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. Translation is one of the ways that provides trade between two languages, especially if the works selected by the translator are among the noble and precious works of that language. Marzbannameh of Saad al-Din Varavini is one of these valuable works that has a high literary status in Persian language, which was translated into Arabic by the Iranian-origin writer, Shahab al-Din Ahmad bin Abu Muhammad known as Ibn Arabshah in the 9th century. Both books have received influences from the other language in their language format, which indicates a deep connection between Persian and Arabic languages. The present research has been organized in a descriptive-analytical way with the aim of evaluating and explaining the effectiveness and mutual utilization of Waravini and Ibn Arabshah in Arabic and Persian language. The result of the research showed that Varavini has made Marzban-nameh as a technical work that has a rich literary language, decorated with Arabic evidence in terms of words and combinations, poems, verses and hadiths, and on the other hand, Ibn-Arabshah also in the process The translation has benefited from Persian language evidence such as borrowing Persian words, combinations and literal translation of proverbs. The element of culture, as an inseparable pillar of a language, has permeated Persian and Arabic languages and has become a part of that language, and all these elements show the deep and unbreakable connection between Persian and Arabic languages

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 cLanguage learning strategies referto behaviors, processes, and approaches in wich the learner receives new information in a purposeful and coherent manner and is used effectively that lead to self-learning, self-control and responsibility. Due to lack of a proper research this study aims to determine the relationship between the use of language learning strategies, learning engagement and writing skills in the Arabic language writing curriculum.This research was descriptive and correlative including 70   female Bachelor students of Arabic Language and Literature of Kharazmi University in 2019. The data was collected using, Oxford learning strategies in language scale (1990), Schafeli et al. (2002) learning engagement scale and Researcher-made writing skills questionnaire. The  data was analyzed using regression analysis. The results showed that there is a positive and significant relationship between the variables of language learning strategies, its components (except emotional strategy) and learning engagement with Arabic writing skills. In addition, it was found that learning strategies in language and learning engagement can explain the variance of 17% for writing skills.The resultsindicate that using of language learning strategies and Improve learning engagement, their writing skills increase. In practical terms, the findings and recommendations of the present study can be introduced as a model for including language learning strategies and enhance learning engagement for learning in curricula.Specifically, use of language learning strategies and the enhance learning engagement in the field of improving the writing skills of Arabic language and literature students is the main contribution of the current study. 

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 The turning increasingly of educational centers to Virtual and online classes shows necessity of paying attention to the quality of training and deep and meaningful learning using modern educational methods in this type of training.This study aims to investigate the effect of k.w.l strategy, which is one of the educational metacognitive strategies and was introduced based on the constructivism theory for deep and meaningful learning by Ogel, in the onlin class of teaching Arabic grammar,to asses the effectiveness of this strategy in meaningful and deep learning of Arabic grammar.The study used Quasi-experimental method with pre and post test on the control and experimental groups who were trained virtually. statistical population included 34 students in the first semester of the bachelor at Khwarizmi public University in(1400). The sample was selected by the available method and then randomly divided into two groups .Data analysis was done by(spss). In order to determine the presence or absence of influence between variables and to estimate and generalize the results obtained from the sample size to the statistical population,the combined analysis of covariance or repeated measures test(GLMRM)was used to assess and evaluate the research data. According to results, average of pre-test scores of the Arabic grammar variables in the control and experimental groups are 2.40 and 2.04,respectively, and these averages in the post-test of these groups are reported 2.55 and 3.01 respectively,so there is a significant difference betyeen pre-test and post-test.so we see a significant increase in the grammar average in the experimental groupʼs post-test.

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Review and analysis of verbal thought prevailing over syntactic principles are important phenomena in Arabic Linguistics; a thought which as a general principle dominating syntactic science seems trivial comparing to that general issue. From a long time ago, a syntactic science which grasps the structure of Arabic language has occupied the mind of old and contemporary linguists of this field of thought; a science which seems essential for logical understanding of Arabic language structure. Among the fourfold syntactic principles, review and analysis of this verbal thought regarding the issue of “audition”, which is another evidence of syntactic principles such as “analogy” and “consensus”, persuades us to carry out this study. The study focuses on the viewpoint of two old and contemporary linguists and scholars of syntactic principles named al-Suyuti from the ninth century and Tammam Hassan of the contemporary time. Having a descriptive-analytical approach, existing resources and lingual data were reviewed. The results show that regarding the audition’s evidence and one of its resources which is the issue of citing Quranic readings to regularize syntactic rules, al-Suyuti of the ninth century, considering his religious concern, accepts citing all kinds of readings by considering “اﻟﻘﺮاءه ﺳُﻨﺔٌ ﻣُﺘَّﺒَﻌَﺔٌ ولا تُخالَف” but Tammam Hassan accepts citing readings by considering the condition of “مستندهٌ بالأسانید المعتبره””. On the issue of citing the Prophet’s hadiths, al-Suyuti accepts the views of al-Shatibi which are conditioned but Tammam Hassan believes that citing hadiths quoted by meaning is acceptable for regularizing syntactic rules because they

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This article examines the changes that have occurred in Arabic loanwords after entering the Persian language. These changes are described and categorized on the phonetic and semantic levels. The results of the research show that some Arabic phonemes have become some of the closest phonemes in terms of the place of production (without second generation) in the Persian phonemic system due to their absence in Persian language or their dual articulation in Arabic.
At the level of semantic, although the loan words has entered the Persian language with the same form as in Arabic, they have meanings other than hgose in the Arabic language. On the other hand, many of these loan words in the post-Safavid period have received new meanings in new contexts in accordance with the Persian and Shiite culture, which has not been used in Arabic; so far as we have to translate these words from Persian to Arabic into different words. These semantic transformations can be categorized under several groups including: semantic changes, semantic narrowing, semantic widening, semantic elevation, and semantic pejoration.

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One of the language changes that occur at the level of words is the semantic change. The purpose of semantic transformation is transforming the first meaning while maintaining the appearance of the words. Loanwords are one of the breeding grounds in semantic transformation. What is discussed in the article is the semantic transformation of Arabic loanwords of KALILA WA DEMNA. For this purpose, initially we raised the linguists view of how semantic changes are happen. Then the semantic changes of Arabic loanwords of KALILA WA DEMNA based on these principles have been studied. This study is a longitudinal study that compares the semantic transformation of Arabic loanwords in Persian language in the sixth century (A.H.) with the previous centuries. Because this study examined the Arabic loanwords in Persian language, we can place it in the field of comparative literature. The purpose of this study is to investigate how the evolution of Persian language happens under Arabic influence over time.   

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In all languages, grammar instruction is one of the most important concerns of language teaching connoisseurs. In Arabian language, due to its specific structural and instructional properties, grammar and its teaching procedure have been investigated by teachers and connoisseurs for decades. Similarly in Iran, Arabic grammar instruction has been one of the most important components of teaching this language forever; so many of famous connoisseurs and book authors in Arabic grammar are Iranian. However, nowadays, one of the most challenging fields in teaching Arabic in Iran is grammar instruction. Despite of instructing 20 units in B.A. Arabic language and literature, it seems that students are facing with paramount deficiencies in applying Arabic grammar since it is for long years that grammar is instructed with old methods and many professors are not using modern and proper. strategies. The present study attempts to study instructional methods and the rate of implementing proper strategies by a survey and questionnaires. The research findings showed that traditional deductive method is more frequently used in grammar instruction, and new strategies, namely technology and contributive application and strategy, are implemented less than traditional methods in providing feedback information.

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Ebne Khaldon has discussed about one of the most important linguistic subjects, that is “the ability of language”. He emphasizes on linguistic creativity as an opportunity to achieve the meaning of linguistic competence and says that lingual talent is related to human’s natural ability. On the one hand, he expresses that non-Arabic people profit from Arabic language because the first language takes precedence over their second language, and on the other side, remembers some famous persons like “Siboie” “Pharsi” and “Zomokhshari”; although they are Iranians, but their life between Arabic families made them to achieve Arabic language queen depth. Ebne Khaldon believes that there is an inseparable relationship between language and society and that the sovereignty language is ideology language that governs the society, so he is going to survey linguistic changes in terms of “time” and “place”. The results of this study showed that Ebne Khaldon thoughts are modern and that he is the originator of “linguistic competence”, not “Chamsy”.        

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According to the prevalent beliefs, comitative object, cognate object and object of purpose are not present in the syntactical functions of Persian language. However, there is lack of scientific research on this subject. Not only has it been ignored in grammar books, but also it has not been discussed in the essays and articles. The present study seeks to investigate the above mentioned functions in Persian syntax and to show their Persian equivalents by bringing several instances from Persian texts of prose and poetry. Subsequently, the paper aims to show the differences between these functions in Arabic and Persian. Influenced by Arabic, the article introduces new terminology, which did not formerly exist in Persian language.      

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This research studies the form and approach of Iranian-Egyptian literary relations in contemporary periods. In order to more comprehensive and complete views, the historical, cultural and political conditions affecting the literary relations of the two countries are also studied. The importance of the issue is that despite the lack of continuous and direct relations in this periods and the high ups and downs in relations, Iranian and Egyptian scholars have created literary relations between Persian language and literature and those of Arabic in order to Maintain and develop cultural interaction of these two nations.
In this essay, the descriptive analytical method was used, first by referring to the Persian and Arabic literary works of the two countries in the field of translation, essays, thesis and book, and the attention to Persian and Arabic languages teaching, the importance amount and form of Persian literature in Egypt, and Arabic literature in Iran has been found, and then the activity type has been studied.
The results of this study indicate that despite the attempts of Colonial westernization trend in Islamic countries; and the existence of numerous divisions influenced by political disputes in the official relations between the two countries in recent decades (before and after the Islamic Revolution of Iran); the interest and attention to Persian And Arabic literature by the scholars of both countries have been done, and moreover, the accuracy and research that has been carried out by Egyptian literary scholars and writers on Persian literature has been more than what was done in Iran in relation to Arabic literature and in particular the Egyptian literature.

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Teaching every language has got its own special hindrances and features. Undoubtedly, teaching Arabic Language in Iranian schools is not excluded from this fact. Some of the hindrances of learning Arabic language are refered to the content order of the school books. Especially teaching Arabic high language in grade one seems to be a difficult job for some reasons such as the students' enterance to a new stage. If the different components of the books' content get realized and catagorized, the understanding and explication would be easier. Thus analizing the content of Arabic high school book in grade one can be an important step towards identification of its weaknesses. This article aims to evaluate the Arabaic high school book in grade one on the basis of content analysis patterns and arrangement criteria relying on Content Analysis Approach, which is a resaerch method for objective, quantitative and organized discription of superficial contents in communications. The research was descriptive-analytic. The results showed that considering These patterns and criteria, this school book has been highly successful in accurately performing the principles of edunation planning and content arrangement.  

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Abstract
The appearance of comparative literature in Algeria has been influenced by different risings and fallings after entering French men to Algeria in 1830, this country involved in the colonizing movements, at first, they tried to change people’s language and culture, hence most of comparative studies have been influenced by this condition, therefore, they were written in French. Finally, it was in 1962 that this country entered the political spring after people’s revolution, therefore, Arabic language entered comparative studies by re-examining Algeria in European works such as French and Germany people, there were found some universities in comparative literature and other literary branches and international conferences, in order to develop the comparative men in Algeria in developing comparative literature analysis in the survey of comparative literature in Algeria by classification of contemporary history into colonization and post-colonization. literature in Algeria by classification of contemporary history into colonization and post-colonization.
Keywords: Algeria, Comparative Literature, Colonization, Political Spring, French and Arabic Language.

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The purpose of this research was to study the efficiency of general Arabic language teaching program in Kerman high schools based on the students’ and teachers’ viewpoints. This study is an applied quantitative method research. The research instruments are two researcher-made questionnaires for measuring the teachers’ and students’ viewpoints. The population involves all male and female Arabic teachers of Kerman city, as well as male and female Mathematics and Science junior high school students of all public high schools of Kerman city. The research sample was selected through stratified random sampling method, and amounted to 30 female Arabic teachers, 30 male Arabic teachers and 236 students. The findings revealed that  Arabic language teaching goal is not consistent with the learners’ and society’s needs; Arabic textbooks’ content does not meet the content selection standards set in curriculum planning; Arabic teachers are not well prepared for Arabic language teaching; Arabic curriculum goals are not met; students’ proficiency in Arabic language skills is disappointing; students’ interest in Arabic language and learning, is moderately low; and finally, students’ acquaintance with Arabic language learning strategies is low. Accordingly, we can conclude that the increase in Arabic language teaching efficiency in schools needs more efforts to prepare the society with positive attitude towards Arabic language and Arab people, and also to change the educational approach to Arabic language teaching/learning in our school system.

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Need analysis (NA) is one the important elements of the curriculum that tries to detect lacks, wants, necessities and the gap between the existing curriculum and developed curriculum. NA is a powerful tool that helps clarify and validate true needs. It enables educators and practitioners to shape the curriculum development that bases the content of language courses on the communication needs. This work analyzes the language lacks of the Arabic language and literature students of Iranian universities. The method of study is survey, and the research tool is questionnaire. The study sample is consisted of two groups of students and teachers. The method of data analysis is quantitative. The main question of this study is: “To what extend do students have problems in language skills” and “To what competence does problems belong?” The results showed that the students' language skills are above the average difficulty, and they have linguistic problems arising from the lack of communicative competence.

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Mostafa Kamaljoo, Ph.D.
Alireza Porshabanan
   
Abstract
The poetry of the Constitutional era bears new concepts and forms which has become popular with critical, political and social attitudes to a high extent and therefore found plenty of readers. Still it has several similarities with the classical poetry in its superstructure and form; one of these aspects is the application of Arabic in the poetry of this era. Dehkhoda is a poet of the Constitutional era whose usage of Arabic as a major feature has made his poetry similar to the poetry of the past in form and structure. One of the important reasons for such similarity is the high frequency of Arabic words, phrases, hemistich and verses. This article tries to categorize Dehkhoda's poetry in topic in his book of poetry (Divan) regarding the Arabic words, phrases and verses used in order to survey how Dehkhoda has applied Arabic. Further on this analysis will clarify the extent to which the usage of Arabic is in line with the new thoughts and contents in the poetry of the Constitutional era, in addition to revealing the influence of the past poetry and thought.
 

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The aim of this qualitative study was to apply the grounded theory methodology to a comparative investigation of the challenges and problems of teaching and learning English and Arabic in Iranian high schools. Data were collected using semi-structured interviews with five English teachers and seven Arabic teachers who were theoretically sampled from different high schools in Sabzevar, Iran. Using MAXQDA software, the data were analyzed based on the three levels of open, axial, and selective coding in grounded theory (Corbin & Strauss, 1990). Two models of challenges of teaching and learning of English and Arabic was posited with the problems of teaching and learning of English and Arabic as the core category and teacher, student, and educational facilities as sub-categories. The findings of this study shows that in spite of some differences between these two languages in terms of problems of their teaching and learning, there are some similarities between them. Also, some pedagogical implications for teachers, students, and curriculum developers were discussed in this study.

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Reading skills is one of the most important language skills. The Success in learning a second language depends on this skill. But it is noted that the final semester students of the Arabic language and literature department who are ready to be graduated and even many graduates of this field are not able to read the Arabic texts correctly and fluently. Therefore, the authors of the present study intend to use the descriptive-analytical method and survey method to evaluate the reading skill of Arabic of undergraduate students to identify their weaknesses on reading and offer some suggestions for developing them. It should be noted that different studies have been conducted on reading skill in Iran and Arabic countries, but none of these studies investigate the weaknesses of Arabic language and literature students of Iran state universities in reading skill. So the present study is completely different from previous studies. The main question of the study is: how weak are Arabic language and literature students in reading skill and what are the reasons of these weaknesses? The statistical sample of the present study has been formed by124 undergraduate students in the Arabic language and literature department in 12 Iranian state universities, 41 of them are male and 83 are female. The tool used in the study is a researcher-made test, which has been designed for the first time for reading skill in Arabic language and literature and the existing models in the Arabic countries have been used to design the test. The results reflected the weakness of students and their lack of mastery in this skill. Although the students who are ready to be graduated, faces weakness in all levels of reading. There is a kind of consensus amongst the experts of Arabic language on this issue. The most important reason of this problem is that there is no special lesson for reading skill in the syllabus.
 

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Teaching Arabic through play is one of the best ways to increase students' motivation and learning. The main purpose of this article is to investigate the impact of Arabic educational games on learning and inner and outer motivation of female students in Saveh city. This study was a quasi-experimental study with pre-test and post-test with control group. The statistical population consisted of 210 seventh grade students in two schools in Saveh city, 30 were randomly assigned to the experimental group and 30 to the control group. Data collection tools included the modified Harter Academic Motivation Questionnaire (1981) and a standard researcher-made questionnaire. The game-based training was conducted in four 30-minute sessions. The games were designed electronically and researcher-made to achieve the translational educational goals of some seventh grade Arabic lessons. The scientific evaluation was done by two quantitative tests. Motivation variables were calculated using the modified Harter questionnaire by Likert method. The data were analyzed by SPSS software using independent t-test. The results showed that teaching Arabic through play did not have a significant effect on students' learning and motivation.
                             
 

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Although the existence of common words between Persian and Arabic languages occasionally facilitates learning Arabic for Persian speakers, it also causes numerous problems, including linguistic interference, for language learners putting language skills into action. Overall, language similarities between Persian and Arabic can be classified into two types: structural and lexical. Lexical similarities may have three different major kinds: 1. similarities in the shape of writing and meaning occurring in nouns, verbs, and letters, with the highest frequencies in nouns; 2. similarities in the shape of writing and complete or partial contrast in meaning, which is mostly seen in nouns and occasionally in verbs; and 3. partial similarities in meaning and contrast in form which is typically observed in Arabic and Persian prepositions. In the current research, not taking structural similarities into consideration and employing a descriptive-analytical survey approach, the effect of common words between Persian and Arabic languages on the writing skill of undergraduate students of Arabic Language and Literature was studied. The statistical population of this research consists of 10 state universities, including Arak, Tehran, Bu-Ali Sina, Kharazmi, Al-Zahra, Guilan, Shahid Beheshti, Shiraz, Allameh Tabataba’i, and Ferdowsi universities. It also includes 199 undergraduate students passing Writing Skill 1 or 3 courses. Since the current study examined the common words between Arabic and Persian languages and the effects of the words on Arabic language learners’ writing from a contrastive perspective, it is considered a pioneer study in this field. The research questions are as follows:
1. How good are the students’ vocabulary skills regarding the common words between Arabic and Persian languages in Writing Skill 1 and 3 courses?
2. How does the time difference of offering writing skill courses affect students’ vocabulary banks?
To answer the research questions, we used a self-constructed test including the common words between Arabic and Persian languages. The test was designed in four steps:
1. Collecting language learners’ highest frequency errors and including them in the test.
2. Test verification: After predicting language learners’ errors, the test was designed and 6 copies of the test were given to 6 language skills professors. Modifications were made on the test based on the experts’ comments and then the test reliability was confirmed.
3. Conducting the test: The Writing Skill 1 and 3 tests were given to students in Shahid Beheshti and Allameh Tabataba’i universities. After examining the language learners’ performance, the test was modified. The reliability coefficients were obtained for both tests. In the next step, the test was given to the students in all the above-mentioned universities.
4. Test analysis: to analyze the test, both quantitative and qualitative methods were employed. According to the quantitative method, the students’ correct answers were marked once (out of 100). The researchers used t-test to determine whether the means of the two universities’ marks in Writing Skill 1 and 3 courses are equal to each other. And to examine the effect of the time of offering the course on these errors, logistic regression analysis was employed.
Logically speaking, the signifier with a stabilized signified in our minds causes problems when referring to a different signified. In other words, it is less problematic to relate two different concepts (signified) to two different words in two languages than to relate a common word between two languages to two different concepts and, simultaneously, be cautious enough not to get the different concepts in the two languages mixed up. A lack of awareness of the common words’ semantic and practical differences results in linguistic interference. Given the high frequency of Arabic words in Persian language, mostly with semantic, structural, and practical differences, the phenomenon of linguistic interference is typically expected in the process of learning Arabic language by Persian speakers. To perceive the differences and similarities of the common words between Arabic and Persian languages, a contrastive study was conducted. As for the next step, error analysis, which is the next stage in a contrastive study, was employed because a contrastive study predicts the errors by comparing two language levels and discovering the similarities and differences between two languages, while error analysis either confirms or rejects the predictions. Furthermore, the analysis of linguistic errors, including linguistic interference, provides the researcher with a picture of language learners’ progress and enables him to identify their learning dimensions and address the overlooked aspect of teaching process; by focusing on this aspect in the process of teaching and learning a language, the researcher can help fix the problem. The research results revealed the fact that after passing the writing skill courses, the students’ vocabulary banks were significantly expanded. Also, there is a direct relationship between learners’ language interferences and the semester during which they take the course but this relationship disappears, once they pass the first two writing skill courses and start taking Writing Skill 3. This shows language learners’ capability in using the vocabulary in Writing Skill 3 course. Further, the t-test results highlighted the significance of students’ progress in Writing Skill 3, compared to their abilities in Writing Skill 1 course, in all the above-mentioned universities except Tehran and Kharazmi universities. However, the classification of students’ marks in Writing Skill 1 and 3 courses indicated that this progress was inconsiderable because none of these universities got top marks. This finding showed that despite the students’ progress in vocabulary skills during Writing Skill 3 course, compared to Writing Skill 1, they still had problems determining the semantic differences between common words as well as using the vocabulary in Arabic language. The factors leading to this weakness include vocabulary interference and vocabulary deficit. The domination of grammar-based thinking in the minds of most of the students has made them assume that a correct sentence in Arabic language is the one which is grammatically and syntactically correct. It is likely that the difference in Arabic and Persian grammars, due to their belonging to different language families, causes more problems for Persian speakers trying to learn Arabic language. However, the attitude of Arabic language teaching departments in Iran may have been effective. In other words, in teaching Arabic, the focus is mostly on learning the grammar rather than communicating and conveying a message to any target language speakers.