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02245nam a22002057a 4500 |
| 001 |
0226242 |
| 044 |
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|b العراق
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| 100 |
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|9 177255
|a النوري، فيصل أحمد فؤاد
|e مؤلف
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| 245 |
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|a المصدر واسم المصدر والإسم والعمل النحوي
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| 246 |
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|a Verbal Noun, its Noun, Noun and the Grammatical Function
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| 260 |
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|b الجمعية العراقية للعلوم التربوية والنفسية
|c 2014
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| 300 |
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|a 486 - 503
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| 336 |
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|a بحوث ومقالات
|b Article
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| 520 |
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|b Verbal noun (masdar) as giving and (speaking) in English has its effect on a direct object if its verb is transitive .Arab grammarians never disagreed about its indication of action like its verb. But its noun (ism ul-masdar) which we cannot translate into English because of its absence- has the same effect as Kufa grammarians believe, whereas Basrah grammarians think it hasn't. This research has clarified that it has. The third part (the noun) like (substantive) as the research called was almost concealed in the grammar sources and references except when mentioned occasionally to be put aside from the second part (ism il-masdar) in order to explain the difference including its freedom from action ('amal). Disagreement between the two main groups of grammarians has not shed light upon the difference between a word considered as (ism il-masdar) like ('ata') (عطاء) when indicating (al 'amal) and the same word indicating with no relation to this action regardless of its material or abstract sense. The research has set out and mentioned a collection of words as examples of the third part explaining the two distinguished senses. I believe this research will purify the view of such important subject in Arabic grammar.
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| 653 |
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|a اللغة العربية
|a النحو العربي
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| 773 |
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|4 التربية والتعليم
|4 علم النفس
|6 Education & Educational Research
|6 Psychology, Applied
|c 014
|e Journal of Education and Psychology
|f Mağallaẗ al-ʿulūm al-tarbawiyyaẗ wa-al-nafsiyyaẗ
|l 104
|m ع 104
|o 0032
|s مجلة العلوم التربوية والنفسية
|v 000
|x 2077-8694
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| 856 |
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|u 0032-000-104-014.pdf
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| 930 |
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|d y
|p y
|q y
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| 995 |
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|a EduSearch
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| 999 |
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|c 513782
|d 513782
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