The Persian Translation of Arabic Aesthetics: Rādūyānī’s Rhetorical Renaissance

Notwithstanding its value as the earliest extant New Persian treatment of the art of rhetoric, Rādūyānī’s Interpreter of Rhetoric (Tarjumān al-Balāgha) has yet to be read from the vantage point of comparative poetics. Composed in the Ferghana region of modern Central Asia between the end of the eleventh century and the beginning of the twelfth century, Rādūyānī’s vernacularization of classical Arabic norms inaugurated literary theory in the New Persian language. I argue here that Rādūyānī’s vernacularization is most consequential with respect to its transformation of the classical Arabic tropes of metaphor (istiʿāra) and comparison (tashbīh) to suit the new exigencies of a New Persian literary culture. In reversing the relation between metaphor and comparison enshrined in Arabic aesthetics, Rādūyānī concretized the Persian contribution to the global study of literary form

Classical Arabic and Jihadi culture: analyzing the religious linguistic inter-discursive relation of the Islamic State

This study explores the linguistic aspects of the jihadi culture and highlights the discursive role of classical Arabic within jihadism. It builds on literature on Jihadi culture and contributes to it by empirically analyzing the case of Islamic State linguistic traditions archeologically and genealogically. The study concludes that the use of classical Arabic constitutes one of the pillars of the cultural structure of the jihadi culture. Classical Arabic does play an important role in the jihadi culture leaning towards a literalist approach to religious texts, and hence to adopt violence. However, the study denies any essentialist relation between classical Arabic and jihadi culture through presenting a historical sketch of the language as an element in a variety of other contexts

INTEGRATION OF LOCAL CULTURE IN ARABIC LESSON MATERIALS IN MADRASAH TSANAWIYAH DARUL HIKMAH SINJAI

This study aims to explore procedures or steps for the development of Arabic subject matter through the integration of local culture in Sinjai Regency into Arabic subject matter at Madrasah Tsanawiyah Darul Hikmah Sinjai and test the feasibility of Arabic language subject matter that is integrated with the local culture of Sinjai district. at Madrasah Tsanawiyah Darul Hikmah Sinjai. This research is a type of research and development or Research and Development (R&D) using four stages of research, namely, the data collection stage, the planning stage, the product development stage, and the product validation and testing stage. The instruments used were questionnaires, interviews and, observations. The results showed that the process of developing Arabic subject matter by integrating local Sinjai culture was carried out in six steps as follows, conducting field studies and literature studies on Sinjai local culture, determining and compiling materials, integrating local culture into Arabic subject matter for class VII Madrasah Tsanawiyah Arabic. into Arabic, material systematization, material validation includes internal validation and external validation. the internal test percentage reached 64.02%. And the external test results using the Wilcoxon type nonparametric statistical analysis is .003 which means less than 0.05 (003 <0.05), these two test results indicate that the product is suitable for use

Pengembangan Buku Ajar Keterampilan Menulis Bahasa Arab Berbasis Kearifan Lokal Sebagai Penunjang Kreativitas Mahasiswa

Basic Arabic writing skills are included in the competency-based curriculum and conservation of the Arabic Education Study Program. Learning basic Arabic writing skills is provided through the taroqib wa takhawiljumal course. Learning basic Arabic writing skills, based on local wisdom, introducing our nation's culture and increasing students' creativity in writing Arabic. The research subjects were students who took taroqib wa takhawiljumal totaling 30 people, data collection methods used in this study included (1) potential and problems, (2) data collection, (3) product design, (4) design validation, (5) design revision. Learning basic Arabic writing skills based on local wisdom introduces students to their culture, creative in writing Arabic, and encourages to better written language

Culture in the AFL Novice Classroom: Teachers\u27 Perceptions, Teaching Techniques, and Assessment.

The teaching of cultural content in the foreign language classroom has received a great deal of attention throughout the past few decades. The role of culture in the L2 classroom has been investigated and studied from different perspectives. This study investigates teachers\u27 perceptions of teaching culture in the Arabic as a foreign language novice classroom, in addition to how Arabic as foreign language teachers introduce and assess culture. The aim of this study is to explore the current teaching practices regarding cultural content in the novice classroom, in order to determine what is needed for better teaching practices that can improve the Arabic as a foreign language learner\u27s intercultural communicative competence. The data collected for this study consisted of an online questionnaire, observations of Arabic as a foreign language novice classroom, and teachers\u27 interviews. Qualitative and quantitative analysis of the findings revealed that Arabic as foreign language teachers have positive perceptions about teaching culture in the novice classroom. Although they consider teaching culture to be as important as teaching language, they use relatively few techniques for introducing culture such as culture notes, tasks and projects. For cultural resources, they rely mainly on the textbook cultural content or the spontaneous cultural content. Moreover, there are many challenges that affect teaching culture at the novice level, such as the availability of ready-made cultural content and activities, and also the time factor. In regard to assessing culture, however, while Arabic as foreign language teachers do assess the language use appropriateness, they struggle in assessing the cultural perspectives, and they have limited techniques for assessing cultural knowledge

Issues on Arabic Scriptures in Malay/Indonesia Language: A Study of its Contributions in the Development of Regional Culture, Language & Literature Literacy

This paper touches on the important role of Islam in Malay literature and culture &nbsp;&nbsp;literacy, in the region. Malay literary and cultural treasures that were originally oral traditions have changed after the local community has embraced the teachings of Islam that bring along the Arabic scripture or Arabic writing system. This system of Arabic writing has greatly influenced Malay literature and culture. This paper therefore explores academically the role, contribution and discussion regarding the future of Arabic Scripture in the region. It would not be too much to say that it was the Arabic writing system that made the Malay community illiterate. This paper is expected to benefit not only to those who study literature and linguistic but for those with a background in Islamic studies too to study the regional literature and culture, especially those related to Malay studies

Politeness in Arabic Culture

As soon as we want to speak, we must constantly make choices of many different kinds of e.g. what we want to say, how we want to say it. Specifically, we must choose what sentence types, words, and even sounds best unite the what with the how. How we say something is at least as important as what we say. In fact, the content and form are quite inseparable, being but two facets of the same object. According to Thomas (1995), the past twenty years within pragmatics there has been a great deal of interest in 'politeness', to such an extent that politeness theory could almost be seen as a sub-discipline of pragmatics. Then Thomas claims that, much has been written (comparatively little based on empirical research) and different theories and paradigms have emerged. Thomas adds, that we find people are using the same terms in very different ways, are operating with different definitions of 'politeness' and are talking at cross-purposes. Thomas (1970) argues, that within the vast literature on politeness which has built up since the late 1970s we find tremendous confusion. The confusion begins with the very term politeness, which has caused much misunderstanding. (Thomas, 1970, p. 149)

Cultural Content Analysis in the First Textbook of Arabiyyah Baina Yadaik: Analisis Muatan Budaya pada Buku Ajar Arabiyyah Baina Yadaik Jilid Pertama

This research aims to know the description of the cultural content analysis in the first textbook of Arabiyyah baina Yadaika. This research is qualitative descriptive research which uses documenter method of two sources, primary and secondary source. The method is used to analyze the data by content analysis. The results of this research indicate that the &nbsp;first textbook of Arabiyyah baina Yadaika presents concepts of Islamic culture in integrated manner with vocabulary linguistic structures and texts, presents real examples of Arabic linguistic, by Arabic names, names of Arab and foreign countries and their cultural landmarks are commonly used, includes maps of some Arab countries and others, provides information on Arab currencies, begins the Pelajaran of No.s in the first seven Pelajarans, respects of Arabs and the appreciation of Arabic culture, the introduction on Arabic culture is all correct, includes contemporary Arabic texts, and Islamic cultural trends appeared in this textbook

Towards integrating culture into the Arabic curriculum : Arabic teachers’ beliefs on the teaching of culture

This study examines Arabic teachers’ beliefs on their teaching of culture to learners of Arabic - specifically at the first and second year Arabic levels - at U.S. universities. The study aims at identifying patterns in teachers’ beliefs and practices on cultural instruction, and describing the goals of their teaching and the approaches they used to attain those goals. I collected data from 57 college-level teachers of Arabic using focus-group interviews, online survey questionnaire and follow-up interviews. Broadly speaking, study participants are well aware of the significance of cultural instruction in a language classroom, and they believe that teaching culture is as important as teaching the other four language skills and grammar. They also believe that culture should be an integral part of language teaching, and cultural competence should be developed using both Modern Standard Arabic and Colloquial Arabic, with the perception that culture cannot be taught appropriately without teaching dialects. With regard to the participants’ actual practices, only approximately half of them believe that the teaching of culture within their classes is adequate overall, while the other half of them are not satisfied with their overall performance related to cultural instruction. Another finding is that there are, by and large, no significant differences between native and non-native speakers of Arabic in their beliefs and practices on the teaching of culture. There are minor differences in that the native speaking teachers have slightly more positive attitudes towards the teaching of culture and are slightly more satisfied with their cultural instruction and teaching environment for teaching culture. A considerable number of participants indicated that their beliefs on the teaching of culture have changed in the course of their teaching careers, and these changes have been reflected in their practices in the classroom. They reported that the most prominent change in their beliefs is the incorporation of dialects and cultural components into their curricula and lesson plans. This study suggests that in order to effectively incorporate culture into the Arabic language curriculum, several developments still need to be made, such as setting up clear objectives of cultural instruction, developing assessment tools and criteria for cultural competence, and offering teacher education programs. In particular, one of the most important implications of this study is that teacher education programs will help teachers become more actively engaged in cultural instruction by enhancing their awareness of cultural and intercultural education and helping them develop their actual classroom practices.Middle Eastern Studie