This word also shows up in Hebrew, e.g. masculine זה‎ zeh (cf. dhī), feminine זאת‎ zot (cf. dhāt-), plural אלה‎ eleh (cf. ulī).

Karin C. Ryding, A Reference Grammar of Modern Standard Arabic (Cambridge: Cambridge University Press, 2005), pp. 205–24 [§8.1].The data that support the findings of this study are available from the corresponding author upon reasonable request. Conflicts of Interest

Verbs in Arabic ( فعل fi‘l) are based on a root made up of three or four consonants (called a triliteral or quadriliteral root, respectively). The set of consonants communicates the basic meaning of a verb, e.g. k-t-b 'write', q-r-’ 'read', ’-k-l 'eat'. Changes to the vowels in between the consonants, along with prefixes or suffixes, specify grammatical functions such as tense, person and number, in addition to changes in the meaning of the verb that embody grammatical concepts such as mood (e.g. indicative, subjunctive, imperative), voice (active or passive), and functions such as causative, intensive, or reflexive. All languages in this world have characteristics and features that make them different from other languages. Arabic and Bugis are the two languages used in communicating with each other. Because these two languages are different, the people and countries that use them are also different. Arabic is a language that has its characteristics and several advantages over other languages. For example, Arabic has a strong structure, precise exposure, great beauty, and profound meaning.

Early Arabic grammars were more or less lists of rules, without the detailed explanations which would be added in later centuries. The earliest schools were different not only in some of their views on grammatical disputes, but also their emphasis. The school of Kufa excelled in Arabic poetry and exegesis of the Qur'an, in addition to Islamic law and Arab genealogy. The more rationalist school of Basra, on the other hand, focused more on the formal study of grammar. [10] Division [ edit ] For this discussion to be achieved following the intended goals and objectives, the data or information collected will be processed based on qualitative research methods with several data analysis techniques. In this case, the authors’ data from the existing literature will be processed deductively, inductively, and comparatively. Deductive data processing is analyzing general data to arrive at specific conclusions. With a method like this, researchers emphasize reasoning based on analogy. Meanwhile, inductive data processing is analyzing detailed data to obtain general formulas. Researchers also emphasize sense based on descriptions. Furthermore, comparative data processing compares one data to another to get data that is more accurate and has stronger arguments. In addition, researchers also emphasize analytical reasoning. Wright, William. A Grammar of the Arabic Language. Vol.2 (3rded.). Librarie Du Liban. p.165. مع is, as the Arab grammarians remark, properly the accusative of a noun, signifying association, connexion. The object of purpose [ ar] ( المفعول لأجله al-maf'ūl li-'ajlihi) is an adverbial structure used to indicate purpose, motive, or reason for an action. [39] It consists of a verbal noun derived from the main verb that appears in the accusative ( منصوب manṣūb) case. [39] Arabic Students and teachers may benefit from the researchers’ experience with English and Arabic verb tenses, which they share in the hopes of making students more comfortable with these concepts. Also, it is to make English tenses simpler for Arabic students to grasp. When teaching foreign languages, it is important to recognize the mistakes that would be committed by a student from a different country. The foreign language student will make fewer mistakes if he or she employs a contrastive approach.

The prefix ma- is encoded when attached to the root word with the initial vowel/a, i, u, é, o, e/. The prefix ma- is allomorph mar- when the root word has a vowel initial/a, i, u, é, o, e/. Ma- is allomorph maG- when attached to the root word with the initial consonant/b, c, d, g, j, k, l, m, n, p, s, t/. The prefix ma- is allomorph maG-, if the root word is a consonant initial phoneme (semi-vowel)/w/. The phoneme/w/changes to the phoneme/b/. The meaning contained in the prefix ma- with the root word attached to it is as follows: (1) state the work as mentioned in the root word, for example, massessa’ (washing), massappa (seeking), ma’jama (working), mattettéq (hitting), and maruki (writing); (2) doing work using tools as mentioned in the basic words, for example, ma’baju (wearing clothes), massulara (wearing pants), and massandala’ (wearing sandals); (3) state the actions of two parties, for example, mallotténg (fighting), mappanca (fighting strength with hands), and ma’bitté (competing); (4) stating the state of intensity, for example, manynyilik (observing); (5) wearing something like the root word, for example, mappotto (wearing a bracelet) and massapatu (wearing shoes); and (6) state in a state as mentioned in the root word, for example, masussa (in a difficult state), makkocaq (in a liquid state), and Mario ( marennu). Some people, especially in the region of Arabia, when they are descended from a famous ancestor, start their last name with آل āl /ʔaːl/, a noun meaning "family" or "clan", like the dynasty Al Saud (family of Saud) or Al ash-Sheikh (family of the Sheikh). آل āl /ʔaːl/ is distinct from the definite article ال al- /al/. Numerals 11 and 13–19 are indeclinable for case, perpetually in the accusative. Numbers 11 and 12 show gender agreement in the ones, and 13–19 show polarity in the ones. Number 12 also shows case agreement, reminiscent of the dual. The gender of عَشَر in numbers 11–19 agrees with the counted noun (unlike the standalone numeral 10 which shows polarity). The counted noun takes indefinite accusative singular. The syntax studies the formation of the sentences and the structures, i.e. it teaches us the changes which happen to the words because of its position in the structure, while the morphology studies the pattern of the word and how to form a word from another word regardless its position in the sentence, i.e. morphology teaches us how to make the different patterns of derivatives. Hamzat al-waṣl ( هَمْزة الوَصْل), elidable hamza, is a phonetic object prefixed to the beginning of a word for ease of pronunciation, since Literary Arabic doesn't allow consonant clusters at the beginning of a word. Elidable hamza drops out as a vowel, if a word is preceding it. This word will then produce an ending vowel, "helping vowel" to facilitate pronunciation. This short vowel may be, depending on the preceding vowel, a fatḥah ( فَتْحة: ـَ), pronounced as /a/; a kasrah ( كَسْرة: ـِ), pronounced as /i/; or a ḍammah ( ضَمّة: ـُ), pronounced as /u/. If the preceding word ends in a sukūn ( سُكُون), meaning that it is not followed by a short vowel, the hamzat al-waṣl assumes a kasrah /i/. The symbol ـّ ( شَدّة shaddah) indicates gemination or consonant doubling. See more in Tashkīl.

Basic words in Arabic are in the form of ism or noun morpheme (الاسم), and some are in the form of fi’l or verb morpheme (الفعل). The noun-shaped root word (الاسم) consists of a three-syllable, four-syllable, and five-syllable. Noun morphemes (الاسم) which are mujarrad or original three letters have not received the extra letter and their meaning. What has been agreed upon by the Classical Arabic Morphologists are ten wazans (scales): (فَعْلٌ), (فِعْلٌ), (فُعْلٌ), (فَعَلٌ), (فَعِلٌ), (فَعُلٌ), (فُعَلٌ), (فَعَلٌ), and (فِعِلٌ), whereas noun morphemes (الاسم) which are efficacious or original four letters have not received additional letters and their meanings are six wazan: (فَعْلَلٌ), (فِعْلِلٌ), (فِعْلَلٌ), (فُعْلُلٌ), (فُعْلُلٌ), (فِعَلٌّ), and (فُعْلَلٌ). Classical Arabic has 28 consonantal phonemes, including two semi-vowels, which constitute the Arabic alphabet. Arabic is the language of the Koran, the holy book of Muslims, numbering more than one billion speakers [ 7, 8]. However, in Muslim belief, the Koran is a guide for them and a guide for humankind. Arabic has become a language with considerable interest in the West, especially in the last decade. In America, for example, no university does not make Arabic a subject, including Catholic and Christian universities.