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“بصر/Ba-sa-ra” verb and it’s derivatives constitutes an important place in the Qur'an. For this reason, this verb and it’s derivatives need to be carefully analyzed in order for the verses to be understood correctly. These verbs and it’s derivatives are used in the meanings such as eyes, sense of sight, knowing, contemplating, taking a lesson, seeing with pride, heart eye. Most basic meaning of “بصر/ba-sa-ra” verb and it’s derivatives is the emergence and emergence of something. It acquires other meanings in relation to this meaning. In the Holy Qur’an, the verb “بصر/ba-sa-ra” verb means not only to see with eyes, but also to see with mind and heart, understanding, mental understanding. But these verbs and their derivatives are usually translated by being associated with the meaning of seeing in the Quran translations. There is no emphasis generally on the knowing and understanding. For this reason, we will try to focus on this translation problem in our article.
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Imam Hatip schools (religious vocational schools) in Turkey have been taught teaching Arabic for many years. However, the objectives of learning Arabic have not yet been realized. The Education Council of the Ministry of Education prepares educational plans and programs for Arabic lessons in order to increase the quality of Arabic language teaching, the first of these programs was in 1973. This research is a field study carried out in 2016 on how to implement the educational programs prepared in 2011 for Arabic lessons in Imam Hatip schools, and the problems facing the teacher in practical reality. The scope of the research is limited to Tekirdağ Anadolu Religious High School for boys, Süleymanpaşa Anadolu Religious High School for girls, Süleymanpaşa Religious Secondary school, and the teachers working in these schools. The research was based on the views of those educators as to how the educational programmes for Arabic lessons and the problems they faced during their exercise were implemented. The research was formulated through interviews with teachers. The results of the research according to the data received from the teachers were processed in the statistical program SPSS and then converted to frequency values and percentage values. These values were presented in tabular form. As a result of the findings, it was seen that most of the teachers did not read the Arabic lesson teaching program they were practicing, and they were unaware of the program’s vision, approach and goals; and they did not understand the program’s approach, vision, and objectives. Moreover, it was understood that the minds of the teachers were not clear about whether the Arabic language was a foreign language lesson or a religious vocational lesson, that the teaching practices and behaviors of teachers are incompatible with the educational program and they also had one view that the goals of the Arab lesson were largely unfulfilled. After the main results have been revealed and discussed, finally, following the disputed results, some suggestions were made to increase the quality of teaching Arabic such as making Arabic an effective, active and influential element in the lives of students and teachers through various awards and scholarships and the examination of Arabic as a foreign language in the university entrance examinations as an element of motivation and quality. In addition, in order to improve the quality of the Arabic teacher, we have made the Arabic exams as periodic, an increase in salaries according to the teachers’ receivables score, the continuation of in-service trainings, etc.
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Ibn Djuljul from Andalusia who wrote in the Western Islamic World and Nadīm from Baghdād who wrote in the Eastern Islamic World, give information about lots of physicians and translators in their books that contributed significantly to history of science. Both authors write their books at same time or very close time. Sometimes they offer similar information, but sometimes they provide different information.One of the physicians whom Ibn Djuljul mentioned in his book, Māsarjawayh lived at the times of Umayyads. Nadīm gives information about Māsarjīs who lived at the times of Abbāsids. However, in the course of centuries, some authors combined the knowledge about these two people by giving reference to Ibn Djuljul’s and Nadīm’s work and represented as the same person. Accordingly, most of the modern scholars mentioned the two authors as a substitute.This paper wants to keep track of this confusion and wants to clarify whether Māsarjawayh who was mentioned by Ibn Djuljul and Māsarjīs who was told by Nadīm are the same person or not.
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This paper discusses the dialectical words that appear in Skender Kulenovic's literary works. Contextually, dialectisms in the literary expression of Skender Kulenovic show the place where the work is performed. Also, dialectism contributes to the discovery of the character of people who appear in literary world. With regard to the function, all Kulenovic's dialectical words produce an expressive effect, thus enhancing the expressive value of the literary work. Phonemes are also analyzed in this paper as important elements that contribute to expressiveness. In this sense, local-speaking feelings of the book's characters are very important. This paper also discusses expressive and affective characteristics in local dialects (lexical and phonological dimensions). We conclude that the words in the works of Skender Kulenović appear as effective expressions, acoustic and visual images of the mentality or speech environment in which the literary characters exist.
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The Venetian Miscellany is one of the preserved collections of Bosnian medieval literature. The manuscript of the the Venetian Miscellany is not preserved in its entirety. Given the linguistic traits of the Venetian Miscellany, his date should be sought at the end of the 14th or the beginning of the 15th century. This paper will try to illuminate some lexical characteristics that have not been scientifically explained so far. Namely, the paper will attempt to illustrate the relationship of the lexicon of the Venetian Miscellany to the other manuscripts of the Bosnian medieval literacy, as well as to the manuscripts of other Slavic traditions.
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Ahmet Cevdet Pasha, who was appointed as the Inspector of Bosnia in 1863, performed important tasks. Ahmet Cevdet Pasha put the things he saw, his observations and recommendations into a report form in Bosnia. These reports were published later. In our paper, Ahmet Cevdet Pasha's works titled as Tezâkir will be taken as the basic reference. According to the reports of Ahmet Cevdet Pasha, the titles such as marriage, military customs, and weddings will be brought into forefront and the cultural life of that period will be revealed.
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The need for performing some actions can be expressed by various lexical-syntactic constructions in Turkish language, and there is no single opinion on the syntactic analysis of such examples in Turkish literature. The primary aim of the paper is to try to resolve the dilemma of how to syntactically analyze Turkish sentences with a necessitous meaning. By analyzing specific examples, it will be attempted to point out the fact of how the functional-semantic equivalents of Turkish sentences with necessitous meaning are expressed in Bosnian language.
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The character of the relations between linguistic and not strictly linguistic elements of awareness is discussed basing upon the example of the existing notions of the zoological garden. The vocabulary material reflecting both historical and contemporary interpretations is quoted. These interpretations include the etymology of the words. Their analysis is aimed at finding out the motives that change in time, features and semantic analogies. These three elements are then consolidated in the notions of the mental and linguistic culture. Later on, the character of the relations between the state of an animal and a human is established (by placing the characters in an artificially created space). The human resembles the animal and the latter is a representative of a community in captivity, and the human observing the animals becomes an element of the collective display. The gathered information and interpretations (compared to the data from the dictionary of dreams via their semantic and mental features) make it possible to ask a question on the semantics of the mental and semantic features of the vivid experiences that exist in perceptual and mental planes. These experiences shape the notions for the representatives of a specific mental culture. The notions in question are of regulating, approximate and not always realized character. As the result, these notions, and especially the ones that condition the organisation of the world in linguistic and non-linguistic awareness, influence the semantic evolution of a language as well as its users’ mentality.
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The belief that only humans use language has dominated in science for years. Linguists are especially sensitive to the notion that animals can use or create language. They argue that all species other than human can communicate but they do not use language, as it is reserved for people only. It is important to notice that animal psychology is a new and still far underdeveloped scientific field. More and more studies are revealing that animals can and do think, feel and communicate in a meaningful way. Recently, new studies have supported the hypothesis that some animals do use language. The communication systems that they use have all or most of the characteristics of a language. Con Slobodchikoff has shown that prairie dogs have grammar, can create language and use dialects in their communication with one another. Their pups learn their language in a similar way as human babies do. This article is meant to question the notion that animals do not use and create language.
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Educational aspirations are defined as “educational goals students set for themselves” (Trebbels, 2015, p. 37). They are widely studied in psychological and sociological research, in which it was found that, firstly, aspirations form in late adolescence and early adulthood, and secondly, their goal and level (i.e., high vs. low) are determined by the social environment they come from, that is, their family background, peer and school influence. The paper presents the results of the qualitative study, in which 56 students of English philology in one of the vocational schools in the south of Poland expressed their aspirations in reference to their future foreign attainment and associated vocational goals. The results showed that in the majority of cases the aspirations are not so high and fully-formed, which, it is hypothesized, is rooted in the social background the students come from.
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Action research is one of the tools that a reflective teacher may use in order to solve specific problems they encounter in their daily teaching practice. The article describes action research carried out in a high school to investigate some of the reasons behind the poor performance of some first-year students. It has been observed that students’ lack of success during the first semester corresponds directly to their low results in the end-of-middle school exam, despite the fact that they were allocated to groups on the basis of a placement test. In a questionnaire survey, students reflected upon their motivation, attitude, classroom anxiety, and assessed their performance against other group members. This article offers an analysis of the questionnaire results and attempts at presenting certain ways in which teachers could help students who did not manage to wipe the slate clean avoid some learning barriers.
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Numerous studies (e.g., Lipińska, 2014; Majer, 2002; Nowacka, 2003; Sobkowiak, 2002; Szpyra-Kozłowska et al., 2002; Szpyra-Kozłowska, 2008; Waniek-Klimczak, 2002; Wrembel, 2002) have shown that although teaching L2 pronunciation is included in university curricula, it is at the same time virtually absent at lower stages of education. Moreover, it has been noticed that teaching phonetics to younger learners is advisable and may be really effective (e.g., Lipińska, 2017c; Nixon & Tomlinson, 2005). Undoubtedly, there are a lot of books and courses written by and for Polish learners of English, but they are dedicated to adults (e.g., Porzuczek et al., 2013; Sawala et al., 2011) or dedicated to international users (e.g., Baker, 2006; Hancock, 2008; Hewings, 2010). But the materials and methods used while working with adult learners and university students are no longer applicable if one wants to teach phonetics in a different environment and create an attractive and efficient course for children or young teenagers, since, as for example Komorowska (2011) notices, each foreign language course has to be characterized by realistic goals and appropriate methods and components. The aim of this paper is to present various methods and materials which can be successfully applied while teaching English pronunciation to 11–13-year-olds. They have been implemented in three groups consisting of such L2 learners, and their usefulness and effectiveness have been proven by studies on both speech production and perception (e.g., Lipińska, 2017d).
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The way a foreign language (L2) learner perceives his or her educational environment may affect their processes of L2 acquisition. The aim of the study presented in this paper is to explore English as a foreign language (EFL) students’ perceptions of their teachers’ pronunciation, in-class and outside-class factors regarding pronunciation acquisition, such as pronunciation activities, recordings, focus on form, peer pronunciation, listening to music, to mention a few. A group of 89 participants responded to a survey, via which the data necessary to respond to the following three research questions was collected. How do EFL learners perceive their teachers’ pronunciation? What is the relationship between EFL learners’ perceived level of their L2 teachers’ pronunciation and perceived L2 teachers’ classroom language use? What factors, in the view of L2 learners, contribute to their pronunciation acquisition? The results indicate that there are significant differences in the perception of teachers’ pronunciation at different educational levels. Also, in L2 pronunciation learning the EFL students report the following factors as moderately important: L2 teachers’ pronunciation, in-class L2 use, pronunciation error correction, and in-class and out-of-class exposure to multimedia that provide access to a broad range of L2 pronunciation varieties.
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The authors propose a comparative analysis of the Italo-Albanian tale "Jugalla and orku" recorded at San Benedetto Ullano in 1967 (original version), with a new variant of the same tale recorded in San Basile in 2017 using the same text. This article aims to emphasize the differences between the two tales and the two linguistic variations by different points of view (phonetic, morphology, syntax and lexicon).
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Review of: Поетика українських перекладів Вергарна [Рецензія на книгу: Кравець Я. Український Еміль Вергарн (критика, перегуки, переклади)]. – Львів : Тріада плюс, 2016. – 344 с.]
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The topic of this paper are salutation formulas used by Croatian and Italian students in e-mail messages to their professors. The objectives were to determine (1) salutation formulas used by Croatian students in formal e-mail messages, (2) salutation formulas used by Italian students in formal e-mail messages, and (3) does students’ cultural background in any way affect the salutation formulas they use in formal e-mail messages. We found that the choice of salutation formulas is still not settled and that a hybridisation process exists which combines language features characteristic of both speech and writing. The results indicate that it is not possible to generalise salutation formulas in electronic communication but rather the conditions governing their selection and other factors.
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The article proposes visiting Sicily in the footsteps of Zbigniew Herbert and Murilo Mendes. It is a comparative study of the creativities of the two authors. In the first part of the article Sicilian motifs in Herbert’s essays are discussed. In the second part interpretation of „Elegia de Taormina” by Mendes (one of the poems from „Siciliana” volume) can be found.
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The article describes the level of knowledge of the Polish language among people of Polish origin living in Brazil. Analysing the material gathered during her research in Brazil in the years 2013–2016, the author of the article identifies the factors that cause the disappearance of the Polish language, as well as the ones responsible for its revival.
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