
imaginary, like dreams ( )
real, realistic ( )
unrealistic ( )
abject ( )
minute (n.) \
precise (adj.)
snake (n) \
living (adj.)
powder (n.) \
crushed (adj.)
sail (n.) \
valid, effective ( adj.)
silencer (n.) \
mute, secret keeper (adj.)
umbrella : ( \ )
solar , of the sun (adj.)
noodles (n.)
hairy , small (blood vessels) adj.
IV (n.)
nutritious (adj.)
magician (n.) \
magic (adj.)
204
205
killer (n.) \
deadly, fatal (adj.)
pomegranate
hand grenade
flour
minute
total
a group
dish
layer
road
method
soldier
bomber
bottom
a big room, hall, auditorium
arm
sellers
pregnant
carrier
diver
submarine
defect
holiday
location :
battle :
stamp :
typewriter :
pregnant :
205
206
carrier :
. ) (
Bi + verbal noun
bi ziyaara yaquumu
.
.
The second style of writing is more prestigious to be used with high rank official people.
You drop the verbal phrase ( undertakes). Keep the tense (time).
.
.
You may need an additional preposition. Watch this issue when you read any Arabic material
206
207
Examples:
Exercise 1
Make all necessary changes . Do not forget to add a preposition if the structure needs that.
.1
. .2
. .3
.4
.5
. .6
.7
207
208
(b) the complex literal or idiomatic collocations are divided into two patterns:
Americans voted for the Republican candidate this time.
( )
Americans voted for the republican candidate this time.
:
This verb may collocate with certain nouns such as :
( )
This verb may collocate with these nouns to give these meanings :
hopes that )( =
feels sorry for ) ( =
worries about ( ) ( = )
208
209
( )
(b2) The literal or idiomatic complex collocation : Verb + Noun (accusative) + (adjective) +
Preposition
.
The student asks his teacher a question.
.
.
(something) :
cares about = ) (
209
210
criticizes :
blames :
)strikes, hits (surprise air strike = )(
= ) ( surprises them with an attack
)( )........( )(
)( )( = )file a complaint against ( someone) at (court
\ + +
to preclude , to prevent something from : + ) (
)happening (noun
= gave a speech
) (
to curb :
) (
210
211
Exercise 2
Expand the underlined verbs by using collocations taken from the words in
brackets:
) ( .1 .
.2 ) . (
.3 ) . (
) . ( .4
) . ( .5
) . ( .6
) . ( .7
) . ....( .8
211
212
212
)Phrases of Arabic to express (possibility
Possibility
)(usually not under your control
Examples
You can express (possibility) through these phrases:
.3 .
.1
.2
) (
You can express (possibility ) through these verbs:
The structure, sometimes, requires extra prepositions when the verbal noun is used.
.6 .4
.5
)(
) ( .....
215
You can create (adjectives) by using past participles :
: , ....
It is awaited that it is expected that it is hoped that it supposes that
Examples
) .1( .
) .2( .
) .3( .
) .4 ( .
216
)The Notion of (to get
.... .1 .
.... .2 .
..... .3 .
Idiomatic expressions
) ... (
) ( ....
.. .4
.. ..... .5 .
217
Arabic Demonstratives
)(are, unlike English demonstratives, before the definite nouns
those these those M.F. these M. F. those F. these F those M these M that F. this F. that M.
this M
plural plural plural plural two two two two
.6 . . . . .1 . . . .
. .7 .2 . . . .
. .8 .3 . . . .
)(
.9 )(.
. . . .4
)( .10 )(.
.
. .5
)( .
) ( . .11 . .
Matti Phillips 2000
218
Human beings Arabic Nouns
Nouns are under 4 categories : human beings, animals, concrete things, abstract nouns
Human beings
Common Nouns
ac Idiosyncrasy
Profession Re Nationality
Collective Nouns Proper Names
Female male Plural singular Regular Adjective / Noun
Job
Plural singular Regular Plural singular Masculine/generic Almost regular
Plural singular Irregular
( )( ) ( ) ( ) Plural singular
( )( )
( )( ) ( ) ( ) Plural singular ( )( )
( )( )
( )( ) ( )( ) ( ) ( ) ( )( )
( ) ( ) ( )( ) ( ) () ( )( ) ( )( )
( )( ) ( ) ( ) ( ) ( ) ( )( )
( )( ) ( ) ( ) ( ) ( ) ( ) ( )
()( ) ( ) ( ) ( ) ( ) ( )( )
( )( ) ( )( ) ( ) ( )
( ) ( )
Geographic Proper Names Accusative + genitive ( ) ( ) Note : genitive (after
Countries, cities, rivers een ( )( ) preposition & accusative
(object to the verb) end
with
Countries are feminine except 5 : Iraq, Jordan, Morocco, Sudan, Lebanon More than one shape een
Cities are all feminine )(
Rivers are all masculine
219
The Concept of Negation
Wont Jazim
Prohibitio
__Did not n
___ Do not +
+
Negation
Subject + do not + statement
220
Map of (an ) cases
Adverbials:
221
( Thoo) of , which has / have
)( n. =
.1
.2
.3
222
infuriated
Put an end
Limit, define to
Delineate
.1 .
.2 .
.3 .
.4 .
.5 .
223
Map of ( qad )
present +
Likely, unlikely / possible, not possible
+ +
present
past +
Unlikely, not possible past + Emphatic
Likely to happen Laqad
Qad + present present + + past +
had already
. Has/ have +
present + P.P.
present + + p.p.
He was, indeed,
.
working as an
engineer at that
I may see you in the .
. time when I
library if you come . When I
met him in the
(literal = came as a arrived, my
He might have traveled Capital.
classical rule). mother had
(gone) to new York (if it) already left In fact, I
hadnt been for the car (traveled). I have
accident and been taken to helped him was working
did not see her.
hospital. a lot in the ..
past, but had been
...... now I working.
He could have reached . cannot
( help him) met
Compare:
I had helped him
I had already helped him + +
Conjugate kaana as its subject
224
1
Mattis Arabic Grammar Introduced as a Foreign Language 2000 Copyright Reserved
References
4. Khoshaba, M. (2002) does focus on form promote production for foreign language
learner? dialog on languge instruction, 15,(pp1-18).
DLI, Presidio Monterey.
7. Marcia, M. & freeman, D. (1983) the grammar book an esl/efl teachers course,
Heinle & Heinle Publishers. Massachusetts.
8. Ur, P. (1981) discussions that work. Cambridge University Press in Great Britain.
225
Grammar Morphology in the Cross -Linguistic Class in Monterey International Institute in 2000
Arabic Grammar Introduced as a Foreign Language
Matti Philips Khoshaba Al-Bazi
Arabic language is a very derivative language. The sequence of 3 letters may give a meaning
to the root but still you have no simple base verb as a free morpheme that stands by itself as a word
like other languages. So, any verb must have its pronoun built-in to make sense and create a verb
with full meaning.
The written morphology is agglutinative and hard to analyze. For example in English, you
have clear subject+ Verb + object sentence structure when you want to say I liked it but the
sentence structure is not so clear in Arabic when you say Aa jabani = appealed+ it-
masculine+ me and then Aajabatni = appealed+ it-feminine+ me.
The allomorph of the present tense verb is highly affected by the fact that vowels within
the root complicates the structure. The present tense morph carries various features gender,
person, number, and time.
Moreover, the phon-o-morphological structure by adding other letters to the root changes
the verb to causative or ergative or colored passive.
By adding, for example (t) or (n), to the first core consonant will change the verb from
transitive to intransitive or ergative or passive that simple. The same happens when (t) is added after
the first core consonant of the root. At the same time the reading of the syllables reshape themselves
in a different way when these letters are added.
Deriving verbal nouns from verbs is not clear and it follows many rules. The same can be
said to adjectives and it is confusing if the mechanism of forming verbs is unclear.
It is essential for foreign language learners to master the mechanism of the various
allomorphs of verbs (past and present)and nouns( singular and plural in relation to gender). If
foreign language learners of Arabic fail to do so, it is, then, very hard to derive the verbal nouns,
adjectives, and adverbs as main parts of the speech.
To master the language for the advanced levels, students need to assimilate the Arabic
mechanism of the verbs and their measures first. This mastery over the verbs will make it so easy to
enrich and maintain the vocabulary of the advanced level as meaning, syntax, and sentence structure
of the authentic patterns. I believe that this book addresses your needs as a foreign language learner.