Arabic Sounds Research Articles

The Phonological Features of Arabic Spoken by Non-Arabs in the UAE

Since the discovery of oil in the UAE and the economic boom that has followed, the population structure has changed dramatically. It has witnessed unprecedented jumps that are unparalleled anywhere in the world. Immigrants from different countries have started to find jobs in this country. Asians particularly those who come from India, Pakistan, and Iran have almost dominated the services sector in the country. It has been estimated that the UAE nationals have become a minority that does not exceed 10% of the total population of the country. This research has aimed to find out to what extent this new variety of language that has emerged could be referred to as Pidginized Arabic. It is based mainly on fieldwork, as there have been interviews with 100 people who represent the sample of the study. Thus, the study is descriptive and analytic by nature. The data of the interviews has been studied. It has been expected for this variety of Arabic to be affected by the UAE dialect, but it has been found out that there has been no significant influence on it. This research is restricted to the phonological aspect of Arabic. It has revealed that many Arabic sounds have been pronounced in a distorted way; some of them have been mispronounced; others are converted into many other alternatives. This has created the possibility of a state of misunderstanding to emerge.

Non-Linguistic Sounds and the Early Linguists

This paper aims at examining the non-linguistic sounds as they were tackled by the earlier linguists. They were not directly concerned with this topic but they studied it randomly such as explaining an idea or citing an example about the organs of speech. Their neglect of this topic is due to their concern with phonological studies of the Holy Qur'an. Phonological studies, therefore, were mainly concerned with the Qur'anic readings and the accurate pronunciation of Arabic sounds as the Holy Qur'an was revealed to Prophet Mohammad. That is why phonological studies were not important for them because of their little benefit. However, the study of sounds in general recurred in linguistic books and books concerned with animals. Linguistic books relied mainly on watching and listening and then discerning the intention behind such sounds. This will be the concern of this paper which deals with sounds in general, their definition, and the difference between them and other linguistic sounds concerning their production and manner of articulation

The Impact of Jambi Malay Interference on Arabic Language Students in Indonesia

This study aimed to investigate the impact of Jambi Malay language interference on communication in Arabic. This study used a descriptive-analytical approach and combined corpus analysis methods, interviews, and observations to collect relevant data. The participants of the study were Jambi Malay speakers, in this case, the students of Pondok Pesantren Modern Darussalam Gontor 10 Muara Sabak Jambi, who used Arabic in daily communication. The results showed that interference of Jambi Malay affected Arabic communication in several aspects. Regarding phonology, differences are found in pronouncing certain Arabic sounds, which can lead to inaccuracies and misunderstandings in using Arabic. In terms of vocabulary, this interference results in the use of loan words or meaning adaptation of Arabic words in Jambi Malay, causing changes in the meaning and misuse of words in Arabic communication. Jambi Malay sentence patterns, such as the placement of subjects at the end of sentences, affect how sentences are arranged in Arabic and cause discrepancies with correct Arabic grammar. Interference is also seen in using different conjunctions and connecting words between Jambi Malay and Arabic. This study provides an in-depth understanding of the impact of Jambi Malay interference on Arabic communication.

Asālīb Ta’līm Mahārati An-Nuthqi Ash-Shahih Lillugatil Arabiyyah ( Dirāsah Tahlīliyyah ‘Alā Shautiyyāt Kitāb Al-Arabiyyah Baina Yadaik)

This research aims to determine the method of teaching the correct pronunciation skill of the Arabic language in the Arabic book in your hands. The reason for choosing this topic is to provide an overview and information about the Arabic book in your hands and some of its advantages. This research is descriptive and analytical research, and the method of data collection is the method of observation and documentation on the subject, and the method of data analysis is through the analysis of the content contained in the Arabic book in your hands. One of the advantages of this book and its analysis first: presenting phonetics before other skills. Second: Training students on minor binaries realizes that the phonetic system in Arabic is different from the phonetic system of his mother tongue, Third: Providing the student with the opportunity to repeat and imitate phonetic. Fourth: Exercises to recreate new vocabulary with sounds, Fifth: Exercises on reciting a set of Quranic verses The aim of this training is to be fluent in the pronunciation of Arabic sounds. Sixth: Vocal exercises ended up producing and trying to present sounds that he thinks are difficult for the student of the Arabic language

Content Analysis of Iqra' Book for Arabic Learning According to Krippendorff's Perspective

This research examines the material content of Iqra' book volumes 1 to 6, published by the National LPTQ Research Center "AMM" Yogyakarta Tadarus Team. This study aims to analyze the Arabic language in the book of Iqra' at the level of Aswath Arabiyah learning. The method used by researchers in this research is descriptive qualitative (library research) with data described narratively. The data collection procedure in this study was carried out by reading and understanding the contents of Iqra' book, and the data analysis that the author used was content analysis. Iqra''s book volumes 1 to 6 is a theory used to analyze qira'ah about the Qa'idah Baghdadi technique. The study results show that the al-Ashwat Study is considered a study of Arabic sounds, primarily how Arabic sounds are spoken fluently and clearly, like the owner of the language and how we can understand when Arabic sounds are spoken. Al-Ashwat plays an essential role in dominating listening and speaking skills with the existence of the book Iqra' volumes 1 to volume 6, which contains the title of the book contains procedures for reading the Qur'an in a new way that is not the same as the previous methods, as directed by the technique of Qa'idah Baghdadi.

ANALYSIS OF VARIATION OF SOUND CHANGES IN ARABIC LANGUAGE PHONEMES IN JUNIOR HIGH SCHOOL STUDENTS IN JAVA, INDONESIA

The purpose of this study was to determine the variation of Arabic sounds pronounced by 8th-grade junior high school students in Java, Indonesia. The method used in this study uses a qualitative method with descriptive analysis with the research subject of 8th-grade junior high school children in Java, Indonesia. The results of the study found variations in sound changes in 8th-grade middle school children in Java, Indonesia.

Error Analysis of Errors in Arabic Phonetics at the University

Ma'had prepares the mustawa robi' class to produce female students who like to speak Arabic and can speak Arabic correctly, so that they can graduate with mumtaz predicate and can practice the knowledge they got when studying at Mahad Umar bin Khattab. The most important thing in learning Arabic is in learning listening skills where students listen to the teacher in explaining a title using Arabic sounds, and female students will present the title that has been explained in front of their friends using good and correct Arabic sounds. So the objectives of this study are: 1) to find out the Arabic sound errors. 2) to find a solution to the problems contained in the Arabic sound error. This research uses a qualitative approach with a descriptive type of research. The data collection techniques in this research by observations, interviews and documentation. The data analysis technique used in this research is Miles and huberman data analysis technique, as: The data reduction, data presentation and conclusion drawing. The results showed that: 1) mispronunciations of words, both in terms of phonetics, grammar and morphology. 2) Problem solving in Arabic voice is through continuous practice of speaking in Arabic voice, preparation before explaining the subject, and motive to be more confident.

THE PHONOLOGICAL PROBLEMS AMONG NON-ARABIC SPEAKING STUDENTS OF HAUSA AND METHODS OF SOLVING THEM

This article aims to study the pronunciation problems related to the phonetic aspect that non-Arabic-speaking students of Hausa suffer from, and the study adopted the descriptive analytical approach and the contrastive approach. The significance of this study comes from the fact that it seeks to study the most important branch among the linguistic branches, which is the phonetics. It also acquires its importance in that it is based on analyzing the difficulties experienced by Hausa students when pronouncing some Arabic sounds, and shows the reason for these difficulties, while drawing methods to overcome them and putting steps to solve these problems. The study concluded that pronouncing some Arabic sounds is one of the biggest linguistic problems that most Hausa students suffer from, due to the difference of their mother tongue (Hausa) from the Arabic language in sound pattern, points of articulation, manners and the pronunciation habits of the Arabic native speakers. The finding also revealed that the majority of these students face Great difficulty in pronouncing Arabic sounds that do not exist in Hausa Language, such as: (Өث , ḥح , ḫخ , ’ع , ṣص , ḍض , ḏذ , d⸮ظ ) and we also found that, the pronunciation of the dark sounds correctly, is one of the big problem to them.

AL 'ALAAQAH BAINA ISTII'AABI AL ASHWAT AL 'ARABIYYAH LADAA ATH THALIBAAT WA QUDRATIHINNA FII FAHMI AL MASMUU'

The questions from this research are: Is there a relationship between the students comprehension of Arabic sounds and their ability to comprehend audio for the third secondary grade at Ma’had Ulun Nuha, Medan Johor. This research aims to find out the relationship between female students' comprehension of Arabic sounds and their ability to comprehend listening for the third secondary grade at Ma’had Ulun Nuha, Medan Johor. The research methodology used is quantitative field research with relational type, and the data analysis method used is a statistical method with the symbol Rank Order. The result of this research was that the result of the relationship between female students’ comprehension of Arabic sounds and their ability to understand listening for the third secondary grade at Ma’had Ulun Nuha, Medan Johor is 0.468, which indicates that the relationship between them is moderate or moderate in a positive way. And knew that the commutative hypothesis (Ha) is accepted and the null hypothesis (H0) is rejected. Finally, knew that there was a relationship between the two variables.

Modelling of Arabic Plosive and Fricative Acoustic Characteristics Articulated by Malay Native Speakers

This study aims to examine the pharyngealized and non-pharyngealized Arabic sounds produced by Malay speakers based on acoustic phonetic approach and to investigate its relation with the second language learning model proposed by Flege (1995). The plosive and fricative associated with the pharyngealized and non-pharyngealized of Arabic sounds is one of the main problems among non-Arabic native speakers in learning Arabic language. Recent studies emphasize the influence of the first language / mother tongue language as the cause of the failure to master the Arabic language as the second language. Hence the frameworks of the similar, different and new sound hypotheses proposed by Flege (1995) were used to get the real picture of the Arabic language speech phenomenon in the second language condition. PRAAT software was used to obtain speech data in the spectrogram and to undergo spectrograph analysis. Subsequently, the findings were analyzed using SPSS to highlight the overall results of the study more thoroughly. VOT (Voice Onset Time) acoustic parameters for the plosive sound and frication of the frication sounds were used during the spectrograph analysis. A total of 2880 spectrogram data were obtained from the subjects: 24 undergraduates from the Bachelor of Islamic Studies with Honors (Arabic Studies and Islamic Civilization) UKM. The results of the production experiment show that Malay plosive sound has negative VOT for voiced stop and short positive VOT for voiceless stop, while Arabic plosive sounds has a model pattern voicing lead versus long lag for voiced and voiceless stops respectively. The results show that Arabic voiceless stop / ت / is aspirated and found to has a longer VOT than Malay voiceless stop /t/. For Arabic pharyngealized sounds, the results show higher values of F1 than non-pharyngealized sounds. In addition, Arabic pharyngealized sounds are found to have shorter VOT than non-pharyngealized Arabic sounds. The findings showed that there were cases where subjects managed to replicate the L2 sound to similar sound of L1 and there were cases of L2 sounds that are foreign to the sound system of L1. With that in mind, it can be emphasized that some studies have supported Flege’s theory that the similar sound between L1 and L2 are not necessarily easy to pronounce, while there are L2 phonemes that are absent in L1, but they are easily learnt by the L2 speaker.

Al-Musykilāt aṣ-Ṣauṭiyah ladā ad-Dāris bigair al-‘Arabiyyah ‘inda Ta’allum Mahārah at-Tahadduṡ

The study aimed to identify the phonemic issues that non-Arabic speakers encounter when learning speaking skills. Through collecting linguistic samples, the researchers discovered that the problems related to the phonemic system are among the deepest and the greatest problems in learning the speaking skills. Accordingly, it was necessary to analyze the linguistic level (the phonetic level) for learners of Arabic as a second language, in order to identify the most important problems of the sound system and propose some appropriate solutions. This study used the descriptive analytical method, and relied on interviews via modern technology means like Skype. It was determined that some Arabic sounds are difficult for learners to pronounce. The study's findings led to several recommendations, the most important of which is the requirement that Arabic linguistic sounds be taught to non-native speakers using a graduated system that progresses from easy to difficult. That is, it is necessary to first teach the consonant sounds (baa, taa, jim, thaal, dal, ra, zai, sein, shin, kaf, lam, mim and nun), and put them in easy meaningful words, then teach the emphatic sounds (sad, daad, ta’ and tha’) and use them in a concrete context. After that move to teaching the laryngeal sounds (hamza, haa, aain, ghain, Ha, Xa and qaf), and incorporate them into words that are easy to pronounce. Finally, present the vowels, emphasizing how long and short vowels differ from one another.

IMPROVING STUDENTS' ABILITY TO PRONOUNCE ARABIC SOUNDS THROUGH A GRADUAL QUR'AN RECITATION PROGRAM

This study focuses on the problems in pronouncing Arabic letters and reading Arabic texts encountered by Arabic students at the Department of Arabic language who graduated from public secondary schools. To address these issues, researchers experimented with the simulation approach utilizing a gradual recitation program of the Qur'an from easy to complex, rarely heard, and listening to well-known verses. This research aimed to identify the simulation in the gradual Qur'an recitation program suitable for promoting the ability to articulate Arabic sounds for third-year students using Classroom Action Research (CAR). Kurt Lewin proposed the research design with planning, action, observation, and reflection procedures. The researchers completed the simulation procedure by listening to multiple repetitions of well-known verses utilizing a gradual Qur'an recitation program. The findings of this study were that the method in the present study, in which the researchers use Qur'an recitation with a simple rhythm and design the familiar verses, is appropriate to improve the students' ability to pronounce sounds.

Arabic phoneme-grapheme correspondence by non-native, deaf children with cochlear implants and normal hearing children

Objective: This study aimed to compare the error patterns of Arabic phoneme-grapheme correspondence by a group of Malay children with cochlear implants (CIs) and normal hearing (NH) and the effects of the visual graphical features of Arabic graphemes (no-dot, single-dot, and multiple-dots) on the phoneme-grapheme correspondence. Methods: Participants were matched for hearing age (Mean, M = 7 ± 1.03 years) and duration of exposure to Arabic sounds (M = 2.7 ± 1.2 years). All 28 Arabic phonemes were presented through a loudspeaker and participants pointed to the graphemes associated with the presented phonemes. Results: A total of 336 and 616 tokens were collected for six children with CI and 11 NH children for each task, i.e., phonemes repetition and phoneme-grapheme correspondence. Both groups found it easier to repeat phonemes than the phoneme-grapheme correspondence. The children with CIs showed more confusion ([ظ, ز, ذ, ض, خ, ب, ه, س, ع, & ث] >10% correct scores) in phoneme-grapheme correspondence than the NH children ([ظ:14%] and [ث: 27%]). There was a significant interaction (p = 0.001) among the three visual graphical features and hearing status (CI and NH). Conclusion: Our results infer that non-native Malay children with CIs and NH use different strategies to process the Arabic graphemes' visual features for phoneme-grapheme correspondence.

Taḥlīlu al Akhṭā’i al Ṣautiyati ‘Inda Nuṭqi al Azāni wa Qirā’ati al Ṣalāti li al Ṭullābi fī Ma’hadi al Jazary Penyengat Rendah Telanai Pura Madīnati Jāmbī (Dirāsatun fī ‘Ilmi al Aṣwāti)

Abstract:The learning a foreign language can not be separated from mistakes. Phonological errors are errors that occur in Arabic sounds, which include pronunciation errors, adding letters or replacing letters and others. This study aims to analyze phonological errors and the causes of errors as well as solutions to overcome errors in low stinging islamic boarding school al-jazari Telaipura Jambi city. The type of research used is qualitative research. The research data is obtained directly from the field or directly by collecting data when students announce or say the call to prayer and when reading the prayer readings and then identify errors in the reading. And this type of research is error analysis.From the error analysis conducted , there is a conclusion that phonological errors in pronouncing the adhan and reading the prayer in ma'had al - jazari low stinging telaipura are 1) the occurrence of errors including changing letters , adding letters or deleting letters and replacing harokat . 2 ) the cause of the error is the mother tongue or first language factor . Lack of understanding of the science of tajwid and makhorijul letters that are less precise as well as inadequate facilities and infrastructure. 3) The solution to the problems that occur is to continue to practice reading the Qur'an and pay attention to the reading of the students and the mental aqi of the readings that have been memorized by the students, emphasizing reading with the correct rules of tajwid and makhorijul letters. As well as providing adequate facilities such as books related to the rules of recitation.

PENDEKATAN AURAL ORAL DALAM KETERAMPILAN BERBICARA

One of the Arabic language skills that must be mastered by students is speaking skiil (maharah al-kalam), namely the ability of students to use Arabic sounds (ashwath ‘arabiyyah) appropriately by using grammar (qawa’id nahwiyyah wa sharfiyyah), and arranging word –by- word. So that, it can be used to express what they want. One of the approaches that can be used in learning speaking skiils is the Aural Oral Approach. In Arabic it is called al-madkhal al-sam’i al-syafahi,which is an approach that has the assumption that language is what both heard and spoken. While writing is only representation of speech. In this approach, the learning process is more focused on listening (hearing) and imitating (pronouncing) activities according to what the teacher (native speaker) says. The results that wiil be achieved through this approach are not only mastering spoken language and listening spontaneously, but also being able to master reading and writing skills. Among the advantages of this approach are that students have good pronunciation. They are able to make standard sentence patterns that have been trained. They can carry out oral communication well. On the contrary, there are some weaknesses toward the Aural Oral Approach. The student’s responses are mecanistc. The do not realize, understand or think the real meaning of the spoken statement.

Phonemic Harmony in Sufi Discourse

This paper aims to study the expressive values of linguistic sounds. This latter does not indicate meanings, but expresses emotions and suggesting meanings. This is what the recipient realizes with his phonetic intuition and knowledge of Arabic sounds and their characteristics through being able to build the harmony that occurs between the outputs of the sounds, their qualities and the meanings expressed. Different authentic or correct sounds (consonants and vowels) reflecting word expressions and long vowels then their appliance on some sample descriptive texts are studied. Concluding with a number of results, the most important of which is that the receiver is the one who builds the vocal harmony, and in this case, the relationship of sound with meaning is not arbitrary.
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Phonological Fossilization of Arabic Pronunciation among Malays: A Review Article

Arabic pronunciation has been used widely among Malay speakers in worshiping and religious deeds. However, tongue hardness has affected the Arabic pronunciation among Malays including the factor of different language system. Mahjub’s Theory (1993) mentioned that there were nine the most difficult Arabic sounds to non-native speakers. This concept paper aims only a major objective which is to develop and propose a conceptual framework for the application of air pressure control technique in the vocal tract for reducing phonological fossilization of Arabic pronunciation among Malays. This concept paper is a qualitative study which use library research method, with research for the most part of researches that related to phonological fossilization in second language that were compiled to be analyzed in order to comprehend the concept of phonological fossilization. Besides, observation method towards previous scientific research was made particularly research on the articles that were published in international academic journal. A conceptual framework then will be utilized to apply the technique of air pressure control in the vocal tract that constructed based on Warren’s Theory of Air Pressure Regulation (1986). The technique is then expected to help in improving particularly the pronunciation of the nine most difficult Arabic sounds among Malays.

THE STARTING POINTS OF ABU SAEED AL-SIRAFI (284 AH-368 AH) IN COLLECTING THE SOUNDS OF ARABIC MANNERS OF ARTICULATION IN QUASI-ACRONYMIC FORMS IN HIS BOOK SHARḤKITĀB SĪBAWAYH -SEMANTICS AND EFFECTS OF APPLICATION –

Abu Saeed Al Sirafi is considered one of the first grammarians who provided a detailed explanation of Sibawayh’s book with accurate additions in the study of Arabic. The book provides divisions of issues of language origins, branches like phonetic, morphology and grammatical. This study seeks to reveal the premises of Abu Saeed al-Sirafi in his book (Explanation of Sibawayh’s Book) in collecting the sounds of Arabic manners of articulation in specific words and short sentences in order to facilitate their memorization and to facilitate ways of recalling them in the study of these linguistic topics and their classification. The problem of the study in examining the issue of the consistency of this educational method in collecting the sounds of their characteristics in words that can carry literary and pedagogical implications but may affect the applications of the extent of relevance and compatibility with the features of contemporary Arabic sounds in the results of modern phonetic studies. This test in t tries to answer the following questions: 1- What are the basic premises of Abu Saeed Al-Sirafi in applying this pedagogical method in collecting the sounds and their characteristics in the quasi-acronymic forms? 2- How did this educational tool expand to other linguists by presenting different words and phrases in semantics of Abu Said al-Sirafi’s restrictions? 3- What is the relevance of these quasi-acronymic forms with the opinions of recent phonetic studies related with laboratory and experimental phonetics? The study method is based on investigating and arranging these quasi-acronymic forms, the book Sirafi’s book in explaining the characteristics of sounds in Arabic and then comparing them with the later linguistic and non-linguistic literature that followed the method in expanding the uses and adding quasi-acronymic forms to other phonetic qualities that had not been explored before. The preliminary results of this study suggest that this method is based on the skill of summarization and brevity, which saves time

Al-Ashwat al-Árabiyyah al-Sha’bah wa Ta’limuha li al-Nathiqin bi al-Lughah al-Indunisiyyah

This study aims to identify Arabic sounds that are difficult for Indonesian speakers to articulate and formulate a learning system that is suitable for them. The learning system that will be formulated in this study includes the objectives of learning Arabic sounds, the material, the learning methods, and the training models used to train students and measure their level of mastery of the sounds of Arabic from various aspects. For this purpose, this study uses contrastive analysis, namely a contrastive comparison between Arabic sounds and Indonesian sounds to identify the differences between the two of various phonetic features. In addition, this study also uses descriptive methods in processing and presenting various theories about contrasting sounds and learning methods. This study comes to the conclusion that 11 Arabic sounds can be identified as difficult sounds for Indonesian speakers, namely Tsa '/ ث /, Ha / ح /, Kha' / خ /, Dzal. / ذ /, Syin / ش /, Shad / ص /, Dhad / ض /, Tha '/ ط /, Dza' / ظ /, Ain / ع /, Qaf / ق /. This study also concludes that learning Arabic sounds for Indonesian speakers should focus on how they identify, distinguish, and articulate these sounds correctly. To this ends, learning these sounds can use three forms of learning, namely mi'yari (prescriptive), intaaji (productive), and washfi (descriptive) learning. . While the practice can use varius patterns namely ta'arrufi (identifying), tamyiizi (differentiating), and nuthqi (articulating).

THE INFLUENCE OF HOUSEMAIDS ON SAUDI YOUNG CHILDREN’S ARABIC LANGUAGE ACQUISITION FROM THE PERSPECTIVE OF MOTHERS

Almost every upper- and middle-class family in Saudi Arabia has a foreign housemaid who does the housework and takes care of the children. This study aims to find out whether foreign housemaids have an impact on children’s acquisition of Arabic, the children’s first language. Surveys with 300 mothers with children under the age of six revealed that most housemaids speak neither English nor Arabic upon arrival in Saudi Arabia. The housemaids learn to speak Arabic by immersion. However, their language is characterized by faulty pronunciation and grammatical forms, production of incomplete sentences, and limited vocabulary. Mothers surveyed asserted that about half the children imitate the housemaid all the time when they first start to learn to speak Arabic at age two and three years. Those children cannot produce Arabic sounds correctly and make grammatical mistakes, but when they go to kindergarten, traces of foreign accent resulting from imitating the housemaid’s foreign Arabic accent disappear, and the child is able to speak Arabic correctly and natively. This means that housemaids have a temporary influence on Saudi children’s acquisition of Arabic as the children get older. It seems that the housemaid’s influence depends on how much time the child spends with her, how much time the mother spends with the child, and whether the child has siblings and playmates.