https://amozesharabi.cfu.ac.ir/article_4832.html https://amozesharabi.cfu.ac.ir/article_4833.html https://amozesharabi.cfu.ac.ir/article_4834.html 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. https://amozesharabi.cfu.ac.ir/article_4835.html 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 their complex interwoven linguistic, social, and cultural elements, provide a vivid reflection of the cultural context of a given society. Language consists of four core skills: listening, reading, speaking, and writing. Mastery of these skills requires systematic practice and the use of effective, research-based methods to gradually enhance learners’ proficiency. Numerous studies have shown that storytelling plays a key role in developing language skills, particularly through expanding vocabulary, clarifying grammatical structures, and fostering linguistic interaction. This study aims to explore the role of narrative literature in strengthening the linguistic structure for non-native Arabic speakers. Specifically, it analyzes the lexical and grammatical levels in the story Khadra like al- ‘Alaqam and examines its impact on expanding the reader's linguistic range and enhancing language skills. The study adopts an analytical and inductive approach to investigate the linguistic effects of narrative texts in the learning process. The findings of this research reveal that narrative texts contain a vast lexical wealth that can significantly enrich learners' vocabulary and improve their linguistic performance. Furthermore, these texts help readers understand grammatical structures in a practical context, enabling them to engage with grammatical patterns through the natural context of the story. https://amozesharabi.cfu.ac.ir/article_4836.html 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 the extent to which curriculum objectives and student learning outcomes are achieved. The study was conducted using a quantitative approach and inferential content analysis method. Thirteen administered final exam papers from the years 1402 and 1403 (Iranian calendar) were selected using a census method, and their questions were classified based on Bloom's six cognitive levels: knowledge, comprehension, application, analysis, synthesis, and evaluation. The data were analyzed using frequency tables, percentage charts, and allocated marks. Findings indicated that out of 241 questions, %51 were at the knowledge level and %34 at the comprehension level, while only %2 were at the application level, 9% at the analysis level, and %4 at the synthesis level; no questions were observed at the evaluation level. The mean allocated marks were also highest at the knowledge and comprehension levels. The results by academic track showed that all three tracks—Mathematics-Physics and Experimental Sciences, Literature and Humanities, and Islamic Sciences and Knowledge—exhibited a similar pattern of focus on lower cognitive levels. Based on the findings, it can be concluded that the design of final exam questions in Arabic is primarily memory-oriented and does not provide sufficient opportunity to assess higher-order thinking skills. It is recommended that question design be revised with an emphasis on analysis, synthesis, and evaluation levels to align assessments with curriculum objectives and a deep learning approach. https://amozesharabi.cfu.ac.ir/article_4837.html 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. https://amozesharabi.cfu.ac.ir/article_4838.html 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 language of the Qur'an" is mainly formed under the guidance of the teachers and leads to the desired results when students are in a dynamic, interactive and meaningful environment, In the first and second high school curriculum, Arabic teachers play a very effective role in teaching and learning and if they have a high level of cultural intelligence, they will be able to provide good opportunities for practicing and enhancing students' language skills. This study examines the amount of cultural intelligence of the Arabic teachers and its impact on success in teaching. The statistical population of the study consisted of the first and second high school teachers in Qom who responded to the designed questionnaire. The sampling method is targeted and based on specific criteria. According to the results of the study, the level of cultural intelligence of Arabic teachers is significantly above the average, which has a positive effect on the quality of second or foreign language teaching. In addition, the teachers have reinforced their knowledge and language skills using the media content of the Arab world, the study of the works of Arab -speaking scholars and the use of religious cultural commonalities. These measures generally enhance their educational capabilities and provide more opportunities for meaningful learning.   https://amozesharabi.cfu.ac.ir/article_4839.html 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 as both an art and a science that enables children to learn more effectively, extensively, and accurately—to analyze its impact on the transmission of the elevated values embedded in the story. The significance of addressing this topic stems from the fact that, despite the considerable importance of didactic themes in Shuqair’s works, no prior study has investigated the pedagogical role in enhancing the influence and retention of these teachings in the minds and hearts of children, who constitute the primary audience of his narratives. To this end, the authors employed a descriptive–analytical methodology to explore "Ana wa Jumana" through the lens of children’s literature pedagogy. The findings reveal that pedagogy enabled the author to convey the lesson of resistance to children indirectly—through play and in the form of their childlike dialogues—embedding the message within the deeper layers of the story. Consequently, the effective employment of pedagogical elements in the narration of "Ana wa Jumana" increases the impact and durability of its educational and social messages in the consciousness of young readers.   https://amozesharabi.cfu.ac.ir/article_4840.html 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 programs. And stressed the need to improve teaching methods and modernize them in educational institutions. Therefore, in this study, we try to introduce Mikhail Noaimeh's views on education and teaching the Arabic language, which we have named Mikhaeil Noaimeh's educational project. We are also working with a descriptive and analytical method to highlight his views in this area and his strategies and suggestions for improving the state of education and teaching the Arabic language. The article concludes that Noaimeh believes that school has become a material and social issue that restricts students and hinders their freedom, knowledge and awareness. This is done with hours and curricula and exams that destroy the courage and bravery of students because it evaluates and punishes them based on a few hours of work and short and far from reality. Noaimeh also introduces solutions to improve and develop and update educational materials and the Arabic language and its rules. He believes that educational programs and teachers and educators are in dire need of reform, but such reforms can only be done by knowledgeable and intelligent people and people who avoid specific goals. https://amozesharabi.cfu.ac.ir/article_4841.html 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 Arabic novel, and leading novelists such as Ghalib Halasa have utilized new narrative methods and cinematic techniques, in particular in their works. The novel "The Three Faces of Baghdad" by Halasa is a clear example of utilizing the cinematographic techniques. The present study, using a descriptive-analytical method, attempts to examine the use of these elements in this novel .in order to reveal impacts of cinematic techniques in the formation of visual space. This elements are intelligently used to tell the story, in addition to conveying the individual feelings of the dominant character who is confused and ambiguous, and to show the collective emotions of the Iraq nation during the Baath Party’s rule living in an environment filled with fear and anxiety. Shots with long and short camera distances and views from different angles focus on specific elements of the scene and create visual variety.   https://amozesharabi.cfu.ac.ir/article_4842.html 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 states of nominative, accusative, and genitive, point to an interesting and beautiful point in the Quran and important topics such as the insignificance of material benefits, the small number of believers and those who obey God's commands and prohibitions, the small number of grateful and admonishing people, etc., which are expressed in lexical coverings such as Qalilan, Qalilon, Qalilen, Qaliloon, and Aqall, are evaluated by descriptive and analytical methods. From examining the numerous instances of the mentioned verses, the following conclusion is obtained: those who are grateful for God's blessings in various ways are a small group that the Quran has mentioned; these people, who are adorned with piety and purity from carnal desires, has been pointed out in various interpretations. This topic has been investigated using the interpretations of Majma' al-Bayan and al-Safi. The interpretation of Majma' al-Bayan often uses the word "Qalil" to mean a relatively small amount or number and emphasizes the very smallness of something, and the interpretation of al-Safi focuses more on the linguistic and semantic analysis of the word and emphasizes that "Qalil" means "little," "insignificant," and "few" and indicates a limited amount or importance.   https://amozesharabi.cfu.ac.ir/article_4843.html 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 among high school students and the factors that cause them. The research method is qualitative with a phenomenological approach. The study population of the study included teachers of high school girls and boys from different cultural, social, and economic classes in Qom province, and the samples were selected purposively until theoretical saturation was reached. The data collection method was semi-structured in-depth interviews. The content analysis method was used to analyze the information obtained from this study. Based on the research findings, 149 basic themes, 41 organizing themes, and 3 overarching themes of Arabic misunderstandings, factors that cause misunderstandings, and solutions to resolve misunderstandings were formed. The findings in the misunderstandings section included 31 translation components, verbs and their types, types of subject and object roles, predicate and predicate, prepositions and prepositional letters and their meanings, adjectives and predicates/adjectives and adverbs, pronouns, imperfective verbs, verb-like letters, and present tense. Also, 5 components in the dimension of factors of misunderstanding and 5 components in the dimension of solutions, including content, teacher, student, parents and environment, were identified. The findings of the article indicate that students' misunderstandings in Arabic can overshadow learning and to deal with it, strategic and timely planning is necessary in each of the mentioned cases.   https://amozesharabi.cfu.ac.ir/article_4844.html 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 creative reasoning. The Arabic language, characterized by its complex syntactic structures and extensive lexicon, demands an instructional methodology that transcends rote memorization, promoting instead deeper analysis, interpretation, and practical application. This qualitative study, employing a phenomenological framework, explores the lived experiences of Arabic language teachers through in-depth semi-structured interviews with secondary school educators. The research reveals four principal thinking strategies employed in Arabic language instruction: visual thinking and conceptual organization through mind mapping, collaborative and group-based learning techniques, systematic review and knowledge consolidation methods, and metacognitive thinking strategies. Despite their demonstrated effectiveness, significant implementation barriers persist, including inadequate specialized training, curricular time constraints, and resource limitations. Nevertheless, the integration of thinking strategies holds substantial potential for transforming Arabic language education from its traditional emphasis on memorization toward a more profound, enduring, and analytical learning paradigm. This study contributes valuable insights for curriculum development and teacher training programs aimed at enhancing Arabic language pedagogy through thinking-focused instructional approaches.   https://amozesharabi.cfu.ac.ir/article_4324.html In the digital era, with the expansion of the use of new technologies and connectivism-based learning approaches, the integration of connectivism with TPACK (Technological Pedagogical Content Knowledge)is remarkable in Arabic language education at the University of Education with the aim of training specialized persones in this field. This research analyzes the challenges of traditional education and suggests the use of modern technologies, the internet, and artificial intelligence as effective tools in learning the Arabic language. Siemens' connectivism theory and the impact of information technology on changing teaching methods are considered the main foundation of this study. The results indicate that creating learning networks and facilitating connections between information resources can transform the educational process. This paper also discusses how to integrate technology with education and its impact on learning and networking in Arabic language classes. Overall, the effective use of TPACK and non-human networks in Arabic language education can contribute to developing a comprehensive and efficient approach to teaching and learning, thereby enhancing learning and interaction in the classroom. https://amozesharabi.cfu.ac.ir/article_4325.html Pathology of articles is a way to improve, promote and excel research in various fields. One of the important research fields is research in the field of Arabic language teaching in schools and universities. The history of studies in this field dates back to recent decades, and many articles have been written in this field so far, and their pathology, review and analysis help clarify the path of these studies and understand their shortcomings and improve their quality. The present study, using a qualitative method (analytical-descriptive), has examined the pathology of 12 scientific articles published in journals with scientific-research rank in the decade of 1380 to 1403 in the field of Arabic language teaching in schools and universities in Iran. The results of this study indicate that the most important weaknesses of these articles are the lack of attention to the correct writing of the background, the incompatibility of the title with the content or the problem in the title itself, the dispersion and lack of coherence of the content, the incorrect arrangement of the conclusion, and the failure to introduce the research tools and methodology, respectively. Considering the aforementioned results, the pathology of the research and the examination of their problems in the field of Arabic language teaching is necessary and can play an effective role in improving the articles in this field. https://amozesharabi.cfu.ac.ir/article_4326.html 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 among high school students and the factors that cause them. The research method is qualitative with a phenomenological approach. The study population of the study included teachers of high school girls and boys from different cultural, social, and economic classes in Qom province, and the samples were selected purposively until theoretical saturation was reached. The data collection method was semi-structured in-depth interviews. The content analysis method was used to analyze the information obtained from this study. Based on the research findings, 149 basic themes, 41 organizing themes, and 3 overarching themes of Arabic misunderstandings, factors that cause misunderstandings, and solutions to resolve misunderstandings were formed. The findings in the misunderstandings section included 31 translation components, verbs and their types, types of subject and object roles, predicate and predicate, prepositions and prepositional letters and their meanings, adjectives and predicates/adjectives and adverbs, pronouns, imperfective verbs, verb-like letters, and present tense. Also, 5 components in the dimension of factors of misunderstanding and 5 components in the dimension of solutions, including content, teacher, https://amozesharabi.cfu.ac.ir/article_4327.html One of the critical challenges in translation education today is training proficient translators using modern methodologies. Recent advancements in artificial intelligence have significantly enhanced machine translation, achieving considerable quality. However, despite the irreplaceable role of human translators, this progress has introduced challenges for both translators and educators. Employing a descriptive-analytical approach, this article examines key issues, such as learners submitting AI-generated translations instead of human translations and the decline in cognitive engagement during language acquisition. To address these challenges, solutions such as integrating AI tools into pedagogical strategies, emphasizing the distinctions between human and machine translation, and designing AI-driven translation exercises are proposed. The findings suggest that translation educators should acquaint students with AI's capabilities while updating their teaching methods to align with technological advancements. Additionally, participation in specialized workshops on AI applications and a greater focus on computational linguistics are essential for instructors of Arabic-Persian translation. These measures aim to preserve the independence and proficiency of translators while effectively leveraging modern technologies. https://amozesharabi.cfu.ac.ir/article_4329.html The syntactic structure of a language constitutes one of its fundamental features and is referred to by different terminologies across various languages: "Dastoor" in Persian, "Grammar" in English, and "Nahw" in Arabic. This study aims to investigate second language acquisition through the mastery of Arabic syntax (Nahw). This research adopts a quantitative methodology and was conducted among students majoring in Islamic Theology at Farhangian University of Semnan, Shahid Rajaei Campus. The target population consisted of 33 participants (n=33). A questionnaire, developed based on Dörnyei and Taguchi’s framework, was utilized to measure both the direct impact of Nahw on Arabic language acquisition and its indirect influence through the creation of motivation. The questionnaire included 45 items categorized into five dimensions: Nahw learning experience, motivational factors, psychological and social impacts, linguistic skill influences, and future behavior prediction. Responses were rated on a 5-point Likert scale (1 = Strongly Disagree, 5 = Strongly Agree). Following the questionnaire distribution, 11 participants withdrew, leaving a sample size of 22 as determined using Cochran’s formula. SPSS software confirmed the final sample size as 21. The reliability and validity of the questionnaire were assessed using Smart PLS software, with T-values employed to determine the statistical significance of each item. To ensure reliability, convergent validity was applied, yielding values exceeding 0.86 for all constructs, thus confirming the reliability of the instrument. The Cronbach’s alpha coefficient was calculated as 0.96, indicating a high level of internal consistency. https://amozesharabi.cfu.ac.ir/article_4330.html Educational content is more important in the teaching and learning process, and if it is chosen correctly and is in line with the goals of educational planners, it can play an effective role in the effectiveness of curricula. Fictional texts, especially novels, have a privileged educational function in strengthening and developing language skills due to the inclusion of the spoken language of the society, the sequence of events in it, the interest in following the end of the fictional characters, and also the suitability with the individual tastes of language learners. The present essay, with a descriptive and analytical approach, seeks to investigate the place and role of novel teaching in teaching language skills. The findings of the research show that reading the novel strengthens and develops the vocabulary of language learners and students, and also helps them to use the words and combinations of the novel and imitate its expressive and linguistic style in writing and practical composition. The application of the novel in the curriculum of Arabic language students helps to strengthen the speaking skills of the students because they can use the dialogues of the story characters in real situations. https://amozesharabi.cfu.ac.ir/article_4331.html Language is a tool of expression and a means of revealing civilizations, a vessel and repository of culture, a witness to the era, and a record of reality. Living language renews its verbal heritage through various factors; including the path of borrowing and Arabization. Arabization is a nation's issue in the first degree, rather it is the most important issue for the Arab nation and it is a legitimate means of developing the Arabic language, as long as it is within the framework of what necessities permit. The Arabs in general and writers in particular used many Persian words, especially in the Abbasid era Persian words flowed into the Arabic language; among these writers is Bashar ibn Burd, one of the Mawali from the sons of the Persian nobles, and he uses Persian words proudly and deriving from that a means of disdain and hatred for the Arabs who brought the Islamic religion and eliminated the civilization of his fathers and grandfathers, the Persians. Bashar ibn Burd was known for his fanaticism for his Persian origins and his exaggeration in praising his lineage. He tried to prove the superiority of the Persians over the Arabs. Thus, "Bashar ibn Burd" is at the forefront of popular poetry, as he is the most eloquent expression of that tendency that glorifies everything Persian and rejects everything Arab. In the study, we relied on the descriptive-analytical method, trying to unveil his literary techniques and generate literary poetry. https://amozesharabi.cfu.ac.ir/article_4332.html The 21st century has been called the century of stress, anxiety, pressure and endless activities due to rapid changes in the environmental structure, and because of this, mental illnesses caused by these pressures have increased among people. Academic anxiety that occurs during students' studies, and is the most important type of anxiety in adolescence. This anxiety threatens the mental health of students and affects the efficiency and flourishing of their talents, the formation of their personality and social identity. One of the subjects that high school students experience many challenges in learning is Arabic. In this research, we will investigate the relationship between academic anxiety in learning Arabic rules among the students of the first secondary level of Somiya School in Khalkhal city, using the Cattle data analysis method. Results: Pearson's correlation results showed that anxiety is related to teaching method (r=0.38; P<0.001), parents' occupation (r=0.55; p>0.001) and IQ (r=0.18; P<0.04). >p) has a significant positive relationship. But with evaluation method (r=-0.17; P<0.05), socioeconomic class (r=-0.14; P<0.05), educational aids (-0.18= r;p>0.05) and self-esteem (r=0.66; p>0.001) has a significant relationship. The results of multiple regression analysis showed that 60% of the total variance of anxiety is explained by learning. https://amozesharabi.cfu.ac.ir/article_4341.html 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 states of nominative, accusative, and genitive, point to an interesting and beautiful point in the Quran and important topics such as the insignificance of material benefits, the small number of believers and those who obey God's commands and prohibitions, the small number of grateful and admonishing people, etc., which are expressed in lexical coverings such as Qalilan, Qalilon, Qalilen, Qaliloon, and Aqall, are evaluated by descriptive and analytical methods. From examining the numerous instances of the mentioned verses, the following conclusion is obtained: those who are grateful for God's blessings in various ways are a small group that the Quran has mentioned; these people, who are adorned with piety and purity from carnal desires, has been pointed out in various interpretations. This topic has been investigated using the interpretations of Majma' al-Bayan and al-Safi. The interpretation of Majma' al-Bayan often uses the word "Qalil" to mean a relatively small amount or number and emphasizes the very smallness of something, and the interpretation of al-Safi focuses more on the linguistic and semantic analysis of the word and emphasizes that "Qalil" means "little," "insignificant," and "few" and indicates a limited amount or importance. https://amozesharabi.cfu.ac.ir/article_4342.html Introduction: Major depressive disorder is one of the most common academic disorders, the growing prevalence of which has become a concern among students. The aim of the present study was to determine the effect of "Arabic teacher corrective feedback" on the educational assertiveness and academic vitality of female students with major depressive disorder in Qom city. Methodology: This study was a quasi-experi academic study in which a pre-test-post-test design with a control group was used. The study sample consisted of 40 female students in the second year of secondary school with major depressive disorder, meaning a score higher than the cutoff point of 18 out of 63 on the "Beck-2 Major Depression Inventory" in Qom city. The samples were selected by convenience sampling and assigned to the intervention groups "Providing corrective feedback from Arabic teachers" (20 people) and control (20 people) by drawing lots using a simple random method. Results: Analysis of covariance showed a significant difference between the two groups (P<0.01). The findings indicated that the level of educational assertiveness and academic vitality of the intervention group increased significantly compared to the control group (P<0.01). Conclusion: "Arabic Teacher's corrective feedback" has a positive and significant effect on the level of educational assertiveness and academic vitality of students with major anxiety syndrome. It is suggested that Arabic teachers use "Arabic teacher's corrective feedback" to increase the level of educational assertiveness and academic vitality of female students with major anxiety syndrome. https://amozesharabi.cfu.ac.ir/article_4344.html A comparative study of the intellectual frameworks of poets from diverse national literatures and an analysis of their shared themes can open a window to a deeper understanding of literary and cultural commonalities and divergences. Such research can reveal points of convergence and divergence among different literary traditions, contributing to a better comprehension of the relationship between literature and society. This study adopts a qualitative methodology with a descriptive-analytical approach, systematically examining data based on the theoretical foundations of the American School of Comparative Literature. It conducts a comparative analysis of two central themes—protest and peace—in the poetry of Seyyed Hassan Hosseini(an Iranian poet)and Mahmoud Darwish (a Palestinian poet). The findings indicate that both poets, despite geographical and cultural differences, employ these two themes as powerful expressive tools to reflect their ideals. In the realm of protest, Hosseini blends epic and mystical language, drawing on religious symbols to articulate protest within a framework of spiritual discourse and sacred values. In contrast, Darwish employs an emotive language and tangible imagery, directing his protest against occupation and oppression. Regarding the theme of peace, Hosseini associates it with the concept of spiritual triumph, while Darwish portrays peace as the enduring aspiration of a people for a life of freedom. Stylistically, Hosseini utilizes classical Persian poetic structures, infusing them with contemporary themes, whereas Darwish elevates resistance poetry to a global level through formal and thematic innovation. These linguistic and thematic differences stem from the distinct socio-political contexts and value systems of the two poets. https://amozesharabi.cfu.ac.ir/article_4347.html This study investigates the impact of Arabic language education on the educational and moral approaches of lower secondary school students in Iran, focusing on the challenges and opportunities for enhancing religious and cultural identity. The research aimed to evaluate the effect of Arabic language learning on students’ learning and identity, identify educational challenges, and explore opportunities for improvement. Employing a mixed-methods approach (quantitative and qualitative), the study was conducted in schools in Tabriz, Ahar, and Varzaqan. The sample comprised 300 students (170 girls, 130 boys), aged 13–15 years, selected through purposive sampling based on criteria such as prior Arabic learning experience, economic diversity, and geographical distribution (70% urban, 30% rural). Data were collected via semi-structured interviews with 40 teachers and Likert-scale questionnaires from students, analyzed using SPSS and NVivo software. The instruments were validated, and ethical considerations were observed. Findings indicate that Arabic language education enhances religious understanding (mean score: 3.45, higher among girls: 3.55). However, challenges such as an overemphasis on grammar (70% of textbook content), lack of relevance to daily life (mean score: 2.29), and traditional teaching methods (endorsed by 82% of teachers) limit effectiveness. Teachers recommended integrating technology (54%) and emphasizing conversational skills and religious concepts (60%). The results underscore the need for interactive curricula and teacher training. Future research should explore technology’s impact and long-term effects on moral values. The sample’s limitation to three cities may constrain generalizability. https://amozesharabi.cfu.ac.ir/article_4349.html Employing the storytelling method within the contemporary poetic text has a high value in expressing the poet's anguish. What is meant by story in poetry is the lyricist's use of narrative techniques in his poetry. These methods direct his poetry towards storytelling and storytelling. This is what the poet Fadwa Touqan relied on in her poems, as she made the poem a dramatic expressive means that depicted the forms of the Arab-Israeli conflict. The current research aimed to uncover the narrative mechanisms that the poet employed in the poem “Hamza”, its artistic and intellectual connotations and the extent of her success in this field, as well as her literary stock. The method used was stylistic. The results indicate that Fadwa Touqan borrowed from poetry its pictorial language and harmonious rhythms, and from the story its dramatic elements. The events in her poetic story came in a consistent, sequential manner, and each event follows another. It is an honest expression of the Palestinian tragedy and its embodiment in a literary and artistic form. The poet's interest in content and ideas is more than in the artistic form, as the goal is to convey her message to the reader. The description of the place in her poem is not to highlight her literary artistic abilities, but rather to express ideas and the political and social situation. The characters came in the poem as an auxiliary technique to reveal its hidden aspects through the narrator. She assigned a function to each of them. https://amozesharabi.cfu.ac.ir/article_4350.html Noshtar is a fornicator or a fornicator, an important concept raised in the context of contemporary literary criticism, a source of the approach of Zabaneshnasan and the University of Shansan, the decision of his chamber. Literature of adultery, with the disappearance of adultery in the first place, is mesmerizing with legal equivalents, with a cursive shape and a title that is afraid of criticism, and it has been in existence for a long time. Rabin Lekaf, this is an important thing to be careful about, there is a lot of disparity in this area, in addition to the issues of foreign affairs, including personal factors such as nationality, religion, and surroundings. Geography and...best. In this article, the theory of DSL Rabin Lekaf, in the German language of the American granddaughter of Inaam Kajaji and the cloud player, Ali Badr, has a descriptive approach - analysis in the language and grammar of a decision-making resource. This is the reason why this person is an adulterer and an adulterer in this country, and there are some similarities and differences in gender. The results are similar to the fact that the sex and nationality of an adulterous woman and her husband are disparate, and under the influence of the nationality, a new decision and criteria are changed. And grammatical theory is almost enough to know the meaning of the word “How do you fit in?” Chongji, the surrounding area of Noisandeh, https://amozesharabi.cfu.ac.ir/article_4353.html A critical approach to the curricula and methods of teaching Arabic in universities (challenges and solutions) Abstract Continuous and pathologically based critical analysis of teaching content and methods is an inevitable necessity for improving the quality of education in any educational system. The method of teaching Arabic language and literature in the country has made significant progress over the past years, but despite this, it also has shortcomings and shortcomings. This research, which was conducted using a descriptive-analytical method, aims to describe, analyze, and criticize the challenges in this field with a critical and theoretical approach, and ultimately provide solutions. The result is that by adopting a critical-reformative approach to Arabic language teaching methods in the country and making their role purposeful, educational and research deficiencies in this field can be reduced and improved. This is possible by developing two different and completely separate sections, titled "Arabic Language Teaching" and "Arabic Literature. In the subject of "Language Education", the student should only learn language skills and be accepted at the undergraduate level in order to train translators, journalists, and speakers. However, in the subject of "Arabic Literature", the existing subjects of the field of Arabic language and literature should be continued by making some amendments to it and removing its embellishments, and students should be trained at the two levels of higher education: Bachelor's, Master's, and Doctorate. Keywords: Educational method, pathology, critical analysis, Arabic education. https://amozesharabi.cfu.ac.ir/article_4354.html Studying the Semantic Position of Sound (Phoneme and Syllable) in Surahs Yusuf and Al-Kahf Abstract Linguists do not consider the relationship between meaning and sound to be independent of each other; rather, they emphasize its connection and influence on meaning. The issue of sound can be explained in terms of understanding the speaker’s psyche on the path to meaning; this hypothesis can be assessed in the ability of the story in the surahs of the Quran, especially the two surahs Al-Kahf and Yusuf; therefore, this study aims to examine, through description, the relationship between meaning and sound (phoneme and syllable) that leads to the path to understanding meaning. What the author has achieved in this study can be expressed as that phoneme and syllable play a leading role for the audience; In other words, by using “nabr” and “tanghim” - which are the components of adjusting the rate of ascent of the voice - one can achieve the recognition of meaning, and by using the length and shortness of the various syllables, one can achieve the logical recognition of the speaker’s mind before anything else. The manifestations of this can be seen in the convulsive music of Joseph’s brothers in their interaction with the Prophet Jacob and the music of sounds in the story of the Gardeners and other cases in these two surahs. https://amozesharabi.cfu.ac.ir/article_4355.html Abstract: This research was conducted with the aim of investigating love and its manifestations in Nizar Qabbani's love poems. The research method was analytical-descriptive and the tool for collecting information in this research was divans, articles and library resources available in the field of the research topic. Two basic questions were raised in this research. In response to the first question, it was stated that Nizar Qabbani has devoted a large volume of his poems to love, and more than anything else, love is the subject of Nizar Qabbani's poems. And his romances reflect all his mental and emotional aspects. Love is all the wealth of a poet, beyond nationality, language, religion and sociological attitudes, and Nizar Qabbani is also right about this. For him, life with love is a long and exciting journey that forces him to fight with nothingness, a journey that has no end. In response to the second question, the manifestations of love in Nizar Qabbani's romantic poems were examined and stated that the manifestations of love are all the moments, events, points of view, sayings, and romantic behaviors in which love is expressed through symbolic expression. The carrier of all these romances is Nizar's poetry, which tells the clear and transparent manifestations of love. By carefully examining Nizar Qabbani's poems, it can be seen that the symbol of love in his poetic poems is "wife", "mother", "mistress", "wife" and "homeland". https://amozesharabi.cfu.ac.ir/article_4356.html The science of semiotics has its roots in the most ancient times of human thought and has expanded in the labyrinth of history full of mystery, to the point where all kinds of signs have been investigated in the humanities and experimental sciences. The use of signs as an effective tool in all aspects of life is growing and increasing; So that the main function of signs is to convey meaning through a message to the audience. Sometimes this message is transmitted verbally or non-verbally to others, and since non-verbal communication is considered one of the branches of semiotics, it includes all kinds of movement and non-verbal behaviors of people, including laughing, facial expressions, crying and body movements, etc. Also, non-verbal communication signs can independently convey a message to others or help make verbal messages more effective. This type of communication has six functions of substituting, emphasizing, completing, denying, repeating and controlling. The aim of the current research is to introduce, classify and analyze the types of voluntary and involuntary non-verbal communication in the novel Saq Al-Bamboo to show how body language can convey movement behaviors such as affection, fear, anxiety or other states. This research, with a descriptive and analytical method, examines the types of non-verbal communication and the variety of signs to explain their function in understanding words and characterization in the novel. The result of the research shows that out of the total of 804 non-verbal signs, https://amozesharabi.cfu.ac.ir/article_4357.html Focuing poets and writers of the world on The concept of motherland have long been the and includes different semantic equivalents. As one of the resistance poets, Ahmed Matar has always expressed his love for his country and devoted his life to fighting for its freedom. Matar talks about various issues, including his homeland, in his seven poetry notebooks, which are titles to as "Lafatat". Based on the descriptive-analytical method, this research aims to investigate the concept of homeland and its thematic equivalents in Ahmad Matar's poems. The results of this research show that the homeland in this poet's poems is equivalent to concepts such as: Iraq, all Arab lands, Palestine, the poet himself, wife, parents, and poetry and poetic; And in the meantime, the conceptual equivalent of all Arab lands as the homeland has been noticed by the poet more than others. Keywords: Ahmad Matar, Motherland,Homeland, thematic equivalent, equivalent