يجب تسجيل الدخول أولا
الدرس النحوي في الموصل
| المؤلف الرئيسي: | الأوسي، عباس علي حسين (مؤلف) |
|---|---|
| مؤلفين آخرين: | المبارك، عبدالحسين (مشرف) |
| التاريخ الميلادي: |
2003
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| موقع: | البصرة |
| التاريخ الهجري: | 1424 |
| الصفحات: | 1 - 235 |
| رقم MD: | 558373 |
| نوع المحتوى: | رسائل جامعية |
| اللغة: | العربية |
| الدرجة العلمية: | رسالة ماجستير |
| الجامعة: | جامعة البصرة |
| الكلية: | كلية الاداب |
| الدولة: | العراق |
| قواعد المعلومات: | Dissertations |
| مواضيع: | |
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
In this research I have tried to clear up ambiguities of a lesson which have remained imprisoned by their sources for ages. Light has been shed on some of its men. Ancienthy Ibn Khaldun referred in his Introducion when talking about Ibn Husham saying, “He followed the example of people of Mosul who tracked Ibn Jeni and Followed the way of his teaching; he gave some marvellous things”. Because of the imortance of this lesson and that it introduced to Arabic and its eternal effect in it, I chose it as a subject of research calling it “El-Daris Al-Nahwi Fi El-Mosul The Grammer Lesson in Mosul”. I preferred to divide my research into a preface, five chapters and a conclusion. In the preface I dealt with Mosul as a name, history and the beginnings of grammer studies in the countries including Mosul. In the First chapter I talked about grammer doctrines, opinions of the old and the recent scientists , features of each doctrine to know the way followed by the lessen , connotations of some terms such as (doctrine) and (Baghdadians). The second chapter is about their attitude towards Quran, readings, tradition, Arabs’ speech in prose and poetry, other origins of grammer, explanation, factors and connotations of parsing before its scientists. In the third chapter I explained the most notable men of the lessen in which there were many grammarians ,mentioning some of their personal opinions. In the fourth chapter I mentioned the phonetic and morphological studies the research unit imposed other characteristics of the lesson displaying their effect in grammar studies and the scientists of other environments. In the conclusion I mentioned generally the most important results the research has reached which are as follows: 1. Mosul knew grammar in its terminological meaning with the help of Muslima El-fahri at the end of the first half of the second century A.D. 2. School conditions in the grammar lesson are more available in Mosul than in Egypt, Syria and Andalus. The lesson has reached its climax by Ibn Jeni whom Mosulians followed. 3. There is no room for partisanship; they took a middle stance against sources of hearing; they were for the irregular readings and to cite tradition in its widest meaning. They used the languege of Beni Ukail who inhabited outskirts of Mosul at the end of the fourth century A.D. and the poetry of the recent poets. 4. Decreasing explanation : most of their explanations were called primary dor education causes. Factors are not the influential force in parsing changes appearing at the end of words but the influence of the speaker; studying factors was for educational aim. 5. Book of Jawhar Al-Adab Fi Ma’araft kalam Al-Arab” is of Ala’a Elddin Ali Bin Mohammed El-Arbali no Ala’a Elddin Bin Ali El-Arbali. 6. Mosulians’ interest in studying letters, working out all rules of grammar and morphology, comprehensive study of language phenomenon. 7. The facility in their studies and their interest in the art of riddles. 8. Ibn Jeni explained the composition and its indication before Abid El-Qahar Al-Jerjani. 9. Abu El-Barakat Al-Anbari depended largely on Ibn Jeni’s compilations, opinions and argument though he did not refer to that. 10. Ibn Madda Al-Qurtubi made use of Ibn Jeni in factors causes, disagreement with all at attacking grammarians and his attempt at destroying old grammer construction. He refused to acknowledge that advantage. 11. Ibn Hisham was influenced by the way of Mosulians in compilation, their education sense and he took a lot from them but he did not generally attribute it to its creator. In addition to showing personal opinions of a number of scientists of the lesson. |
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عناصر مشابهة
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اختلاف النحاة ثماره و آثاره في الدرس النحوي
بواسطة: جعفر، عبدالنبي محمد مصطفى هيبة منشور: (2010) -
مدرسة الأندلس النحوية أم الدرس النحوي في الأندلس
بواسطة: موعد، محمد عطا منشور: (2003) -
نظرية النحو العربي في ضوء تعدد أوجه التحليل النحوي
بواسطة: عبدالله، وليد حسين محمد منشور: (2006) -
أي الموصولة في الدرس النحوي
بواسطة: الثمالي، حماد بن محمد حامد منشور: (2003) -
الحكاية فى الدرس النحوى
بواسطة: الطبطباني، عبدالمحسن أحمد منشور: (2016)
