AL-Lisaniyyat

Exploring Vowel Epenthesis in Monosyllabic Words: A Perspective from Optimality Theory on Yemeni, Hijazi, and Quranic Arabic

Nadhim Aldubai — Thu, 25 Jun 2026 00:00:00 +0000

This study examines vowel epenthesis (VE) in monosyllabic words in Quranic Arabic (QA), Yemeni Dialects (YD), and Hijazi Dialects (HD) using Optimality Theory (OT). Over 150 monosyllabic words from Quranic texts were analysed to compare VE patterns. Findings reveal that QA and YD largely resist VE, maintaining original consonant clusters, though QA may permit it in limited contexts. YD strictly avoids VE, even when QA allows it sparingly. In contrast, HD frequently employs VE, inserting [i], [a], or [u] depending on vowel harmony and phonological conditions, though some words remain without epenthesis. VE is particularly notable in CVCC structures within HD. The study highlights dialectal variation in epenthesis tolerance, influenced by historical, sociolinguistic, and phonological factors. These findings contribute to understanding phonological constraints in Arabic and the interplay of linguistic forces shaping dialectal differences.

Diachronic Drift of Arabic Future- Markers: A Multi-Register Corpus Study

Oussama Ahmed Gaid — Thu, 25 Jun 2026 00:00:00 +0000

This study investigates the diachronic drift of Arabic future-marking parti cles, empirically testing the shift from synthetic (سـ, سوف) to analytic (راح, قاعد+ح) forms across registers and regions. Leveraging a multi-register corpus (Penn Arabic Treebank, Corpus of Contemporary Arabic, Arabic Gigaword Fifth Edition) and advanced NLP tools (MADA, CAMeL Tools, AraBERT), we extracted and analyzed future-marker tokens annotated for register (newswire, opinion, social media, religious), region (EG, SA, LB, MA), and time slice (1990-2000, 2000-2010, 2010-2023). Mixed-effects logistic regression revealed significant effects of time, register, and region, confirming a clear diachronic shift towards analytic markers, particularly راح and قاعد+ح. Interaction terms highlighted that this shift is more pronounced in informal registers and certain regions, indicating dialectal pressure and diffusion of innovations (e.g., Gulf Arabic راح) into broader usage. Hierarchical clustering of contextual embeddings would further validate semantic-pragmatic shifts. This research provides robust evidence for ongoing linguistic change in Arabic, contributing to theories of grammaticalization and language contact.

LINGUISTIC CHOICES, STRATEGIES AND VISIBILITY ISSUES FOR YOUNG RESEARCHERS IN HUMANITIES AND SOCIAL SCIENCES (HSS) IN ALGERIA: WHICH LANGUAGE(S) FOR RESEARCH AND/OR PUBLICATION?

Sofiane Maizi, Aissa Mahdeb — Thu, 25 Jun 2026 00:00:00 +0000

Young researchers in the Humanities and Social Sciences (HSS) in Algeria face a real dilemma: which academic language should they choose for writing and publishing? This article, inspired by a qualitative approach through questionnaires and semi-structured interviews, aims to delve into the heart of this dilemma: should we prioritize Arabic, the national language and the language of a large part of the readership and societal debates in Algeria, at the risk of less international recognition? Should we continue to invest in French, a language mastered by a large part of the academic elite, but whose reach English threaten in the academic world? Or should we embrace English, the key to the global scientific scene, even if it means making a considerable effort in learning and translating, and potentially distancing ourselves from the local public? The HSS researchers interviewed recognize the indispensable role of English for international visibility, but its adoption seems a challenge.

Semantic linking verbs

Hasan Mohammed Hasan Mfreg — Thu, 25 Jun 2026 00:00:00 +0000

This research examines semantic linking verbs and classifies them according to their semantic functions. These functions determine the meaning of the sentence through the verbal element, which contributes significantly to the overall interpretation of the utterance. In this respect, semantic linking verbs differ from ordinary declarative verbal sentences, whose basic structure consists simply of a verb and a subject.

The verbs analyzed in this study perform various syntactic functions. Some of them enter into a nominal predicative structure composed of a subject and a predicate, such as kāna (“to be”), verbs expressing continuity, verbs denoting transformation, verbs indicating knowledge and certainty, and verbs expressing doubt.

Other verbs also occur within a nominal predicative structure consisting of a subject and a predicate; however, they require the predicate to be a verbal clause whose verb is in the present tense. This category includes verbs of imminence and initiation.

Another category comprises verbs that govern a subject and an object, followed by a nominal predicative structure consisting of a subject and a predicate. These are known as verbs of declaration or reporting verbs.

Finally, there are verbs that are followed, after their subject, either by a nominal predicative structure or by two secondary nominal elements that do not constitute a predicative structure. This category includes verbs of transformation and verbs of giving.

Forms of Reference to the Prophet Mohammed ﷺ by his Contemporaries; Their forms and pragmatic functions

Muhammed Alhasan MUWAFFAK — Thu, 25 Jun 2026 00:00:00 +0000

Within the framework of discourse analysis and sociolinguistics, forms of reference are one of the keys to understanding the relationships of influence and impact between language and society. The speaker's choice of one form of reference over another is not viewed as a mere random choice, but rather as a conscious and intentional preference imposed by the temporal, spatial, psychological, social, and cultural contexts surrounding the speech event. This study seeks to study the forms of reference to the Prophet Muhammad PBUH by those who lived in his era, as documented in the Ibn Hisham’s Prophet Biography, which represents a document for analyzing the language of discourse of that era. Study applied the descriptive analytical method to the forms of reference to the Prophet PBUH, it classified their types, then studied them in the light of pragmatics. Study showed multiple forms used to refer to the Prophet PBUH; such as the first name, the full name, the nickname, and the adjective. It showed that the speaker's preference for the type of Forms of Reference is linked - in most cases - to the pragmatic function that he seeks to load for this formula or that.

The Impact of Instruction Comprehension on Achieving Written Communication Competence among Middle School Students: A Field Study.

Karima Aouchiche — Thu, 25 Jun 2026 00:00:00 +0000

This study aims to investigate the impact of understanding the instruction on achieving written communication competence among middle school students, through proposing a meaningful integrative task and analyzing their written productions according to the approved assessment indicators governing the criterion of responsiveness to the communicative situation.

This approach is based on the assumption that a student’s ability to produce a coherent text appropriate to the Communicative situation is linked to the extent of their comprehension of the components of the instruction and their sound interpretation of its functional and communicative indicators. The findings revealed that a lack of precise understanding of the instruction leads to disruption in the semantic construction of texts and to deficiencies in their internal coherence, which limits the achievement of the desired writing competence.

In light of this, it was concluded that integrating instruction analysis into the writing learning process constitutes an effective pedagogical approach for building actual communicative competence among students and improving the quality of their written productions.

Modalities: from epistemic commitment to pragmatic function.

Azzedine Berri, Nouara Bouayad — Thu, 25 Jun 2026 00:00:00 +0000

This study aims to explore linguistic Modalities as a pivotal mechanism for revealing the interactive relationship between speakers and their discours, reflecting their epistemic stance and degree of certainty regarding the propositional content they produce. They study proceeds from the hypothesis that language is not a neutral medium for conveying information, but rather a space in which the speaking subjects Imprint manifests through expressions of belief, hesitation, or judgment concerning their utterances. The study adopts a descriptive analytical methodology grounded in pragmatic linguistic approaches, drawing upon theoretical frameworks that have liberated modalities from purely logical analysis and repositioned them within the context of discursive practice and linguistic communication.

The study concludes that modalities are no longer confined to indicating degrees of possibility and necessity, but have become instruments for organizing communicative processes and constructing meaning. The findings further demonstrate that studying modalities enables tracking the subject’s presence within linguistic structure and reveals the intertwining of semantic and pragmatic dimensions in meaning construction, thereby establishing them as an essential avenue for understanding discours mechanisms and their communicative dimensions.

Speech and Sentence : A Descriptive-Analytical Approach Between Classical Arabic Grammar and Modern Linguistic Perspectives

Mahdi Kouider Aiad, Noura Kadi — Thu, 25 Jun 2026 00:00:00 +0000

This research addresses one of the most important core issues concerning terminology in the field of Arabic linguistics. This issue focuses on the terms speech and sentence as two fundamental terms in Arabic linguistic studies. Early grammarians and subsequent linguists up to the present have consistently studied and examined all aspects of these terms, making them among the central topics in linguistics. In discussing these two terms, it becomes clear that there are two main approaches: one that does not distinguish between "speech" and "sentence" and treats them as a single concept, and another that clearly differentiates between them. The latter views "speech" from a pragmatic perspective, emphasizing its role in conveying meaning and achieving communicative purpose, while viewing "sentence" from a purely syntactic perspective, focusing exclusively on its structural composition. This study aims to analyze this terminological overlap and clarify its dimensions, relying on the data from Arabic linguistic heritage and modern linguistic studies.

The Acoustic Characteristics of the Substituted /Qāf/ Sound: The Tlemcen Dialect as a Case Study

Karima Rabehi, Khalida Benayad — Thu, 25 Jun 2026 00:00:00 +0000

Based on the phonetic changes that Classical Arabic has undergone and its diversification into various dialects, this study begins by examining the phenomenon of phonetic substitution, through which we investigate the realization of the /qāf/ sound in the Tlemcen dialect. The study aims to explore certain aspects of the acoustic analysis of the /qāf/ sound when it is replaced by a glottal stop (/ʔ/, hamza) in this dialect, focusing on fundamental frequency (F0), formant structure, and sound intensity.

The substitution processes between these sounds do not occur randomly or according to speakers’ arbitrary choices; rather, they are governed by phonetic constraints that bring the sounds closer together and enable them to occupy positions within speech sequences that are perceived as natural and acceptable by speakers. The significance of this topic lies in highlighting the role of acoustic analysis in explaining dialectal phenomena and uncovering their relationship to their Classical Arabic origins.

This study also seeks to determine the extent to which this substitution affects articulatory structure and contributes to phonetic harmony during speech. Furthermore, the findings reveal the existence of acoustic proximity between the two sounds, which facilitates pronunciation and reduces the muscular effort required by speakers.

The rhetorical faculty: a theoretical conceptual study

Islam Milat — Thu, 25 Jun 2026 00:00:00 +0000

This study aims to approach the concept of the rhetorical faculty from a foundational perspective, examining its semantic roots and tracing its extensions in Arabic lexicons and Qur’anic usage. It highlights the most prominent terminological representations of the concept of faculty in philosophical, linguistic, and rhetorical domains and attempts to formulate a precise scientific definition of the rhetorical faculty that considers both its cognitive and functional dimensions. The study is based on an analytical-inductive methodology, relying on a conceptual comparative reading of classical texts, analyzing their content, and linking it to their cognitive contexts. It also draws on some modern linguistic perspectives that contributed to clarifying the concept and deepening its structure, achieving greater precision and terminological coherence.

Manifestations of Cognitive Grammar in Language and Dialects for Ronald Langacker

Noureddine Benhalilem — Thu, 25 Jun 2026 00:00:00 +0000

This article constitutes a highly significant scholarly translation for researchers and scholars interested in the study of language and dialects, as well as for those working in related interdisciplinary fields such as cognitive psychology, neuroscience, and cognitive science more broadly. The article seeks to shed light on one of the central branches of cognitive linguistics, which represents an integrated theoretical framework encompassing a range of cognitive concepts and principles whose foundations began to take shape in the early 1970s. This branch is known as Cognitive Grammar and is regarded as one of the fundamental pillars upon which modern cognitive linguistics has been built. The importance of this article lies in its presentation of an in-depth introduction to Cognitive Grammar for the Arabic reader, through an exposition of its core concepts, theoretical foundations, and its approach to language as a mental activity closely linked to perception and human experience. It should be noted that this article is an adapted translation of two sections—of which this text represents the first—taken from a chapter of Cognitive Grammar by the linguist Ronald Langacker, published in 2008 by Oxford University Press. This work encapsulates the outcome of a research trajectory spanning more than thirty years, during which Langacker devoted his efforts to the development of this linguistic framework and the formulation of its theoretical foundations, making this translation a valuable scholarly addition to the Arabic library and to researchers in the fields of language and cognition

The role of sensory integration in developing verbal communication and joint attention in children with autism spectrum disorder

Souhila Saidoun — Thu, 25 Jun 2026 00:00:00 +0000

Our study aimed to investigate the role of sensory integration in developing communication and joint attention in children with autism spectrum disorder ASD, the research sample consisted of four children aged 7-8 years with a moderate level of ASD enrolled in a special needs school in Bouzareah, Algiers.

A descriptive case study methodology was adopted, the participants were first assessed using the Childhood Autism Rating Scale CARS2 to determine the samples characteristics followed by the administration of two pre-tests the Thiberge language test and a joint attention test.

Subsequently an intervention program based on sensory integration activities was implemented. Finally, the two post-tests the Thiberge language test and the joint attention test were re-administered.

The results showed a notable improvement in the children’s performance following the sensory integration intervention, these activities played an effective role in developing both receptive and expressive communication as well as in improving joint attention so the average success rate on the language test increased from 17.95% to 76.35%, similarly the joint attention test showed a comparable improvement rising from 17.95% to 76.35%.

The result indicates the effectiveness of structured sensory activities in enhancing communication skills in children with ASD.

Classical Arabic and its dialectal variations The "Al Fetayt" dialect as an example

Saouria Kadri — Thu, 25 Jun 2026 00:00:00 +0000

The Al Fetayt dialect is one of the Arabic dialects that closely resembles classical Arabic in many of its words—both verbs and nouns—and its structures. Ancient Arabic dictionaries have demonstrated the eloquence of many words, which many users and listeners assumed were colloquial and inconsistent with eloquence. This research has traced many words back to classical Arabic, demonstrating their linguistic precision, their lack of dissonance, and their conformity with linguistic analogies.

This confirms that the classical Arabic language possesses variations in the form of dialects that share the same letters and characteristics, but differ from it in some rules and regulations. A dialect is merely a phonetic variation of classical Arabic, and this phonetic level is imposed by social, cultural, and natural factors.

Assessing written expression in light of the textual approach and in relation to writing as conceived by Christine Barré de Miniac – the fourth year of middle school as a model

Fatiha Benammar, Tahar Loucif — Thu, 25 Jun 2026 00:00:00 +0000

The concept of written expression has witnessed development in light of different educational approaches. It has shifted from being merely the production of a text free of errors, to being considered a coherent and unified text that interacts with textual linguistics. This evolution in the concept was accompanied by an evolution in the mechanisms of textual coherence, as the focus shifted toward understanding the structure of the text, its cohesion, its communicative function, and its relevance to the context.

Accordingly, this study aims to evaluate the texts of fourth-year middle-school students and analyze them taking into account the criteria of the “assessment grid” in light of the text-based approach on the one hand, and the concept of the “relationship to writing” with its five dimensions: the relationship of writing to language, to the self, to others, to knowledge, and to thinking, on the other hand.

It also seeks to address the following research question: To what extent do the criteria of the written expression assessment grid, within the framework of the text-based approach, manifest in students’ writings? And what is the nature of their relationship to writing across its five dimensions, according to the perspective of Christine Barré-De Miniac?