- قائمة المقالات

Scientific Biannual Journal “Research in the Teaching of Arabic Language and Literature”

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 1-4

https://doi.org/10.48310/alle.2026.4832

المستخلص

أكثر

The Role of Oral Reading in Teaching Arabic in Light of Applied Linguistics: A Case Study of Ṣadā al-Ḥayāh

seyyed Ahmad Mosawi Panah؛ Rasoul Balavi؛ Ahmad Sawari؛ soheila abdi

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 5-28

https://doi.org/10.48310/alle.2026.4833

المستخلص

أكثر

An Analytical Study of the Philosophy of Language in Education, Translation, and the Interpretation of Contemporary Arabic Texts: A Case Study of Heidegger’s Post-Anthropological Theory in the Poetry of Nazik al-Malaika

kimia fathi؛ mohammad mir

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 29-65

https://doi.org/10.48310/alle.2026.4834

المستخلص

The philosophy of language is not merely concerned with the mechanics of communication but with the conceptual, functional, and semantic foundations of language in its relation to thought, culture, and reality. Language is not simply a tool for transmitting meaning; it is a horizon through which understanding is shaped and transformed. This perspective acquires ... أكثر The philosophy of language is not merely concerned with the mechanics of communication but with the conceptual, functional, and semantic foundations of language in its relation to thought, culture, and reality. Language is not simply a tool for transmitting meaning; it is a horizon through which understanding is shaped and transformed. This perspective acquires particular importance in the fields of education, translation, and the interpretation of contemporary Arabic texts, where teachers, learners, translators, and interpreters are required to penetrate the deeper layers of meaning, cultural context, and philosophical assumptions embedded in texts. This study aims to explore the applications of the philosophy of language in these domains, with a special focus on a case study analyzing Heidegger’s post-anthropological theory as reflected in the poetry of Nazik al-Malaika. Using a descriptive-analytical methodology, the research first outlines the theoretical foundations of the philosophy of language and its place within philosophical hermeneutics. It then examines Heidegger’s view of language, existence, and post-anthropology, before moving to analyze selected poems by Nazik al-Malaika to reveal how these concepts manifest in her poetic and semantic structures. The findings demonstrate that employing the philosophy of language in education and translation opens broader possibilities for understanding existential dimensions of texts, moving beyond superficial interpretation and engaging with their cultural and hermeneutical depth. The analysis further shows that al-Malaika’s poetry, by employing language as a horizon of existence, possesses a profound capacity for philosophical analysis, and that Heidegger’s post-anthropological theory provides an effective framework for grasping this capacity, particularly in relation to concepts such as anxiety, fallenness, the search for meaning, and authentic existence. The study concludes that integrating the philosophy of language into the teaching and translation of contemporary Arabic texts constitutes an innovative and effective approach to enhancing comprehension and meaning transfer, while also contributing to the development of new analytical tools that connect language with being, and theory with practice in the Arab intellectual context. Keywords Philosophy of Language; Education; Translation; Post-Anthropology; Nazik al-Malaika; Heidegger; Hermeneutics. Introduction Language has long been regarded as a central medium for human communication, but philosophical inquiry reveals its deeper role as a formative horizon of understanding. In the Arab intellectual context, the interpretation of contemporary texts requires moving beyond structural and grammatical analysis to uncover existential and cultural dimensions. This study situates the philosophy of language within education, translation, and interpretation, emphasizing its transformative potential. By focusing on Heidegger’s post-anthropological theory and its resonance in the poetry of Nazik al-Malaika, the research highlights how philosophical hermeneutics can enrich the comprehension of modern Arabic literature. Research Methodology The study employs a descriptive-analytical method, combining theoretical exploration with textual analysis. First, it reviews the conceptual foundations of the philosophy of language and its relevance to hermeneutics. Second, it examines Heidegger’s philosophical framework, particularly his notions of language as the “house of being” and his post-anthropological critique of human-centered interpretations of existence. Finally, it applies these concepts to selected poems by Nazik al-Malaika, analyzing their linguistic, semantic, and existential dimensions. This methodological approach allows the study to bridge theory and practice, demonstrating how philosophical insights can be operationalized in education and translation. Literature Review (Background) Previous scholarship on the philosophy of language has emphasized its role in hermeneutics, semiotics, and cultural studies. Heidegger’s contributions, particularly his critique of anthropocentrism and his emphasis on language as a horizon of being, have influenced diverse fields including literary theory and translation studies. In the Arab context, research on Nazik al-Malaika has often focused on her pioneering role in modern Arabic poetry and her stylistic innovations. However, few studies have examined her work through the lens of Heideggerian philosophy, especially post-anthropology. This gap underscores the originality of the present study, which seeks to integrate philosophical hermeneutics with literary analysis to uncover new dimensions of meaning. Discussion The analysis reveals that Nazik al-Malaika’s poetry embodies existential themes that resonate with Heidegger’s philosophy. Her use of language transcends mere expression, functioning instead as a horizon through which being is disclosed. Concepts such as anxiety, fallenness, and authenticity—central to Heidegger’s thought—are reflected in her poetic imagery and thematic concerns. For example, her exploration of existential solitude and the search for meaning parallels Heidegger’s notion of authentic existence. In education, this perspective encourages teachers and learners to engage with texts at a deeper level, fostering critical thinking and cultural awareness. In translation, it challenges translators to move beyond literal equivalence, striving instead to reproduce existential and hermeneutical dimensions of meaning. Thus, the philosophy of language provides a framework for rethinking both pedagogy and translation practices in the Arab world. Conclusion This study demonstrates that the philosophy of language, when applied to education, translation, and interpretation, offers innovative pathways for engaging with contemporary Arabic texts. By analyzing Nazik al-Malaika’s poetry through Heidegger’s post-anthropological theory, the research highlights the profound philosophical potential of her work and the relevance of hermeneutical approaches to modern literary analysis. The findings suggest that integrating philosophical perspectives into teaching and translation enhances comprehension, enriches cultural dialogue, and develops new analytical tools that connect language with being. Ultimately, this approach contributes to bridging theory and practice, offering a dynamic model for interpreting and transmitting meaning in the Arab intellectual context.

The use of narrative literature in the development of linguistic skills for non-Arabic speakers: A study on the story of Khadra by Al-Alakham Hani al-Raheb

Weaam Ali ali

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 66-84

https://doi.org/10.48310/alle.2026.4835

المستخلص

With the emergence of new trends in the art of storytelling and the introduction of fresh themes and issues into the realm of narrative literature, a significant transformation has occurred in its structure and content. This evolution has made narrative literature an effective tool for illustrating the linguistic and cultural fabric of societies. Stories, with ... أكثر

Analysis of final exam questions for the Arabic language of the Quran (1) course, tenth grade, theoretical branch, with the approach of Benjamin Bloom's classification of educational objectives

Hossein Mohammadian؛ Ati abyat؛ Sayyed Ehsan Afsharizadeh؛ Sayyed Abolfazl Mosavifard

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 85-111

https://doi.org/10.48310/alle.2026.4836

المستخلص

The present study aims to analyze the content of final exam questions in the course "Arabic, Quranic Language 1" for 10th-grade Nazari branch students from the perspective of Benjamin Bloom's taxonomy of educational objectives. This topic is significant because final exams, as one of the formal and decisive tools of the evaluation system, play a key role in assessing ... أكثر

Content Analysis of Arabic Textbooks for Secondary in the Humanities and the Introduction of Arabic Language Culture Components Based on Localization Theories

fatemeh Akbarizadeh؛ fatemeh Mazinani

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 112-140

https://doi.org/10.48310/alle.2026.4837

المستخلص

Learning a second language is essential. Therefore, utilizing authentic content that reflects the identity, culture, nationality, beliefs, values, norms, and customs of the target language is highly important. The Arabic textbooks for secondary education in the humanities, which serve as the main content for students, as the main sources for students’ language ... أكثر Learning a second language is essential. Therefore, utilizing authentic content that reflects the identity, culture, nationality, beliefs, values, norms, and customs of the target language is highly important. The Arabic textbooks for secondary education in the humanities, which serve as the main content for students, as the main sources for students’ language learning, have been written based on national educational policies and curricula. The present study aims, through a descriptive-analytical method and by measuring the frequency of cultural components, to examine the representation and frequency of Iranian national identity dimensions and to critique the lack of Arabic cultural content in these Arabic textbooks. Based on localization theories in language education, the findings show that elements of Iranian-Islamic culture have been incorporated into the textbooks. However, since the culture of the Arabic language is an inseparable part of the language itself, it is impossible to achieve complete language education without attention to the culture, customs, and popular values of Arab society. The findings indicate that the national dimension appears 44% times in the 11th grade, followed by Iranian-Islamic culture with 56% instances, religious-Islamic aspects with 48% geographical dimensions with 44% in the 12th grade, and national symbols with 87.5% instances in the 11th grade. Political aspects and subcultures appear 46% and 71% times in the 11th and 12th grades, respectively. The national symbols dimension is notably absent in the 12th grade.KeywordsEducation, Localization, Arabic textbooks for upper secondary humanities, Arabic Culture, National Identity.IntroductionLanguage serves as a vital tool for humans to communicate and convey beliefs, values, norms, and cultures. Language has been one of the primary means of communication among humans. Although communication can also occur through other means such as symbols and visual arts, the transfer of complex mental concepts can only be achieved through written and spoken language (Yaqoobi & Abdi, 2022, p. 190). Technological advancements have made language knowledge essential for establishing relationships. Consequently, a cultural context for teaching the language must be established in the country, referred to as “local knowledge” or “localization.” This term was first articulated by Geertz, an American anthropologist, in 1983 as knowledge rooted in a specific situation and context (Ghasempour Dehaghani et al., 2011, citing Geertz, 1983, p. 11). Localization impacts language education since each language carries its unique culture, environment, and context. Therefore, localization is a process of adapting the environment and context to the culture of the target society.Methodology:This research utilizes content analysis as a methodological approach to examine Arabic textbooks used in secondary education within the humanities stream. The analysis focuses on the representation of various cultural dimensions and the integration of localization theories into the educational materials.Literature ReviewNumerous studies have been conducted regarding the analysis of different sections of Arabic textbooks for secondary education. Notable research includes studies by Aghaei-Nejad (2023), Alipour (2022), and Zangeneh (2022), which explore various aspects such as visuals, revolutionary educational components, and linguistic critiques. However, these studies primarily analyze textbook sections from different theoretical frameworks without focusing on the integration of Arabic culture within the context of localization.DiscussionLocalization and its various stages are crucial in implementing educational frameworks. The analysis of educational resources demonstrates that while textbooks are crucial for delivering localized content, they often fall short in incorporating the cultural elements of the target language. Therefore, recognizing the cultural dimensions of the Arabic language is essential for creating effective educational materials.ConclusionThis study concludes that authors must consider not only the needs of learners in designing textbook content but also the cultural dimensions of the target language (Arabic). The findings indicate a significant neglect of Arabic culture, which is a fundamental need for students. Engaging with the culture of the target language enriches the students’ understanding and fosters a more comprehensive educational experience. The theories used throughout the various sections of the textbooks include the Tree theory, Amoeba theory, DNA theory, Crystal theory, and Mushroom theory, which collectively aim to enhance local knowledge while integrating useful global elements.

Application of cultural intelligence in Arabic language teaching Case Study: Qom Secondary Arabic Secretaries

pouran rezaei choshali؛ علی خالقی

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 141-159

https://doi.org/10.48310/alle.2026.4838

المستخلص

Cultural intelligence as one of the types of intelligence is based on a deep understanding of human cultural values, beliefs and behaviors and has three main components of metacognitive, cognitive, motivational, and behavioral. This type of intelligence is reinforced in linguistic communication between different languages. The learning process of the "Arabic ... أكثر

Pedagogy in Children's Literature, A Case Study of the Story of Ana and Jumana by Mahmoud Shuqair

Ezzat Molla Ebrahimi؛ Mobina Kabiri

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 160-183

https://doi.org/10.48310/alle.2026.4839

المستخلص

This study examines the role of pedagogy in imparting educational concepts in the short story "Ana wa Jumana". This story, authored by the renowned Palestinian writer and storyteller Mahmoud Shuqair, portrays the struggles of the oppressed Palestinian people. The authors of the present research have sought, through an evaluative approach to pedagogy—understood ... أكثر

Introducing the educational project of Mikhaeil Noaimeh, his suggested ways to develop curricula and teaching Arabic language

سجاد عربی؛ ali najjar pourian؛ mehdi arabi

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 184-211

https://doi.org/10.48310/alle.2026.4840

المستخلص

The famous Lebanese thinker Mikhaeil Noaimeh was one of those who paid great attention to the issue of education in general and Arabic language in particular. It can be said that in his various works, including his stories, interviews, and his critical, literary, and linguistic views, he has presented a special model and a unique project for Arabic language education ... أكثر

The application of cinematographic techniques in the visual spatialization of the novel "The Three Faces of Baghdad" by Ghalib Halasa

Fereshte Azarnia؛ Roghayeh Rostampour Maleki

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 212-237

https://doi.org/10.48310/alle.2026.4841

المستخلص

Cinematic techniques are tools to convey audio-visual information. Cinematography, as the art and technology of filmmaking, includes the techniques such as framing, camera angles and distances, camera movments, lighting, and color have the ability to adapt to the literary text. Jordanian novels take step aligned with the process of the evolution of the contemporary ... أكثر

Semantic Analysis of the Implications of "Qalil" and its Derivatives, Focusing on the Interpretations of Majma' al-Bayan and al-Safi

ebrahim namdari؛ askar babazadeh aghdam؛ jamal talebi qara gheshlaghi؛ Maryam Nazarbeygi؛ khoshghadam masomi zadeh

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 238-260

https://doi.org/10.48310/alle.2026.4842

المستخلص

The word "Qalla" and its derivatives have been used 76 times in the Holy Quran in various forms, addressing very important points in the field of human transcendence. The semantics of the word Qalil and the examination of its derivatives in the Quran in various forms of past tense, present tense, superlative, and descriptive adjective in the three grammatical ... أكثر

Identifying the factors of misunderstanding among high school students in Arabic lessons based on the lived experiences of Arabic teachers in Qom province

fatemeh alipoor؛ Azam Mahmoodi

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 261-291

https://doi.org/10.48310/alle.2026.4843

المستخلص

Misunderstandings are the result of students' attempts to grasp a concept; these misunderstandings are very strong, persistent, and have a robust structure that is not easily corrected, posing challenges even for the best teachers. The aim of the present study is to describe the experiences of Arabic teachers in the field of recognizing Arabic misunderstandings ... أكثر

From Experience to Insight: A Phenomenological Investigation of Lived Experiences of Teachers on Employing Thinking Strategies in Teaching Arabic Language

Sajjad Esmaili؛ Hadise Najafi

المجلد 8، العدد 1 ، إبريل 2026، الصفحة 292-317

https://doi.org/10.48310/alle.2026.4844

المستخلص

In contemporary education, enhancing learning quality extends beyond mere information transmission to necessitate the cultivation of critical thinking and cognitive empowerment among learners. Thinking-based teaching strategies, particularly in second language acquisition, represent innovative pedagogical approaches that foster the development of analytical and ... أكثر

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Scientific Biannual Journal “Research in the Teaching of Arabic Language and Literature”

المستخلص

The Role of Oral Reading in Teaching Arabic in Light of Applied Linguistics: A Case Study of Ṣadā al-Ḥayāh

المستخلص

An Analytical Study of the Philosophy of Language in Education, Translation, and the Interpretation of Contemporary Arabic Texts: A Case Study of Heidegger’s Post-Anthropological Theory in the Poetry of Nazik al-Malaika

المستخلص

The use of narrative literature in the development of linguistic skills for non-Arabic speakers: A study on the story of Khadra by Al-Alakham Hani al-Raheb

المستخلص

Analysis of final exam questions for the Arabic language of the Quran (1) course, tenth grade, theoretical branch, with the approach of Benjamin Bloom's classification of educational objectives

المستخلص

Content Analysis of Arabic Textbooks for Secondary in the Humanities and the Introduction of Arabic Language Culture Components Based on Localization Theories

المستخلص

Application of cultural intelligence in Arabic language teaching Case Study: Qom Secondary Arabic Secretaries

المستخلص

Pedagogy in Children's Literature, A Case Study of the Story of Ana and Jumana by Mahmoud Shuqair

المستخلص

Introducing the educational project of Mikhaeil Noaimeh, his suggested ways to develop curricula and teaching Arabic language

المستخلص

The application of cinematographic techniques in the visual spatialization of the novel "The Three Faces of Baghdad" by Ghalib Halasa

المستخلص

Semantic Analysis of the Implications of "Qalil" and its Derivatives, Focusing on the Interpretations of Majma' al-Bayan and al-Safi

المستخلص

Identifying the factors of misunderstanding among high school students in Arabic lessons based on the lived experiences of Arabic teachers in Qom province

المستخلص

From Experience to Insight: A Phenomenological Investigation of Lived Experiences of Teachers on Employing Thinking Strategies in Teaching Arabic Language

المستخلص