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    اللغة العربية

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    69 views15 pages

    مفردات مهمة

    Uploaded by

    Widi SN
    اللغة العربية

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Flag for inappropriate content
    Download as pdf or txt
    of 15

    ‫ﻧﺪﻭﺓ‬

    ‫داود ﻋﺒﺪه‪:‬‬
    ‫اﻹﻧﺴﺎن‪ ،‬وﻋﺎﻟﻢ اﻟﻠﻐﺔ‬

    ‫ﻭﻛﻨﺖ ﺳﻌﻴﺪﺍ ﹰ ﺟﺪﺍ ﹰ ﺃﻧﻪ ﻗﺒﻞ ﺍﻻﻟﺘﺤﺎﻕ ﻟﻠﻌﻤﻞ ﻣﻌﻨﺎ‪،‬‬ ‫داود ﻋﺒﺪه‪ :‬أﻛﺜﺮ ﻣﻦ اﻻﺣﺘﻔﺎء‬
    ‫ﻭﻛﺎﻧﺖ ﺭﻏﺒﺘﻪ ﻓﻲ ﺍﻟﻌﻄﺎﺀ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﻣﻊ ﺯﻫﺪ ﻓﻲ ﺃﻥ ﻳﺘﺒﻮﺃ ﺃﻱ‬
    ‫ﻣﻨﺼﺐ ﺇﺩﺍﺭﻱ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺿﻐﻄﺖ ﺇﺩﺍﺭﺓ ﺍﳉﺎﻣﻌﺔ ﻋﻠﻴﻪ ﻟﻴﻜﻮﻥ‬ ‫ﻫﻨﺎﻙ ﺃﻧﺎﺱ ﺗﻠﺘﻘﻴﻬﻢ ﻭﺗﺘﻤﻨﻰ ﺃﻻ ﺗﻜﻮﻥ ﻗﺪ‬
    ‫ﻣﺪﻳﺮﺍ ﹰ ﳌﺮﻛﺰ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﻓﺈﻧﻪ ﻗﺒﻞ ﺫﻟﻚ ﻋﻠﻰ ﻏﻴﺮ ﻣﺎ ﻳﺮﻏﺐ‪ ،‬ﺇﺫ‬ ‫ﻋﺮﻓﺘﻬﻢ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﻧﺎﺱ ﺗﻠﺘﻘﻴﻬﻢ ﻭﺗﺘﻤﻨﻰ ﻟﻮ ﻛﺎﻥ ﻟﻘﺎﺅﻙ‬
    ‫ﻛﺎﻥ ﺟﻼ ﻫﻤﻪ ﺃﻥ ﻳﻌﻄﻲ ﺃﺑﻨﺎﺀﻩ ﺍﻟﻄﻠﺒﺔ ﻭﺃﻥ ﻳﺘﺎﺑﻊ ﺑﺤﻮﺛﻪ‬ ‫ﺑﻬﻢ ﰎ ﻗﺒﻞ ﺳﻨﻮﺍﺕ ﺃﻭ ﻋﻘﻮﺩ‪ ،‬ﻭﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻫﻮ ﻭﺍﺣﺪ ﻣﻦ‬
    ‫ﺍﻟﻠﻐﻮﻳﺔ‪.‬‬ ‫ﺃﻭﻟﺌﻚ ﺍﻟﻨﺎﺱ ﺍﻟﺬﻳﻦ ﺗﺸﻌﺮ ﻛﻢ ﺧﺴﺮﺕ ﻷﻧﻚ ﻟﻢ ﺗﻌﺮﻓﻪ ﻣﻨﺬ‬
    ‫ﻛﺎﻥ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻣﻦ ﺃﻭﺍﺋﻞ ﺍﻟﺬﻳﻦ ﺍﻫﺘﻤﻮﺍ ﺑﺎﻟﻠﻐﺔ‬ ‫ﺯﻣﻦ‪.‬‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﺳﺘﻌﻤﺎﻻﺗﻬﺎ ﺍﳊﺎﺳﻮﺑﻴﺔ ‪ ،‬ﻭﻛﺎﻧﺖ ﺩﺭﺍﺳﺎﺗﻪ ﻓﻲ‬ ‫ﺷﺨﺼﻴﺔ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺗﺴﺘﺤﻖ ﺃﻛﺜﺮ ﻣﻦ ﺍﻻﺣﺘﻔﺎﺀ ؛‬
    ‫ﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻤﻴﺰﺓ‪.‬‬ ‫ﻓﻬﻮ ﻟﻴﺲ ﻣﻌﻠﻤﺎﹰ‪ ،‬ﻭﻟﻴﺲ ﺃﺳﺘﺎﺫﺍ ﹰ ﻭﻟﻴﺲ ﺑﺎﺣﺜﺎ ﹰ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ‬
    ‫ﻛﻤﺎ ﺃ ﹼﻥ ﺟﻬﻮﺩﻩ ﺍﻟﺘﻲ ﺑﺬﻟﻬﺎ ﻓﻲ ﻃﺮﻕ ﺗﺪﺭﻳﺲ‬ ‫ﻫﻮ ﺇﻧﺴﺎﻥ ﺟﻤﻊ ﻛﻞ ﺍﳌﺰﺍﻳﺎ ﺍﳌﺘﺄﻟﻘﺔ ﻓﻲ ﺍﳌﻌﻠﻢ ﻭﺍﻷﺳﺘﺎﺫ‬
    ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻓﻲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ‬ ‫ﻭﺍﻟﺒﺎﺣﺚ‪ ،‬ﻭﺟﻤﻊ ﻗﺒﻠﻬﺎ ﻭﻓﻮﻗﻬﺎ ﺫﻟﻚ ﺍﻷﺳﻠﻮﺏ ﺍﻟﺮﺍﻗﻲ ﻣﻦ‬
    ‫ﺑﻬﺎ ﻭﺍﳉﻬﻮﺩ ﺍﳌﻌﺠﻤﻴﺔ‪ ،‬ﻭﺍﻫﺘﻤﺎﻣﻪ ﺍﳌﺘﻤﻴﺰ ﺑﺪﺭﺍﺳﺔ ﻟﻐﺔ‬ ‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻛﻞ ﻣﻦ ﻫﻢ ﺣﻮﻟﻪ‪.‬‬
    ‫ﺍﻟﻄﻔﻞ ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﺟﻌﻠﺖ ﻣﻨﻪ ﻋﻼﻣﺔ ﳑﻴﺰﺓ ﻓﻲ‬ ‫ﻓﻲ ﺃﺳﻠﻮﺏ ﺗﻌﺎﻣﻠﻪ‪ ،‬ﺍﻣﺘﻠﻚ ﺧﺼﺎﺋﺺ ﻗﻞ ﺃﻥ ﳒﺪﻫﺎ ﻋﻨﺪ‬
    ‫ﻣﺠﺎﻝ ﺍﻟﻠﻐﻮﻳﺎﺕ‪.‬‬ ‫ﺃﻣﺜﺎﻟﻪ ﺍﻟﺼﺪﺍﻗﺔ ﺍﳊﻘﺔ‪ ،‬ﺍﻟﺘﻮﺍﺿﻊ ﺍﳉﻢ‪ ،‬ﺍﻟﺮﻭﺡ ﺍﳌﺮﺣﺔ‪ ،‬ﺍﻟﻜﺮﻡ‬
    ‫ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺭﺟﻞ ﻋﺼﺮﻱ ﺗﺪﻫﺸﻚ ﺁﺭﺍﺅﻩ ﻭﺃﻓﻜﺎﺭﻩ‪ ،‬ﺭﺟﻞ‬ ‫ﺍﻷﺻﻴﻞ ﻭﺍﻟﻌﻄﺎﺀ ﻏﻴﺮ ﺍﶈﺪﻭﺩ ﻟﻶﺧﺮﻳﻦ‪.‬‬
    ‫ﻓﻲ ﻣﺜﻞ ﻋﻤﺮﻩ ﻳﺤﻤﻞ ﺁﺭﺍﺀ ﻻ ﻳﺤﻤﻠﻬﺎ ﺍﻟﺸﺒﺎﺏ‪.‬‬ ‫ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻌﻠﻢ ﻳﺘﺴﻢ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺑﺎﳉﺪﻳﺔ ﻭﺍﻟﺮﺻﺎﻧﺔ‬
    ‫ﻓﻲ ﺭﺣﻠﺔ ﻋﻤﺮﻩ ﺍﳌﺪﻳﺪ ﻛﺎﻥ ﻳﺮﺗﺪﻱ ﺃﻳﻀﺎ ﹰ ﺛﻮﺏ ﺍﻟﺘﻘﺎﻟﻴﺪ‬ ‫ﻭﺍﻟﺪﻗﺔ‪ ،‬ﻭﻗﺪ ﺟﻌﻠﺘﻪ ﺃﺻﺎﻟﺔ ﺃﻋﻤﺎﻟﻪ ﻭﺍﺣﺪﺍ ﹰ ﻣﻦ ﺃﺑﺮﺯ‬
    ‫ﺍﻟﺘﻲ ﻳﺤﻤﻠﻬﺎ ﻓﻲ ﺃﻋﻤﺎﻗﻪ‪ ،‬ﻭﳝﺎﺭﺳﻬﺎ ﻣﻊ ﺃﺻﺪﻗﺎﺋﻪ‬ ‫ﺍﻟﻠﻐﻮﻳﲔ ﺍﻟﻌﺮﺏ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ‪ .‬ﺍﻣﺘﺪﺕ ﻣﻌﺮﻓﺘﻲ‬
    ‫ﻭﺃﺣﺒﺎﺋﻪ‪.‬‬ ‫ﺑﻪ ﻋﺪﺓ ﻋﻘﻮﺩ‪ ،‬ﻟﻢ ﻳﻜﻦ ﺍﻟﺘﻮﺍﺻﻞ ﻓﻴﻬﺎ ﻣﻨﺘﻈﻤﺎﹰ‪ ،‬ﻭﻟﻜﻦ‬
    ‫ﺍﺳﻤﺤﻮﺍ ﻟﻲ ﺃﻥ ﺃﺗﻘﺪﻡ ﺑﺘﺤﻴﺔ ﺍﻹﺟﻼﻝ ﻭﺍﻹﻛﺒﺎﺭ ﻟﺸﺨﺺ‬ ‫ﺍﳌﺸﺎﻋﺮ ﺍﻟﺘﻲ ﺍﺭﺗﺒﻄﺖ ﻣﻊ ﻣﻌﺮﻓﺘﻪ‪ ،‬ﻛﺎﻧﺖ ﺗﺰﺩﺍﺩ ﻛﻠﻤﺎ‬
    ‫ﺍﻟﻌﺎﻟﻢ ﻓﻴﻪ‪ ،‬ﻭﻟﺮﻭﺡ ﺍﻹﻧﺴﺎﻥ ﺍﳌﺘﻔﺎﻧﻴﺔ ﻟﺪﻳﻪ‪.‬‬ ‫ﺍﻗﺘﺮﺑﺖ ﻣﻨﻪ ﻭﺗﻌﺎﻣﻠﺖ ﻣﻌﻪ‪.‬‬
    ‫ﻭﺃﻃﺎﻝ ﺍﷲ ﻓﻲ ﻋﻤﺮﻙ ﻳﺎ ﺃﺳﺘﺎﺫﻧﺎ‪.‬‬ ‫ﻓﻲ ﻓﻴﻼﺩﻟﻔﻴﺎ ﺷﻌﺮﺕ ﺑﺎﻻﻋﺘﺰﺍﺯ ﻷﻧﻲ ﺃﻋﻤﻞ ﻣﻊ ﺩﺍﻭﺩ‬
    ‫ﺃ‪.‬ﺩ‪.‬ﺻﺎﻟﺢ ﺃﺑﻮ ﺃﺻﺒﻊ‬ ‫ﻋﺒﺪﻩ‪ ،‬ﻛﻨﺖ ﻋﻤﻴﺪﺍ ﹰ ﻟﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻔﻨﻮﻥ ﺑﻔﻴﻼﺩﻟﻔﻴﺎ‪،‬‬
    ‫)ﻧﺎﺋﺐ ﺭﺋﻴﺲ ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ (‬

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    ‫ﻭﺍﻵﻟﺔ ﻭﺑﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﻗﻴﻖ ﺍﻹﻣﻼﺋﻲ ﻭﺍﻟﻨﺤﻮﻱ ﺁﻟﻴﺎ ﺃﻭ ﺣﺎﺳﻮﺑﻴﺎ‪،‬‬ ‫داود ﻋﺒﺪه‪..‬ﻣﺠﺪد ﻣﻦ ﻋﺼﺮﻧﺎ‬
    ‫ﻭﺍﻫﺘﻤﺎﻣﻪ ﺑﻮﺿﻊ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻭﻫﻲ ﲡﺮﺑﺔ‬
    ‫ﻣﻬﻤﺔ ﻭﻧﺎﺩﺭﺓ ﻓﻲ ﻣﺠﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻜﺸﻒ ﻋﻦ‬ ‫ﺗﻜﺮﱘ ﺍﻟﻌﻠﻤﺎﺀ ﻓﻲ ﺟﻮﻫﺮﻩ ﺗﻜﺮﱘ ﻟﻠﻌﻠﻢ ﻭﳌﺎ‬
    ‫ﻣﺴﺘﻮﻳﺎﺗﻬﺎ ﻭﺗﺴﻬﻴﻞ ﺗﻌﻠﻴﻤﻬﺎ‪ .‬ﻛﻤﺎ ﺃﻧﻪ ﺧﺎﺽ ﻓﻲ ﺍﳉﺎﻧﺐ‬ ‫ﺃﻧﺘﺠﻪ ﺃﻭﻟﺌﻚ ﺍﻟﻌﻠﻤﺎﺀ‪ ،‬ﻭﺣﲔ ﻧﻜﺮﻡ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻓﺈﻧﻨﺎ‬
    ‫ﺍﻟﺘﻌﻠﻴﻤﻲ ﲡﺮﺑﺔ ﻣﺆﺛﺮﺓ ﻓﻲ ﻣﺠﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﻭﻓﻖ ﻣﺒﺎﺩﺉ‬ ‫ﻧﻜﺮﻡ ﺍﻹﻧﺴﺎﻥ ﺍﻟﻌﺎﻟﻢ‪ ،‬ﻭﻧﻜﺮﻡ ﺍﳋﻠﻖ ﺍﻟﺮﻓﻴﻊ‪ ،‬ﻭﻧﻌﺮﺏ ﻋﻦ‬
    ‫ﺍﳌﻬﺎﺭﺍﺕ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺑﺘﺪﺭﻳﺲ ﻗﻮﺍﻋﺪ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴﺔ‬ ‫ﺍﺣﺘﺮﺍﻣﻨﺎ ﻟﻜﻞ ﺍﻟﻘﻴﻢ ﻭﺍﳌﻌﺎﻧﻲ ﺍﻟﺘﻲ ﺃﻛﺪﺗﻬﺎ ﺭﺣﻠﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‬
    ‫ﺍﻟﻮﻇﻴﻔﻴﺔ ﻭﻃﻮﺭ ﻭﻓﻖ ﺫﻟﻚ ﻃﺮﻗﺎ ﻭﺃﺳﺎﻟﻴﺐ ﻧﺎﻓﻌﺔ ﻣﻔﻴﺪﺓ‬ ‫ﻭﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﺨﻤﻟﻠﺼﺔ‪ .‬ﻧﻜﺮﻡ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺃﺳﺘﺎﺫﻧﺎ ﻭﺯﻣﻴﻠﻨﺎ ﻫﺬﺍ‬
    ‫ﲤﺜﻞ ﻣﻨﻬﺠﺎ ﻣﺘﻜﺎﻣﻼ ﻳﺤﻞ ﻛﺜﻴﺮﺍ ﻣﻦ ﻣﺸﻜﻼﺕ ﺗﻌﻠﻴﻢ‬ ‫ﺍﻟﺘﻜﺮﱘ ﺍﳌﻌﻨﻮﻱ ﺍﻟﻨﺎﺑﻊ ﻣﻦ ﺍﺣﺘﺮﺍﻣﻨﺎ ﻟﻪ ﻭﺍﻋﺘﺰﺍﺯﻧﺎ ﺑﺪﻭﺭﻩ ﻋﺎﳌﺎ‬
    ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ‪.‬‬ ‫ﻣﺨﻠﺼﺎ ﻭﺇﻧﺴﺎﻧﺎ ﻧﺎﺩﺭﺍ‪ ،‬ﻭﻧﺪﻋﻮ ﺃﻧﻔﺴﻨﺎ ﻭﻏﻴﺮﻧﺎ ﺇﻟﻰ ﺍﻻﻟﺘﻔﺎﺕ‬
    ‫ﻭﺣﲔ ﺗﻘﺮﺃ ﻟﻪ ﺭﲟﺎ ﺗﻠﺘﻔﺖ ﺇﻟﻰ ﻛﺜﺮﺓ ﺍﺳﺘﺨﺪﺍﻣﻪ ﻷﺳﻠﻮﺏ‬ ‫ﺍﻟﻌﻤﻴﻖ ﺇﻟﻰ ﺟﻬﻮﺩﻩ ﺍﻟﺮﻓﻴﻌﺔ ﻓﻲ ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﺬ‬
    ‫ﺍﻻﺳﺘﻔﻬﺎﻡ‪ ،‬ﻓﻲ ﻋﻨﺎﻭﻳﻦ ﺑﻌﺾ ﺍﻟﺒﺤﻮﺙ ﻭﻓﻲ ﺛﻨﺎﻳﺎﻫﺎ‬ ‫ﻣﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ﻧﺼﻒ ﻗﺮﻥ‪ ،‬ﻧﻜﺮﻡ ﺭﻭﺡ ﺍﻟﻌﻠﻢ ﻋﻨﺪﻩ ﻭﺭﻭﺡ‬
    ‫ﻭﻋﻨﺎﻭﻳﻨﻬﺎ ﺍﻟﻔﺮﻋﻴﺔ‪ ،‬ﻭﻣﺎ ﻫﺬﺍ ﺍﻻﺳﺘﻔﻬﺎﻡ ﻭﺗﻠﻚ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻹﺿﺎﻓﺔ ﳑﺎ ﲤﻴﺰ ﺑﻪ ﻫﺬﺍ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺮﺍﺋﺪ ﺍﻟﺬﻱ‬
    ‫ﺇﻻ ﺍﻧﻌﻜﺎﺱ ﻻﺳﺘﻔﻬﺎﻣﺎﺕ ﻭﺍﻟﺘﺒﺎﺳﺎﺕ ﻛﺜﻴﺮﺓ ﺣﺎﻭﻝ ﺃﻥ‬ ‫ﻗﺪﻡ ﺍﺟﺘﻬﺎﺩﺍﺕ ﻭﺇﺿﺎﻓﺎﺕ ﻻ ﺗﻐﻴﺐ ﻋﻦ ﺃﺑﻨﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﻳﻔﺘﺢ ﻣﻐﺎﻟﻴﻘﻬﺎ ﻭﻳﻌﺎﻟﺞ ﻣﺸﻜﻼﺗﻬﺎ ﺑﻮﺻﻔﻪ ﺑﺎﺣﺜﺎ ﻗﻠﻘﺎ‬ ‫ﻭﺍﳌﻬﺘﻤﲔ ﺑﻘﻀﺎﻳﺎﻫﺎ ﺍﻟﺮﺍﻫﻨﺔ‪.‬‬
    ‫ﻣﺘﺴﺎﺋﻼ ﻻ ﻳﺴﺘﺠﻴﺐ ﻟﻠﺮﺍﻛﺪ ﻭﻟﻠﻤﺴﺘﻘﺮ‪ ،‬ﻭﺇﳕﺎ ﻫﻮ ﺑﺎﺣﺚ‬ ‫ﻣﻨﺬ ﻋﺮﻓﻨﺎ ﺍﺳﻤﻪ ﻭﻧﺤﻦ ﻧﺘﺎﺑﻊ ﺑﺸﻐﻒ ﻣﺎ ﺃﳒﺰﻩ ﻭﻣﺎ ﻗﺪﻣﻪ ﻣﻦ‬
    ‫ﺭﺍﺋﺪ ﻳﻠﻘﻲ ﺃﺳﺌﻠﺘﻪ ﻓﻲ ﺑﺮﻛﺔ ﺍﻻﺳﺘﻘﺮﺍﺭ ﺍﳌﻔﺘﻌﻞ ﻭﺍﻟﻄﻤﺄﻧﻴﻨﺔ‬ ‫ﺁﺭﺍﺀ ﺟﺪﻳﺪﺓ‪ ،‬ﺗﺨﺘﻠﻒ ﺟﻮﻫﺮﻳﺎ ﻋﻤﺎ ﻧﻘﺮﺃﻩ ﻟﻐﻴﺮﻩ‪ ،‬ﺇﻧﻪ ﻳﺸﻌﺮﻙ‬
    ‫ﺍﻟﻜﺎﺫﺑﺔ‪ .‬ﻭﻗﺪ ﺣﻤﻠﺘﻪ ﺗﻠﻚ ﺍﻻﺳﺌﻠﺔ ﻓﻌﻼ ﺇﻟﻰ ﺿﻔﺎﻑ‬ ‫ﺑﺤﻴﻮﻳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺑﺄﻧﻬﺎ ﻟﻐﺔ ﺣﻴﺔ ﻻ ﺑﺎﻟﺸﻌﺎﺭﺍﺕ‬
    ‫ﺍﻻﺳﺘﻨﺎﺭﺓ ﻭﺍﻟﺘﺠﺪﻳﺪ ﻭﺣﺪﺍﺛﺔ ﺍﻟﻘﻮﻝ ﻭﺍﻻﺟﺘﻬﺎﺩ ﺍﻟﻠﻐﻮﻱ‪.‬‬ ‫ﻭﺍﳋﻄﺐ ﻭﺍﻟﺪﻓﺎﻉ ﺍﻷﻋﻤﻰ ﻭﺇﳕﺎ ﺑﺘﻠﻚ ﺍﻻﺟﺘﻬﺎﺩﺍﺕ ﺍﳌﺴﺘﻨﻴﺮﺓ‬
    ‫ﺇﻧﻪ ﺃﻗﺮﺏ ﻋﻠﻤﺎﺀ ﻋﺼﺮﻧﺎ ﺇﻟﻰ ﻋﺎﻟﻢ ﻗﺪﱘ ﻫﻮ ﺍﺑﻦ ﺟﻨﻲ‪ ،‬ﻣﺆﻟﻒ‬ ‫ﻭﺑﺎﻵﺭﺍﺀ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺗﻀﻴﻒ ﺇﻟﻰ ﺭﺻﻴﺪ ﻋﻠﻤﺎﺀ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻻ‬
    ‫ﺍﳋﺼﺎﺋﺺ ‪ ،‬ﻳﻘﺎﺭﺑﻪ ﻓﻲ ﺭﻭﺡ ﺍﻟﺘﺠﺪﻳﺪ ﺍﻟﺘﻲ ﺗﺴﺘﻮﻃﻦ ﺃﻋﻤﺎﻕ‬ ‫ﺗﻜﺮﺭ ﻣﺎ ﻗﺎﻟﻮﻩ ﺃﻭ ﺗﻌﻴﺪﻩ ﺃﻭ ﺗﻠﺨﺼﻪ ﻭﺇﳕﺎ ﻫﻮ ﻳﺠﺎﺩﻟﻬﻢ ﺑﺎﻟﺘﻲ‬
    ‫ﻋﻤﻠﻪ‪ ،‬ﻭﻳﻘﺎﺭﺑﻪ ﻓﻲ ﺃﺳﻠﻮﺏ ﺍﻟﺘﺄﻟﻴﻒ ﻋﻠﻰ ﻏﻴﺮ ﻣﺜﺎﻝ ﻣﻦ‬ ‫ﻫﻲ ﺃﺣﺴﻦ ﻭﻳﻜﺘﺸﻒ ﻋﻨﺎﺻﺮ ﻭﺳﻤﺎﺕ ﺟﺪﻳﺪﺓ ﻓﻲ ﺍﻟﻠﻐﺔ‬
    ‫ﺍﻟﺸﺎﺋﻊ ﺃﻭ ﺍﳌﻌﺮﻭﻑ‪ ،‬ﻟﻘﺪ ﺟﺪﺩ ﺍﺑﻦ ﺟﻨﻲ ﺑﺘﻠﻚ ﺍﻟﺮﻭﺡ ﺍﺨﻤﻟﺘﻠﻔﺔ‬ ‫ﻭﻳﻜﺸﻒ ﻋﻦ ﻣﻘﺪﺭﺗﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻤﻮﺩ ﻓﻲ ﻋﺎﻟﻢ ﻣﺘﻐﻴﺮ‬
    ‫ﻭﺟﺪﺩ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺑﺮﻭﺡ ﺟﺪﻳﺪﺓ ﺗﺴﺘﻤﺪ ﻧﺒﻀﻬﺎ ﻣﻦ ﺃﻭﻟﺌﻚ‬ ‫ﻣﺘﺒﺪﻝ‪.‬‬
    ‫ﺍﻟﻌﻠﻤﺎﺀ ﺍﺠﻤﻟﺪﺩﻳﻦ ﺍﻟﺬﻳﻦ ﻻ ﻳﺴﺘﺴﻠﻤﻮﻥ ﻟﻠﺴﻬﻞ ﻭﺍﳌﻄﺮﻭﻕ‬ ‫ﻗﺪﻡ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺮﺍﺋﺪ ﺟﻬﻮﺩﺍ ﻗﻴﻤﺔ ﻓﻲ ﺣﻘﻮﻝ ﻣﺘﺪﺍﺧﻠﺔ ﺗﻨﺘﻤﻲ‬
    ‫ﻭﺇﳕﺎ ﻳﺒﺤﺜﻮﻥ ﻋﻦ ﺍﳉﺪﻳﺪ ﻭﻋﻦ ﻣﻌﺎﳉﺔ ﺍﳌﺸﻜﻼﺕ ﺍﳊﻘﻴﻘﻴﺔ‬ ‫ﺇﻟﻰ ﻗﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﻭﻣﺸﻜﻼﺗﻬﺎ ﻓﻲ ﻋﺎﳌﻨﺎ ﺃﻭ ﻋﺼﺮﻧﺎ ﺍﻟﺮﺍﻫﻦ‪،‬‬
    ‫ﻭﻋﺪﻡ ﺍﻟﻬﺮﺏ ﻣﻨﻬﺎ ﺇﻟﻰ ﺍﳌﺄﻟﻮﻑ‪.‬‬ ‫ﻭﻫﻮ ﻭﺍﺣﺪ ﻣﻦ ﺃﻗﺪﺭ ﻣﻦ ﺳﻌﻮﺍ ﺇﻟﻰ ﺗﻄﻮﻳﺮ ﺩﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﺔ ﻓﻲ‬
    ‫ﺇﻧﻬﺎ ﻣﻨﺎﺳﺒﺔ ﻟﻨﺪﻋﻮ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﺠﻤﻟﺎﻣﻊ ﺍﻟﻠﻐﻮﻳﺔ‬ ‫ﻣﺠﺎﻻﺕ ﺣﻴﻮﻳﺔ ﺟﺪﻳﺪﺓ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﺇﻟﻰ ﻗﻀﺎﻳﺎ‬
    ‫ﻭﺍﳌﺮﺍﻛﺰ ﻭﺍﳉﻬﺎﺕ ﺍﳌﻌﻨﻴﺔ ﺑﻘﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﻌﻠﻴﻤﺎ‬ ‫ﺗﻌﻠﻴﻤﻬﺎ ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻐﻴﺮ ﺍﻟﻨﺎﻃﻘﲔ ﺑﻬﺎ ﻭﺇﻟﻰ ﻣﺠﺎﻻﺕ ﺗﺘﺼﻞ‬
    ‫ﻭﺣﻮﺳﺒﺔ ﻭﺗﺮﺟﻤﺔ ﺃﻥ ﺗﻠﺘﻔﺖ ﺇﻟﻰ ﺟﻬﻮﺩ ﻫﺬﺍ ﺍﻟﻌﺎﻟﻢ ﻭﺗﻨﻈﺮ‬ ‫ﺑﺎﻟﺘﺮﺟﻤﺔ ﺍﻵﻟﻴﺔ ﻭﺩﺭﺱ ﻗﻀﺎﻳﺎ ﺍﳋﻄﺄ ﻋﻠﻰ ﺃﻟﺴﻨﺔ ﺍﻟﻨﺎﺱ ﻭﻓﻲ‬
    ‫ﻓﻴﻤﺎ ﺍﺟﺘﻬﺪ ﻓﻴﻪ ﻟﺘﻔﻴﺪ ﺃﻭﻻ ﻭﻻ ﺗﻜﺮﺭ ﻣﺎ ﻭﺻﻞ ﺇﻟﻴﻪ ﻓﻔﻲ‬ ‫ﺍﻹﻋﻼﻡ ﻭﺍﻟﺘﻌﻠﻴﻢ‪ ،‬ﺟﺎﻋﻼ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﳋﻄﺄ ﻣﺴﺄﻟﺔ ﳑﺘﻌﺔ‬
    ‫ﺑﺤﻮﺛﻪ ﻭﻛﺘﺒﻪ ﺣﻠﻮﻝ ﻟﻜﺜﻴﺮ ﻣﻦ ﺍﳌﺸﻜﻼﺕ ﻓﻀﻼ ﻋﻦ ﺍﳌﻨﻬﺞ‬ ‫ﺗﻜﺸﻒ ﻋﻦ ﺃﺳﺒﺎﺏ ﺍﳋﻄﺄ ﻭﻋﻠﻠﻪ‪ ،‬ﺑﻮﺻﻔﻪ ﻇﺎﻫﺮﺓ ﻟﻐﻮﻳﺔ‬
    ‫ﺍﻟﺬﻱ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻌﻴﺮﻩ ﺍﻟﺒﺎﺣﺜﻮﻥ ﻭﺍﻟﺪﺍﺭﺳﻮﻥ ﳊﻞ ﻣﺸﻜﻼﺕ‬ ‫ﺗﺴﺘﺤﻖ ﺍﻟﺪﺭﺱ ﻭﺍﻟﺘﻌﻠﻴﻞ ﻭﻟﻴﺴﺖ ﺳﺒﻴﻼ ﳌﻌﺎﻗﺒﺔ ﺍﺨﻤﻟﻄﺌﲔ‪.‬‬
    ‫ﺃﺧﺮﻯ ﻣﺸﺎﺑﻬﺔ ﺃﻭ ﺟﺪﻳﺪﺓ‪.‬‬ ‫ﻭﺇﺫﺍ ﻛﺎﻥ ﺑﺎﺏ ﺍﻻﺟﺘﻬﺎﺩ ﻗﺪ ﺃﻏﻠﻖ ﻓﻲ ﻣﺠﺎﻻﺕ ﻋﺪﻳﺪﺓ ﻓﺈﻥ‬
    ‫ﻟﻘﺪ ﻭﻇﻒ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻣﻌﺮﻓﺘﻪ ﺍﻟﺪﻗﻴﻘﺔ ﺑﺎﻟﻠﻐﻮﻳﺎﺕ ﻭﺍﻟﺪﺭﺍﺳﺎﺕ‬ ‫ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻭﺍﺣﺪ ﳑﻦ ﲡﺮﺃﻭﺍ ﻭﺩﻗﻮﺍ ﺑﺎﺏ ﺍﻻﺟﺘﻬﺎﺩ ﻭﻓﺘﺤﻮﻩ ﺑﻘﻮﺓ‬
    ‫ﺍﻟﻠﺴﺎﻧﻴﺔ ﺍﻟﻘﺪﳝﺔ ﻭﺍﳊﺪﻳﺜﺔ ﻭﻭﺿﻌﻬﺎ ﻓﻲ ﺧﺪﻣﺔ ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ ﻣﺠﺎﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻗﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‬
    ‫ﺍﳌﻌﺎﺻﺮﺓ ﻭﺍﻧﺘﻬﻰ ﺇﻟﻰ ﻧﺘﺎﺋﺞ ﺟﺪﻳﺪﺓ ﻭﻣﻬﻤﺔ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﻨﺪﻭﺓ‬ ‫ﻭﻣﻮﻗﻌﻬﺎ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺍﳉﺪﻳﺪ‪ .‬ﻋﺎﻟﻢ ﻻ ﻳﺴﺘﺴﻠﻢ ﻟﻠﺴﻬﻞ‬
    ‫ﻟﻴﺴﺖ ﺇﻻ ﺃﻗﻞ ﺍﻟﻮﺍﺟﺐ ﲡﺎﻩ ﻋﺎﻟﻢ ﲤﺘﻊ ﺑﺼﻔﺎﺕ ﻋﻠﻤﻴﺔ ﻧﺎﺩﺭﺓ‬ ‫ﻭﻻ ﻳﺮﻛﺐ ﺇﻻ ﺍﳌﺮﻛﺐ ﺍﻟﺼﻌﺐ ﺍﻟﺬﻱ ﻳﻔﻀﻲ ﺇﻟﻰ ﺍﻟﺮﺃﻱ ﺍﳉﺪﻳﺪ‪.‬‬
    ‫ﻓﻀﻼ ﻋﻦ ﺻﻔﺎﺗﻪ ﺍﻷﺧﻼﻗﻴﺔ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﻓﻘﺪ ﺟﻤﻊ ﺇﻟﻰ ﻋﻠﻤﻪ‬ ‫ﻭﻟﺬﻟﻚ ﻓﻘﺪ ﲤﻴﺰ ﻋﻤﻠﻪ ﺑﺎﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻌﻤﻠﻲ ﻭﺍﻟﻮﻇﻴﻔﻲ‬
    ‫ﺻﻮﺭﺍ ﺃﺻﻴﻠﺔ ﻣﻦ ﺍﻟﺘﻮﺍﺿﻊ ﻭﺍﻟﺘﺴﺎﻣﺢ ﻭﺍﻟﻌﻄﺎﺀ ﻭﺍﻟﺒﺴﺎﻃﺔ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻓﻜﺎﻧﺖ ﺑﺤﻮﺛﻪ ﻓﻲ ﺟﺎﻧﺐ ﻭﺍﺳﻊ ﻣﻨﻬﺎ‬
    ‫ﻭﻣﺤﺒﺔ ﺍﻟﻨﺎﺱ ‪.‬‬ ‫ﺗﻬﺪﻑ ﺇﻟﻰ ﺣﻞ ﻣﺸﻜﻼﺕ ﻋﻤﻠﻴﺔ ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﻓﻲ ﺿﻮﺀ‬
    ‫ﺩ‪.‬ﻣﺤﻤﺪ ﻋﺒﻴﺪ ﺍﷲ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺮﺍﻫﻨﺔ‪ ،‬ﻭﺁﻳﺔ ﺫﻟﻚ ﺍﻫﺘﻤﺎﻣﻪ ﺑﺎﻟﻠﻐﺔ ﺑﲔ ﺍﻹﻧﺴﺎﻥ‬
    ‫)ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻷﺩﺍﺏ ﻭﺍﻟﻔﻨﻮﻥ‪ -‬ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ (‬

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    ‫داود ﻋﺒﺪه‪:‬‬
    ‫اﻹﻧﺴﺎن‪ ،‬وﻋﺎﻟﻢ اﻟﻠﻐﺔ )ﺷﻬﺎدة(‬
    ‫ﺗﺮﺍﻫﻨﺖ‬
    ‫ﹸ‬ ‫ﻗﺒﻞ ﺃﺭﺑﻌﲔ ﻋﺎﻣﺎ ﹰ ﺑﺎﻟﺘﻤﺎﻡ ﻭﺍﻟﻜﻤﺎﻝ‪،‬‬
    ‫ﻣﻊ ﺍﻟﺼﺪﻳﻖ ﺍﻟﻘﺎﺹ ﺍﻟﺮﺍﺣﻞ )ﺧﻠﻴﻞ ﺍﻟﺴﻮﺍﺣﺮﻱ( ﺣﻮﻝ‬
    ‫)ﻣﺴﺄﻟﺔ ﻟﻐﻮﻳﺔ(‪ ،‬ﻭﲟﺎ ﺃﻥﱠ ﺍﳊﻮﺍﺭ ﺍﺣﺘﺪﱠ ﺑﻴﻨﻨﺎ‪ ،‬ﺣﻮﻝ ﻣﻦ‬
    ‫ﺍﻷﺻﺢ‪ ،‬ﻗﺎﻝ ﻟﻲ )ﺧﻠﻴﻞ(‪ :‬ﻫﻞ ﺗﻘﺒﻞ ﺃﻥ ﻳﻜﻮﻥ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‬ ‫ﻫﻮ ﹼ‬
    ‫ﺣﻜﻤﺎ ﹰ ﺑﻴﻨﻨﺎ‪ .‬ﻗﻠﺖ‪ :‬ﺃﻗﺒﻞ ﻃﺒﻌﺎ‪ ،‬ﺑﺸﺮﻁ ﺗﻨﻔﻴﺬ ﺍﻟﺸﺮﻁ‪ ،‬ﻭﻫﻮ‬
    ‫ﹰ‬
    ‫ﺃﻥﱠ ﺍﳋﺎﺳﺮ‪ ،‬ﻳﺪﻓﻊ ﺛﻤﻦ ﺍﻟﻐﺪﺍﺀ ﻓﻲ ﻣﻄﻌﻢ ﻓﺎﺧﺮ‪ ،‬ﻗﻤﻨﺎ ﺑﺘﺤﺪﻳﺪ‬
    ‫ﺍﺳﻤﻪ‪ .‬ﻟﻢ ﺃﻛﻦ ﻗﺪ ﺭﺃﻳﺖ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻗﺒﻞ ﺫﻟﻚ‪ .‬ﻭﻛﻨﺖ ﺃﺗﻮﻫﻢ‬
    ‫ﺃﻧﻪ ﻗﺪ ﻳﻨﺤﺎﺯ ﺇﻟﻰ )ﺧﻠﻴﻞ(‪ ،‬ﺍﺑﻦ ﺑﻠﺪﺗﻪ )ﻋﺮﺏ ﺍﻟﺴﻮﺍﺣﺮﺓ –‬
    ‫ﺍﻟﻘﺪﺱ(‪ ،‬ﺍﻟﺘﻲ ﺃﳒﺒﺖ ﺃﻳﻀﺎﹰ‪ ،‬ﻗﺎﺻﺎ ﹰ ﻣﻮﻫﻮﺑﺎﹰ‪ ،‬ﻫﻮ )ﻣﺤﻤﻮﺩ‬
    ‫ﺷﻘﻴﺮ(‪ .‬ﻟﻜﻦ ﱠ ﺃﻭﻫﺎﻣﻲ ﺗﺒﺪﱠﺩﺕ‪ ،‬ﺣﲔ ﺃﻋﻠﻦ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪،‬‬
    ‫ﺠﺔ ﻛﻞﹼ ﻭﺍﺣﺪ ﻣﻨﱠﺎ‪ ،‬ﻓﻘﺪ‬ ‫ﺣﻜﻤﻪ‪ ،‬ﺑﻌﺪ ﺃﻥ ﺍﺳﺘﻤﻊ ﺇﻟﻰ ﺣ ﱠ‬
    ‫ﻛﻨﺖ )ﺍﻟﻔﺎﺋﺰ(‪ ،‬ﻭﺷﻌﺮﺕ ﺑﻨﺸﻮﺓ ﺍﻻﻧﺘﺼﺎﺭ ﻋﻠﻰ )ﺧﻠﻴﻞ(‪،‬‬
    ‫ﻭﺭﺑﺤﺖ )ﺍﻟﻐﺪﺍﺀ(‪ .‬ﻃﺒﻌﺎ ﹰ ﺃﻓﺎﺽ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﻓﻲ ﺷﺮﺡ‬
    ‫ﺍﳌﺴﺄﻟﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻓﺘﺄﻛﺪﺓ ﺃﻥ ﻫﺬﺍ ﺍﻟﺮﺟﻞ‪ ،‬ﻻ ﻳﻘﻞﱡ ﺃﻫﻤﻴﺔ‬
    ‫ﺠﺔ ﻓﻲ ﺍﻟﻠﻐﻮﻳﺎﺕ‪،‬‬ ‫ﻋﻦ ﺃﺳﺘﺎﺫﻧﺎ ﺍﺑﺮﺍﻫﻴﻢ ﺃﻧﻴﺲ ﻓﻲ )ﻛﻠﻴﺔ ﹸﺣ ﱠ‬
    ‫ﺁﻧﺬﺍﻙ‪ ،‬ﻭﻟﻪ ﻛﺘﺐ ﻋﺪﻳﺪﺓ ﺃﺻﺒﺤﺖ ﻣﺸﻬﻮﺭﺓ‪.‬‬
    ‫ﻛﻨﺖ ﻓﻲ ﺍﻟﺴﺘﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﺃﺗﻮﻫﻢ ﺃﻥﱠ )ﻋﻠﻢ‬
    ‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﻘﻠﻴﺪﻱ(‪ ،‬ﻫﻮ ﺍﻟﺬﻱ ﻳﺤﺴﻢ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﻛﻞ‬
    ‫ﻣﺸﻜﻼﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺃﻥﱠ )ﻓﻘﻪ ﺍﻟﻠﻐﺔ(‪ ،‬ﻫﻮ ﻣﺠﺮﺩ ﻣﻠﺤﻖ‬
    ‫ﻣﻜﻤﻞ ﻟﻠﻨﺤﻮ‪ .‬ﻭﻛﻨﺖ ﺃﺗﻮﻫﻢ ﺃﻥﱠ )ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺪﻳﺚ(‪،‬‬ ‫ﹼ‬
    ‫ﺑﻨﻈﺮﻳﺎﺕ ﺃﻋﻼﻣﻪ ﺍﳌﺸﻬﻮﺭﻳﻦ ﻓﻲ ﺍﻟﻐﺮﺏ‪ ،‬ﻣﺜﻞ‪ :‬ﺩﻱ ﺳﻮﺳﻴﺮ‬
    ‫)‪ ،(1916‬ﻭﺗﺸﻮﻣﺴﻜﻲ )‪ ،(1956‬ﻳﺸﻄﺐ )ﻓﻘﻪ ﺍﻟﻠﻐﺔ(‪.‬‬
    ‫ﺗﺘﺘﺪﻓﻖ ﻣﻦ ﺍﻟﻌﻘﻞ ﺇﻟﻰ ﺍﻟﻮﺭﻕ‪ ،‬ﺩﻭﻥ ﺍﳌﺮﻭﺭ ﺑﺤﺎﺳﺔ ﺍﻟﻠﺴﺎﻥ‪،‬‬ ‫ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥﱠ )ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ( ﻫﻮ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ(‪ ،‬ﺃﻭ ﻋﻠﻢ‬
    ‫ﻛﺄﺩﺍﺓ‪ ،‬ﺑﻞ ﺗﻜﻮﻥ ﺍﻷﺩﺍﺓ‪ ،‬ﻫﻲ ﺍﻟﻴ ﹸﺪ ﺍﻟﺘﻲ ﺗﻜﺘﺐ!!‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺍﳌﻮﺿﻮﻉ ﻗﺪﳝﺎﹰ‪ ،‬ﺃﻭ ﺣﺪﻳﺜﺎ ﹰ‪ .‬ﻭﻛﻤﺎ ﻫﻮ‬
    ‫ﹲ‬ ‫ﻭﺻﻒ ﺍﻟﻠﻐﺔ‪،‬‬
    ‫ﳝﻜﻦ ﺗﺴﻤﻴﺔ )ﻓﻘﻪ ﺍﻟﻠﻐﺔ(‪) ،‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻘﺪﱘ(‪.‬‬ ‫ﻣﻌﺮﻭﻑ‪ :‬ﺃﺷﻬﺮ ﺍﳌﻌﺎﺟﻢ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻫﻮ ]ﻟﺴﺎﻥ ﺍﻟﻌﺮﺏ[ ﻹﺑﻦ‬
    ‫ﻳﹸﻌﺮﹼﻑ )ﻣﺎﺯﻥ ﺍﻟﻮﻋﺮ(‪) ،‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ( ﺑﺄﻧﻬﺎ‪] :‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻌﻠﻤﻴﺔ‬ ‫ﻣﻨﻈﻮﺭ‪ ،‬ﻭﻟﻬﺬﺍ‪ ،‬ﻓﺈﻥ ﺍﺳﺘﺨﺪﺍﻡ ﻣﺼﻄﻠﺢ )ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ(‪،‬‬
    ‫ﻟﻠﻐﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻣﻦ ﺧﻼﻝ ﺍﻷﻟﺴﻨﺔ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻗﻮﻡ ﻣﻦ‬ ‫ﺃﻭ ﻣﺼﻄﻠﺢ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ(‪ ،‬ﻫﻮ ﺷﻲﺀ ﻭﺍﺣﺪ‪ ,‬ﻭﻣﺎ ﺃﻋﺮﻓﻪ ﺃ ﱠﻥ‬
    ‫ﻻﺃﻗﻮﺍﻡ‪ ،‬ﺃﻱ ﺍﳌﻌﺎﻳﻴﺮ ﻭﺍﳌﻘﺎﻳﻴﺲ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻓﻲ‬ ‫)ﺭﻭﺣﻲ ﺍﳋﺎﻟﺪﻱ(‪ ،‬ﺍﻟﺬﻱ ﺗﻮﻓﻲ ﻋﺎﻡ ‪ ،1913‬ﺗﺮﻙ ﻣﺨﻄﻮﻃﺔ‬
    ‫ﺿﺒﻂ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻭﺍﻟﻜﻴﻤﺎﻭﻳﺔ ﻭﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‪.‬‬ ‫ﺑﻌﻨﻮﺍﻥ‪) :‬ﻋﻠﻢ ﺍﻷﻟﺴﻨﺔ(‪ ،‬ﻣﺎ ﺗﺰﺍﻝ ﻣﻔﻘﻮﺩﺓ‪ ،‬ﻭﺃﻥﱠ ﺍﳌﻘﺪﺳﻲ‬
    ‫ﻭﺍﳌﻘﺎﻳﻴﺲ ﻫﻲ ﺣﺴﺐ )ﺗﻮﻣﺎﺱ ﻛﻮﻥ(‪ :‬ﺍﳌﻼﺣﻈﺔ‪ ،‬ﺍﻟﺘﺠﺮﻳﺐ‪،‬‬ ‫)ﻣﺮﻣﺮﺟﻲ ﺍﻟﺪﻭﻣﻴﻨﻴﻜﻲ(‪ ،‬ﻧﺸﺮ ﻛﺘﺎﺑﺎ ﹰ ﻓﻲ ﺛﻼﺛﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ‬
    ‫ﺍﻟﻀﺒﻂ‪ ،‬ﻭﺍﳌﻮﺿﻮﻋﻴﺔ – )ﺹ‪ .(10 :‬ﻭﻳﺤﺪﺩ )ﺍﻟﻮﻋﺮ(‪،‬‬ ‫ﺍﻟﻌﺸﺮﻳﻦ‪ ،‬ﺑﻌﻨﻮﺍﻥ )ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ(‪ .‬ﻭﻣﻊ ﺍﻧﺘﺼﺎﺭ ﻣﺼﻄﻠﺢ‬
    ‫ﺣﻘﻮﻝ ﺍﻟﻠﺴﺎﻥ‪ ،‬ﺑﺄﻧﻬﺎ‪] :‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﻋﻠﻢ‬ ‫)ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ( ﻋﻠﻰ ﻣﺼﻄﻠﺢ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ(‪ ،‬ﺗﻮﻫﻢ‬
    ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻲ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻋﻠﻢ‬ ‫ﺍﻟﺒﻌﺾ ﺃﻥﱠ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ( ﻗﺪﱘ‪ ،‬ﻭﺃﻥﱠ )ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ( ﺣﺪﻳﺚ‪.‬‬
    ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻷﻧﺜﺮﻭﺑﻮﻟﻮﺟﻲ‪،‬‬ ‫ﻟﻜﻦ ﱠ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﻳﺼﺮ ﱡ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ(‪ ،‬ﺭﲟﺎ ﻷﻥ‬
    ‫ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺒﻴﻮﻟﻮﺟﻲ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻲ‪،‬‬ ‫ﺣﺼﻴﻠﺔ ﻣﺎ ﻳﻨﺘﺠﻪ ﺍﻟﻠﺴﺎﻥ‪ ،‬ﻫﻮ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻷﻥﱠ )ﺍﻟﻠﺴﺎﻥ( ﻫﻮ‬
    ‫ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺎﺳﻮﺑﻲ[ )ﺹ ‪) – (19‬ﻣﺎﺯﻥ ﺍﻟﻮﻋﺮ‪ :‬ﻋﻠﻢ‬ ‫ﺍﻟﻮﺳﻴﻂ ﺑﲔ ﺍﻟﻌﻘﻞ ﻭﺍﻟﻠﻐﺔ ﺍﳌﻨﻄﻮﻗﺔ!!‪ .‬ﺃﻗﻮﻝ‪ :‬ﺭﲟﺎ‪ ،‬ﻷﻧﻨﻲ‬
    ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺪﻳﺚ‪.(1988 ،‬‬ ‫ﺃﻣﻴﻞ ﺇﻟﻰ ﻣﺼﻄﻠﺢ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ(‪ ،‬ﻷﻥﱠ )ﺍﻟﻠﻐﺔ ﺍﳌﻜﺘﻮﺑﺔ(‪،‬‬

    ‫‪46‬‬
    ‫‪.12‬ﻧﺎﺻﺮﺍﻟﺪﻳﻦ ﺍﻷﺳﺪ‪ :‬ﲢﻘﻴﻘﺎﺕ ﻟﻐﻮﻳﺔ‪2003 ،‬‬ ‫ﺣﺴﺎﻥ(‪ ،‬ﻓﻘﺪ ﺃﺻﺪﺭ ﻛﺘﺎﺑﺎ ﹰ )ﻋﺎﻡ ‪،(1973‬‬ ‫ﺃﻣﺎ ﺃﺳﺘﺎﺫﻧﺎ )ﲤﺎﻡ ﱠ‬
    ‫‪.13‬ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺃﻳﻮﺏ‪ :‬ﺍﻟﻜﻼﻡ‪ :‬ﺍﻧﺘﺎﺟﻪ ﻭﲢﻠﻴﻠﻪ‪1984 ،‬‬ ‫ﺗﻀﻤﻦ ﻓﺼﻮﻻ ﹰ‬ ‫ﱠ‬ ‫ﺑﻌﻨﻮﺍﻥ‪) :‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﻣﻌﻨﺎﻫﺎ ﻭﻣﺒﻨﺎﻫﺎ(‪،‬‬
    ‫‪.14‬ﻋﺒﺪﺍﻟﺴﻼﻡ ﺍﳌﺴ ﹼﺪﻱ‪ :‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺃﺳﺴﻬﺎ ﺍﳌﻌﺮﻓﻴﺔ‪،‬‬ ‫ﲢﺖ ﻋﻨﺎﻭﻳﻦ‪ :‬ﺍﻟﻜﻼﻡ ﻭﺍﻟﻠﻐﺔ‪ ،‬ﺍﻷﺻﻮﺍﺕ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﻮﺗﻲ‪،‬‬
    ‫‪1986‬‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﺼﺮﻓﻲ‪ ،‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺤﻮﻱ‪ ،‬ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺴﻴﺎﻗﻴﺔ‪،‬‬
    ‫‪.15‬ﻧﻬﺎﺩ ﺍﳌﻮﺳﻰ‪ :‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﻣﺮﺁﺓ ﺍﻵﺧﺮ‪.2005 ،‬‬ ‫ﺍﳌﻌﺠﻢ‪ ،‬ﺍﻟﺪﻻﻟﺔ(‪ .‬ﻭﻓﻲ ﺍﻟﻌﺎﻡ ﻧﻔﺴﻪ ﺃﻳﻀﺎ ﹰ )‪ ،(1973‬ﺻﺪﺭ‬
    ‫‪.16‬ﻧﻬﺎﺩ ﺍﳌﻮﺳﻰ‪ :‬ﺍﻟﺜﻨﺎﺋﻴﺎﺕ ﻓﻲ ﻗﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬ ‫ﻛﺘﺎﺏ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ :‬ﺃﺑﺤﺎﺙ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻓﻲ ﺍﻟﻌﺎﻡ‬
    ‫‪.2003‬‬ ‫ﻧﻔﺴﻪ ﺃﻳﻀﺎ ﹰ ﺻﺪﺭ ﻛﺘﺎﺏ )ﺭﻣﻀﺎﻥ ﻋﺒﺪﺍﻟﺘﻮﱠﺍﺏ(‪ ،‬ﺃﺳﺘﺎﺫﻧﺎ‪:‬‬
    ‫ﻭﻧﺤﻦ ﻧﻼﺣﻆ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﻜﺘﺐ‪ ،‬ﺃﻥﱠ ﻣﻌﻈﻢ ﻫﺆﻻﺀ‬ ‫ﻓﺼﻮﻝ ﻓﻲ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻓﻲ ﻋﺎﻡ )‪ ،(1976‬ﻧﻘﺮﺃ‬
    ‫ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻳﺘﻘﻦ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ :‬ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﻔﺮﻧﺴﻴﺔ‪،‬‬ ‫ﻛﺘﺎﺏ )ﻧﻬﺎﺩ ﺍﳌﻮﺳﻰ(‪ :‬ﻓﻲ ﺗﺎﺭﻳﺦ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻗﺒﻞ ﺫﻟﻚ‪ ،‬ﺃﻱ ﻓﻲ‬
    ‫ﺃﻭ ﻛﻠﺘﻴﻬﻤﺎ‪ .‬ﻭﻫﻢ ﹸﻣ ﹼﻄﻠﻌﻮﻥ ﻋﻠﻰ ﺍﳌﻨﺠﺰﺍﺕ ﺍﻷﻟﺴﻨﻴﺔ‬ ‫ﺍﻟﺴﺘﻴﻨﺎﺕ‪ ،‬ﺻﺪﺭﺕ ﻛﺘﺐ ﻋﺪﻳﺪﺓ ﻷﺳﺎﺗﺬﺗﻨﺎ‪ :‬ﻋﺒﺪﺍﻟﺮﺣﻤﻦ‬
    ‫ﺍﻷﻭﺭﻭﺃﻣﻴﺮﻛﻴﺔ ﺑﺸﻜﻞ ﻋﺎﻡ‪ .‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ ،‬ﻓﺈﻥﱠ ﺃﻳﹼﺎ ﹰ ﻣﻨﻬﻢ‪ ،‬ﻟﻴﺴﺖ‬ ‫ﺣﺴﺎﻥ‪ ،‬ﻭﺭﻣﻀﺎﻥ‬ ‫ﺃﻳﻮﺏ‪ ،‬ﻭﻛﻤﺎﻝ ﺑﺸﺮ‪ ،‬ﻭﺍﺑﺮﺍﻫﻴﻢ ﺃﻧﻴﺲ‪ ،‬ﻭﲤﺎﻡ ﱠ‬
    ‫ﻟﺪﻳﻪ )ﻋﻘﺪﺓ ﺍﳋﻮﺍﺟﺎ(‪.‬‬ ‫ﻋﺒﺪﺍﻟﺘﻮﺍﺏ‪ .‬ﻛﻤﺎ ﺻﺪﺭ ﻛﺘﺎﺏ ﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ‪) :‬ﺍﻟﺘﻄﻮﺭ‬
    ‫ـ ﺃﻣﺎ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ ،‬ﻓﻬﻮ ﻳﻨﺘﻤﻲ ﺇﻟﻰ ﺫﻟﻚ ﺍﳉﻴﻞ ﺍﻟﺮﺍﺋﺪ ﻓﻲ‬ ‫ﺍﻟﻠﻐﻮﻱ ﺍﻟﺘﺎﺭﻳﺨﻲ‪ .(1966 ،‬ﻭﺻﺪﺭ ﻛﺘﺎﺏ ﺃﺣﻤﺪ ﻣﺨﺘﺎﺭ ﻋﻤﺮ‪:‬‬
    ‫ﻣﺠﺎﻝ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﺟﻴﻞ‪ :‬ﺍﺑﺮﺍﻫﻴﻢ ﺃﻧﻴﺲ‪ ،‬ﻭﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺃﻳﻮﺏ‪،‬‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﺼﻮﺕ ﺍﻟﻠﻐﻮﻱ )‪ .(1976‬ﻭﻫﻨﺎ‪ ،‬ﻻ ﺑﹸﺪ ﱠ ﺃﻥ ﻧﺸﻴﺮ ﺇﻟﻰ‬
    ‫ﺣﺴﺎﻥ‪ ،‬ﻭﺍﺑﺮﺍﻫﻴﻢ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ‪ ،‬ﻭﺃﺣﻤﺪ‬ ‫ﻭﻛﻤﺎﻝ ﺑﺸﺮ‪ ،‬ﻭﲤﺎﻡ ﱠ‬ ‫ﻋﺎﻟﻢ ﺍﻟﻠﻐﺔ ﺍﳉﺰﺍﺋﺮﻱ )ﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﺍﳊﺎﺝ ﺻﺎﻟﺢ(‪ ،‬ﺍﻟﺬﻱ‬
    ‫ﻣﺨﺘﺎﺭ ﻋﻤﺮ‪ ،‬ﻭﺭﻣﻀﺎﻥ ﻋﺒﺪﺍﻟﺘﻮﺍﺏ‪ ،‬ﻭﻏﻴﺮﻫﻢ‪ .‬ﻭﻫﻮ ﻳﺘﻘﻦ‬ ‫ﺃﺳﺲ )ﻣﺮﻛﺰ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ( ﻓﻲ ﺍﳉﺰﺍﺋﺮ‪ ،‬ﻭﻧﺸﺮﺕ ﺃﻋﻤﺎﻟﻪ‬ ‫ﱠ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻟﻬﺬﺍ‪ ،‬ﻓﻬﻮ ﺷﻐﻮﻑ ﺑﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳌﻘﺎﺭﻥ‪،‬‬ ‫ﻣﺆﺧﺮﺍ ﻓﻲ ﺃﺭﺑﻌﺔ ﻣﺠﻠﺪﺍﺕ‪ ،‬ﻋﺎﻡ ‪ ،2007‬ﻣﺸﺘﻤﻠﺔ ﻋﻠﻰ‬ ‫ﹰ‬
    ‫ﻭﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﻳﺮﻛﺰ‬ ‫ﺃﺑﺤﺎﺙ ﻣﻨﺸﻮﺭﺓ ﺳﺎﺑﻘﺎﹰ‪ ،‬ﻣﻨﺬ ﻣﻨﺘﺼﻒ ﺍﻟﺴﺘﻴﻨﺎﺕ ﺗﻘﺮﻳﺒﺎ ﹰ‪.‬‬
    ‫ﻓﻲ ﺩﺭﺍﺳﺎﺗﻪ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﻭﻟﻐﺔ‬ ‫ﻭﻋﻨﺎﻭﻳﻦ ﻫﺬﻩ ﺍﺠﻤﻟﻠﺪﺍﺕ ﻫﻲ‪ .1 :‬ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ‬
    ‫ﺍﻷﻃﻔﺎﻝ‪ ،‬ﻭﻋﻠﻢ ﺍﻟﻠﺴﺎﻥ ﺍﳊﺎﺳﻮﺑﻲ‪ ،‬ﻭﻏﻴﺮﻫﺎ‪.‬‬ ‫ﻋﻠﻮﻡ ﺍﻟﻠﺴﺎﻥ‪ .2 .‬ﺍﻟﺴﻤﺎﻉ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﻠﻤﻲ ﻋﻨﺪ ﺍﻟﻌﺮﺏ‪،‬‬
    ‫ﻭﻣﻔﻬﻮﻡ ﺍﻟﻔﺼﺎﺣﺔ‪ .3 .‬ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
    ‫ﺻﺪﺭﺕ ﻟﺪﺍﻭﺩ ﻋﺒﺪﻩ ﺍﻟﻜﺘﺐ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ )ﺍﳉﺰﺀ ﺍﻷﻭﻝ(‪ .4 .‬ﺑﺤﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
    ‫‪.1‬ﺃﺑﺤﺎﺙ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.1973 ،‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ )ﺍﳉﺰﺀ ﺍﻟﺜﺎﻧﻲ(‪ .‬ﺃﻣﺎ ﻣﻨﺬ )ﺑﺪﺍﻳﺔ ﺍﻟﺜﻤﺎﻧﻴﻨﺎﺕ(‪ ،‬ﻓﻴﺸﻬﺪ‬
    ‫‪.2‬ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.1979 ،‬‬ ‫)ﺍﻟﺒﺤﺚ ﺍﻟﻠﻐﻮﻱ( ﺍﺯﺩﻫﺎﺭﺍﹰ‪ ،‬ﻓﻨﻘﺮﺃ ﺃﺳﻤﺎﺀ ﺑﻌﺾ ﺍﻟﻜﺘﺐ‪:‬‬
    ‫‪.3‬ﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻢ ﺃﺻﻮﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ )ﺟـ ‪ + 1‬ﺟـ ‪(2‬‬ ‫‪.1‬ﺳﻌﺪ ﻣﺼﻠﻮﺡ‪ :‬ﺩﺭﺍﺳﺔ ﺍﻟﺴﻤﻊ ﻭﺍﻟﻜﻼﻡ )‪(1980‬‬
    ‫‪.4‬ﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻔﺴﻲ‪1984 ،‬‬ ‫‪.2‬ﻣﻴﺸﻴﻞ ﺯﻛﺮﻳﺎ‪ :‬ﺍﻷﻟﺴﻨﻴﺔ )ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳊﺪﻳﺚ(‬
    ‫‪.5‬ﻧﺤﻮ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻇﻴﻔﻴﺎﹰ‪1990 ،‬‬ ‫)‪(1980‬‬
    ‫‪.6‬ﺩﺭﺍﺳﺔ ﻓﻲ ﺑﻌﺾ ﺃﺣﻜﺎﻡ ﺍﻟﺘﺠﻮﻳﺪ‪1990 ،‬‬ ‫‪.3‬ﻣﻴﺸﻴﻞ ﺯﻛﺮﻳﺎ‪ :‬ﺍﻷﻟﺴﻨﻴﺔ ﺍﻟﺘﻮﻟﻴﺪﻳﺔ ﻭﺍﻟﺘﺤﻮﻳﻠﻴﺔ‪،‬‬
    ‫‪.7‬ﻣﻦ ﻗﻀﺎﻳﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪2005 ،‬‬ ‫ﻭﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.1982 ،‬‬
    ‫‪.8‬ﺃﺑﺤﺎﺙ ﻓﻲ ﺍﻟﻜﻠﻤﺔ ﻭﺍﳉﻤﻠﺔ‪2008 ،‬‬ ‫‪.4‬ﻋﺒﺪﺍﻟﻘﺎﺩﺭ ﺍﻟﻔﺎﺳﻲ ﺍﻟﻔﻬﺮﻱ‪ :‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺍﻟﻠﻐﺔ‬
    ‫‪.9‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﲔ ﺍﻹﻧﺴﺎﻥ ﻭﺍﻵﻟﺔ‪2010 ،‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪.1985 ،‬‬
    ‫‪.10‬ﻭﺻﺪﺭ ﻟﻪ )ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ ﺳﻠﻮﻯ ﺣﻠﻮ(‪:‬‬ ‫‪.5‬ﻣﺎﺯﻥ ﺍﻟﻮﻋﺮ‪ :‬ﻧﺤﻮ ﻧﻈﺮﻳﺔ ﻟﺴﺎﻧﻴﺔ ﻋﺮﺑﻴﺔ ﺣﺪﻳﺜﺔ‪،‬‬
    ‫‪.1‬ﻓﻲ ﻟﻐﺔ ﺍﻟﻄﻔﻞ )‪ – (1‬ﺍﳌﻔﺮﺩﺍﺕ‪1991 ،‬‬ ‫‪.1986‬‬
    ‫‪.2‬ﻓﻲ ﻟﻐﺔ ﺍﻟﻄﻔﻞ )‪ – (2‬ﺍﳉﻤﻠﺔ‪1991 ،‬‬ ‫‪.6‬ﻣﺎﺯﻥ ﺍﻟﻮﻋﺮ‪ :‬ﺩﺭﺍﺳﺎﺕ ﻟﺴﺎﻧﻴﺔ ﺗﻄﺒﻴﻘﻴﺔ‪.1989 ،‬‬
    ‫‪.3‬ﻣﺼﻄﻠﺤﺎﺕ ﺍﳊﺎﺳﺐ ﺍﻵﻟﻲ‪1995 ،‬‬ ‫‪.7‬ﻣﺎﺯﻥ ﺍﻟﻮﻋﺮ‪ :‬ﻋﻠﻢ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳊﺪﻳﺚ‪.1988 ،‬‬
    ‫‪ .4‬ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻮﻇﻴﻔﻴﺔ‪1997 ،‬‬ ‫‪.8‬ﻋﺒﺪﺍﻟﺴﻼﻡ ﺍﳌﺴﺪﻱ‪ :‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻠﺴﺎﻧﻲ ﻓﻲ ﺍﳊﻀﺎﺭﺓ‬
    ‫ـ ﻓﻲ )ﻣﺤﻄﺔ ﺛﺎﻧﻴﺔ(‪ ،‬ﺍﻟﺘﻘﻴﺖ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﻓﻲ )ﺟﺎﻣﻌﺔ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪.1981 ،‬‬
    ‫ﺍﻟﺒﻨﺎﺕ(‪ ،‬ﻋﺎﻡ ‪ .1993‬ﻛﺎﻧﺖ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﺻﺒﺎﺣﻴﺔ ﺷﻌﺮﻳﺔ‬ ‫ﺍﻟﺘﺤﻮﻝ ﺇﻟﻰ ﺍﻟﻔﺼﺤﻰ‪.1986 ،‬‬ ‫ﱡ‬ ‫‪.9‬ﻧﻬﺎﺩ ﺍﳌﻮﺳﻰ‪ :‬ﻗﻀﻴﺔ‬
    ‫ﻟﻲ‪ ،‬ﻭﻣﺎ ﺇﻥ ﺍﻣﺘﻄﻴﺖ ﺍﳌﻨﺼﺔ ﺃﻣﺎﻡ ﺍﳉﻤﻬﻮﺭ‪ ،‬ﺷﺎﻫﺪﺕ‬ ‫‪.10‬ﺟﻌﻔﺮ ﺩﻙ ﺍﻟﺒﺎﺏ‪ :‬ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳊﺪﻳﺜﺔ‪،‬‬
    ‫ﻭﺟﻬﺎ ﹰ ﻟﻢ ﺃﺭﻩ ﻣﻨﺬ ﻋﺸﺮﻳﻦ ﻋﺎﻣﺎﹰ‪ ،‬ﻟﻜﻨﻨﻲ ﺗﺬﻛﺮﺗﻪ‪ :‬ﺇﻧﻪ ﺩﺍﻭﺩ‬ ‫‪.1996‬‬
    ‫ﻋﺒﺪﻩ‪ .‬ﻭﻳﻌﺮﻑ ﺍﻟﻨﻘﺎﺩ ﺃﻥ ﻇﺎﻫﺮﺓ )ﺗﻔﺼﻴﺢ ﺍﻟﻌﺎﻣﻴﺎﺕ(‪ ،‬ﻗﺪ‬ ‫‪.11‬ﺳﻤﻴﺮ ﺳﺘﻴﺘﻴﺔ‪ :‬ﺍﳌﺸﻜﻼﺕ ﺍﻟﻠﻐﻮﻳﺔ‪.1995 ،‬‬

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    ‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺧﻼﻝ ﻣﻨﻬﺠﻴﺔ )ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻔﺘﻮﺡ( ﺑﺠﺎﻣﻌﺔ‬ ‫ﺃﺻﺒﺤﺖ ﻇﺎﻫﺮﺓ ﻣﻌﺮﻭﻓﺔ ﻓﻲ ﻗﺼﺎﺋﺪﻱ‪ ،‬ﻋﻨﺪﺋﺬ‪ ،‬ﻭﺑﺼﺮﺍﺣﺔ‪،‬‬
    ‫ﺍﻟﻘﺪﺱ ﺍﳌﻔﺘﻮﺣﺔ‪ ،‬ﻋﻨﺪﻣﺎ ﻛﻨﺖ ﺭﺋﻴﺴﺎ ﹰ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﻛﻨﺖ )ﺧﺎﺋﻔﺎ ﹰ( ﻣﻦ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﻋﺎﻟﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻢ ﺃﻛﻦ‬
    ‫ﻭﺁﺩﺍﺑﻬﺎ ﻓﻲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ )‪ ،(1991-1994‬ﺇﻻ ﹰﹼ ﺃﻧﻨﻲ ﺗﻌﻠﱠﻤﺖ‬ ‫ﻗﺪ ﻧﺎﻗﺸﺖ ﻣﻌﻪ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺳﺎﺑﻘﺎﹰ‪ ،‬ﻭﻣﺎ ﻫﻲ ﺇﻻ‬
    ‫)ﻧﻈﺎﻡ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻮﻇﻴﻔﻲ( ﻋﻠﻰ ﻳﺪﻱ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﻋﻨﺪﻣﺎ ﺑﺪﺃﻧﺎ‬ ‫ﺩﻗﺎﺋﻖ‪ ،‬ﺣﺘﻰ ﺷﻌﺮﺕ ﺑﺎﻟﻄﻤﺄﻧﻴﻨﺔ‪ ،‬ﻷﻥ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﺍﺑﺘﺴﻢ‬
    ‫ﺑﺎﻟﺘﻔﻜﻴﺮ ﻓﻲ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﺇﻟﻰ ﺍﻟﻄﺮﻳﻘﺔ‬ ‫ﻭﺻﻔﱠﻖ ﻟﻲ ﻣﻊ ﺍﳌﺼﻔﻘﲔ ﺑﺤﻤﺎﺱ ﻭﻣﺤﺒﺔ ﻛﺎﻧﺖ ﻭﺍﺿﺤﺔ‬
    ‫ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺣﻴﺚ ﺃﻋﺪ ﱠ ﺃﺳﺎﺗﺬﺓ )ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍﺑﻬﺎ(‬ ‫ﻭﻛﻔﻴﻪ‪ .‬ﻭﺑﻌﺪ ﺍﻟﺼﺒﺎﺣﻴﺔ ﺍﻟﺸﻌﺮﻳﺔ‪ ،‬ﺗﻨﺎﻗﺸﻨﺎ ﻓﻲ‬ ‫ﹼ‬ ‫ﻓﻲ ﻋﻴﻨﻴﻪ‬
    ‫ﺑﺠﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ‪ ،‬ﻛﺘﺎﺏ )ﻣﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )‪،((1‬‬ ‫ﻇﺎﻫﺮﺓ ﺗﻔﺼﻴﺢ ﺍﻟﻌﺎﻣﻴﺎﺕ ﻓﻲ ﺷﻌﺮﻱ‪ ،‬ﻓﺄﻇﻬﺮ ﺇﻋﺠﺎﺑﻪ ﺑﻬﺎ‪،‬‬
    ‫ﲢﺖ ﺇﺷﺮﺍﻑ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ ،‬ﺍﻟﺬﻱ ﻛﺎﻧﺖ ﻟﻪ ﲡﺎﺭﺏ ﺳﺎﺑﻘﺔ‬ ‫ﺠﻌﻨﻲ ﻓﻲ ﻣﻮﺍﺻﻠﺔ ﺍﻟﻄﺮﻳﻖ ﺩﻭﻥ‬ ‫ﻭﻣﻮﺍﻓﻘﺘﻪ ﻋﻠﻴﻬﺎ‪ ،‬ﳑﹼﺎ ﺷ ﱠ‬
    ‫ﻓﻲ ﻫﺬﺍ ﺍﺠﻤﻟﺎﻝ‪ ،‬ﻓﻘﺪ ﻗﺎﻡ ﺍﻟﺮﺟﻞ ﺑﺘﺤﺮﻳﺮ ﺍﻟﻜﺘﺎﺏ ﻛﻠﻪ‪،‬‬ ‫ﺧﻮﻑ ﻣﻦ ﺃﻭﻟﺌﻚ ﺍﻟﺴﻠﻔﻴﲔ ﺍﻟﻠﻐﻮﻳﲔ‪ ،‬ﺍﻟﺬﻳﻦ ﻻ ﻳﺮﻭﻥ ﻣﻦ ﺍﻟﻠﻐﺔ‪،‬‬
    ‫ﻭﺭﺍﺟﻌﺘﻪ ﻣﺮﺍﺟﻌﺔ ﻧﻬﺎﺋﻴﺔ‪.‬‬ ‫ﺳﻮﻯ ﻣﺎ ﺟﺎﺀ ﻓﻲ ﻟﺴﺎﻥ ﺍﻟﻌﺮﺏ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻩ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﻮﺣﻴﺪ‬
    ‫ﺛﺎﻟﺜﺎ ﹰ‪ :‬ﻣﺸﻜﻠﺔ ﻫﺬﺍ ﺍﻟﺮﺟﻞ‪ ،‬ﻫﻲ ﺫﻟﻚ ]ﺍﻟﺰﻫﺪ ﺍﳊﻘﻴﻘﻲ[ ﻓﻲ‬ ‫ﻋﻨﺪﻫﻢ‪ ،‬ﻣﻊ ﺃﻥﱠ ﺍﻟﻌﺮﺏ ﺍﺧﺘﻠﻔﺖ ﺣﻮﻝ ﻣﻘﻴﺎﺱ ﺍﻟﻔﺼﻴﺢ‪،‬‬
    ‫ﺍﻟﺪﻓﺎﻉ ﻋﻦ ﻣﻨﺠﺰﻩ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻠﻐﺔ‪ ،‬ﻓﻬﻮ ﻗﻠﻴﻞ‬ ‫ﻭﺍﻟﻠﻬﺠﻲ‪ .‬ﻟﻘﺪ ﺳﺒﻖ ﻟﻲ ﺃﻥ ﻗﻠﺖ‪] :‬ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻫﻲ‬
    ‫ﺍﻟﻜﻼﻡ ﻋﻦ ﺃﻫﻤﻴﺔ ﻫﺬﺍ ﺍﳌﻨﺠﺰ‪ .‬ﻫﻨﺎﻙ ﻛﺜﻴﺮﻭﻥ ﻣﻦ ﺍﻟﻌﻠﻤﺎﺀ‬ ‫ﺍﳌﻨﺠﻢ ﺍﻟﺬﻫﺒﻲ ﻟﻠﻔﺼﺤﻰ[‪ ،‬ﺇﺫﺍ ﺃﺭﺩﻧﺎ ﺗﻄﻮﻳﺮ ﺍﻟﻠﻐﺔ‪ ،‬ﺣﺘﻰ ﻻ‬
    ‫ﺍﻟﻌﺮﺏ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻠﻐﺔ‪ ،‬ﻳﻌﺘﺮﻓﻮﻥ ﺑﺄﻫﻤﻴﺔ ﻣﻨﺠﺰ ﺩﺍﻭﺩ‬ ‫ﺗﺘﺤﻮﻝ ﺇﻟﻰ ﻣﺘﺤﻒ‪.‬‬
    ‫ﻋﺒﺪﻩ‪ ،‬ﻳﻜﻔﻲ ﺃﻥﱠ )ﻋﺒﺪﺍﻟﻘﺎﺩﺭ ﺍﻟﻔﺎﺳﻲ ﺍﻟﻔﻬﺮﻱ(‪ ،‬ﻳﺮﺟﻊ ﺇﻟﻰ‬ ‫ـ )ﺍﶈﻄﺔ ﺍﻟﺜﺎﻟﺜﺔ( ﻓﻲ ﺻﺪﺍﻗﺘﻲ ﻟﺪﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﻫﻲ ﺍﻟﺰﻣﺎﻟﺔ ﻓﻲ‬
    ‫ﻛﺘﺎﺑﲔ ﻣﻦ ﻛﺘﺒﻪ‪ ،‬ﻛﻤﺎ ﺃﻥ ﻛﺜﻴﺮﺍ ﹰ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ‪ ،‬ﻳﺮﺟﻌﻮﻥ ﺇﻟﻰ‬ ‫ﺍﻟﺘﺪﺭﻳﺲ ﻓﻲ )ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ(‪ ،‬ﻭﻓﻲ ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ﺍﻟﺘﻲ‬
    ‫ﻛﺘﺒﻪ ﻭﺃﺑﺤﺎﺛﻪ ﺍﳌﺘﻨﺎﺛﺮﺓ ﻓﻲ ﺍﺠﻤﻟﻼﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﺃﺗﺬﻛﺮ ﺃﻧﻨﻲ‬ ‫ﺍﻣﺘﺪﺕ ﻋﺪﱠﺓ ﺳﻨﻮﺍﺕ‪ ،‬ﻛﺎﻥ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ ،‬ﻫﻮ ﺍﳌﻌﻠﻢ ﺍﻷﻛﺒﺮ ﻟﻨﺎ‬
    ‫ﻋﻨﺪﻣﺎ ﻛﻨﺖ ﺭﺋﻴﺴﺎ ﹰ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺁﺩﺍﺑﻬﺎ )ﺟﺎﻣﻌﺔ‬ ‫ﻓﻲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍﺑﻬﺎ‪:‬‬
    ‫ﻓﻴﻼﺩﻟﻔﻴﺎ(‪ ،‬ﻛﻨﺖ )ﻣﻊ ﺍﻟﺰﻣﻼﺀ ﺍﻷﺳﺎﺗﺬﺓ(‪ ،‬ﺃﻭﹼﻝ )ﺍﳌﺘﻮﺳﻠﲔ‬ ‫ﺃﻭﻻ ﹰ‪ :‬ﻣﺜﻞ ﻛﻞ ﺍﻟﻌﻠﻤﺎﺀ ﺍﳊﻘﻴﻘﻴﲔ‪ ،‬ﺃﺻﺒﺢ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﺻﺪﻳﻘﺎ ﹰ‬
    ‫ﺇﻟﻴﻪ(‪ ،‬ﻟﻜﻲ ﻳﺠﻤﻊ ﺃﺑﺤﺎﺛﻪ ﺍﻟﻜﺜﻴﺮﺓ ﺍﳌﺘﻨﺎﺛﺮﺓ ﻓﻲ ﺍﺠﻤﻟﻼﺕ‬ ‫ﻟﻨﺎ‪ ،‬ﻭﻫﻮ ﻳﺘﻤﻴﺰ ﺑﺪﻣﺎﺛﺔ ﺍﳋﻠﻖ‪ ،‬ﻭﺍﻟﺘﻮﺍﺿﻊ ﺍﻟﻄﺒﻴﻌﻲ ﻏﻴﺮ‬
    ‫ﺍﻟﻌﻠﻤﻴﺔ ﻃﻴﻠﺔ ﺃﺭﺑﻌﲔ ﻋﺎﻣﺎ ﹰ ﻓﻲ ﻛﺘﺐ ﻣﺴﺘﻘﻠﺔ‪ ،‬ﻣﻊ ﺇﻋﺎﺩﺓ‬ ‫ﺍﳌﺼﻄﻨﻊ‪ .‬ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ‪ ،‬ﻛﺎﻥ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ ،‬ﻫﻮ ﻣﺮﺟﻌﻲ‬
    ‫ﻃﺒﺎﻋﺔ ﻛﺘﺒﻪ ﺍﻟﻘﺪﳝﺔ‪ .‬ﻟﻜﻨﻪ ﻛﺎﻥ ﻋﻨﻴﺪﺍ ﹰ ﻓﻲ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻟﻢ‬ ‫ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻣﺠﺎﻝ )ﺍﻟﻨﺤﻮ‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ(‪ ،‬ﻓﻬﻮ ﺷﺨﺼﻴﺔ‬
    ‫ﻳﺒﺪﺃ ﻓﻲ ﺫﻟﻚ ﺇﻻ ﱠ ﻣﺘﺄﺧﺮﺍ ﹰ!!‪.‬‬ ‫ﲤﻴﻞ ﺇﻟﻰ )ﺗﻴﺎﺭ ﺍﻟﺘﻴﺴﻴﺮ ﻓﻲ ﺍﻟﻠﻐﺔ(‪ ،‬ﻷﻧﻪ ﻛﺎﻥ ﻳﺮﻯ ﺃﻥ‬
    ‫ﻫﺬﺍ ﻫﻮ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ(‪ :‬ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻋﺎﻟﻢ ﺍﻟﻠﻐﺔ‪ ،‬ﺍﻟﺬﻱ ﺧﺪﻡ‬ ‫)ﺍﻟﺘﻌﻘﻴﺪ(‪ ،‬ﻫﻮ ﺍﻟﺬﻱ ﻳﺠﻌﻞ ﺍﻟﻨﺎﺱ ﺗﻨﻔﺮ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
    ‫ﺍﻟﺘﻌﻠﻴﻢ ﺍﳉﺎﻣﻌﻲ ﻓﻲ ﺟﺎﻣﻌﺎﺕ ﺃﺭﺩﻧﻴﺔ ﻛﺜﻴﺮﺓ‪ ،‬ﻛﻤﺎ ﺧﺪﻡ‬ ‫ﻭﻫﻮ ﻏﺎﻟﺒﺎ ﹰ ﻣﺎ ﻳﻀﻊ ﺃﻣﺎﻣﻚ ﻋ ﹼﺪﺓ ﺣﻠﻮﻝ‪ ،‬ﻟﻜﻨﻪ ﻳﻨﺼﺤﻚ ﺑﺎﳊﻞﹼ‬
    ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺪﻭﻟﻲ ﺃﻳﻀﺎ ﹰ‪.‬‬ ‫ﻳﺴﻤﻰ ﺑ ﹺـ )ﺍﻷﺧﻄﺎﺀ‬
    ‫ﹼ‬ ‫ﺍﻷﻗﻮﻯ‪ ،‬ﻭﻛﺜﻴﺮﺍ ﹰ ﻣﺎ ﻛﺎﻥ ﻳﻘﻮﻝ ﻟﻲ‪ ،‬ﺑﺄﻥﱠ ﻣﺎ‬
    ‫ﺃ‪.‬ﺩ‪.‬ﻋﺰ ﺍﻟﺪﻳﻦ ﺍﳌﻨﺎﺻﺮﺓ‬ ‫ﺍﻟﺸﺎﺋﻌﺔ(‪ ،‬ﻟﻴﺴﺖ ﻛﻠﻬﺎ ﺃﺧﻄﺎﺀ‪ .‬ﻭﺃﺗﺬﻛﺮ ﺃﻧﻨﻲ ﻋﻨﺪﻣﺎ ﻛﻨﺖ‬
    ‫)ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍﺑﻬﺎ ‪ -‬ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ (‬ ‫ﺃﻛﺘﺐ ﻛﺘﺎﺑﻲ‪] :‬ﺇﺷﻜﺎﻻﺕ ﻗﺼﻴﺪﺓ ﺍﻟﻨﺜﺮ[‪ ،‬ﻭﺍﺟﻬﺘﻨﻲ ﻣﺸﻜﻠﺔ‬
    ‫ﺍﺩﹼﻋﺎﺀ )ﺃﺣﺪ ﺍﻟﻨﻘﺎﺩ( ﺑﺄﻥ )ﺍﻟﻨﺒﺮ(‪ ،‬ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﺗﻜﺰﺍ‬
    ‫ﻟﻘﺼﻴﺪﺓ ﺍﻟﻨﺜﺮ‪ ،‬ﺑﻞ ﻭﺟﺪﺕ ﻣﺮﺟﻌﺎ ﹰ ﻟﺒﺎﺣﺚ ﺁﺧﺮ‪ ،‬ﻳﻀﻊ )ﻋﻼﻣﺎﺕ‬
    ‫ﺍﻟﻨﺒﺮ( ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺑﻴﺎﺕ ﻣﻦ )ﺍﻟﺸﻌﺮ ﺍﻟﻌﻤﻮﺩﻱ(‪،‬‬
    ‫ﻭﺷﻜﻜﺖ ﻓﻲ ﺍﻷﻣﺮ‪ ,‬ﻭﻛﻢ ﻓﺮﺣﺖ ﻷﻥ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ ،‬ﻭﺍﻓﻘﻨﻲ‬
    ‫ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺸﻚ‪ ،‬ﺑﻞ ﺳﺎﻋﺪﻧﻲ ﻓﻲ ﻭﺿﻊ )ﺍﻟﻨﺒﺮ( ﺍﻟﺼﺤﻴﺢ‬
    ‫ﻋﻠﻰ ﻧﻔﺲ ﺍﻷﺑﻴﺎﺕ ﻋﻨﺪ ﻫﺬﺍ ﺍﻟﺒﺎﺣﺚ‪ .‬ﻭﻗﺎﻝ ﻟﻴﺲ ﺑﺄﻥ ﺍﻟﻘﺮﺍﺀﺓ‬
    ‫ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻟﻬﺬﺍ ﻓﻲ ﻣﺘﻨﻮﻋﺔ‪ ،‬ﻭﻻ ﳝﻜﻦ‬
    ‫ﺗﻘﻌﻴﺪﻫﺎ ﻓﻲ ﺍﻟﺸﻌﺮ‪ .‬ﻭﻛﻨﺖ ﻗﺪ ﻗﺮﺃﺕ ﳌﺴﺘﺸﺮﻕ ﻓﺮﻧﺴﻲ‬
    ‫)ﺳﺘﺎﻧﺴﻼﻑ ﻏﻮﻳﺎﺭ(‪ ،‬ﻇﻬﺮ ﻓﻲ ﺃﻭﺍﺋﻞ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪،‬‬
    ‫ﻳﻄﺎﻟﺐ ﺑﻘﺮﺍﺀﺓ ﺍﻟﺸﻌﺮ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﻓﻖ )ﺍﻟﻨﺒﺮ ﺍﻻﺭﺗﻜﺎﺯﻱ(‪ ،‬ﺑﺪﻻ ﹰ‬
    ‫ﻣﻦ ﺗﻔﻌﻴﻼﺕ ﺍﻟﻌﺮﻭﺽ ﺍﳌﻌﺮﻭﻓﺔ‪ .‬ﻭﺛﺒﺖ ﺃﻥ ﻧﻈﺮﻳﺘﻪ ﻻ ﺗﺼﻠﺢ‬
    ‫ﻟﻠﺸﻌﺮ ﺍﻟﻌﺮﺑﻲ‪.‬‬
    ‫ﺛﺎﻧﻴﺎ ﹰ‪ :‬ﺭﻏﻢ ﺃﻧﻨﻲ ﻛﻨﺖ ﻗﺪ ﺗﻌﻠﱠﻤﺖ )ﻧﻈﺎﻡ ﺍﳌﻬﺎﺭﺍﺕ( ﻓﻲ ﺍﻟﻠﻐﺔ‬

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    ‫دور اﻟﺘﺨﻄﻴﻂ اﻟﻠﻐﻮي ﻓﻲ ﺗﺤﻘﻴﻖ اﻷﻣﻦ اﻟﻠﻐﻮي‬
    ‫ﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﻭﺍﳌﻬﻨﻲ‪ ،‬ﻭﺍﻟﻮﻇﻴﻔﻲ‪.‬‬
    ‫‪.6‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﳒﺪ ﺃﻥ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ ﺍﳊﺪﻳﺚ‬
    ‫ﺳﺎﺑﻖ ﻋﻠﻰ ﺍﻟﻨﻤﻮ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺃﻥ ﺍﻟﻨﻤﻮ ﺍﻻﻗﺘﺼﺎﺩﻱ‪ ،‬ﻭﺍﻟﻨﻤﻮ‬ ‫ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﻲ ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬
    ‫ﺍﻟﻠﻐﻮﻱ ﻋﻤﻠﻴﺘﺎﻥ ﻣﺘﺘﺎﻟﻴﺘﺎﻥ‪.‬‬ ‫ﺗﻮﺍﺟﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
    ‫‪.7‬ﺗﻌﺪ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ ﻣﺘﻘﺪﻣﺔ ﻟﻐﻮﻳﺎﹰ‪ ،‬ﻭﺗﻌﺪ‬ ‫‪ .1‬ﺗﻨﺎﻓﺲ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪ :‬ﺑﻌﺪ ﻋﺼﺮ ﺍﻟﻌﻮﳌﺔ ﺃﺻﺒﺤﺖ‬
    ‫ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ ﻧﺎﻣﻴﺔ ﻟﻐﻮﻳﺎ ﹰ‪.‬‬ ‫ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﻠﻐﺔ ﺍﻷﻭﻟﻰ ﺍﻟﺘﻲ ﺗﻨﺎﻓﺲ ﺍﻟﻌﺮﺑﻴﺔ ﺣﺘﻰ‬
    ‫‪.8‬ﺇﺫﺍ ﺃﺭﺍﺩﺕ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ ﺃﻥ ﲢﻞ ﻣﺸﻜﻼﺗﻬﺎ ﺍﻟﻠﻐﻮﻳﺔ‪،‬‬ ‫ﺑﲔ ﻣﺴﺘﺨﺪﻣﻴﻬﺎ ﻭﺃﻫﻠﻬﺎ‪ ،‬ﺣﻴﺚ ﻳﻘﻮﻝ ﺭﻭﺑﺮﺕ ﻛﻮﺑﺮ ﺃﻥ‬
    ‫ﻓﻌﻠﻴﻬﺎ ﺃﻥ ﲢﺬﻭ ﺍﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻓﻲ ﲡﺎﺭﺑﻬﺎ‪.‬‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺷﺠﺮﺓ ﻋﻤﻼﻗﺔ ﺿﺨﻤﺔ ﺗﺨﻨﻖ ﻛﻞ ﺍﻟﺸﺠﻴﺮﺍﺕ‬
    ‫‪ .9‬ﺍﻟﻨﻈﺮﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﺣﻴﺚ ﺗﺒﲔ‬ ‫ﺍﻟﺼﻐﻴﺮﺓ ﺍﻟﺘﻲ ﺗﻨﻤﻮ ﺑﺠﺎﻧﺒﻬﺎ‪.‬‬
    ‫ﻣﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ .2‬ﻇﻬﻮﺭ ﻟﻬﺠﺎﺕ ﻣﺤﻠﻴﺔ ﻣﺤﻜﻴﺔ ﺗﺴﺘﻌﻤﻞ ﻟﻠﺘﺪﺍﻭﻝ‬
    ‫ﺃ‪-‬ﺃﻥ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳌﺎﺩﻱ )‪Instrumental Attach-‬‬ ‫ﺍﻟﻴﻮﻣﻲ‪.‬‬
    ‫‪ (ment‬ﺑﺎﻟﻠﻐﺔ ﻳﻘﻮﻱ ﺍﻻﺭﺗﺒﺎﻁ ﺍﳌﻌﻨﻮﻱ ﻭﻳﻘﻮﺩ ﺇﻟﻰ‬ ‫‪ .3‬ﻇﻬﻮﺭ ﻟﻬﺠﺎﺕ ﻫﺠﲔ ﻛﺘﻠﻚ ﺍﻟﺘﻲ ﻇﻬﺮﺕ ﻓﻲ ﺍﳋﻠﻴﺞ‬
    ‫ﺍﻟﺘﻌﻠﻖ ﺍﻟﻌﺎﻃﻔﻲ ﺑﻬﺎ ﻭﺍﻟﻮﻻﺀ ﻟﻬﺎ )‪Sentimental‬‬ ‫ﺍﻟﻌﺮﺑﻲ ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﺍﳋﺎﺩﻣﺎﺕ ﻭﺍﳋﺪﻡ‪ ،‬ﻛﻠﻐﺔ »ﻃﺎﺵ ﻣﺎ‬
    ‫‪.(Attachment‬‬ ‫ﻃﺎﺵ« ﻭﻫﺬﻩ ﺍﻟﻠﻬﺠﺎﺕ ﺧﻠﻄﺔ ﻣﻦ ﺍﻟﻌﺎﻣﻴﺎﺕ ﻭﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﺏ‪-‬ﺗﻌﺪ ﺍﻟﻠﻐﺔ ﻣﺼﺪﺭﺍ ﹰ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺜﺮﻭﺓ ﻭﺍﻟﺪﺧﻞ ﺍﻟﻘﻮﻣﻲ‬ ‫ﻭﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
    ‫ﺍﳌﺎﺩﻱ‪.‬‬ ‫‪ .4‬ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺴﻠﺒﻴﺔ ﻧﺤﻮ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ‬
    ‫ﺝ‪-‬ﺃﻥ ﺗﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﲢﻠﻴﻞ ﺍﻟﻜﻠﻔﺔ ﻭﺍﻟﻔﺎﺋﺪﺓ )‪Cost-‬‬ ‫ﻓﻲ ﺍﻟﺘﺨﺎﻃﺐ ﺍﻟﻴﻮﻣﻲ ﻭﻓﻲ ﻣﺨﺘﻠﻒ ﺍﺠﻤﻟﺎﻻﺕ ﺍﺨﻤﻟﺘﻠﻔﺔ‪.‬‬
    ‫‪ (Benefit Analysis‬ﻋﻨﺪ ﺍﻟﺘﺨﻄﻴﻂ ﻟﺮﺳﻢ ﺍﻟﺴﻴﺎﺳﺔ‬ ‫‪ .5‬ﺍﻟﺘﺤﺪﻱ ﺍﻟﻌﻠﻤﻲ‪ :‬ﻳﺰﻋﻢ ﻛﺜﻴﺮ ﻣﻦ ﺍﳌﺘﻐﺮﺑﻨﻮﻥ ﺃﻥ‬
    ‫ﺍﻟﻠﻐﻮﻳﺔ ﻳﻌﻮﺩ ﺑﺎﻟﻔﺎﺋﺪﺓ ﻭﺍﻟﻨﻔﻊ ﺍﻟﻜﺜﻴﺮ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻴﺔ ﻻ ﺗﺼﻠﺢ ﺃﻥ ﺗﻜﻮﻥ ﻟﻐﺔ ﺍﻟﻌﻠﻢ‬
    ‫ﺑﺎﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻓﻲ ﻋﺼﺮ ﺍﻟﺘﻔﺠﺮ ﺍﳌﻌﺮﻓﻲ ﻭﻋﺼﺮ ﺍﻻﻧﺘﺮﻧﺖ‬
    ‫ﺍﻟﻘﺮﻳﺔ ﺍﻟﻜﻮﻧﻴﺔ‪.‬‬
    ‫‪ .6‬ﺍﻧﺼﺮﺍﻑ ﺟﻴﻞ ﺍﻟﺸﺒﺎﺏ ﺇﻟﻰ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻬﺠﲔ‬
    ‫ﻭﺍﻟﻠﻬﺠﺎﺕ ﺍﶈﻠﻴﺔ ﻭﻋﺪﻡ ﺗﻔﻀﻴﻠﻬﻢ ﻟﻠﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ‪.‬‬
    ‫‪ .7‬ﻋﺴﺮ ﻣﻨﺎﻫﺞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺍﳌﺪﺍﺭﺱ ﻣﻦ ﺣﻴﺚ‬
    ‫ﻋﺪﻡ ﻣﻼﺋﻤﺘﻬﺎ ﻷﺫﻭﺍﻕ ﺍﻟﻨﺸﺊ ﻭﺍﻟﻄﻠﺒﺔ ﻭﺻﻌﻮﺑﺔ ﺍﻟﻨﺤﻮ‪.‬‬

    ‫ﺍﳌﻌﻄﻴﺎﺕ ﻭﺍﳌﺴﻠﻤﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﻠﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‪:‬‬


    ‫‪.1‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﺘﻔﻮﻕ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻳﺘﻤﺘﻌﻮﻥ‬
    ‫ﲟﻬﺎﺭﺍﺕ ﻟﻐﻮﻳﺔ ﻋﻠﻰ ﺍﻷﻓﺮﺍﺩ ﺍﻟﺬﻳﻦ ﻻ ﻳﺘﻤﺘﻌﻮﻥ ﺑﻬﺎ‪،‬‬
    ‫ﻭﻛﺬﻟﻚ ﺍﻷﻓﺮﺍﺩ ﺍﶈﺮﻭﻣﻮﻥ ﺃﻭ ﺍﳌﻌﻮﻗﻮﻥ ﻓﻲ ﻣﺠﺎﻝ ﺍﻟﻠﻐﺔ ﻻ‬
    ‫ﻳﺘﻘﺪﻣﻮﻥ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ‪.‬‬
    ‫‪.2‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺗﺴﺎﻋﺪ ﻣﻌﺮﻓﺔ ﺍﻟﻔﺮﺩ ﻟﻠﻐﺔ ﺫﺍﺕ‬
    ‫ﺍﻧﺘﺸﺎﺭ ﻭﺍﺳﻊ )ﻛﺎﻹﳒﻠﻴﺰﻳﺔ ﻭﺍﻟﻔﺮﻧﺴﻴﺔ( ﻋﻠﻰ ﲢﺴﲔ‬
    ‫ﻣﺴﺘﻮﻯ ﺍﻟﺪﺧﻞ ﻛﻤﺎ ﹰ ﻭﻧﻮﻋﺎ ﹰ‪.‬‬
    ‫‪.3‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺇﺫﺍ ﺃﺭﺍﺩ ﺍﻷﻓﺮﺍﺩ ﺃﻥ ﻳﺘﻜﻴﻔﻮﺍ ﻣﻊ‬
    ‫ﺷﻜﻞ )‪(1‬‬ ‫ﺍﻟﺘﻐﻴﺮﺍﺕ ﻓﻲ ﺍﻟﻨﻤﻮ ﺍﳌﻬﻨﻲ ﻭﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﻓﺈﻥ ﻋﻠﻴﻬﻢ ﺃﻥ‬
    ‫ﲢﻠﻴﻞ ﺗﻜﻠﻔﺔ – ﺭﺑﺢ ﻻﺗﺨﺎﺫ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺗﻮﺍﺻﻞ ﻋﺎﳌﻲ‬ ‫ﻳﻜﻮﻧﻮﺍ ﻋﻠﻰ ﺍﻃﻼﻉ ﻭﻭﻋﻲ ﺑﺎﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﻣﻌﺮﻓﺔ‬
    ‫ﺑﺎﻟﻠﻬﺠﺎﺕ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﺘﺨﺼﺼﻴﺔ‪.‬‬
    ‫‪.4‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﺗﺘﻄﻠﺐ ﺍﻟﺘﺠﺎﺭﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻣﻌﺮﻓﺔ‬
    ‫ﻟﻐﺎﺕ ﺫﺍﺕ ﺍﻧﺘﺸﺎﺭ ﻭﺍﺳﻊ‪.‬‬
    ‫‪.5‬ﻓﻲ ﺍﻟﺪﻭﻝ ﺍﻟﻨﺎﻣﻴﺔ‪ ،‬ﻳﺆﺩﻱ ﺍﻟﺘﺠﺎﻧﺲ ﺍﻟﻠﻐﻮﻱ ﺇﻟﻰ ﺍﻟﺘﺠﺎﻧﺲ‬

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    ‫ﺗﻌﺎﻧﻲ ﻣﻨﻬﺎ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻡ ﻫﻲ ﺃﺯﻣﺔ ﻓﻲ ﻧﻔﻮﺱ ﺃﻫﻠﻬﺎ ﻻ ﺑﻬﺎ‪،‬‬
    ‫ﻓﺈﺫﺍ ﻭﺍﺟﻬﻨﺎ ﺍﻟﺘﺤﺪﻳﺎﺕ ﺍﻵﻧﻔﺔ ﺍﻟﺬﻛﺮ ﺑﺘﺨﻄﻴﻂ ﻟﻐﻮﻱ ﺭﺻﲔ‬
    ‫ﺑﲔ ﺍﻷﻫﺪﺍﻑ ﻭﺍﻟﻮﺳﺎﺋﻞ ﻭﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﺧﻄﺔ ﻟﻐﻮﻳﺔ‬ ‫ﻭﺍﺿﺢ ﹼ‬
    ‫ﻗﺎﺑﻠﺔ ﻟﻠﺘﻄﺒﻴﻖ ﻧﻜﻮﻥ ﻗﺪ ﳒﺤﻨﺎ ﻓﻲ ﺣﻞ ﺍﻷﻣﺔ ﺍﳌﺰﻋﻮﻣﺔ ﻷﻥ‬
    ‫ﺍﳊﺮﻭﺏ ﺍﻟﻘﺎﺩﻣﺔ ﻫﻲ ﺣﺮﻭﺏ ﻟﻐﻮﻳﺔ ﻻ ﻋﺴﻜﺮﻳﺔ‪.‬‬
    ‫ﺇﻥ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﻐﺔ ﻫﻮ ﺍﻟﺘﺨﻄﻴﻂ ﻟﻠﺠﻤﻴﻊ ﻭﺇﺫﺍ ﺃﺭﺩﺕ‬
    ‫ﺗﺨﻄﻴﻄﺎ ﹰ ﻟﻐﻮﻳﺎ ﹰ ﻧﺎﺟﺤﺎ ﹰ ﻓﻌﻠﻴﻚ ﺑﺎﻟﺘﺨﻄﻴﻂ ﻟﻜﻞ ﺍﺠﻤﻟﺘﻤﻊ‪ ،‬ﻭﺃﻥ‬
    ‫ﺩﻭﺭ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻓﻲ ﺧﺪﻣﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﻘﻮﻡ ﻋﻠﻰ ﺧﻄﺔ‬
    ‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻟﻐﻮﻳﺔ ﺗﺄﺗﻲ ﻣﻦ ﻭﺿﻮﺡ ﺍﻟﺮﺅﻳﺔ ﻭﺍﻟﺮﺳﺎﻟﺔ ﲟﺎ‬
    ‫ﻳﺘﻌﻠﻖ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﺮﻳﺐ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺭﺃﺱ ﻫﺮﻡ ﺍﻟﺪﻭﻟﺔ‬
    ‫ﻭﺍﻧﺘﻬﺎﺀ ﺑﺎﻟﻔﺮﺩ ﻭﺍﺠﻤﻟﻤﻮﻋﺎﺕ‪ ،‬ﺗﺮﺳﻤﻬﺎ ﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﻳﺸﺮﻉ ﻟﻬﺎ‬
    ‫ﻣﺠﻠﺲ ﺍﻷﻣﺔ‪ ،‬ﻭﺗﺴﺘﺠﻴﺐ ﻟﻬﺎ ﺍﻟﺸﻌﻮﺏ ﻣﺘﻤﺜﻠﺔ ﺑﺎﻟﺸﻜﻞ‬
    ‫ﺍﻵﺗﻲ‪:‬‬
    ‫ﺷﻜﻞ )‪(2‬‬
    ‫ﻣﺮﺍﺣﻞ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ‬
    ‫ﺍﳋﻼﺻﺔ‪:‬‬
    ‫ﺇﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻭﺟﻮﺩ ﻭﺭﻣﺰ ﻫﻮﻳﺔ ﻭﻋﺎﻣﻞ ﺗﻮﺣﻴﺪ ﻭﻟﻐﺔ ﺗﺨﺎﻃﺐ‬
    ‫ﻋﺎﳌﻲ ﻭﺃﻥ ﻗﻮﺓ ﺷﺨﺼﻴﺔ ﺍﻟﻔﺮﺩ ﻣﻦ ﻗﻮﺓ ﻟﻐﺘﻪ ﻭﺃﻥ ﻛﺜﻴﺮ ﻣﻦ‬
    ‫ﺍﻟﺸﺒﺎﺏ ﻟﻴﺴﺖ ﻓﻲ ﺃﺫﻫﺎﻧﻬﻢ ﺻﻴﻎ ﻟﻐﻮﻳﺔ ﺍﺻﻄﻼﺣﻴﺔ ﺛﺎﺑﺘﺔ‬
    ‫ﺗﺘﻨﺎﻭﻝ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻬﻮﻳﺔ‪ .‬ﺇﻥ ﻗﻮﺓ ﺍﻟﻠﻐﺔ ﻭﲤﻜﻦ ﺃﻫﻠﻬﺎ ﺗﺰﻳﺪ ﻓﻲ‬
    ‫ﻓﻬﻢ ﺍﳌﺘﻠﻘﻲ ﻭﲢﺮﻳﻜﻪ‪ ،‬ﻓﺈﺫﺍ ﻓﻬﻢ ﺍﳌﺘﻠﻘﻲ ﻣﺎ ﻳﻘﺮﺃ ﻭﲤﻜﻦ ﻣﻦ‬
    ‫ﺍﻟﺘﻌﺒﻴﺮ ﺑﻠﻐﺔ ﻗﻮﻳﺔ ﺟﺰﻟﺔ ﲡﻌﻞ ﻟﻪ ﺣﺮﺍﻛﺎ ﹰ ﺛﻘﺎﻓﻴﺎ ﹰ ﻭﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ‬
    ‫ﻭﺍﺟﺘﻤﺎﻋﻴﺎ ﹰ ﻭﺳﻴﺎﺳﻴﺎ ﹰ ﻻ ﻧﻈﻴﺮ ﻟﻪ‪ .‬ﻭﺇﻧﻲ ﻷﻋﺮﻑ ﺷﺨﺼﻴﺘﲔ‪،‬‬
    ‫ﺍﻷﻭﻟﻰ ﺩﻭﻟﺔ ﺍﻷﺳﺘﺎﺫ ﻋﺒﺪ ﺍﻟﺮﺅﻭﻑ ﺍﻟﺮﻭﺍﺑﺪﻩ ﻭﺍﻟﺜﺎﻧﻴﺔ ﻣﻌﺎﻟﻲ‬
    ‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺧﺎﻟﺪ ﺍﻟﻜﺮﻛﻲ ﺣﻴﺚ ﲤﻜﻨﺎ ﻣﻦ ﻳﻜﻮﻧﺎ ﻗﺎﺩﺓ‬
    ‫ﺑﺴﺒﺐ ﻗﻮﺗﻬﻢ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻓﺼﺎﺣﺘﻬﻢ ﻭﺑﻼﻏﺘﻬﻢ ﺑﺎﻹﺿﺎﻓﺔ‬
    ‫ﺇﻟﻰ ﺃﺳﺒﺎﺏ ﺃﺧﺮﻯ‪ .‬ﻓﻤﺎ ﺣﺼﻞ ﻟﻬﻤﺎ ﻣﻦ ﺗﻘﺪﻡ ﻳﻌﺰﻯ ﺇﻟﻰ‬
    ‫ﺟﺎﻧﺐ ﻟﻐﻮﻱ ﻫﺎﻡ ﺣﻴﺚ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﲡﺮﻱ ﻣﺠﺮﻯ ﺍﳌﺎﺀ ﻋﻠﻰ‬
    ‫ﻟﺴﺎﻧﻴﻬﻤﺎ‪ .‬ﻭﺃﻥ ﻣﺎ ﻳﻘﺎﺱ ﻋﻠﻰ ﺍﻷﺷﺨﺎﺹ ﻳﻘﺎﺱ ﻋﻠﻰ ﺍﻟﺪﻭﻝ‪،‬‬
    ‫ﻓﺎﻟﺪﻭﻝ ﺍﳌﺘﻘﺪﻣﺔ ﻟﻐﻮﻳﺎ ﹰ ﻣﺘﻘﺪﻣﺔ ﺍﻗﺘﺼﺎﺩﻳﺎ ﹰ ﻭﻋﻠﻤﻴﺎ ﹰ ﻭﺛﻘﺎﻓﻴﺎ ﹰ‬
    ‫ﻭﺳﻴﺎﺳﻴﺎ ﹰ‪ .‬ﻭﻳﺠﺐ ﺃﻥ ﻧﻄﻮﺭ ﺣﺴﺎ ﹰ ﻟﻐﻮﻳﺎ ﹰ ﻻ ﻳﻘﻞ ﻋﻦ ﺣﺲ‬
    ‫ﻓﺈﺫﺍ ﺃﺣﻜﻤﺖ ﻫﺬﻩ ﺍﳋﻄﺔ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺔ ﻭﺗﺴﻠﹼﺤﺖ ﺑﺎﻹﺩﺍﺭﺓ‬ ‫ﺍﻷﻋﺮﺍﺑﻲ ﺍﻟﺬﻱ ﻛﺴﺮﺕ ﺭﺟﻠﻪ ﻭﻗﺎﻝ ﺃﻣﺎﻡ ﻣﻦ ﺃﳊﻦ ﻭﻫﻮ ﻳﺘﺤﺪﺙ‪،‬‬
    ‫ﺍﻟﺮﺷﻴﺪﺓ ﻭﺍﻹﳌﺎﻡ ﺑﻌﻠﻢ ﺍﻟﺘﺴﻮﻳﻖ ﻭﺁﻟﻴﺔ ﺻﻨﻊ ﺍﻟﻘﺮﺍﺭﺍﺕ‬ ‫»ﻟﻜﺴﺮ ﺭﺟﻠﻲ ﺃﻫﻮﻥ ﻋﻠﻲ ﻣﻦ ﻛﺴﺮ ﻫﺎﺀ ﺭﺳﻮﻝ ﺍﷲ«‪.‬‬
    ‫ﻭﺭﺍﻓﻘﺘﻬﺎ ﺇﺩﺍﺭﺓ ﺍﻟﺴﻴﺎﺳﻴﲔ‪ ،‬ﻓﺈﻥ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﻬﻀﻮﻱ ﺳﻮﻑ‬ ‫ﻓﻴﺠﺐ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﻌﻈﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻲ ﺍﻟﻨﻔﻮﺱ ﻭﺗﻘﺪﻡ ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﻳﻜﺘﺐ ﻟﻪ ﺍﻟﻨﺠﺎﺡ‪ ،‬ﻛﻤﺎ ﳒﺤﺖ ﲡﺎﺭﺏ ﺍﻟﺘﺨﻄﻴﻂ ﺍﻟﻠﻐﻮﻱ ﻓﻲ‬ ‫ﻭﻋﻠﻮﻣﻬﺎ ﺑﻄﺮﻳﻘﺔ ﻳﺴﺮﻩ ﻭﺳﻬﻠﺔ ﻭﺑﻠﻐﺔ ﻭﺍﺿﺤﺔ ﺣﺪﻳﺜﺔ‬
    ‫ﺍﻟﺒﻼﺩ ﺍﺨﻤﻟﺘﻠﻔﺔ‪.‬‬ ‫ﻣﻌﺎﺻﺮﺓ ﻗﺮﻳﺒﺔ ﺇﻟﻰ ﻗﻠﻮﺏ ﻃﻠﺒﺘﻨﺎ‪ ،‬ﻟﺘﺄﺧﺬ ﻣﻦ ﻗﻠﻮﺑﻬﻢ ﻣﻜﺎﻧﺎ ﹰ‬
    ‫ﻭﻣﻦ ﻓﻜﺮﻫﻢ ﺣﻴﺰﺍﹰ‪ ،‬ﻭﺃﻥ ﻣﻦ ﻣﻠﻚ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻠﻚ ﺧﻴﺮﺍ ﹰ ﻛﺜﻴﺮﺍﹰ‪،‬‬
    ‫ﺃ‪.‬ﺩ‪.‬ﻓﻮﺍﺯ ﻋﺒﺪ ﺍﳊﻖ ﺍﻟﺰﺑﻮﻥ‬ ‫ﻭﻛﻢ ﻣﻦ ﻗﺎﺭﺉ ﻟﻠﻘﺮﺁﻥ ﻭﺍﻟﻘﺮﺁﻥ ﻳﻠﻌﻨﻪ‪ ،‬ﺣﻴﺚ ﺃﻧﻪ ﻻ ﻳﻔﻬﻢ ﻣﺎ‬
    ‫)ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ‪ -‬ﺟﺎﻣﻌﺔ ﺍﻝ ﺍﻟﺒﻴﺖ (‬ ‫ﻳﻘﺮﺃ ﻭﻻ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻨﺺ ﺍﻟﻘﺮﺁﻧﻲ ﺣﻖ ﺍﻟﺘﻔﺎﻋﻞ ﻭﺍﻟﺘﺪﺑﺮ‪.‬‬
    ‫ﺃﻥ ﺇﺩﺭﺍﻛﻨﺎ ﺃﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺼﺪﺭ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﻟﺪﺧﻞ ﺍﻟﻔﺮﺩﻱ‬
    ‫ﻭﺍﻟﻘﻮﻣﻲ ﻻ ﻣﺸﻜﻞ ﻣﻦ ﻣﺸﻜﻼﺗﻨﺎ ﻳﺠﻌﻞ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﺒﻮﺃ‬
    ‫ﻣﻜﺎﻧﺔ ﻣﺮﻣﻮﻗﺔ ﻓﻲ ﺍﻟﻨﻔﻮﺱ ﻭﻣﺎ ﺑﲔ ﺍﻟﺪﻭﻝﹸ ‪ .‬ﺇﻥ ﺍﻷﺯﻣﺔ ﺍﻟﺘﻲ‬

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    ‫اﻟﺮاﺋﺪ ﻓﻲ ﻣﺠﺎل اﻟﻜﺘﺎﺑﺔ اﻟﺼﻮﺗﻴﺔ‬
    ‫)ﺷﻬﺎدة (‬

    ‫ﻭﻣﺎ ﻣﻦ ﻭﻛﺪﻱ ﻓﻲ ﻫﺬﻩ ﺍﻟﺘﻈﺎﻫﺮﺓ ﺃﻥ ﺃﻋﻄﻒ ﺑﺎﻟﻜﻼﻡ ﺇﻟﻰ‬ ‫ﺍﻟﺘﻜﺮﳝﻲ‪،‬‬


    ‫ﹼ‬ ‫ﺍﻟﻔﺎﺿﻞ ﻣﻌﺎﻟﻲ ﺭﺋﻴﺲ ﺍﳉﺎﻣﻌﺔ ﺭﺍﻋﻲ ﻫﺬﺍ ﺍﳊﻔﻞ‬
    ‫ﺍﻷﻛﺎﺩﳝﻲ‪ ،‬ﺗﻘﻮﳝﺎ ﺃﻭ ﺗﻘﻴﻴﻤﺎ ﻟﻸﻋﻤﺎﻝ ﺍﳉﻠﻴﻠﺔ‬ ‫ﺃﺟﻮﺍﺀ ﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﺴﺎﺩﺓ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻷﺟﻼﺀ‪،‬‬
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    ‫ﻭﺍﳌﺘﻨﻮﻋﺔ ﺍﻟﺘﻲ ﻗﺎﻡ ﺑﻬﺎ ﻭﻻﻳﺰﺍﻝ ﺍﻟﺪﻛﺘﻮﺭ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﻭﻗﺼﺎﺭﺍﻱ‬ ‫ﹼ‬ ‫ﺃﻳﹼﻬﺎ ﺍﳊﻔﻞ ﺍﻟﻜﺮﱘ‪،‬‬
    ‫ﻓﻲ ﺫﺍ ﺍﳌﻘﺎﻡ ﺃﻥ ﺃﹸﻋﻄﻲ ﺷﻬﺎﺩﺓ ﺃﻭ ﺇﻓﺎﺩﺓ ﻻ ﻣﻄﻌﻮﻧﺘﲔ ﻭﻻ‬ ‫ﺃﺳﻌﺪ ﺍﷲ ﺃﻭﻗﺎﺗﻜﻢ ﻭﺳ ﹼﺪﺩ ﻋﻠﻰ ﹸﺧﻄﺎ ﺍﳊﻖ ﹼ ﺧﻄﺎﻛﻢ‪،‬‬
    ‫ﻣﺠﺮﻭﺣﺘﲔ‪ ،‬ﻓﻘﺪ ﻋﺮﻓﺖ ﺍﻟﺪﻛﺘﻮﺭ ) ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﻣﻌﺮﻓﺔ ﺭﹸﺅﻳﺎﻭﻳ ﹼ ﹰﺔ‬ ‫ﺍﺳﻤﺤﻮ ﻟﻲ ﺃﻥ ﺃﺑﺎﺩﺭ ﺑﺎﻟﺘﻬﻨﺌﺔ‪ ،‬ﻭﺗﻘﺪﱘ ﺍﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﻟﺬﻭﻱ‬
    ‫ﻻ ﺭﹸﺅﻳﻮﻳﹼﺔ‪ ،‬ﻭ ﹺﺧﻠﺴ ﹰﺔ ﺃﺑﺼﺮﺕ ﻋﻴﻨﺎﻱ ﺍﻟﺮﺟﻞﹶ ﻗﺒﻞ ﻋﺎﻣﲔ ﲟﺠﻤﻊ‬ ‫ﺍﻷﻓﻀﺎﻝ ﻫﺆﻻ ﹺﺀ ﺑﺠﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ ـ ﺣﺮ ﹶ ﹶﺳﻬﺎ ﺍﷲ ـ ﻛﻞﱟ ﻓﻲ‬
    ‫ﺍﻷﺭﺩﻧﻲ ﻟﻜ ﹼﻦ ﹺﺻﻠ ﹶﺔ ﺭ ﹶ ﹺﺣﻤﻲ ﺍﻟﻌﻠﻤﻴﺔ ﺑﻪ ﺗﺮﺟﻊ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﻠﻐﺔ‬ ‫ﻣﻮﻗﻌﻪ ﻋﻠﻰ ﻋﻘﺪ ﻫﺬﻩ ﺍﻟﺘﻈﺎﻫﺮﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﳌﺒﻬﺠﺔ ﻭﺍﻟﺮﺍﺋﺪﺓ‬
    ‫ﹼ‬ ‫ﹼ‬
    ‫ﺇﻟﻰ ﺍﻟﻨﹼﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻣﻦ ﻋﻘﺪ ﺍﻟﺴﺒﻌﻴﻨﺎﺕ ﻣﻦ ﺍﻟﻘﺮﻥ ﺍﻟﻔﺎﺋﺖ‪.‬‬ ‫ﺑﻠﺴﺎﻧﻲ ﺿﻠﻴﻊ‪ ،‬ﻭﺗﺮﺑﻮ ﹼﻱ ﻣﺘﻤﺮﺱ‪،‬‬ ‫ﹼ‬ ‫ﻓﻴﺤﺘﻔﻰ ﻓﻴﻬﺎ‬ ‫ﺍﳌﻴﻤﻮﻧﺔ‪ ،‬ﹸ‬
    ‫ﺍﻟﺴﻌﻴﺪﺓﹸ‬ ‫ﺍﳊﻈﻮﻅ ﹼ‬ ‫ﺑﻲ‬ ‫ﺍﳉﺎﻣﻌﻲ‪ ،‬ﻭﺧﺒﻴ ﹴﺮ ﺣﺼﻴﻒ‬ ‫ﻭﺭﹸﻛﻦ ﻣﺸ ﹶﺘ ﹺﻬﺮ ﻣﻦ ﺃﺭﻛﺎﻥ ﺍﻟﺘﺪﺭﻳﺲ‬
    ‫ﹸ‬ ‫ﻳﺎﻓﻌﺎ ﻗﺪ ﻃﻮﱠ ﹶﺣﺖ ﹶ‬ ‫ﹰ‬ ‫ﻭﻗﺪ ﻛﻨﺖ ﻓ ﹰﺘﻰ‬ ‫ﹼ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺑﺠﺎﻣﻌﺔ ﺍﻟﻜﻮﻳﺖ‪ ،‬ﺃﻋﻠﻰ ﻭﺃﻃﺎﻝ‬ ‫ﻷﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ‬ ‫ﻓﻲ ﺍﻹﺷﺮﺍﻑ ﻭﺍﻟﺘﺤﻜﻴﻢ ﻟﻸﻃﺎﺭﻳﺢ ﻭﺍﻟﺮﺳﺎﺋﻞ ﻭﺍﻷﺑﺤﺎﺙ‪ .‬ﺇﻧﻪ‬
    ‫ﹼ‬
    ‫ﺍﻟﻌﺮﺑﻲ‬ ‫ﺍﻟﻠﻐﻮﻱ‬
    ‫ﱡ‬ ‫ﺍﷲ ﻓﻲ ﺻﺮﻭﺣﻬﺎ‪ .‬ﻭﻭﻗﺘﺬﺍﻙ ﻛﺎﻥ ﺍﻟﺪﺭﺱ‬ ‫ﺟﻨﺎﺏ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻋﻄﻴﻪ( ﺃﻃﺎﻝ ﺍﷲ ﻓﻲ‬
    ‫ﱡ‬
    ‫ﻭﺑﺨﺎﺻ ﹴﺔ ﻓﻲ ﺍﳌﺸﺮﻕ_ ﻓﻲ ﻣﻨﺎﺥ ﺣﺎﺋﺮ ﺑﲔ ﺍﻟﺘﻘﻠﻴﺪ‬ ‫ﹼ‬ ‫_‬ ‫ﺍﻟﻨﺎﺱ ﺃﻫﻞﹲ ﻷﻥ‬
    ‫ﹺ‬ ‫ﻭﻣﺜ ﹸﻠ ﹸﻪ ﻓﻲ‬
    ‫ﺍﻟﺼﺤﺔ ﻭﺍﻟﻌﺎﻓﻴﺔ‪ ،‬ﹺ‬ ‫ﹼ‬ ‫ﻋﹸ ﹸﻤ ﹺﺮﻩ ﻣﻊ ﺑﻘﺎ ﹺﺀ‬
    ‫ﻭﺍﻟﺘﺠﺪﻳﺪ‪ ،‬ﺍﻧﺘﺼﺎﺭﹰﺍ ﻷﺣﺪﻫﻤﺎ ﻋﻠﻰ ﺍﻵﺧﺮ ﻭﻟﻴﺲ ﺑﺎﳌﺰﺍﻭﺟﺔ‬ ‫ﻳﺆﻛﺮﻣﺎ ‪.‬‬
    ‫ﺑﻴﻨﻬﻤﺎ‪ .‬ﻓﺄﺫﻛﺮ ﺃﻥ ﺩﺭﻭﺱ ﺍﻟﻨﺤﻮ ﺍﻟﺘﻲ ﻛﻨﺎ ﻧﺤﻀﺮﻫﺎ ﻛﺎﻧﺖ‬ ‫ﻟﻨﺒﻮﻍ ﺍﻷﺭﺩﻧﻲﱢ ﻓﻲ ﺷﺨﺼﻪ‪ ،‬ﺫﺍﻙ ﺍﻟﺘﻜﺮﱘ‬ ‫ﹺ‬ ‫ﻓﺄﻭﹼﻻ ﹰ ﻫﻮ ﺗﻜﺮﱘ‬
    ‫ﺍﻟﺴﻴﺒﻮﻳﻬﻲ‪ ،‬ﻭﻋﻠﻴﻨﺎ ﻧﺤﻦ‬ ‫ﻣﺘﺨﻤ ﹰﺔ ﺃﺩﳉ ﹰﺔ ﺑﺈﻃﺎﺭ ﺍﻟﻔﻜﺮ‬ ‫ﻭﺛﺎﻧﻴﺎ ﻫﻮ ﺍﻋﺘﺮﺍﻑ ﺑﻌﻄﺎﺋﻪ ﺍﳌﺘﺠﺪﱢﺩ‬ ‫ﹰ‬ ‫ﺍﻟﺬﻱ ﻣﺎ ﻳﺰﺍﻝ ﻣﻨﻘﻮﺻﺎ‪.‬‬
    ‫ﹼ‬
    ‫ﺍﻟﺘﻼﻣﺬﺓﹶ ﻭﺍﳌﺘﻄﻠﻌﲔ ﺇﻟﻰ ﺍﻟﻌﻼﻣﺔ ﺭﻗﻢ )ﻭﺍﺣﺪ( ﻭﻣﺎ ﻳﻌﻘﹸ ﺒﻬﺎ‬ ‫ﳌﺎ ﻳﺰﻳﺪ ﻋﻠﻰ ﺑﻀﻌﺔ ﻋﻘﻮﺩ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﻓﻲ ﺫﻟﻚ ﻣﺜﺎﻝ ﺭﺍﺋﻊ‬
    ‫ﺍﻟﻄﻠﺒ ﹶﺔ ﺍﻷﺭﺍﺩﻧ ﹶﺔ‬‫ﻣﻦ ﻣﻜﺎﻓﺄﺓ ﻣﺎﺩﻳﹼﺔ‪ ،‬ﻛﺎﻧﺖ ﺣﺎﺟﺘﻨﺎ ﻟﻬﺎ ﻧﺤﻦ ﹼ‬ ‫ﻟﻴﻌﻤﺮﻫﺎ‪ .‬ﻭﺛﺎﻟﺜﹰﺎ ﻫﻮ‬
    ‫ﹸ‬ ‫ﻭﺍﳌﺮﺀ ﹸﺧ ﹺﻠﻖ‬
    ‫ﹸ‬ ‫ﻋﻠﻰ ﻓﻬﻢ ﺭﺳﺎﻟﺔ ﺍﳊﻴﺎﺓ‪،‬‬
    ‫ﺧﺼﻮﺻﺎ ﻛﺤﺎﺟﺔ ﺍﻷﺭﺽ ﺍﻟﻌﻄﺸﻰ ﺇﻟﻰ ﺍﳌﺎﺀ ‪ -‬ﺃﻗﻮﻝﹸ ﻛﺎﻥ‬ ‫ﹰ‬ ‫ﺍﺣﺘﺮﺍﻡ ﻟﻠﻌﻠﻢ ﻭﻟﻠﻤﻌﺮﻓﺔ ﻣﺨﺎﻓ ﹶﺔ ﺃﻥ ﻳﹸﻀﺎﺭﹼﺍ‪ ،‬ﻭﺃﻥ ﻳﻘﺎﻝ‬
    ‫ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﺘﻤﺮ ﹼ ﹶﻥ ﻋﻠﻰ ﺍﺳﺘﻨﺴﺎﺥ ﺃﺳﺎﺗﺬﺗﻨﺎ ﻓﻲ ﺃﻧﻔﺴﻨﺎ‪ ،‬ﻛﻤﺎ‬ ‫ﺍﻷﺩﺏ‪،‬‬
    ‫ﹸ‬ ‫ﻓﻴﻬﻤﺎ ﻣﺎ ﻗﻴﻞ ﻣﻦ ﺃ ﹼﻥ ﺃﻛﺴ ﹶﺪ ﺑﻀﺎﻋ ﹴﺔ ﻓﻲ ﺳﻮﻗﻬﺎ‬
    ‫ﻨﺴﺨﻮﺍ ﳑﹼﻦ ﻗﺒﻠﻬﻢ ﻭﻫﺒﻮﻃﹰ ﺎ ﺣﺘﻰ‬ ‫ﺑﺪﻭﺭﻫﻢ ﻫﻢ ﻗﺪ ﺍﺳ ﹸﺘ ﹺ‬ ‫ﻭﻫﻜﺬﺍ ﺩﻭﺍﻟﻴﻚ ﺭﺍﺑﻌﺎ ﻭﺧﺎﻣﺴﺎ‪...‬‬

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    ‫ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﻔﺴﻴﺮ ﹼﻱ‪ ،‬ﻻ‬
    ‫ﹼ‬ ‫ﺍﻹﻋﺠﺎﺏ ﲟﻨﻬﺠﻪ‬ ‫ﹸ‬ ‫ﻭﻣﻦ ﺍﻟﺸﻬﺎﺩﺓ‬ ‫ﺪﻳﺜﻲ‪ ،‬ﻭﻋﺒﺪ ﺍﻟﻌﺎﻝ‬ ‫ﺳﻴﺒﻮﻳﻪ‪ ،‬ﻛﺬﻟﻚ ﻛﺎﻧﺖ ﺩﺭﻭﺱ ﺧﺪﻳﺠﺔ ﺍﳊ ﹶ ﹼ‬
    ‫ﻳﻄﺎﻟﻌﻨﺎ ﺑﻜﻔﺎﻳ ﹴﺔ ﺗﻔﺴﻴﺮﻳ ﹼ ﹴﺔ‬
    ‫ﹸ‬ ‫ﺍﻟﻮﺻﻔﻲﱢ ﺍﻟﺘﻘﺮﻳﺮﻱﱢ‪ ،‬ﻭﺍﻟﺬﻱ ﻓﻴﻪ‬ ‫ﻓﺎﻟﻨﺤﻮ‬
    ‫ﹸ‬ ‫ﺦ ﺍﻷﺷﻴﺎﺥ ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﻫﺎﺭﻭﻥ‪،‬‬ ‫ﺳﺎﻟﻢ‪ ،‬ﻭﺣ ﹼﺘﻰ ﺷﻴ ﹺ‬
    ‫ﺍﻟﺘﺮﻛﻴﺒﻲ ﻓﻲ ﺑﻌﺾ ﺃﺑﻮﺍﺏ ﺍﻟﻨﺤﻮ‬ ‫ﹼ‬ ‫ﺑﺎﻫﺮ ﹴﺓ ﻓﻲ ﺷﺮﺡ ﺍﻟﻐﻤﻮﺽ‬ ‫ﺒﻖ ﺍﻷﻭﹼﻝﹸ ﻟﻶ ﹺﺧﺮ ﺷﻴ ﹰﺌﺎ ﺳﻮﻯ‬ ‫ﻧﻀ ﹶﺞ ﻭﺍﺣﺘﺮﻕ‪ ،‬ﻭﻟﻢ ﻳ ﹸ ﹺ‬ ‫ﻠﻢ ﻗﺪ ﹺ‬ ‫ﹺﻋ ﹲ‬
    ‫)ﻣﺮﻛﹼﺐ ﺍﻟﻌﻄﻒ‪ ،‬ﻭﺍﻹﺿﺎﻓﺔ‪ ،‬ﻭﺍﻻﺷﺘﻐﺎﻝ‪ (...‬ﻭﻣﺜﻠﻪ‬ ‫ﺍﻟﻌﺮﺑﻲ ﹸ‬‫ﹼ‬ ‫ﺍﳊﻔﻆ ﻭﺍﻻﺳﺘﻨﺴﺎﺥ‪.‬‬
    ‫ﺍﻟﺘﺤﻮﻻﺕ )ﺍﻟﺼﻮﺕ ﺻﺮﻓﻴﺔ( ﻓﻲ ﺑﻨﻴﺔ ﺍﻟﻜﹶ ﹺﻠﻢ‬ ‫ﹼ‬ ‫ﺷﺮﺡ‬ ‫ﻓﻲ‬ ‫ﺃﺳﺘﺪﺭﻙ ﻓﺄﻗﻮﻝ‪ :‬ﻣﻌﺎﺫﹶ ﺍﷲ ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ ﻛﻼﻣﻲ ﻫﺬﺍ ﻃﻌﻦﹲ‬
    ‫ﺍﻟﻌﺮﺑﻲ ﻓﻲ ﻣﺴﺎﺋﻞ ) ﺍﻹﻋﻼﻝ‪ ،‬ﻭﺍﻹﺑﺪﺍﻝ‪ ،‬ﻭﺍﻹﺩﻏﺎﻡ‪ ،‬ﻭﺍﻟﻨﺒﺮ‬ ‫ﹼ‬ ‫ﻭﻋﺸﻘﺖ‬
    ‫ﹸ‬ ‫ﺃﻓﺪﺕ ﻣﻨﻬﻢ‬ ‫ﹸ‬ ‫ﷲ ﻟﻘﺪ‬ ‫ﻋﻠﻰ ﻫﺆﻻﺀ ﺑﺎﻟﺸﺎﺋﻨﺎﺕ‪ ،‬ﻓﺘﺎ ﹺ‬
    ‫ﺍﻟﻘﺪﻣﺎﺀ‬
    ‫ﹸ‬ ‫ﻣﻔﺎﻫﻴﻢ ﺣﺪﻳﺜ ﹴﺔ ﻟﻢ ﻳﻜﻦ‬ ‫ﹶ‬ ‫‪ (...‬ﻭﻛﻞﱡ ﺫﻟﻚ ﻓﻲ ﺿﻮﺀ‬ ‫ﻧﺎﻇﺮ ﹶ ﹼﻱ ﻟ ﹶﹶﻴ ﹺﻬﺮ ﱡ‬ ‫ﻟﻌﺸﻘﻬﻢ ﻣﺤ ﹼﺒ ﹶﺔ ﺍﻟﺘﺮﺍﺙ‪ ،‬ﻭﺇ ﹼﻥ ﺃﺣ ﹶﺪﻫﻢ ﻛﺎﻥ ﻓﻲ ﹺ‬ ‫ﹺ‬
    ‫ﻠﻤﺎ ﺑﺄﻧ ﹼﻪ ﻳﺘﻼﻗﻰ ﻫﻮ ﻭﺇﻳﹼﺎﻫﻢ ﻋﻠﻰ‬ ‫ﻣﻦ ﺳﻠﻔﻨﺎ ﺃﺻﺤﺎﺑﹶﻬﺎ‪ ،‬ﹺﻋ ﹰ‬ ‫ﻓﻴﻀﺎ ﻗﺪ ﺃﻛﺮﻣﻪ‬ ‫ﻓﺘﺤﺎ ﺃﻭ ﹰ‬ ‫ﻠﻤﺎ ﺑﺎﻟﺘﺮﺍﺙ ﻭﺃﺻﻮﻟﻪ‪ ،‬ﻓﻼ ﺇﺧﺎﻟﹸﻪ ﺇﻻ ﹰ‬ ‫ﹺﻋ ﹰ‬
    ‫ﻋﻤﻮﻣﻴﺔ ﺍﻟﻘﺎﻋﺪﺓ ﻭﻟﺰﻭﻡ ﺍﻟﺘﻘﺪﻳﺮ‪.‬‬ ‫ﹼ‬ ‫ﺿﺮﻭﺭﺓ ﺍﻻﺣﺘﻔﺎﻅ ﲟﺒﺪﺃ‬ ‫ﺍﷲ ﺑﻪ‪ ،‬ﻋﻠﻰ ﺃ ﹼﻥ ﺫﺍﻙ ﻗﺪ ﻛﺎﻥ ﻣﻠﻚ ﺍﻟﻌﻠﻢ ﻓﻴﻬﻢ ﻣﻮﺿﻮﻋﹰﺎ‬
    ‫ﻭﺗﻄﺒﻴﻘﻲ ﻓﻲ‬
    ‫ﹼ‬ ‫ﻱ‬
    ‫ﹼ‬ ‫ﻧﻈﺮ‬ ‫ﻣﺸﺮﻭﻉ‬ ‫ﺻﺎﺣﺐ‬
    ‫ﹸ‬ ‫ﻭﻣﻦ ﺍﻟﺸﻬﺎﺩﺓ ﺃﻧ ﹼﻪ‬ ‫ﻭﻣﻨﻬﺠﺎ ‪.‬‬
    ‫ﺑﺎﻟﻌﺮﺑﻴﺔ‬
    ‫ﹼ‬ ‫ﻣﺠﺎﻝ ﺍﻹﺻﻼﺡ ﺍﻟﺘﺮﺑﻮ ﹼﻱ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻫﺘﻤﺎﻣﻪ‬ ‫ﻭﺍﻟﺘﺮﺍﺛﻴﺔ ﻣﻦ‬ ‫ﹼ‬ ‫ﺍﻟﻨﻤﻄﻴﺔ ﻣﻦ ﻧﺎﺣﻴﺔ‪،‬‬ ‫ﹼ‬ ‫ﺛﻢ ﺇﻧ ﹼﻪ ﺑﺈﺯﺍﺀ ﺗﻠﻚ ﺍﻟﺪﺭﻭﺱ‬
    ‫ﺍﻟﺘﺪﺍﻭﻟﻴﺔ‪ ،‬ﻭﺍﻫﺘﻤﺎﻣﻪ ﺑﺤﺼﺮ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬ ‫ﹼ‬ ‫ﺍﻟﻮﻇﻴﻔﻴﺔ‬
    ‫ﹼ‬ ‫ﺍﻟﺼﺮﻑ‬ ‫ﹺ‬ ‫ﺩﺭﻭﺱ ﺃ ﹸ ﹶﺧﺮ‪ ،‬ﻭﺑﺨﺎﺻﺔ ﻓﻲ ﻋﻠﻤﻲ‬ ‫ﻧﺎﺣﻴﺔ ﺃﺧﺮﻯ ﻛﺎﻥ ﺛﻤﺔ ﹲ‬
    ‫ﺍﻟﻴﻮﻡ ﻣﻦ ﻛﺜﺐ ـ ﺃﻧ ﹼﻪ ﻫﻮ ﻫﻮ‬ ‫ﹶ‬ ‫ﻩ‬‫ﹸ‬ ‫ﺑﺼﺮ‬ ‫ﹸ‬ ‫ﺃ‬ ‫ﻭﺃﻧﺎ‬ ‫ـ‬ ‫ﺍﻟﺸﻬﺎﺩﺍﺕ‬ ‫ﻭﺷﻬﺎﺩﺓﹸ‬ ‫ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻓﻘﻬﻬﺎ‪ .‬ﻭﻗﺪ ﻛﺎﻧﺖ ﺗﻠﻚ ﺍﻟﺪﺭﻭﺱ ﺗﹸﺸﻌﺮ ﻷﻭﹼﻝ‬ ‫ﹺ‬
    ‫ﺍﻟﻌﲔ ﻭﹶﺳﺎﻣ ﹰﺔ ﻭﺩﻣﺎﺛﺔ‪.‬‬ ‫ﹺ‬ ‫ﻣﻞﺀ‬
    ‫ﻭﺍﻟﻮﺍﻗﻊ ﹸ‬
    ‫ﹺ‬ ‫ﺍﺨﻤﻟﻴﺎﻝ‬
    ‫ﹺ‬ ‫ﻓﻲ‬ ‫ﻟﻠﻌﺮﺑﻴﺔ‪ ،‬ﺇﺫ ﹾﻣﺎ ﺗﹸﻘﺎﺭ ﹸﻥ‬ ‫ﹼ‬ ‫ﻭﻫﻠﺔ ﲟﻨﺎﻫﻀ ﹴﺔ ﻟﻠﺘﺮﺍﺙ ﻭﻓﹶﺮ ﹾ ﹶﳒ ﹶ ﹴﺔ‬
    ‫ﺕ ﻋﹸ ﹸﻤﺮ ﹶ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻭﻧﻔﻊ‬ ‫ﺃﻃﺎﻝ ﺍﷲ ﻓﻲ ﺍﻟﺼﺎﳊﺎ ﹺ‬ ‫ﺍﻟﺪﺭﻭﺱ ﺑﺎﻟﺪﺭﻭﺱ‪ ،‬ﻭﻫﺬﻩ ﺑﺘﻠﻚ‪ .‬ﻭﺑﺂﻳ ﹺﺔ ﻣﺎ ﺗﻜﻦ ﺍﳌﻘﺎﺭﻧﺔ ﻓﻘﺪ‬
    ‫ﺑﻌﻠﻤﻪ ﺍﻷﺟﻴﺎﻝ‪.‬‬ ‫ﺟﻴﺪﺍ‪ ،‬ﻭﺭﹺﺑﺎﻁ ﺍﳊﻮﺍﺩﺙ ﻓﻴﻬﺎ ﻣﺘﻴﻨﹰﺎ‬ ‫ﻛﺎﻥ ﻣﺴﺎﻕﹸ ﺍﻟﺸﺮﺡ ﻓﻴﻬﺎ ﹼ‬
    ‫ﺃ‪.‬ﺩ‪.‬ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﺍﻷﻗﻄﺶ‬ ‫ﻣﻌﺪﻭﻡ ﻭﺍﳉ ﹺ ﹼﺪﺓﹸ ﻣﻠﺤﻮﻇﺔ‪.‬‬ ‫ﹲ‬ ‫ﻓﺎﻻﺳﺘﻨﺴﺎﺥ ﻓﻴﻬﺎ‬ ‫ﹸ‬ ‫ﻌﻤﻘﺎ‪،‬‬
    ‫ﻭﻣ ﹼ‬ ‫ﹸ‬
    ‫)ﺟﺎﻣﻌﺔ ﺍﻟﻴﺮﻣﻮﻙ (‬ ‫ﹸ‬
    ‫ﻓﻀﻼ ﹰ ﻋﻦ ﺃ ﹼﻥ ﺍﳌﺘﺰﻋﱢﻤﲔ ﻟﻬﺎ ﻛﺎﻧﻮﺍ ﻛﺎﻷﻭﹶ ﹺﻝ ﲤﻜﱡﻨﹰﺎ ﻓﻲ ﺍﳌﻮﺿﻮﻉ‬
    ‫ﻭﺍﳌﻨﻬﺞ‪ ،‬ﻣﻨﻬﻢ‪ :‬ﻋﺒﺪ ﺍﻟﺼﻮﺭ ﺷﺎﻫﲔ ﻭﻣﺤﻤﻮﺩ ﺣﺠﺎﺯﻱ ﻭﻋﺒﺪ‬
    ‫ﺍﻟﻌﺰﻳﺰ ﻣﻄﺮ‪ .‬ﻭﻋﻠﻴﻪ ﻛﺎﻥ ﺍﻟﺸﺄﻥ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻲ ﻭﻵﺧﺮﻳﻦ ﻏﻴﺮﻱ‬
    ‫ﻭﺗﻐﻴﺮ ﻓﻴﻨﺎ )ﻓﹺ ﹾﻌﻞﹸ ﺍﳌﻌﺮﻓﺔ ( ﲡﺎﻩ‬ ‫ﹼ‬ ‫ﺃﻥ ﺃ ﹸ ﹺﺧﺬﻧﺎ ﺑﺴﺤﺮ ﻫﺆﻻﺀ ﺍﳉ ﹸ ﹸﺪﺩ‪،‬‬
    ‫ﻔﺴﺮ‬ ‫ﻭﻧﻮﻋﻴﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻲ ﻳﻨﺒﻐﻲ ﺑﻬﺎ ﺃﻥ ﺗ ﹸ ﱠ‬ ‫ﹼ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ ﻭﻏﻴﺮﻫﺎ‪.‬‬
    ‫ﺃﻳﻀﺎ‪ ،‬ﺍﺑﺘﺪﺃ ﺍﻟﺘﻌﺮﹼﻑ ﻋﻠﻰ )ﺩﺍﻭﺩ ﻋﺒﺪﻩ( ﳕﻮﺫﺟﺎ ﺇﳒﺎﺯﻳﹰﹼﺎ‬ ‫ﻭﻭﻗﺘﺬﺍﻙ ﹰ‬
    ‫ﳑﺎﺛﻼ ﹰ ﻟﻬﺆﻻﺀ ﺍﳌﺴﺘﻨﻴﺮﻳﻦ ﺑﺸﻤﺲ ﺍﻷﺻﺎﻟﺔ ﻭﻵﻟﺊ ﺍﻟﻌﺼﺮﻧﺔ‪،‬‬
    ‫ﺕ ﻣﺘﻜﺮﱢﺭﺓ ﺑﻪ ﻭﺑﺄﺑﺤﺎﺛﻪ‬ ‫ﻭﺍﻟﻔﻀﻞﹸ ﻳﺮﺟﻊ ﻓﻲ ﺫﻟﻚ ﺇﻟﻰ ﺇﺷﺎﺩﺍ ﹴ‬
    ‫ﺻﺎﺣﺐ ﺍﻟ ﹼﺪﻣﺎﺛﺔ ﻭﺍﳋﻠﻖ ﺍﻟﺮﻓﻴﻊ‬ ‫ﹸ‬ ‫ﻭﻳﻨﻮﻩ ﺑﻬﺎ‬ ‫ﻛﺎﻥ ﻳﺴﺘﺤﻀﺮﻫﺎ ﱢ‬
    ‫ﺩﺍﺧﻠﻲ‬
    ‫ﹼ‬ ‫ﹶﺨﺎﺭﹴ‬‫ﻣﺒﻌﺚ ﻓ ﹶ‬‫ﹶ‬ ‫ﺃﺳﺘﺎﺫﻧﺎ ﺩ‪ .‬ﻣﺤﻤﻮﺩ ﺣﺠﺎﺯﻱ‪ ،‬ﻓﻜﺎﻥ ﺫﻟﻚ‬
    ‫ﺧﻔﻲ ﻛﺎﻥ ﹶﻣﺪﻋﺎﺓﹰ‬ ‫ﱟ‬ ‫ﻓﻴﻨﺎ ﻧﺤﻦ ﺍﻟﻄﻠﺒ ﹶﺔ ﺍﻷﺭﺍﺩﻧﺔ‪ .‬ﻭﻣﻦ ﹶﻃﺮ ﹾ ﹴﻑ‬
    ‫ﻟﻠﺘﺴﻠﻴﻢ ﻭﺍﻟﻮﺛﻮﻕ ﺑﻜﻔﺎﻳﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻓﻲ ﻋﻠﻢ‬
    ‫ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﻓﻲ ﺍﳊﻖ ﹼ ﻟﻢ ﺗﻌ ﹸﺪ ﺍﻟﺸﻬﺎﺩﺓﹸ‬ ‫ﹼ‬ ‫ﺍﻟﻠﻐﺔ ﻭﺍﻟﻠﺴﺎﻥ‬
    ‫ﻛﺎﺏ ﻟﻮ ﻋﺎﺩﺕ ﻛﻤﺜﻠﻲ ﺑﺎﻷﻣﺲ‬ ‫ﻣﺤﻠﱠﻬﺎ ﻭﻻ ﻋﺎﺩﺕ ﺑﺨﺎﺋﺒ ﹴﺔ ﺭﹺ ﹲ‬
    ‫ﺑﺤﺜﻴ ﹴﺔ ﻳﹸﺬﻛﺮ ﹸ‬ ‫ﹼ‬ ‫ﺃﻋﻤﺎﻝ‬
    ‫ﹴ‬ ‫ﻭﺍﻟﻴﻮﻡ ﺇﻟﻰ ﻣﺎﺣﺮﹼﺭﻩ ﻭﻣﺎ ﺯﺍﻝ ﻳﹸﺤﺮﱢﺭﻩ ﻣﻦ‬
    ‫ﺃﺑﺤﺎﺙ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻢ ﺃﺻﻮﺍﺕ‬ ‫ﹲ‬ ‫ﻣﻨﻬﺎ‪:‬‬
    ‫ﺍﻟﻨﻔﺴﻲ‪ ،‬ﻭﻧﺤﻮ ﺗﻌﻠﻴﻢ‬ ‫ﹼ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺩﺭﺍﺳﺎﺕ ﻓﻲ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‬
    ‫ﻭﻫﻠﻢ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬ ‫ﹼ‬ ‫ﻭﻇﻴﻔﻴﺎ‪،‬‬
    ‫ﹰﹼ‬ ‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﻭﻣﻦ ﺍﻟﺸﻬﺎﺩﺓ ﻓﻲ ﺣﻖ ﹼ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺃﻥ ﻳﹸﺸﺎﺭ ﺇﻟﻰ ﺭﻳﺎﺩﺗﻪ‬
    ‫ﻓﻲ ﻣﺴﺄﻟﺔ ﲤﺜﻴﻞ )ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ( ﺑﺎﻟﺮﺳﻢ ﺍﳌﻌﺘﺎﺩ‬
    ‫ﺍﻟﻼﺗﻴﻨﻴﺔ‪،‬‬ ‫ﹼ‬ ‫ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻟﻴﺲ ﺑﻮﺍﺳﻄﺔ ﺍﳊﺮﻭﻑ‬
    ‫ﺮﺳ ﹸﻢ‬ ‫ﹸ ﹶ‬ ‫ﻳ‬ ‫ﺛﻢ‬ ‫ﻮﺍﻣﺖ‪،‬‬ ‫ﺍﻟﺼ‬
    ‫ﺮﺳ ﹸﻢ ﹼ‬ ‫ﻣﻨﻬﺠﺎ ﻃﺮﻳﻔﹰ ﺎ ﻓﻴﻪ ﺗ ﹸ ﹶ‬ ‫ﹰ‬ ‫ﹼ‬
    ‫ﺍﺧﺘﻂ‬ ‫ﻓﻘﺪ‬
    ‫ﺃﻓﻘﻲ ﺗﻮﺿ ﹸﻊ ﻓﻮﻗﹶﻪ ﺃﻭ ﺃﺳﻔﹶ ﻠﹶﻪ ﺍﳊﺮﻛ ﹸﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬ ‫ﱞ‬ ‫ﺧﻂ‬
    ‫ﺑﻌﺪﻫﺎ ﱞ‬

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    ‫داود ﻋﺒﺪه وﺗﻌﻠﻴﻢ اﻟﻌﺮﺑ ّﻴﺔ‬

    ‫ﻭﻓﻌﻠﻴﺔ‪) .‬ﻣﻊ ﺃ ﹼﻥ ﺩﺍﻭﺩ‬


    ‫ﹼ‬ ‫ﺍﺳﻤﻴﺔ‬
    ‫ﹼ‬ ‫ﻣﻦ ﻣﺒﺘﺪﺃ ﻭﺧﺒﺮ ﺑﺪﻻ ﹰ ﻣﻦ ﻧﻮﻋﲔ‪:‬‬ ‫ﺍﻟﻌﻠﻤﻴﺔ‬
    ‫ﹼ‬ ‫ﺠﻞ ﻷﻋﻤﺎﻝ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻭﺃﺑﺤﺎﺛﻪ‬ ‫ﳑﹼﺎ ﻳﹸﺴ ﱠ‬
    ‫ﺍﻟﻔﻌﻠﻴﺔ«‬
    ‫ﹼ‬ ‫ﻋﺒﺪﻩ ﻻ ﹸﳝﺎﻧﻊ ﻣﻦ ﺍﻹﺑﻘﺎﺀ ﻋﻠﻰ ﻣﺼﻄﻠﺢ »ﺍﳉﻤﻠﺔ‬ ‫ﻣﻬﻤﺔ ﺗﻜﺎﺩ ﺗﻐﻠﺐ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﺗﺸﻜﹼﻞ‬ ‫ﹼ‬ ‫ﺃﻧ ﹼﻬﺎ ﲤﺘﺎﺯ ﲟﻴﺰﺓ‬
    ‫ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻌﻨﺎﻩ ﺍﳉﻤﻠﺔ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ﻋﻠﻰ ﻓﻌﻞ‬ ‫ﺍﻟﻬﺎﺟﺲ ﺍﻷﻛﺒﺮ ﺍﻟﺬﻱ ﻳﺸﻐﻞ ﺑﺎﻝ ﻫﺬﺍ ﺍﻟﻌﺎﻟﹺﻢ‪ ،‬ﻭﻫﺬﻩ ﺍﳌﻴﺰﺓ‬
    ‫ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﻮﻗﻊ ﻫﺬﺍ ﺍﻟﻔﻌﻞ(‪.‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺗﻌﻠﻴﻤﻬﺎ‬
    ‫ﹼ‬ ‫ﺑﻘﻀﻴﺔ ﺗﻌﻠﻴﻢ‬
    ‫ﹼ‬ ‫ﻫﻲ ﺍﻫﺘﻤﺎﻣﻪ ﺍﻟﻜﺒﻴﺮ‬
    ‫ﻷﺑﻨﺎﺋﻬﺎ ﻭﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﻴﺮﻫﺎ‪ .‬ﻭﻻ ﻳﺨﻔﻰ ﻣﺎ ﻳﻌﺎﻧﻴﻪ ﻣﺘﻌﻠﹼﻤﻮ‬
    ‫• ﺍﺧﺘﻴﺎﺭﻩ ﺃﻥ ﺗﻜﻮﻥ ﻭﺍﻭ ﺍﳉﻤﺎﻋﺔ ﻭﺃﻟﻒ ﺍﻻﺛﻨﲔ ﻭﻧﻮﻥ ﺍﻟﻨﺴﻮﺓ‬ ‫ﺕ‬
    ‫ﺕ ﻭﻣﺸﻜﻼ ﹴ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﻌﻠﹼﻤﻮﻫﺎ ﻋﻠﻰ ﺣ ﹼﺪ ﺳﻮﺍﺀ ﻣﻦ ﺻﻌﻮﺑﺎ ﹴ‬
    ‫ﹼ‬
    ‫ﺕ ﻣﻄﺎﺑﻘﺔ ﻭﻟﻴﺴﺖ ﺿﻤﺎﺋﺮ‪،‬‬ ‫ﻋﻨﺪ ﺍﺗﹼﺼﺎﻟﻬﺎ ﺑﺎﻟﻔﻌﻞ ﻋﻼﻣﺎ ﹺ‬ ‫ﺗﻜﺎﺩ ﺗﺒﻠﻎ ﺃﻗﺼﻰ ﻏﺎﻳﺎﺗﻬﺎ ﻓﻲ ﻣﻘﺎﺑﻞ ﻣﺎ ﺗﻠﻘﺎﻩ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺧﺮﻯ‬
    ‫ﹼ‬
    ‫ﻭﻫﻲ ﻓﻲ ﺫﻟﻚ ﻛﺘﺎﺀ ﺍﻟﺘﺄﻧﻴﺚ ﺍﻟﺘﻲ ﺗﺪﻝ ﻋﻠﻰ ﺃ ﹼﻥ ﺍﻟﻔﺎﻋﻞ‬ ‫ﻭﻋﻤﻠﻴﺎﺕ ﺍﻹﺻﻼﺡ‪.‬‬
    ‫ﹼ‬ ‫ﻣﻦ ﺳﺒﻞ ﺍﻟﺘﻴﺴﻴﺮ‬
    ‫ﺑﺎﶈﻮﺭ‬
    ‫ﺍﻟﻘﻀﻴﺔ ﺫﺍﺕ ﺻﻠﺔ ﹺ‬ ‫ﹼ‬ ‫ﻣﺆﻧ ﹼﺚ‪ ،‬ﻭﻻ ﺗﹸﻌﺮﺏ ﻓﺎﻋﻼ ﹰ‪ .‬ﻭﻫﺬﻩ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﲢﻠﻴﻼ ﹰ‬
    ‫ﹼ‬ ‫ﺴﻬﻞ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳉﻤﻠﺔ‬ ‫ﺍﻟﺴﺎﺑﻖ؛ ﺇﺫ ﺗ ﹸ ﹼ‬ ‫ﻭﻗﺪ ﺍﺗﹼﺴﻤﺖ ﺃﺑﺤﺎﺙ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺍﻹﻣﻜﺎﻧﺎﺕ‬
    ‫ﻭﺗﺪﺭﻳﺴﺎ‪.‬‬
    ‫ﹰ‬ ‫ﻭﺩﺭﺍﺳ ﹰﺔ‬ ‫ﻟﻠﺘﻮﺻﻞ ﺇﻟﻰ‬‫ﹼ‬ ‫ﺍﻟﻌﺮﺑﻲ‬
    ‫ﹼ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻨﺤﻮ‬
    ‫ﹼ‬ ‫ﺍﻟﻜﺎﻣﻨﺔ ﻓﻲ ﺍﻟﻠﻐﺔ‬
    ‫ﻓﺎﳉﻤﻞ ﻣﻦ ﻣﺜﻞ‪:‬‬ ‫ﻋﻠﻤﻴﺔ ﻳﺴﺎﻋﺪ ﺍﻷﺧﺬ ﺑﻬﺎ ﻭﺗﻄﻮﻳﺮﻫﺎ ﻋﻠﻰ ﺗﻴﺴﻴﺮ ﺗﻌﻠﹼﻢ‬ ‫ﹼ‬ ‫ﺁﺭﺍﺀ‬
    ‫ﺫﻫﺐ ﺍﻟﺮﺟﺎﻝﹸ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
    ‫ﹼ‬ ‫ﻋﺎﻟﻢ ﻳﻌﺸﻖ ﺍﻟﻠﻐﺔ‬‫ﹲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻌﻠﻴﻤﻬﺎ؛ ﺫﻟﻚ ﺃﻧ ﹼﻪ‬
    ‫ﹼ‬
    ‫ﺍﻟﻨﺴﺎﺀ‬
    ‫ﹸ‬ ‫ﺫﻫﺒﺖ‬ ‫ﻋﻠﻤﻴﺔ‪،‬‬ ‫ﹼ‬ ‫ﺃﺳﺲ‬ ‫ﻋﻠﻰ‬ ‫ﺍﳌﺒﻨﻲ‬
    ‫ﹼ‬ ‫ﺍﻟﺘﻴﺴﻴﺮ‬ ‫ﺇﻟﻰ‬ ‫ﺑﻄﺒﻌﻪ‬ ‫ﻭﳝﻴﻞ‬
    ‫ﺍﻟﺮﺟﻼﻥ‬
    ‫ﹺ‬ ‫ﺫﻫﺐ‬ ‫ﹸﻣﻨﻄﻠﻘﹸ ﹸﻪ ﻓﻴﻬﺎ ﺍﻟﻌﻨﺎﻳ ﹸﺔ ﺑﺎﺛﻨﲔ‪ :‬ﺍﻟﻠﻐﺔ ﻭﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻻ ﻳﻨﺒﻐﻲ‬
    ‫ﺍﻟﺮﺟﺎﻝﹸ ﺫﻫﺒﻮﺍ‬ ‫ﻷﺣﺪﻫﻤﺎ‪ ،‬ﻋﻨﺪﻩ‪ ،‬ﺃﻥ ﻳﺒﻐﻲ ﻋﻠﻰ ﺍﻵﺧﺮ‪ .‬ﻓﻜﺎﻧﺖ ﺃﻃﺮﻭﺣﺎﺗﻪ‬
    ‫ﺫﻫﱭ ﹶ‬ ‫ﺍﻟﻨﺴﺎﺀ ﹾ‬
    ‫ﹸ‬ ‫ﻭﻣﻘﺘﺮﺣﺎﺕ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﻹﻧﺴﺎﻥ ﻭﺗﺨﻔﹼ ﻒ‬ ‫ﻣﻨﺎﺭﺍﺕ‪ ،‬ﻭﺁﺭﺍﺅﻩ ﺣﻠﻮﻻ ﹰ ﹸ‬
    ‫ﺍﻟﺮﺟﻼﻥ ﺫﻫﺒﺎ‬ ‫ﻣﻌﺎﻧﺎﺗﻪ ﹸﻣﻌﻠ ﹰﹼﻤﺎ ﻭﻣﺘﻌﻠ ﹰﹼﻤﺎ‪ ،‬ﻭﲢﺎﻓﻆ ﻋﻠﻰ ﻧﻘﺎﺀ ﺍﻟﻠﻐﺔ ﻭﺟﻮﻫﺮﻫﺎ‬
    ‫ﻭﺍﻟﺮﺟﻼﻥ( ﻓﻲ ﻛﻞﱢ ﻫﺬﻩ‬
    ‫ﹺ‬ ‫–‬ ‫ﻭﺍﻟﻨﺴﺎﺀ‬
    ‫ﹸ‬ ‫–‬ ‫)ﺍﻟﺮﺟﺎﻝﹸ‬ ‫ﺍﻟﻔﺎﻋﻞ ﻫﻮ‬ ‫ﻭﺳﻼﻣﺘﻬﺎ‪ .‬ﻭﻣﻦ ﺃﺑﺮﺯ ﺍﻟﻘﻀﺎﻳﺎ ﺍﻟﺘﻲ ﺗﺒﻨﹼﻰ ﻓﻴﻬﺎ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺁﺭﺍ ﹰﺀ‬
    ‫ﺍﳉﻤﻞ‪.‬‬ ‫ﺍﻟﻨﻮﻋﻲ ﻟﺪﻯ ﺍﻟﺘﻔﻜﻴﺮ ﺍﳉﺎﺩﹼ ﻓﻲ ﺇﺻﻼﺡ‬ ‫ﹼ‬ ‫ﻣﻬﻤﺔ ﻟﻬﺎ ﻭﺯﻧﻬﺎ‬
    ‫ﹼ‬
    ‫ﺍﻟﻌﺮﺑﻲ ﻭﺗﻄﻮﻳﺮﻩ‪:‬‬
    ‫ﹼ‬ ‫ﺍﻟﻨﺤﻮ‬
    ‫• ﺭﻓﻀﻪ ﺗﻘﺪﻳﺮ ﻓﺎﻋﻞ ﺑﻌﺪ ﺍﻟﻔﻌﻞ ﺇﺫﺍ ﻇﻬﺮ ﺍﻟﻔﺎﻋﻞ ﻓﻲ‬
    ‫ﺻﺮﻳﺤﺎ ﺃﻡ ﺿﻤﻴﺮﹰﺍ‪ ،‬ﻓﻼ ﻣﺒﺮﹼﺭ‬
    ‫ﹰ‬ ‫ﺍﺳﻤﺎ‬
    ‫ﹰ‬ ‫ﺍﳉﻤﻠﺔ ﺳﻮﺍﺀ ﺃﻛﺎﻥ‬ ‫ﺍﻟﻔﻌﻠﻴﺔ‬
    ‫ﹼ‬ ‫• ﺍﺧﺘﻴﺎﺭﻩ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ ﻟﻠﺠﻤﻠﺔ‬
    ‫ﻟﺘﻘﺪﻳﺮ ﻓﺎﻋﻞ ﺁﺧﺮ ﻏﻴﺮ ﺍﻟﻔﺎﻋﻞ ﺍﻟﻈﺎﻫﺮ ﻓﻲ ﺟﻤﻞ ﻣﺜﻞ‪:‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ )ﻓﺎﻋﻞ ‪ +‬ﻓﻌﻞ ‪ +‬ﻣﻔﻌﻮﻝ(‪ ،‬ﻭﻟﻴﺲ‬
    ‫ﹼ‬ ‫ﻓﻲ ﺍﻟﻠﻐﺔ‬
    ‫‪-‬ﺍﻟﺮﺟﻞﹸ ﻗﺮﺃ ﺍﻟﺼﺤﻴﻔﺔ‪.‬‬ ‫ﺛﻢ ﺩﻓﺎﻋﻪ‬
    ‫)ﻓﻌﻞ ‪ +‬ﻓﺎﻋﻞ ‪ +‬ﻣﻔﻌﻮﻝ( ﻛﻤﺎ ﻫﻮ ﺷﺎﺋﻊ‪ ،‬ﹼ‬
    ‫‪-‬ﻫﻮ ﻗﺮﺃ ﺍﻟﺼﺤﻴﻔﺔ‪.‬‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺮﺃﻱ‪.‬‬
    ‫ﹼ‬ ‫ﺑﺎﻷﺩﻟﹼﺔ‬
    ‫ﺑﺨﻼﻑ ﺟﻤﻠﺔ )ﻗﺮﺃ ﺍﻟﺼﺤﻴﻔﺔ( ﻓﺈ ﹼﻥ ﺍﻟﻔﺎﻋﻞ ﺿﻤﻴﺮ ﻣﺴﺘﺘﺮ‬
    ‫ﺗﻘﺪﻳﺮﻩ )ﻫﻮ(‪ ،‬ﻭﻻ ﺑ ﹼﺪ ﻣﻦ ﺗﻘﺪﻳﺮﻩ‪.‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻧﻮﻋﹰﺎ ﻭﺍﺣ ﹰﺪﺍ ﻳﺘﺄﻟﹼﻒ‬
    ‫ﹼ‬ ‫ﻭﺗﺮﺟﻴﺢ ﻫﺬﺍ ﺍﻟﺮﺃﻱ ﻳﺠﻌﻞ ﺍﳉﻤﻞ‬

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    ‫ﻥ ﹸـ ﺡ ﹺـ ﺏ ﺏ ﹸـ ﺀ ﹶـ ﻥ ﻥ ﹶـ ﺕ ﹶـ ﻉ ﹶـ ﻝ ﻝ ﹶـ ﻡ ﹶـ‬ ‫ﻭﺳﺘﺤﺎﻭﻝ ﻫﺬﻩ ﺍﻟﻮﺭﻗﺔ ﻣﺮﺍﺟﻌﺔ ﺃﺑﺤﺎﺙ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‬
    ‫ﺍﻟﺼﻠﺔ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ؛ ﺇﺫ ﺇ ﹼﻥ‬ ‫ﺍﳌﺸﻜﻠﺔ ﺍﻷﺧﺮﻯ ـ ﹼ‬ ‫ﻭﺍﺳﺘﺨﻼﺹ ﺑﻌﺾ ﺍﳊﻠﻮﻝ ﺍﻟﺘﻲ ﺍﻗﺘﺮﺣﻬﺎ ﻟﺘﻴﺴﻴﺮ ﻗﻮﺍﻋﺪ‬
    ‫ﺍﻟﺼﻠﺔ ﺑﻠﻐﺔ‬‫ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺎﻡ ﺟﺪﻳﺪ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﺳﻴﻘﻄﻊ ﱢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺣﻞﹼ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﹼﻘﺔ ﺑﺘﻌﻠﱡﻤﻬﺎ ﻭﺗﻌﻠﻴﻤﻬﺎ‪.‬‬
    ‫ﹼ‬
    ‫ﺍﻟﻌﺮﺑﻲ‪.‬‬
    ‫ﹼ‬ ‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ‬ ‫ﻗﻀﻴﺘﲔ‪:‬‬
    ‫ﹼ‬ ‫ﻋﻨﺪ‬ ‫ﻭﺳﺘﻘﻒ‬

    ‫ﻭﻳﺮﺩﹼ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻋﻠﻰ ﺩﹸﻋﺎﺓ ﺍﻻﺧﺘﺰﺍﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ ﺑﺄﻧ ﹼﻪ » ﻟﻮ ﻛﺎﻥ‬ ‫* ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﻀﺤﻰ ﻓﻲ ﺳﺒﻴﻠﻪ ﺑﺈﺗﻘﺎﻥ ﺍﻟﻠﻐﺔ ﻟﻄ ﹼﺒﻘﻪ‬ ‫ﺍﻻﺧﺘﺰﺍﻝ ﺟﺪﻳﺮﹰﺍ ﺑﺄﻥ ﻳ ﹸ ﹼ‬ ‫* ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺤﻮ ﹼﻱ‬
    ‫ﻣﻦ ﻳﻄﺒﻌﻮﻥ ﺃﺿﻌﺎﻓﹰﺎ ﹸﻣﻀﺎﻋﻔ ﹰﺔ ﳑﹼﺎ ﻧﻄﺒﻊ ﻣﻦ ﻛﺘﺐ ﻭﺻﺤﻒ‬ ‫ﺃﻭﻻ ﹰ‪ .‬ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‪:‬‬
    ‫ﻭﺍﻟﻀﻌﻒ ﺍﻟﻨﺎﺷﺊ ﻣﻦ ﻣﺸﻜﻠﺔ ﻧﻈﺎﻡ‬ ‫ﹼ‬ ‫ﻭﻣﺠﻼ ﹼﺕ ﻓﻲ ﺍﻟﻌﺎﻟﻢ‪.‬‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻋﻠﻰ‬
    ‫ﹼ‬ ‫ﻳﺮﻯ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻓﻀﻴﻠ ﹰﺔ ﻛﺒﻴﺮﺓ ﻟﻠﻜﺘﺎﺑﺔ‬
    ‫ﺍﻟﻜﺘﺎﺑﺔ ﻟﻪ ﺗﻜﻠﻔﺔ ﻣﺎﺩﻳﹼﺔ ﻧﺪﻓﻌﻬﺎ ﺛﻤﻨﹰﺎ ﻟﻠﻮﻗﺖ ﺍﻟﺬﻱ ﻧﹸﻀﻴﻌﻪ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺮﻭﻓﺔ‪ ،‬ﻭﻫﻮ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﻴﺎﻕ ﻻ ﻳﺴﺘﻌﻤﻞ‬ ‫ﹼ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﻓﻲ ﺗﺪﺭﻳﺲ ﻣﺴﺎﺋﻞ ﻟﻐﻮﻳﹼﺔ ﻛﺎﻥ ﻣﻦ ﺍﳌﻤﻜﻦ ﺇﺗﻘﺎﻧﻬﺎ ﻓﻲ ﺟﺰﺀ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻛﻤﺎ ﻫﻮ ﺷﺎﺋﻊ ﻓﻲ‬‫ﹼ‬ ‫ﺍﻟﻼﺗﻴﻨﻴﺔ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﹼ‬ ‫ﺍﳊﺮﻭﻑ‬
    ‫ﻳﺴﻴﺮ ﻣﻦ ﺍﻟﻮﻗﺖ ﺍﳌﻬﺪﻭﺭ ﺩﻭﻥ ﺟﺪﻭﻯ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ« ‪.‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﹼ‬ ‫ﻭﺇﳕﺎ ﻳﺴﺘﻌﻤﻞ ﺍﳊﺮﻭﻑ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ‪ ،‬ﹼ‬
    ‫ﹼ‬ ‫ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺍﻟﺼﻠﺔ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ ﻓﻼ ﻳﺮﻯ‬ ‫ﻭﺃﻣﺎ ﻣﺸﻜﻠﺔ ﺍﻧﻘﻄﺎﻉ ﹼ‬ ‫ﹼ‬ ‫ﺍﻟﻼﺗﻴﻨﻴﺔ‪ ،‬ﻭﻳﺪﻋﻮ ﺇﻟﻰ‬
    ‫ﹼ‬ ‫ﻭﺣﺮﻛﺎﺗﻬﺎ‪ ،‬ﻭﻳﺮﻯ ﺃﻧ ﹼﻬﺎ ﺗﹸﻐﻨﻲ ﻋﻦ ﺣﺮﻭﻑ‬
    ‫ﺴﺘﻌﻤﻞ ﻓﻲ‬
    ‫ﹶ‬ ‫ﺘ‬
    ‫ﹸ‬ ‫ﺳ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﳊﺮﻭﻑ‬ ‫ﻥ‬
    ‫ﹼ‬ ‫ﺇ‬ ‫ﺇﺫ‬ ‫ﺳﺘﻜﻮﻥ؛‬ ‫ﹼﻬﺎ‬ ‫ﻧ‬ ‫ﺃ‬ ‫ﻋﺒﺪﻩ‬ ‫ﺩﺍﻭﺩ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬
    ‫ﹼ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﹼ‬ ‫ﺗﻄﺒﻴﻖ ﻣﺒﺎﺩﺉ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﻋﺮﺑﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﳊﺮﻭﻑ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ‬ ‫ﹼ‬ ‫ﺍﻟﻨﻈﺎﻡ ﺍﳌﻘﺘﺮﺡ ﺣﺮﻭﻑ‬ ‫ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ ‪:‬‬
    ‫ﻛﹸﺘﺐ ﺑﻬﺎ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ‪ ،‬ﻭﺑﻘﻠﻴﻞ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺐ‬
    ‫ﳝﻜﻦ ﻟﻠﻤﺘﻌﻠﹼﻤﲔ ﺃﻥ ﻳﻘﺮﺅﻭﺍ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺪﳝﺔ‪.‬‬ ‫ﺩﺍﺋﻤﺎ‪.‬‬
    ‫• ﻛﺘﺎﺑﺔ ﺭﻣﻮﺯ ﺍﳊﺮﻛﺎﺕ ﹰ‬
    ‫• ﻋﺪﻡ ﻛﺘﺎﺑﺔ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺘﻲ ﻻ ﲤﺜﹼﻞ ﺃﺻﻮﺍﺗﹰﺎ‪.‬‬
    ‫ﻭﻟﻜﻦ‪ ،‬ﺇﺫﺍ ﲡﺎﻭﺯﻧﺎ ﻣﺸﻜﻠﺔ ﺍﻻﺧﺘﺰﺍﻝ ﻭﺍﻻﻗﺘﺼﺎﺩ ﻭﻫﻤﺎ ﻣﻦ‬ ‫• ﻛﺘﺎﺑﺔ ﺟﻤﻴﻊ ﺭﻣﻮﺯ ﺍﻷﺻﻮﺍﺕ ﻋﻠﻰ ﺍﻟﺴﻄﺮ ﺩﻭﻥ ﲤﻴﻴﺰ ﺑﲔ‬
    ‫ﺍﻷﻫﻤﻴﺔ ﲟﻜﺎﻥ ﻓﻲ ﻋﺎﻟ ﹴﹶﻢ ﺑﺎﺕ ﺍﻻﻗﺘﺼﺎﺩ ﻳﺘﺴﻨﹼﻢ ﺃﻋﻠﻰ ﺩﺭﺟﺎﺕ‬ ‫ﹼ‬ ‫ﺣﺮﻑ ﻭﺣﺮﻛﺔ‪.‬‬
    ‫ﺍﻟﺼﻠﺔ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ‬
    ‫ﹼ‬ ‫ﻣﺸﻜﻠﺔ‬ ‫ﻥ‬ ‫ﻓﺈ‬
    ‫ﹼ ﹼ‬ ‫‪،‬‬‫ﺍﻟﻬﺮﻣﻲ‬ ‫ﹼﻤﻪ‬
    ‫ﺳﻠ‬ ‫• ﺍﻻﺣﺘﻔﺎﻅ ﺑﺸﻜﻞ ﻭﺍﺣﺪ ﻟﺮﻣﺰ ﻛﻞﹼ ﺻﻮﺕ ﻣﻬﻤﺎ ﻛﺎﻥ‬
    ‫ﺍﻟﻌﺮﺑﻲ ﻗﻤﻴﻨ ﹲﺔ ﺑﺄﻥ ﻧﻘﻒ ﻋﻨﺪﻫﺎ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺮﻭﻳﹼﺔ ﻭﺍﻟﺘﺄﻧ ﹼﻲ‪،‬‬
    ‫ﹼ‬ ‫ﻣﻮﻗﻌﻪ ﻓﻲ ﺍﻟﻜﻠﻤﺔ‪.‬‬
    ‫ﻭﺇﺧﺎﻝ ﺃﻧ ﹼﻲ ﻣﺤﺘﺎﺝ ﺃﻥ ﺃﹸﺛﻴﺮ ﺑﻌﺾ ﺍﻟﺘﺴﺎﺅﻻﺕ ﻋﻨﻬﺎ ﻭﺣﻮﻟﻬﺎ‬
    ‫ﻋﺎﳌﻨﺎ ﺍﳉﻠﻴﻞ ﺍﳌﹸﻜﺮﹼﻡ‪ .‬ﻭﺗﺒﺮﺯ ﻫﺬﻩ ﺍﻟﺘﺴﺎﺅﻻﺕ ﻋﻠﻰ‬‫ﻓﻲ ﺣﻀﺮﺓ ﹺ‬ ‫ﺑﲔ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻓﺎﺋﺪﺓ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﻓﻲ ﻧﻈﺎﻡ‬ ‫ﻭﻗﺪ ﹼ‬
    ‫ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻣﺆﻛﹼ ﹰﺪﺍ ﺑﺬﻟﻚ ﺃﻧ ﹼﻨﺎ ﳝﻜﻦ ﺃﻥ ﻧﺘﺨﻠﹼﺺ ﻣﻦ‬
    ‫ﹼ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻘﺎﺋﻤﺔ‪ ،‬ﻭﻣﺎ ﻳﺮﺍﻓﻘﻬﺎ ﻣﻦ‬
    ‫ﹼ‬ ‫ﻣﺸﻜﻼﺕ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺘﻌﻠﹼﻢ ﻳﻌﺎﻧﻲ ﺍﻟﻴﻮﻡ ﻣﺸﻜﻠ ﹶﺔ ﺗﻌﻠﹼﻢ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺃﻳﻀﺎ ﺃﻥ ﻧﹸﻠﻐﻲ‬
    ‫ﺗﻌﻠﻴﻤﻴﺔ‪ ،‬ﻭﳝﻜﻨﻨﺎ ﺑﻬﺬﺍ ﺍﻟﻨﻈﺎﻡ ﹰ‬
    ‫ﹼ‬ ‫ﺻﻌﻮﺑﺎﺕ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻘﺎﺋﻢ ﻓﺈﻧ ﹼﻪ ﺳﻴﻌﺎﻧﻲ ـ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺍﳉﺪﻳﺪ ـ ﻣﺸﻜﻠ ﹶﺔ‬
    ‫ﹼ‬ ‫ﺍﻟﻼﺗﻴﻨﻴﺔ ﻣﺤﻞﹼ‬
    ‫ﹼ‬ ‫ﺍﳊﺎﺟﺔ ﺍﻟﺘﻲ ﺩﻋﺖ ﺇﻟﻰ ﺇﺣﻼﻝ ﺍﳊﺮﻭﻑ‬
    ‫ﺛﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺎﺋﻢ‬ ‫ﺗﻌﻠﱡﻢ ﻧﻈﺎﻣﲔ‪ :‬ﺍﻟﻨﻈﺎﻡ ﺍﳌﹸﻘﺘﺮﺡ )ﺍﳉﺪﻳﺪ(‪ ،‬ﹼ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
    ‫ﹼ‬ ‫ﺍﳊﺮﻭﻑ‬
    ‫ﺷﻚ ﻓﻲ ﺃ ﹼﻥ‬
    ‫ﹼ‬ ‫ﻭﻻ‬ ‫ﺃﻭ )ﺍﻟﺒﺎﺋﺪ( ﺑﺎﻋﺘﺒﺎﺭ ﻣﺎ ﺳﻴﻜﻮﻥ ﺇﻟﻴﻪ ﺣﺎﻟﻪ‪.‬‬
    ‫ﻧﻈﺎﻣﲔ‪.‬‬
    ‫ﹶ‬ ‫ﺗﻌﻠﻴﻢ ﻧﻈﺎﻡ ﺃﻓﻀﻞ ﻭﺃﺳﻬﻞ ﻣﻦ ﺗﻌﻠﻴﻢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ‬
    ‫ﹼ‬ ‫ﺷﻚ ﻓﻲ ﺃ ﹼﻥ ﻫﺬﺍ ﺍﳌﹸﻘﺘﺮﺡ ﻟﺘﻄﻮﻳﺮ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﹼ‬ ‫ﻭﻻ‬
    ‫ﻭﺇﺫﺍ ﺳﻠﹼﻤﻨﺎ ﲟﺎ ﺫﻛﺮﻩ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﻣﻦ ﺃ ﹼﻥ ﺗﻌﻠﻴﻢ‬ ‫ﺍﻷﻫﻤﻴﺔ‪ ،‬ﻭﻟﻜﻨﹼﻪ ﻋﻠﻰ ﻗﺪﺭﹴ ﻛﺒﻴﺮ ﻣﻦ ﺍﳋﻄﻮﺭﺓ‬‫ﹼ‬ ‫ﻗﺪﺭﹴ ﻛﺒﻴﺮ ﻣﻦ‬
    ‫ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺪﱘ ﺳﻴﻜﻮﻥ ﻳﺴﻴﺮﹰﺍ ﺑﻌﺪ ﺃﻥ ﻳﺘﻌﻠﹼﻢ ﺍﳌﺘﻌﻠﹼﻢ ﻧﻈﺎﻡ‬ ‫ﺍﻟﺘﻲ ﻟﻢ ﺗﻜﻦ ﻏﺎﺋﺒ ﹰﺔ ﻋﻦ ﺑﺎﻝ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺣﲔ ﻧﺎﻗﺶ‬
    ‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﹸﻘﺘﺮﺡ‪ ،‬ﻓﺈ ﹼﻥ ﺫﻟﻚ ﻳﻌﻨﻲ ﺃ ﹼﻥ ﺗﻌﻠﹼﻢ ﺍﻟﻨﻈﺎﻡ ﺍﳌﻘﺘﺮﺡ‬ ‫ﺛﻤﺔ ﻣﺸﻜﻠﺘﲔ‬ ‫ﻣﺴﺄﻟﺔ ﺍﻟﻜﺘﺎﺑﺔ ﻭﺍﻗﺘﺮﺡ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ‪ .‬ﺇﺫ ﺇ ﹼﻥ ﹼ‬
    ‫ﻫﻮ ﺍﻟﺬﻱ ﺟﻌﻞ ﺗﻌﻠﻴﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺪﱘ ﳑﻜﻨﹰﺎ ﺑﺸﻲﺀ ﻳﺴﻴﺮ‬ ‫ﺭﺋﻴﺴﻴﺘﲔ ﺗﻌﺘﺮﺿﺎﻥ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ‪:‬‬ ‫ﹼ‬
    ‫ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ‪ .‬ﻭﺍﻟﺴﺆﺍﻝ ﺍﻟﺬﻱ ﻳﺘﺒﺎﺩﺭ ﺇﻟﻰ ﺍﳋﺎﻃﺮ ﻫﻨﺎ ﻫﻮ‪ :‬ﳌﺎﺫﺍ‬ ‫ﺍﳊﺎﻟﻴﺔ ﹸﻣﺨﺘﺰﻟﺔ ﻓﻲ‬
    ‫ﹼ‬ ‫ﺻﻮﺭﺗﻬﺎ‬ ‫ﻓﻲ‬ ‫ﺔ‬ ‫ﺍﻟﻌﺮﺑﻴ‬
    ‫ﹼ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻥ‬
    ‫ﹼ‬ ‫ﺃ‬ ‫ـ‬ ‫ﺍﻷﻭﻟﻰ‬
    ‫ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻴﺴﻴﺮ‬
    ‫ﹼ‬ ‫ﻻ ﻳﻜﻮﻥ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﹸﻘﺘﺮﺡ ﻭﺳﻴﻠ ﹰﺔ‬ ‫ﻄﻮﻝﹲ ﻭﻳﺤﺘﺎﺝ ﺇﻟﻰ ﻛﺜﻴﺮ ﻣﻦ ﺍﻟﻮﻗﺖ‬ ‫ﺣﲔ ﺃ ﹼﻥ ﺍﻟﻨﻈﺎﻡ ﺍﳌﹸﻘﺘﺮﺡ ﹸﻣ ﹼ‬
    ‫ﺍﳊﺎﻟﻴﺔ ﻭﻻ ﻳﻜﻮﻥ ﺑﺪﻳﻼ ﹰ ﻋﻨﻪ؟‬ ‫ﹼ‬ ‫ﺗﻌﻠﻴﻢ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﺑﺼﻮﺭﺗﻪ‬ ‫ﺍﳊﺎﻟﻴﺔ‪.‬‬
    ‫ﹼ‬ ‫ﻭﺍﳌﻮﺍﺩﹼ ﺃﻛﺜﺮ ﳑﹼﺎ ﲢﺘﺎﺟﻪ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺃﻱ ﺃﻥ ﻳﺪﺧﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﻓﻲ ﻣﻨﺎﻫﺞ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‪:‬‬
    ‫ﹼ‬ ‫ﻣﺜﺎﻝ ﻋﻠﻰ ﻭﻓﻖ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺑﻮﺻﻔﻪ ﻭﺳﻴﻠﺔ ﲢﻠﻴﻞ ﻟﻐﻮ ﹼﻱ ﺗﺴﺎﻋﺪ ﺍﳌﺘﻌﻠﹼﻢ ﻋﻠﻰ ﻓﻬﻢ‬ ‫ﺤﺐ ﺃﻥ ﻧﺘﻌﻠﹼﻢ‬ ‫ﻧﹸ ﹼ‬
    ‫ﺍﳌﺴﺎﺋﻞ ﺍﻟﻠﻐﻮﻳﹼﺔ‪.‬‬ ‫ﺍﳌﺜﺎﻝ ﻧﻔﺴﻪ ﻋﻠﻰ ﻭﻓﻖ ﺍﻟﻨﻈﺎﻡ ﺍﳌﹸﻘﺘﺮﺡ‪:‬‬

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    ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﻔﺮﺩ ﺍﳌﺬﻛﹼﺮ ﺍﻟﻐﺎﺋﺐ ﻫﻲ ﻓﺘﺤﺔ‪.‬‬ ‫•ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﹼ‬ ‫ﺛﻢ ﺇ ﹼﻥ ﺍﳌﹸﺸﻜﻠﺔ ﺍﻟﺘﻲ ﹼﺭﲟﺎ ﺳﺘﻮﺍﺟﻪ ﻣﺠﺘﻤﻊ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺑﻌﺪ‬ ‫ﹼ‬
    ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﺬﻛﹼﺮ ﺍﳌﺜﻨﹼﻰ ﺍﻟﻐﺎﺋﺐ ﻫﻲ ﺃﻟﻒ‬ ‫•ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﹼ‬ ‫ﺍﳌﺆﺳﺴﺎﺕ‬‫ﹼ‬ ‫ﺷﻴﻮﻉ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﹸﻘﺘﺮﺡ ﺗﺘﻤﺜﹼﻞ ﻓﻲ ﻗﺪﺭﺓ‬
    ‫)ﻭﻟﻴﺴﺖ ﻓﺘﺤﺔ ﻭﺃﻟﻒ(‪.‬‬ ‫ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﹼﺔ ﻋﻠﻰ ﺗﺮﻏﻴﺐ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺑﺒﺬﻝ ﻫﺬﺍ‬ ‫ﹼ‬
    ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﺆﻧ ﹼﺚ ﺍﳌﻔﺮﺩ ﺍﻟﻐﺎﺋﺐ ﻫﻲ ﻓﺘﺤﺔ‬ ‫•ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﹼ‬ ‫)ﺍﳉﻬﺪ ﺍﻟﻴﺴﻴﺮ( ﻟﺘﻌﻠﹼﻢ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻘﺪﱘ ﻣﺎ ﺩﺍﻣﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ‬
    ‫ﻭﺗﺎﺀ‪ ،‬ﻭﻟﻴﺴﺖ ﺗﺎﺀ ﻓﻘﻂ‪.‬‬ ‫ﺍﻟﺘﻮﺍﺻﻞ ﻭﺍﻟﺘﻌﻠﹼﻢ ﻭﺍﻟﻜﺘﺎﺑﺔ ﺑﺪﻭﻥ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻪ‪ .‬ﻭﻻ ﻧﻨﺴﻰ‬
    ‫ﺿﻤﺔ‬‫ﺗﺪﻝ ﻋﻠﻰ ﺟﻤﻊ ﺍﳌﺬﻛﹼﺮ ﺍﻟﻐﺎﺋﺐ ﻫﻲ ﹼ‬ ‫•ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﹼ‬ ‫ﻫﻨﺎ ﺃﺳﺌﻠﺔ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺟﺎﻣﻌﺎﺗﻨﺎ‪ ،‬ﺍﻟﻴﻮﻡ‪ ،‬ﻋﻦ ﺍﳉﺪﻭﻯ ﻣﻦ‬
    ‫ﺑﻀﻤﺔ‪.‬‬
    ‫ﹼ‬ ‫ﻃﻮﻳﻠﺔ ﺃﻭ ﻭﺍﻭ ﻣﺴﺒﻮﻗﺔ‬ ‫ﺑﺤﺠﺔ ﺃﻧ ﹼﻬﻢ ﻻ ﻳﺤﺘﺎﺟﻮﻥ‬ ‫ﹼ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ‬
    ‫ﹼ‬ ‫ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ‬
    ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﺆﻧ ﹼﺚ ﺍﳌﺜﻨﹼﻰ ﺍﻟﻐﺎﺋﺐ ﺗﺘﺄﻟﹼﻒ‬ ‫•ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﹼ‬ ‫ﺑﺎﻟﻌﺎﻣﻴﺔ ﺃﻭ ﺑﻠﻐﺔ ﺍﻟﻌﻠﻢ ﺍﻟﺬﻱ ﻳﺘﻌﻠﹼﻤﻮﻧﻪ‬
    ‫ﹼ‬ ‫ﻠﻬﻢ‬‫ﺗﻮﺍﺻ‬
    ‫ﺇﻟﻴﻬﺎ ﻷ ﹼﻥ ﹸ‬
    ‫ﻣﻦ ﻋﻼﻣﺘﲔ‪:‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﻴﺤﺔ ﺍﻟﺘﻲ ﻳﺒﺪﻭ‬‫ﹼ‬ ‫ﻳﹸﻐﻨﻴﻬﻢ ﻋﻦ ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ‬
    ‫)ـ ﺕ(‬
    ‫ﹶ‬ ‫ﺍﻟﻐﺎﺋﺐ‬ ‫ﺍﳌﻔﺮﺩ‬ ‫ﹼﺚ‬ ‫ﻧ‬ ‫‪-‬ﻋﻼﻣﺔ ﺍﳌﺆ‬ ‫ﻳﻮﻣﺎ ﻣﻦ ﺍﻷﻳﹼﺎﻡ‬
    ‫ﻟﻬﻢ ﺃﻧ ﹼﻬﻢ ﻻ ﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻰ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﹰ‬
    ‫)ـ ﹶـ(‬
    ‫‪ -‬ﻭﻋﻼﻣﺔ ﺍﳌﺜﻨﹼﻰ ﹶ‬ ‫ﺧﺎﺭﺝ ﻗﺎﻋﺎﺕ ﺍﻟﺪﺭﺱ ﻭﺍﻻﻣﺘﺤﺎﻥ‪ .‬ﻓﻜﻴﻒ ﳝﻜﻦ‪ ،‬ﻭﺍﳊﺎﻟ ﹸﺔ ﻫﺬﻩ‪،‬‬
    ‫ﻭﻟﺬﻟﻚ ﻓﺈ ﹼﻥ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺎﺿﻴﺔ ﺍﻟﺘﻲ ﺟﺎﺀﺕ ﺳﺎﻛﻨ ﹰﺔ ﺃﻭﺍﺧﺮﻫﺎ‬ ‫ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺟﺪﻭﺍﻩ‬‫ﹴ‬ ‫ﺃﻥ ﻧﹸﻘﻨﻊ ﺍﳌﺘﻌﻠﹼﻤﲔ ﺑﻀﺮﻭﺭﺓ ﺗﻌﻠﹼﻢ‬
    ‫ﻛﺘﱭ ﹶ ـ ﻛﺘﺒﹾ ﹸﺘﻢ ‪ (...‬ﻗﺪ‬
    ‫ﺖ ـ ﻛﺘﺒﹾﻨﺎ ـ ﹾ‬
    ‫ﺖ ـ ﻛﺘﺒﹾ ﹺ‬ ‫ﺖ ـ ﻛﺘﺒﹾ ﹶ‬ ‫)ﻛﺘﺒﹾ ﹸ‬ ‫ﺗﺘﻤﺜﹼﻞ ﻓﻲ ﻗﺮﺍﺀﺓ ﺍﳌﺎﺿﻲ ﻓﻘﻂ؟ !‬
    ‫ﺖ‬‫ﺟﺎﺀﺕ ﻋﻠﻰ ﺍﻷﺻﻞ‪ ،‬ﻭﺍﻟﻔﺘﺤﺔ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﻓﻲ ﻣﺜﻞ )ﺫﻫ ﹶﺒ ﹾ‬
    ‫ـ ﺫﻫ ﹶﺒﺎ ـ ﺫﻫ ﹶﺒﺘﺎ( ﻫﻲ ﻋﻼﻣﺔ ﻣﻄﺎﺑﻘﺔ ﺃﻭ ﺟﺰﺀ ﻣﻦ ﻋﻼﻣﺔ‬ ‫ﺛﺎﻧﻴﺎ‪ .‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﻨﺤﻮﻱ‪:‬‬ ‫ﹰ‬
    ‫ﻣﻄﺎﺑﻘﺔ‪.‬‬ ‫ﻳﻘﻮﻝ ﺍﻟﻨﹼﺤﺎﺓ ﺇ ﹼﻥ ﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻔﻌﻞ ﺍﳌﺎﺿﻲ ﺃﻥ ﻳﻨﺘﻬﻲ ﺑﻔﺘﺤﺔ‬
    ‫)ﻣﺒﻨﻲ ﻋﻠﻰ ﺍﻟﻔﺘﺢ(‪ ،‬ﻭﻗﺪ ﻳﹸﺒﻨﻰ ﻋﻠﻰ ﺍﻟﺴﻜﻮﻥ ﺇﺫﺍ ﺃﹸﺳ ﹺﻨﺪ ﺇﻟﻰ‬ ‫ﱞ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺇﺫﺍ ﺍﻋﺘﺒﺮﻧﺎ‬
    ‫ﹼ‬ ‫* ﻣﺎ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺘﻲ ﺗﹸﻌﻴﻖ ﺗﻌﻠﻴﻢ‬ ‫ﺗﺎﺀ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﻧﻮﻥ ﺍﻟﻨﺴﻮﺓ ﺃﻭ )ﻧﺎ( ﺍﻟﻔﺎﻋﻠﲔ‪ .‬ﻭﻳﺮﻭﻥ ﺃ ﹼﻥ ﺍﻷﺻﻞ‬
    ‫ﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻔﻌﻞ ﺍﻟﻔﺘﺢ ﻻ ﺍﻟﺴﻜﻮﻥ؟‬ ‫ﺑﻀﻤﺔ ﻣﺎ ﻟﻢ ﻳ ﹼﺘﺼﻞ ﺑﻪ‬ ‫ﹼ‬ ‫ﻓﻲ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﺃﻥ ﻳﻨﺘﻬﻲ‬
    ‫ﻳﺮﻯ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺃ ﹼﻥ ﺍﻋﺘﺒﺎﺭ ﺍﻟﻔﺘﺤﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻔﻌﻞ‬ ‫ﺷﻲﺀ‪ ،‬ﺃﻭ ﻳﺴﺒﻘﻪ ﻧﺎﺻﺐ ﺃﻭ ﺟﺎﺯﻡ‪.‬‬
    ‫ﺍﳌﺎﺿﻲ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺍﻟﻔﻌﻞ ﻧﻔﺴﻪ‪ ،‬ﻋﺪﺍ ﻛﻮﻧﻪ ﻣﺨﺎﻟﻔﹰ ﺎ‬ ‫ﻭﻳﻔﺼﻞ ﺍﻟﺮﺃﻱ ﻓﻲ‬‫ﹼ‬ ‫ﻭﻳﹸﺨﺎﻟﻒ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺍﻟﻨﹼﺤﺎﺓﹶ ﻓﻲ ﻫﺬﺍ ﺍﻟﺮﺃﻱ‪،‬‬
    ‫ﺍﻟﻌﻠﻤﻲ ﺍﻟﺴﻠﻴﻢ‪ ،‬ﻳﺘﺮﺗﹼﺐ ﻋﻠﻴﻪ ﻣﺸﻜﻼﺕ‬ ‫ﹼ‬ ‫ﻟﻠﺘﻔﺴﻴﺮ‬ ‫ﺪﻫﺶ ﺍﳌﺮﺀ ﻟﻪ ﻭﺑﻪ‪ ،‬ﻓﻬﻮ ﻳﺮﻯ ﺃ ﹼﻥ‬ ‫ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﺑﺬﻛﺎﺀ ﺣﺎﺩﹼ ﻳ ﹸ ﹶ‬
    ‫ﺗﻌﻠﻴﻤﻴﺔ ﻣﺘﻌ ﹼﺪﺩﺓ ﺃﺑﺮﺯﻫﺎ ‪:‬‬
    ‫ﹼ‬ ‫ﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻔﻌﻞ ﺳﻜﻮﻥ ﺁ ﹺﺧﺮﻩ‪ ،‬ﻭﺃ ﹼﻥ ﺍﻟﻔﻌﻞ ﻳﻨﺘﻬﻲ ﺑﺎﳊﺮﻑ‬
    ‫ﺗﻘﺴﻴﻢ ﺍﻟﻠﻮﺍﺣﻖ )ﺿﻤﺎﺋﺮ ﺍﻟﺮﻓﻊ ﺃﻭ ﻋﻼﻣﺎﺕ‬ ‫‪.1‬‬ ‫ﺍﻷﺧﻴﺮ ﻣﻨﻪ‪ ،‬ﻭﻣﺎ ﺍﻟﻔﺘﺤﺔ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﻋﻠﻰ ﺁﺧﺮﻩ ﺇﻻ ﹼ ﻋﻼﻣﺔ‬
    ‫ﺍﳌﻄﺎﺑﻘﺔ( ﺇﻟﻰ ﺛﻼﺙ ﻓﺌﺎﺕ‪:‬‬ ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻞ ﺍﳌﻔﺮﺩ ﺍﳌﺬﻛﹼﺮ ﺍﻟﻐﺎﺋﺐ‪ ،‬ﻭﻟﻴﺴﺖ‬ ‫ﹸﻣﻄﺎﺑﹶﻘﺔ ﹼ‬
    ‫)ـ ﺕ(‬ ‫•ﻟﻮﺍﺣﻖ ﻻ ﹸﲢﺬﻑ ﻣﻌﻬﺎ ﺍﻟﻔﺘﺤﺔ ﻣﺜﻞ ﺗﺎﺀ ﺍﻟﺘﺄﻧﻴﺚ ﹶ‬ ‫ﺴﻤﻰ ﺿﻤﺎﺋﺮ ﺍﻟﺮﻓﻊ ﻫﻲ ﻋﻼﻣﺎﺕ‬ ‫ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺍﻟﻔﻌﻞ ﻛﻤﺎ ﺃ ﹼﻥ ﻣﺎ ﻳ ﹸ ﹼ‬
    ‫•ﻟﻮﺍﺣﻖ ﹸﲢﺬﻑ ﻣﻌﻬﺎ ﺍﻟﻔﺘﺤﺔ ﻣﺜﻞ ﺍﻟﺘﺎﺀ ﺍﳌﺘﺤﺮﹼﻛﺔ ﻭﻧﻮﻥ‬ ‫ﻣﻄﺎﺑﻘﺔ ﻻ ﺗﺨﺘﻠﻒ ﻓﻲ ﻭﻇﻴﻔﺘﻬﺎ ﻫﺬﻩ ﻋﻦ ﺗﺎﺀ ﺍﻟﺘﺄﻧﻴﺚ ﺍﻟﺘﻲ‬
    ‫ﺍﻟﻨﺴﻮﺓ‪.‬‬ ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﺆﻧ ﹼﺚ‪.‬‬ ‫ﻫﻲ ﻋﻼﻣﺔ ﹼ‬
    ‫ﺍﻟﻔﺘﺤﺔ ﻭﻫﻲ ﻭﺍﻭ‬ ‫ﻣﺤﻞﹼ‬ ‫ﺍﻟﻀﻤﺔ‬
    ‫ﹼ‬ ‫ﻓﻴﻬﺎ‬ ‫ﲢﻞﹼ‬ ‫•ﻻﺣﻘﺔ‬ ‫ﻭﳝﺜﹼﻞ ﻋﻠﻰ ﺫﻟﻚ ﺑﺎﻟﻔﻌﻞ )ﻛﺘﺐ( ﻣﻊ ﺇﳊﺎﻕ ﻋﻼﻣﺎﺕ ﺍﳌﻄﺎﺑﻘﺔ‬
    ‫ﺍﳉﻤﺎﻋﺔ‪.‬‬ ‫ﺻﻮﺗﻴﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﻟﻲ ‪:‬‬ ‫ﹰﹼ‬ ‫ﻣﻦ ﺧﻼﻝ ﻛﺘﺎﺑﺘﻬﺎ‬
    ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﳌﻔﺮﺩ ﺍﳌﺬﻛﹼﺮ ﺍﻟﻐﺎﺋﺐ‪.‬‬‫ﻭﻋﺪﻡ ﻭﺟﻮﺩ ﻻﺣﻘﺔ ﹼ‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﺕ ﹸـ‬ ‫ﺖ= ﹶ‬ ‫)ﺃﻧﺎ( ﻛﹶ ﹶﺘﺒﹾ ﹸ‬
    ‫‪.2‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﻔﺴﻴﺮ ﻋﻠﻤﻲ ﻣﻘﺒﻮﻝ ـ ﻳﹸﻘﻨﻊ ﺍﳌﺘﻌﻠﹼﻤﲔ ـ‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﻥ ﹶـ ﹶـ )ﻧﺎ(‬ ‫)ﻧﺤﻦ( ﻛﹶ ﹶﺘﺒﹾﻨﺎ = ﹶ‬
    ‫ﳊﺬﻑ ﺍﻟﻔﺘﺤﺔ ﻣﻊ ﺍﻟﺘﺎﺀ ﺍﳌﺘﺤﺮﹼﻛﺔ ﻭﻧﻮﻥ ﺍﻟﻨﺴﻮﺓ‪.‬‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﹶـ‬ ‫)ﻫﻮ( ﻛﹶ ﹶﺘ ﹶﺐ = ﹶ‬
    ‫‪.3‬ﻋﺪﻡ ﻭﺟﻮﺩ ﺗﻔﺴﻴﺮ ﻋﻠﻤﻲ ﻣﻘﺒﻮﻝ ـ ﻳﹸﻘﻨﻊ ﺍﳌﺘﻌﻠﹼﻤﲔ‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﹶـ ﹶـ‬ ‫)ﻫﻤﺎ( ﻛﹶ ﹶﺘﺒﺎ = ﹶ‬
    ‫ﺍﻟﻀﻤﺔ ﻣﺤﻞﹼ ﺍﻟﻔﺘﺤﺔ ﻋﻨﺪ ﺍﺗﹼﺼﺎﻝ ﺍﻟﻔﻌﻞ ﺑﻮﺍﻭ‬ ‫ﹼ‬ ‫ـ ﳊﻠﻮﻝ‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﹸـ ﹸـ ) ﹸـ ﻭ(‬ ‫)ﻫﻢ( ﻛﹶ ﹶﺘﺒﻮﺍ = ﹶ‬
    ‫ﺍﳉﻤﺎﻋﺔ‪.‬‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﹶـ ﺕ‬ ‫ﺖ= ﹶ‬ ‫)ﻫﻲ( ﻛﹶ ﹶﺘ ﹶﺒ ﹾ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺃﻥ ﻳﻜﻮﻥ‬
    ‫ﹼ‬ ‫* ﻣﺎ ﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﺘﻲ ﻳﺠﻨﻴﻬﺎ ﺗﻌﻠﻴﻢ‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﹶـ ﺕ ﹶـ ـ ﹶ‬ ‫)ﻫﻤﺎ( ﻛﹶ ﹶﺘ ﹶﺒﺘﺎ = ﹶ‬
    ‫ﺍﻷﺻﻞ ﻓﻲ ﺍﻟﻔﻌﻞ ﺍﻟﺴﻜﻮ ﹶﻥ ﻻ ﺍﻟﻔﺘﺢ؟‬ ‫ﻙ ﹶﺕ ﺏ ‪ +‬ﻥ ﹶـ‬ ‫)ﻫ ﹼﻦ( ﻛﹶ ﹶﺘ ﹾﱭ ﹶ = ﹶ‬ ‫ﹸ‬
    ‫ﻳﺘﺒﲔ ﻣﻦ ﻫﺬﺍ ﺍﻟﺘﻮﺿﻴﺢ ﺃ ﹼﻥ ﺍﻟﻔﻌﻞ ﻓﻲ ﺫﺍﺗﻪ ﻻ ﻳﻨﺘﻬﻲ ﺑﺤﺮﻛﺔ‪،‬‬ ‫ﹼ‬
    ‫ﺃﻣﺎ ﺇﺫﺍ ﺍﻋ ﹸﺘﺒﺮﺕ ﺍﻟﻔﺘﺤﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﻔﻌﻞ‬
    ‫ﻳﻘﻮﻝ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ » :‬ﹼ‬ ‫ﺗﺪﻝ ﻋﻠﻰ ﺍﻟﻔﺎﻋﻠﲔ‪،‬‬ ‫ﺑﻞ ﻳﻨﺘﻬﻲ ﺑﺎﳊﺮﻑ‪ ،‬ﻭﻛﻞ ﻣﺎ ﻳﻠﻴﻪ ﻟﻮﺍﺣﻖ ﹼ‬
    ‫ﻣﻄﺮﺩﹰﺍ‬
    ‫ﺍﳌﺎﺿﻲ ﻋﻼﻣﺔ ﻣﻄﺎﺑﻘﺔ‪ ،‬ﻓﺈ ﹼﻥ ﺗﺼﺮﻳﻒ ﺍﻟﻔﻌﻞ ﻳﺼﺒﺢ ﹼ‬ ‫ﻭﺃ ﹼﻥ‬

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    ‫ﺩﺭ ﹶ ﹶﺱ ﻓﻜﺎﻥ ﻣﺜﺎﻻ ﹰ ﻓﻲ ﺍﻟﻔﻬﻢ ﻭﺍﻟﺬﻛﺎﺀ‬ ‫*‬ ‫ﻻﻡ ﺍﻟﻔﻌﻞ ﻫﻲ ﺁ ﹺﺧﺮ ﺟﺰﺀ ﻣﻨﻪ‪،‬‬ ‫ﻭﻳﺼﺒﺢ ﺗﺪﺭﻳﺴﻪ ﺳﻬﻼ ﹰ‪ :‬ﹸ‬
    ‫ﻭﺩﺭ ﹼ ﹶﺱ ﻓﻜﺎﻥ ﻣﺜﺎﻻ ﹰ ﻓﻲ ﺍﻟﺒﺬﻝ ﻭﺍﻟﻌﻄﺎﺀ‬ ‫*‬ ‫ﻻﻡ ﺍﻟﻔﻌﻞ ﻫﻲ ﻋﻼﻣﺔ ﻣﻄﺎﺑﻘﺔ ﻟﻠﻤﺬﻛﹼﺮ‬ ‫ﻭﺍﳊﺮﻛﺔ ﺍﻟﺘﻲ ﺗﻠﻲ ﹶ‬
    ‫ﻭﺃﻟ ﹶﹼﻒ ﻓﻜﺎﻥ ﻣﺜﺎﻻ ﹰ ﻓﻲ ﺍﻟﺘﺠﺪﻳﺪ ﻭﺍﻻﻧﺘﻤﺎﺀ‬ ‫*‬ ‫)ﻓﺮﺡ( ﻭﺟﺰﺀ ﻣﻦ ﻋﻼﻣﺔ ﺍﳌﻄﺎﺑﻘﺔ ﻓﻲ ﻣﺜﻞ‬ ‫ﹶ‬ ‫ﺍﻟﻐﺎﺋﺐ ﻓﻲ ﻣﺜﻞ‬
    ‫ﻭﺻﺎﺩﻕﹶ ﻓﻜﺎﻥ ﻣﺜﺎﻻ ﹰ ﻓﻲ ﺍﻟﺘﻮﺍﺿﻊ ﻭﺍﻟﻮﻓﺎﺀ‬ ‫*‬ ‫ﹶﺮﺣﺘﺎ(« ‪.‬‬
    ‫ﺖ( ﻭ)ﻓ ﹶ‬ ‫)ﻓﺮﺣ ﹾ‬
    ‫ﹶ‬
    ‫ﺍﻟﻘﻴﺎﻡ‬
    ‫ﺩ‪ .‬ﺇﺳﻤﺎﻋﻴﻞ ﹼ‬ ‫ﺧﺘﺎﻣﺎ‬
    ‫ﹰ‬
    ‫)ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍﺑﻬﺎ ‪ -‬ﺟﺎﻣﻌﺔ‬ ‫ﲢﻴﺔ ﺗﻘﺪﻳﺮ ﻭﺇﺟﻼﻝ ﻻ ﹸﻣﺼﺎﻧﻌﺔ ﻓﻴﻬﺎ ﻭﻻ ﻣﺠﺎﻣﻠﺔ ﻟﻬﺬﺍ‬ ‫ﹼ‬
    ‫ﻓﻴﻼﺩﻟﻔﻴﺎ (‬ ‫ﺍﻟﻌﺮﺑﻴﺔ‬
    ‫ﹼ‬ ‫ﺍﻟﻌﺎﻟﻢ ﺍﳉﻠﻴﻞ‪ ،‬ﺍﻟﺬﻱ ﻧﺬﺭ ﺣﻴﺎﺗﻪ ﳋﺪﻣﺔ ﺍﻟﻠﻐﺔ‬
    ‫ﻋﺎﳌﹰﺎ ﻭﻣﻌﻠ ﹰﹼﻤﺎ ﻭﻣﺘﻌﻠﹼﻤﺎ‪ .‬ﻟﻢ ﺗﺜﻦ ﻋﺰﻣﻪ ﻫﻤﻮﻡ ﺍﳊﻴﺎﺓ ﻭﻟﻢ‬
    ‫ﺗﺸﻐﻠﻪ ﺷﻮﺍﻏﻠﻬﺎ ﻭﻣﺎ ﺃﻛﺜﺮﻫﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺰﹼﻣﺎﻥ!‬

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    ‫ﻓﺼﻞ اﻟﻜﺘﺎﺑﺔ اﻟﻌﺎدﻳﺔ واﻟﻜﺘﺎﺑﺔ اﻟﺼﻮﺗﻴﺔ‪:‬‬
    ‫ﻣﻦ ﻛﺘﺎب دراﺳﺎت ﻓﻲ ﻋﻠﻢ أﺻﻮات اﻟﻌﺮﺑﻴﺔ‬

    ‫ﺍﻟﻄﺮﻳﻘﺔ ﻓﻲ ﺍﳌﻘﺎﻻﺕ ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﺨﻤﻟﺘﻠﻔﺔ ﻷﻧﻪ ﺗﺄﺧﺬ ﺣﻴﺰﺍ‬ ‫ﺃﻛﺜﺮ ﻣﺎ ﻳﻠﻔﺖ ﺍﻻﻧﺘﺒﺎﻩ ﻓﻲ ﺩﺭﺍﺳﺎﺕ ﺩﺍﻭﻭﺩ ﻋﺒﺪﻩ ﺍﻟﺼﻮﺗﻴﺔ ﻫﻮ‬
    ‫ﻛﺒﻴﺮﺍ‪ ،‬ﻭﻟﻜﻨﻪ ﻳﺪﻋﻮ ﺇﻟﻰ ﺗﻄﺒﻴﻖ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﻲ ﻃﺒﻘﺖ ﻓﻴﻬﺎ‪،‬‬ ‫ﺗﻌﺮﻳﻔﻪ ﻟﻠﺪﺍﺭﺱ ﺍﻟﻌﺮﺑﻲ ﺑﺎﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﻴﻨﻬﺎ‬
    ‫ﻭﻫﻲ ﻛﺘﺎﺑﺔ ﺭﻣﻮﺯ ﺍﳊﺮﻛﺎﺕ ﺩﺍﺋﻤﺎ ﻭﻋﺪﻡ ﻛﺘﺎﺑﺔ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺘﻲ ﻻ‬ ‫ﻭﺑﲔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺎﺩﻳﺔ ‪ ،‬ﻓﻘﺪ ﺃﺷﺎﺭ ﻓﻲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺇﻟﻰ ﺃﻫﻢ‬
    ‫ﲤﺜﻞ ﺃﺻﻮﺍﺗﺎ‪ ،‬ﻭﻛﺘﺎﺑﺔ ﺭﻣﻮﺯ ﺍﻷﺻﻮﺍﺕ ﺟﻤﻴﻌﺎ ﻋﻠﻰ ﺍﻟﺴﻄﺮ‬ ‫ﺍﳌﺸﻜﻼﺕ ﻓﻲ ﺍﳋﻂ ﺍﻟﻌﺮﺑﻲ‪ ،‬ﻭﻋﺮﺽ ﺻﻔﺎﺕ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺩﻭﻥ ﲤﻴﻴﺰ ﺑﲔ ﺣﺮﻑ ﻭ ﺣﺮﻛﺔ‪ ،‬ﻭﺍﻻﺣﺘﻔﺎﻅ ﺑﺸﻜﻞ ﻭﺍﺣﺪ ﻟﺮﻣﺰ‬ ‫ﺍﳌﺜﺎﻟﻲ ﻓﻲ ﺃﻳﺔ ﻟﻐﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﻭﻫﻲ ‪:‬‬
    ‫ﻛﻞ ﺻﻮﺕ ﻣﻬﻤﺎ ﻛﺎﻥ ﻣﻮﻗﻌﻪ ﻓﻲ ﺍﻟﻜﻠﻤﺔ‪ ،‬ﻭﻳﻄﺎﻟﺐ ﳉﺎﻧﺎ‬ ‫‪.1‬ﻟﻜﻞ ﺻﻮﺕ ﻟﻐﻮﻱ ﺭﻣﺰ ﻛﺘﺎﺑﻲ ﻭﺍﺣﺪ ﻻ ﻳﺘﻐﻴﺮ ﺷﻜﻠﻪ‬
    ‫ﻣﻦ ﺍﻟﻌﻠﻮﻳﲔ ﻭﺍﳋﻄﺎﻃﲔ ﻭﻣﺒﺮﻣﺠﻲ ﺍﳊﺎﺳﺐ ﺍﻵﻟﻲ ﺑﺈﻧﺸﺎﺀ‬ ‫ﻣﻬﻤﺎ ﻛﺎﻥ ﻣﻮﻗﻌﻪ ﻓﻲ ﺍﻟﻜﻠﻤﺔ‬
    ‫ﺗﻔﺎﺻﻴﻞ ﻣﺼﻤﻤﺔ ﺗﺼﻤﻴﻤﺎ ﻣﻼﺋﻤﺎ ﻻ ﻳﺄﺧﺬ ﺣﻴﺰﺍ ﻛﺒﻴﺮﺍ‪.‬‬ ‫‪.2‬ﺍﻟﺮﻣﺰ ﺍﻟﻜﺘﺎﺑﻲ ﳝﺜﻞ ﺻﻮﺗﺎ ﻟﻐﻮﻳﺎ ﻭﺍﺣﺪﺍ ﻓﻘﻂ‪ ،‬ﻭ ﻻ ﻳﺠﻮﺯ‬
    ‫ﻭﻫﻮ ﻻ ﻳﻌﺘﺮﺽ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﺍﳌﻨﻔﺼﻠﺔ ‪ ،‬ﻓﻬﻲ ﻣﻮﺟﻮﺩﺓ‬ ‫ﺍﺳﺘﻌﻤﺎﻟﻪ ﻟﺘﻤﺜﻴﻞ ﺻﻮﺕ ﻟﻐﻮﻱ ﺁﺧﺮ‪.‬‬
    ‫ﻻ ﻳﺨﺘﻠﻒ ﻋﻠﻴﻬﺎ ﺍﺛﻨﺎﻥ‪.‬‬ ‫‪.3‬ﻻ ﻳﺠﻮﺯ ﺣﺬﻑ ﺃﻱ ﺭﻣﺰ ﻣﻦ ﺭﻣﻮﺯ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﻲ‬
    ‫ﳑﺎ ﺳﺒﻖ ﳒﺪ ﺃﻥ ﻣﺎ ﻳﻄﺎﻟﺐ ﺑﻪ ﻋﺒﺪﻩ ﻳﺘﻼﺀﻡ ﻣﻊ ﺣﺎﺟﺎﺕ‬ ‫ﺗﺘﺄﻟﻒ ﻣﻨﻬﺎ ﺍﻟﻜﻠﻤﺔ ‪.‬‬
    ‫ﺃﻫﻞ ﺗﻠﻚ ﺍﻟﻠﻐﺔ ﻓﻘﺪ ﺳﺌﻢ ﺃﺑﻨﺎﺀﻧﺎ ﻣﻦ ﺍﻟﺘﺸﺪﻳﺪ ﺍﳊﺎﺩﺙ ﻓﻲ‬ ‫‪ .4‬ﻻ ﻳﺠﻮﺯ ﺃﻥ ﻳﻜﻮﻥ ﺑﲔ ﺭﻣﻮﺯ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺭﻣﻮﺯ ﻻ‬
    ‫ﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻻ ﺳﻴﻤﺎ ﻓﻲ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﲤﺜﻞ ﺃﺻﻮﺍﺗﺎ ﻟﻐﻮﻳﺔ ) ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﲤﺜﻞ ﻇﻮﺍﻫﺮ ﺻﻮﺗﻴﺔ‬
    ‫ﺍﳌﻔﺮﻭﺽ ﻣﻦ ﻣﻨﺎﻫﺞ ﺍﻟﻘﺪﻣﺎﺀ ‪ ،‬ﻓﺄﺻﺒﺢ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺗﺼﻴﻴﺮ‬ ‫ﻛﺎﻟﻨﺒﺮ ﻣﺜﻼ(‪ ،‬ﻭﻟﻬﺬﺍ ﻓﻼ ﻣﻜﺎﻥ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ‬
    ‫ﻧﻈﺎﻡ ﺣﺪﻳﺚ ﻳﺘﻨﺎﺳﺐ ﻣﻊ ﻋﻘﻠﻴﺔ ﻣﻨﻄﻘﻴﺔ ﻭﺍﻗﻌﻴﺔ ‪،‬ﻷﺑﻨﺎﺀ‬ ‫ﻟﻠﺴﻜﻮﻥ ﻭ ﺍﻟﺸﺪﺓ ﻭ ﺍﳌﺪﺓ ﻭ ﻫﻤﺰﺓ ﺍﻟﻮﺻﻞ ﻭ ﻏﻴﺮﻫﺎ ﻣﻦ‬
    ‫ﺗﻠﻚ ﺍﻟﻠﻐﺔ ﻓﻲ ﺛﻮﺏ ﻋﺼﺮﻱ ﻳﻨﺴﺠﻢ ﻣﻊ ﺃﻟﺴﻨﻴﺔ ﺍﻟﻠﻐﺔ ﻭ‬ ‫ﻋﻼﻣﺎﺕ ﺍﻟﻀﺒﻂ‪.‬‬
    ‫ﺻﻮﺗﻬﺎ ﺍﳌﺴﻤﻮﻉ ﲟﻌﻨﻰ ﺁﺧﺮ ﺃﻥ ﻳﺤﺪﺙ ﺍﻧﺴﺠﺎﻡ ﺑﲔ ﻛﺘﺎﺑﺔ‬ ‫‪.5‬ﺗﻜﺘﺐ ﺍﻟﺮﻣﻮﺯ ﺟﻨﺒﺎ ﺍﻟﻰ ﺟﻨﺐ ﻋﻠﻰ ﺳﻄﺮ ﺩﻭﻥ ﲤﻴﻴﺰ ﺑﲔ‬
    ‫ﺍﻟﻠﻐﺔ ﻭﻭﺍﻗﻌﻬﺎ ﺍﻟﺼﻮﺗﻲ ﺍﳌﺴﻤﻮﻉ ‪.‬‬ ‫ﺍﻷﺻﻮﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻭﺃﺻﻮﺍﺕ ﺍﻟﻌﻠﺔ )ﺍﳊﺮﻛﺎﺕ(‪ .‬ﻓﺎﻟﻌﻠﻞ‬
    ‫ﻣﻴﺰﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻌﺎﺩﻳﺔ‪-:‬‬ ‫ﺃﺻﻮﺍﺕ ﻣﺴﺘﻘﻠﺔ ﻭﻟﻴﺴﺖ ﺗﺎﺑﻌﺔ ﻟﻠﺼﺤﺎﺡ‪.‬‬
    ‫ﻳﻮﺿﺢ ﺩﺍﻭﻭﺩ ﻋﺒﺪﻩ ﻣﻴﺰﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﲟﺎ ﻳﻠﻲ‪-:‬‬
    ‫• ﺃﻥ ﻋﺪﺩ ﺍﻟﺮﻣﻮﺯ ﻳﺴﺎﻭﻱ ﻋﺪﺩ ﺍﻷﺻﻮﺍﺕ ﺍﳌﻤﺜﻠﺔ ﻟﻬﺎ ﺩﻭﻥ‬ ‫ﻭﲟﺎ ﺃﻥ ﻧﻈﻢ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺎﺩﻳﺔ ﻻ ﺗﺘﻮﻓﺮ ﻓﻴﻬﺎ ﺟﻤﻴﻊ ﺷﺮﻭﻁ‬
    ‫ﺯﻳﺎﺩﺓ ﺃﻭ ﻧﻘﺼﺎﻥ ﻓﻤﺜﻼ ﻛﻠﻤﺔ ﻣﺜﻞ )ﺃﻥ( ﺇﺫﺍ ﻛﺘﺒﺖ ﺑﺪﻭﻥ‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺜﺎﻟﻴﺔ ﻟﺬﺍ ﻳﻠﺠﺄ ﺍﻟﻠﻐﻮﻳﻮﻥ ﺇﻟﻰ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺭﻣﻮﺯ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻟﺒﻴﺎﻥ ﺍﻟﻠﻔﻆ ﺍﻟﺼﺤﻴﺢ ﻭ ﻛﺘﺎﺑﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬
    ‫ﻓﻬﻲ ﺣﺮﻓﺎﻥ ﻓﻘﻂ )ﺍﻥ(‪ ،‬ﻓﻲ ﺣﲔ ﺃﻧﻬﺎ ﺗﺘﺄﻟﻒ ﻣﻦ ﺧﻤﺴﺔ‬ ‫ﻭﻃﺒﻘﺎ ﻟﺸﺮﻭﻁ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺜﺎﻟﻴﺔ ﻓﺈﻥ ﺩﺍﻭﻭﺩ ﻋﺒﺪﻩ ﻳﺠﺪ ﺃﻥ‬
    ‫ﺃﺻﻮﺍﺕ ﺑﻮﺿﻊ ﺍﻟﺮﻣﻮﺯ ﻋﻠﻴﻬﺎ ) ﺀ‪-‬ﻥ ﻥ‪. (-‬‬ ‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻓﻀﻞ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻠﻐﺔ‬
    ‫• ﺍﻷﻟﻒ ﺍﻟﺘﻲ ﻻ ﲤﺜﻞ ﺻﻮﺗﺎ ﻭ ﺍﻟﺴﻜﻮﻥ ﻭﻋﻼﻣﺎﺕ ﺍﻟﻀﺒﻂ‬ ‫ﺍﻹﳒﻠﻴﺰﻳﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺑﲔ ﺃﻥ ﺍﳌﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻓﻲ ﺍﳊﺮﻭﻑ‬
    ‫ﺍﻷﺧﺮﻯ ﺗﺨﺘﻔﻲ ﻛﻠﻬﺎ ﺗﻠﻘﺎﺋﻴﺎ ‪.‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﺍﳊﺮﻭﻑ ﺍﻟﻼﺗﻴﻨﻴﺔ‪ ،‬ﻭﺇﳕﺎ ﻓﻲ ﺃﻧﻈﻤﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺘﻲ‬
    ‫• ﺍﳌﺸﻜﻼﺕ ﺍﻹﻣﻼﺋﻴﺔ ﺍﻟﻜﺒﺮﻯ ﻣﺜﻞ ‪ :‬ﻛﺘﺎﺑﺔ ﺍﻟﻬﻤﺰﺓ‪،‬‬ ‫ﺗﺴﺘﻌﻤﻞ ﻫﺬﻩ ﺍﳊﺮﻭﻑ ﺃﻭ ﺗﻠﻚ‪.‬‬
    ‫ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻷﻟﻒ ﺍﳌﻤﺪﻭﺩﺓ ﻭﺍﻷﻟﻒ ﺍﳌﻘﺼﻮﺭﺓ ‪ ،‬ﻭﺍﻟﺘﻤﻴﺰ‬
    ‫ﺑﲔ ﺍﻟﺘﺎﺀ ﻭﺍﻟﺘﺎﺀ ﺍﳌﺮﺑﻮﻃﺔ‪ ،‬ﻭﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻨﻮﻥ ﻭﺍﻟﺘﻨﻮﻳﻦ‪،‬‬ ‫ﻳﺘﺤﺪﺙ ﻋﺒﺪﻩ ﻋﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻭﻣﺪﻯ ﻣﻄﺎﺑﻘﺘﻬﺎ‬
    ‫ﻭﻛﺘﺎﺑﺔ ﺃﻟﻒ ﺧﻄﺄ ﺑﻌﺪ ﺍﻟﻮﺍﻭ ﺍﻷﺻﻠﻴﺔ ﻣﺜﻞ ﻧﺮﺟﻮ ﺃﻭ ﻭﺍﻭ ﺟﻤﻊ‬ ‫ﺃﻭ ﻣﺨﺎﻟﻔﺘﻬﺎ ﻟﻨﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳌﺜﺎﻟﻲ ‪ ،‬ﻭﻳﺮﻯ ﺑﺄﻥ ﺍﻟﻜﺘﺎﺑﺔ‬
    ‫ﺍﳌﺬﻛﺮ ﺍﻟﺴﺎﻟﻢ ﻛﻤﺎ ﻓﻲ ﻣﻌﻠﻤﻮ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭ ﺍﳋﻠﻂ ﻓﻲ‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺗﺨﺎﻟﻒ ﺟﻤﻴﻊ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺴﺎﺑﻘﺔ ‪ ،‬ﺇﻻ ﺃﻥ ﺗﻠﻚ‬
    ‫ﺍﻟﻜﺘﺎﺑﺔ ﺑﲔ ﺍﻟﻴﺎﺀ ﺍﻟﺘﻲ ﺗﻠﻴﻬﺎ ﻫﻤﺰﺓ ﻓﻲ ﺁﺧﺮ ﺍﻟﻜﻠﻤﺔ ﻛﻤﺎ ﻓﻲ‬ ‫ﺍﺨﻤﻟﺎﻟﻔﺔ –ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﺸﺮﻃﲔ ﺍﻟﺜﻠﺚ ﻭﺍﳋﺎﻣﺲ‪-‬ﻣﺤﺪﻭﺩﺓ‬
    ‫ﺑﺮﻱﺀ‪ ،‬ﻭﺍﻟﻬﻤﺰﺓ ﺍﻟﺘﻲ ﺗﻜﺘﺐ ﻣﻊ ﻳﺎﺀ ﻏﻴﺮ ﻣﻨﻘﻮﻃﺔ ﻛﻤﺎ ﻓﻲ‪،‬‬ ‫ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ‪.‬‬
    ‫ﺑﺮﺉ ‪ ،‬ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﺗﺰﻭﻝ ﻧﻬﺎﺋﻴﺎ ‪.‬‬ ‫ﻭﻫﻮ ﺑﻬﺬﺍ ﻻ ﻳﺪﻋﻮ ﺇﻟﻰ ﻛﺘﺎﺑﺔ ﺍﳊﺮﻭﻑ ﻭﻃﺒﺎﻋﺘﻬﺎ ﺑﺘﻠﻚ‬

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    ‫ﻭﻟﻢ ﳝﻴﺰ ﺍﻟﻘﺪﻣﺎﺀ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﺑﲔ ﺍﻟﻴﺎﺀ )ﺷﺒﻪ ﺍﻟﻌﻠﺔ( ﻓﻲ‬ ‫• ﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﳊﺮﻭﻑ ﻳﻘﻞ ﻛﺜﻴﺮﺍ‪ ،‬ﻓﻼ ﻳﻜﻮﻥ ﻫﻨﺎﻙ‬
    ‫)ﻳﹶﺪ(‪) ,‬ﺑﹶﲔ ﹶ( ﻭ)ﺑ ﹶ ﹾﲔ( ﻭﺍﻟﻜﺴﺮﺓ ﺍﻟﻄﻮﻳﻠﺔ ﻓﻲ ﻣﺜﻞ )ﺑﻴﻊ (‬ ‫ﺗﺸﺎﺑﻪ ﺑﲔ ﺍﻷﻟﻒ ﻭ ﺍﻟﻬﻤﺰﺓ ﺍﻟﺘﻲ ﻓﻮﻗﻬﺎ ‪ ،‬ﻭﺑﲔ ﺍﻟﻮﺍﻭ ﻭ‬
    ‫ﻭ)ﻧﺮﻣﻲ(‪.‬‬ ‫ﺍﻟﻬﻤﺰﺓ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﻮﺍﻭ ﻭﺑﲔ ﺍﻟﻴﺎﺀ ﻭﺍﻟﻬﻤﺰﺓ ﺍﻟﺘﻲ ﻋﻠﻰ‬
    ‫ﻛﺬﻟﻚ ﺃﻭﺿﺢ ﻋﺒﺪﻩ ﺗﻔﺴﻴﺮ ﺍﻟﻘﺪﻣﺎﺀ ﺍﳋﺎﻃﺊ ﻟﺘﺤﻘﻴﻖ‬ ‫ﻳﺎﺀ ﻏﻴﺮ ﻣﻨﻘﻮﻃﺔ‪ ،‬ﻓﺎﻟﻬﻤﺰﺓ ﺗﻜﺘﺐ ﺑﺼﻮﺭﺓ ﻭﺍﺣﺪﺓ ﺗﺨﺘﻠﻒ‬
    ‫ﺍﻟﺘﻀﻌﻴﻒ ﻓﻲ ﻛﻠﻤﺔ )ﻳﺮﺩ( ﺍﻟﺘﻲ ﻳﺮﻯ ﺍﻟﻘﺪﻣﺎﺀ _ﻭﻫﻢ ﻋﻠﻰ‬ ‫ﻋﻦ ﺍﻷﻟﻒ ﻭﺍﻟﻮﺍﻭ ﻭﺍﻟﻴﺎﺀ‪ .‬ﻭﻟﻢ ﻳﻌﺪ ﻣﺎ ﻳﺴﻤﻰ ﺑﺎﻷﻟﻒ‬
    ‫ﺣﻖ _ ﺑﺄﻥ ﺃﺻﻠﻬﺎ )ﻳﹶﺮﹾﺩﹸﺩﹸ( ‪,‬ﻭﻟﻜﻦ ﺍﻋﺘﻤﺎﺩﻫﻢ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﺍﳌﻘﺼﻮﺭﺓ‪ :‬ﻭﻳﺰﻭﻝ ﺍﳋﻠﻂ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﺍﻟﻴﺎﺀ‪.‬‬
    ‫ﺍﻟﻌﺎﺩﻳﺔ ﺟﻌﻠﻬﻢ ﻳﺮﻭﻥ ﺃﻥ ﻣﺎ ﺣﺪﺙ ﻫﻮ ﻧﻘﻞ ﺣﺮﻛﺔ ﺣﺮﻑ ﺍﻟﺪﺍﻝ‬ ‫• ﺍﳊﻘﺎﺋﻖ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﻲ ﻳﺨﻔﻴﻬﺎ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ ﺍﳊﺎﻟﻲ‬
    ‫ﺇﻟﻰ ﺍﳊﺮﻑ ﺍﻟﺴﺎﺑﻖ ﻟﻬﺎ ‪ ,‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻣﺎ ﺣﺪﺙ ﺗﻄﺒﻴﻖ‬ ‫ﺃﻇﻬﺮ ﺩﺍﻭﺩ ﻋﺒﺪﻩ ﺃﻫﻤﻴﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ‬
    ‫ﻗﺎﻋﺪﺓ ﺻﻮﺗﻴﺔ ﻭﻫﻰ ﻗﻠﺐ ﻣﻜﺎﻧﻲ ﺑﲔ ﺍﻟﺪﺍﻝ ﺍﻷﻭﻟﻰ ﻭﺍﳊﺮﻛﺔ‬ ‫ﺍﻟﺼﻮﺗﻴﺔ ﻭﺍﻟﺼﺮﻓﻴﺔ ‪:‬‬
    ‫ﺍﻟﻘﺼﻴﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻬﺎ ‪,‬ﻭﻫﺬﺍ ﻳﺆﺩﻱ ﺇﻟﻰ ﺗﻮﺍﻟﻲ ﺍﻟﺼﺤﻴﺤﲔ‬ ‫ﺗﻈﻬﺮ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺑﻮﺿﻮﺡ ﺗﺮﻛﻴﺐ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺣﻘﻴﻘﺔ‬
    ‫ﺍﳌﺜﻠﲔ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼﺮﻓﻴﺔ ﻭﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﺗﻄﺒﻖ ﻋﻠﻴﻬﺎ‪ ،‬ﻭﻳﺘﻀﺢ‬
    ‫ﻱ _ﹶ ﺭ _ﹸ ﺩ ﺩ _ﹸ‬ ‫ﻱ _ﹶ ﺭ ﺩ _ﹸ ﺩ _ﹸ‬ ‫ﻫﺬﺍ ﻣﻦ ﻣﻘﺎﺭﻧﺔ ﺻﻴﺎﻏﺔ ﻫﺬﻩ ﺍﻟﻘﻮﺍﻋﺪ ﻋﻨﺪ ﺍﻟﻘﺪﻣﺎﺀ‬
    ‫ﻭﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻻ ﺗﻄﺒﻖ ﺇﻻ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳊﺮﻛﺔ‬ ‫ﺑﺼﻴﺎﻏﺘﻬﺎ ﺑﺼﻮﺭﺓ ﻋﻠﻤﻴﺔ ﺃﺩﻕ‪:‬‬
    ‫ﺍﻟﻘﺼﻴﺮﺓ ﺗﻔﺼﻞ ﺑﲔ ﺻﺤﻴﺤﲔ ﻣﺜﻠﲔ ﻛﻤﺎ ﻓﻲ ﹶﻣﻘﺮ‬ ‫ﺍﻟﻘﺪﻣﺎﺀ ﻗﺎﻟﻮﺍ ﺇﻥ ﺃﺻﻞ ﻗﺎﻝ ‪ :‬ﻗﻮﻝ‪ ،‬ﻭﺃﺻﻞ)ﺑﺎﻉ(‪ :‬ﺑﻴﻊ )ﻭﻫﻢ ﻋﻠﻰ‬
    ‫ﹶﻣﻘﹾ ﺮﹶﺭ ﹲ‪.‬‬ ‫ﲢﻮﻝ ﺍﻷﺻﻞ )ﺍﻟﺒﻨﻴﺔ‬ ‫ﺣﻖ ( ‪,‬ﻭﻋﻨﺪ ﺻﻴﺎﻏﺘﻬﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﻲ ﹼ‬
    ‫ﻡ _ﹶ ﻕ _ﹶ ﺭ ﺭ _ﹸ ﻥ ‪.‬‬ ‫ﻡ _ﹶ ﻕ ﺭ _ﹶﺭ _ﹸ ﻥ‬ ‫ﺍﻟﻌﻤﻴﻘﺔ( ﺍﻟﻰ ﻇﺎﻫﺮﺓ ﺍﻟﻠﻔﻆ)ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﻄﺤﻴﺔ(ﺃﺧﻄﺌﻮﺍ‬
    ‫ﻳﹸﻈﻬﺮ ﻋﺒﺪﻩ ﺃﻳﻀﺎ ﻣﻨﺎﻗﻀﺔ ﺍﻟﻘﺪﻣﺎﺀ ﻷﻧﻔﺴﻬﻢ ﺑﺎﻋﺘﺒﺎﺭﻫﻢ‬ ‫ﻷﻧﻬﻢ ﺍﻋﺘﻤﺪﻭﺍ ﻓﻲ ﺻﻴﺎﻏﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺎﺩﻳﺔ ‪ ،‬ﻓﺮﺃﻭﺍ ﺃﻥ‬
    ‫)ﻣ ﹶﺪﺩﹶ( ﺃﻱ ﺃﻥ ﺍﻹﺩﻏﺎﻡ ﻟﻴﺲ ﺃﺻﻼ ‪ ,‬ﺛﻢ ﻳﺘﺤﺪﺛﻮﻥ‬ ‫)ﻣﺪ( ﻫﻮ ﹶ‬ ‫ﺃﺻﻞ ﹶ‬ ‫ﺍﻟﻮﺍﻭ ﻓﻲ )ﻗﻮﻝ(ﻭﺍﻟﻴﺎﺀ ﻓﻲ )ﺑﻴﻊ(ﲢﻮﻟﺘﺎ ﺇﻟﻰ ﺃﻟﻒ ﻭﺃﻇﻬﺮ ﻋﺒﺪﻩ‬
    ‫ﻋﻦ ﻓﻚ ﺍﻹﺩﻏﺎﻡ ﻓﻲ ﻣﺜﻞ )ﺭﹶﺩﹶﺩﹾ ﹶﻥ(ﻭﻛﺎﻥ ﺍﻹﺩﻏﺎﻡ ﻫﻮ ﺍﻷﺻﻞ ‪.‬‬ ‫ﺍﳋﻄﺄ ﺍﻟﻌﻠﻤﻲ ﻓﻲ ﻗﻮﻟﻬﻢ ﻫﺬﺍ ﻟﻌﺪﻡ ﺇﺷﺎﺭﺓ ﺍﻟﻘﺪﻣﺎﺀ ﻛﻤﺎ‬
    ‫ﻭﺍﳊﻘﻴﻘﺔ ﺃﻥ )ﺭﹶﺩﹶﺩﹾﻥ( ﻗﺪ ﺟﺎﺀﺕ ﻋﻠﻰ ﺃﺻﻠﻬﺎ ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﻓﻚ‬ ‫ﺣﺪﺙ ﻟﻔﺘﺤﺘﻲ ﺍﻟﻘﺎﻑ ﻭﺍﻟﻮﺍﻭ ﻭﻛﺄﻥ ﻻ ﻭﺟﻮﺩ ﻟﻬﻤﺎ ‪ .‬ﻭﻳﺮﻯ‬
    ‫ﺇﺩﻏﺎﻡ ‪ .‬ﻭﻳﺮﻯ ﺃﻥ ﻫﺬﺍ ﺍﳋﻠﻂ ﺗﺄﺗﻲ ﻟﻬﻢ ﻣﻦ ﻧﻈﺎﻡ ﺍﻟﻜﺘﺎﺑﺔ‬ ‫ﻋﺒﺪﻩ ﺃﻧﻪ ﻟﻮ ﰎ ﻛﺘﺎﺑﺔ ﻛﻠﻤﺘﻲ ﻗﺎﻝ‪ ،‬ﻭﺑﺎﻉ ﻛﺘﺎﺑﺔ ﺻﻮﺗﻴﺔ ﳌﺎ‬
    ‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻱ ﻻ ﻳﻮﺿﺢ ﺍﳊﻘﺎﺋﻖ ﺍﻟﻠﻐﻮﻳﺔ ‪.‬‬ ‫ﻭﻗﻊ ﺍﳋﻄﺄ‪ ،‬ﻭﻟﺴﻬﻞ ﻋﻠﻴﻬﻢ ﻣﻼﺣﻈﺔ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺼﻮﺗﻴﺔ‬
    ‫ﲡﺪ ﺃﻳﻬﺎ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺃﺳﺘﺎﺫﻧﺎ ﻫﻨﺎ ﻗﺪ ﺭﻛﺰ ﺍﻟﻀﻮﺀ ﻋﻠﻰ ﺣﻘﺎﺋﻖ‬ ‫ﺍﻟﺘﻲ ﺣﻮﻟﺖ ﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ )ﺍﻷﺻﻞ (ﻟﻜﻞ ﻣﻦ ﺍﻟﻜﻠﻤﺘﲔ‬
    ‫ﻋﻠﻤﻴﺔ ﺗﹸﺸﻐﻞ ﺑﺎﻝ ﺍﳌﺘﻌﻠﻢ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ,‬ﺍﻟﺬﻱ ﺃﻣﻀﻰ‬ ‫ﺇﻟﻰ ﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﻄﺤﻴﺔ )ﻇﺎﻫﺮ ﺍﻟﻠﻔﻆ( ‪:‬‬
    ‫ﺯﻣﻦ ﺗﻌﻠﻤﻪ ﻭﻫﻮ ﻳﺘﻠﻘﻦ ﻣﻦ ﻛﺘﺐ ﺍﻟﻘﺪﻣﺎﺀ ‪ ,‬ﻭﻳﺘﺨﺬ ﺁﺭﺍﺀﻫﻢ‬ ‫ﻕ – ﻭ – ﻝ ‪ -‬ﻕ ‪ - -‬ﻝ‪-‬‬
    ‫ﺣﻘﺎﺋﻖ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﳊﻴﺎﺩ ﻋﻨﻬﺎ ﺃﻭ ﻣﺨﺎﻟﻔﺘﻬﺎ ﺃﻭ ﻣﻨﺎﻗﺸﺔ‬ ‫_ﹶ _ﹶﻉ_ﹶ‬ ‫ﺏ‪ -‬ﻱ – ﻉ ‪-‬‬
    ‫ﺃﺳﺒﺎﺏ ﻭﺿﻌﻬﺎ ‪ .‬ﻭﻟﻘﺪ ﺃﺳﻬﻢ ﺍﻟﻘﺪﻣﺎﺀ ﻓﻲ ﻭﺿﻊ ﺍﻷﺳﺲ‬ ‫ﻓﻴﻈﻬﺮ ﻣﻦ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻥ ﺍﻟﻮﺍﻭ ﻭﺍﻟﻴﺎﺀ ﺗﺴﻘﻄﺎﻥ‬
    ‫ﺍﻟﻌﻠﻤﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻧﺤﻮ ﻭﺻﺮﻑ ﻭﻧﻘﺪ ﻭﺃﺩﺏ‬ ‫ﻟﻮﻗﻮﻋﻬﺎ ﺑﲔ ﺣﺮﻛﺘﲔ ﻣﺘﻤﺎﺛﻠﺘﲔ ‪,‬ﻭﻟﻴﺲ ﻛﻤﺎ ﻳﺮﺍﻩ ﺍﻟﻘﺪﻣﺎﺀ‬
    ‫ﻭﺃﺻﻮﺍﺕ ﻭﻟﻜﻦ ﺍﻟﻌﻘﻞ ﺍﻹﻧﺴﺎﻧﻲ ﻭﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻳﺘﻄﻮﺭ‬ ‫ﺃﻧﻬﻤﺎ ﻣﺘﺤﻮﻟﺘﺎﻥ ﺍﻟﻰ ﺃﻟﻒ ‪,‬ﻭﺗﻮﺍﻟﻲ ﺍﻟﻔﺘﺤﺘﲔ ﻧﺸﺄ ﻣﻨﻬﻤﺎ‬
    ‫ﻣﻊ ﺍﻟﺰﻣﻦ ﻭﻳﺘﺴﺎﻭﻕ ﻣﻊ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻌﺼﺮ ﺍﻟﻌﻠﻤﻴﺔ ﻭﻟﻌﻞ‬ ‫ﻓﺘﺤﺔ ﻃﻮﻳﻠﺔ ﻫﻲ ﺍﻷﻟﻒ ‪.‬‬
    ‫ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺇﻟﻲ ﺍﻗﺘﺮﺣﻬﺎ ﺩﺍﻭﻭﺩ ﻋﺒﺪﻩ ﻟﺘﻜﻮﻥ ﻣﻌ ﹶﺘﻤ ﹶﺪﺍ‬ ‫ﻭﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﺫﺍﺗﻬﺎ ﲢﻮﻝ ﻓﻌﻼ ﹰ ﻣﺜﻞ )ﻳﹶﺪﹾﻋﹸ ﹸﻮ(ﺇﻟﻰ )ﻳﹶﺪﹾﻋﻮ(‪,‬‬
    ‫ﺃﺳﺎﺳﻴﺎ ﻓﻲ ﺗﺪﺭﻳﺲ ﺍﻟﺼﻮﺗﻴﺎﺕ ﻭﺍﻟﺼﺮﻑ ﻫﻲ ﺍﺣﺪﻯ ﺍﳌﻨﺠﺰﺍﺕ‬ ‫ﻭﻛﺎﻥ ﻗﻮﻝ ﺍﻟﻘﺪﻣﺎﺀ ﺇﻥ ﻋﺪﻡ ﻇﻬﻮﺭ ﺍﻟﻀﻤﺔ ﻋﻠﻰ ﺍﻟﻮﺍﻭ ﻣﺮﺩﻩ‬
    ‫ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﺍﻻﻋﻮﺟﺎﺝ ﻓﻲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻘﺪﳝﺔ ‪,‬‬ ‫ﺍﻟﻰ ﺍﻟﺜﻘﻞ ﻓﻲ ﺣﲔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺗﹸﻈﻬﺮ ﻏﻴﺮ ﺫﻟﻚ‪:‬‬
    ‫ﻭﺗﺼﻮﺏ ﻣﺴﺎﺭﻫﺎ ﻭﺗﺴﻬﻞ ﻓﻬﻢ ﻗﻮﺍﻧﲔ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺼﺮﻑ ﻓﻲ‬ ‫ﻱ _ﹶ ﺩ ﻉ _ﹸ _ﹸ‬ ‫ﻱ _ﹶ ﺩ ﻉ _ﹸ ﻭ _ﹸ‬
    ‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪.‬‬ ‫ﺇﺫ ﻳﻨﺸﺄ ﻣﻦ ﺍﻟﻀﻤﺘﲔ ﺍﻟﻘﺼﻴﺮﺗﲔ ﺿﻤ ﹲﺔ ﻃﻮﻳﻠﺔﹲ‪ ,‬ﺑﻌﺪ‬
    ‫ﺩ‪.‬ﻫﺎﻟﺔ ﺍﻟﻌﺒﻮﺷﻲ‬ ‫ﺳﻘﻮﻁ ﺍﻟﻮﺍﻭ ﻟﻮﻗﻮﻋﻬﺎ ﺑﲔ ﺿﻤﺘﲔ ﻣﺘﺠﺎﻧﺴﺘﲔ ‪.‬‬
    ‫)ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍﺑﻬﺎ ‪ -‬ﺟﺎﻣﻌﺔ ﻓﻴﻼﺩﻟﻔﻴﺎ (‬ ‫ﻣﻦ ﻫﻨﺎ ﻟﻢ ﳝﻴﺰ ﺍﻟﻘﺪﻣﺎﺀ ﻓﻲ ﺍﻟﻜﺘﺎﺑﺔ ﺑﲔ ﺍﻟﻮﺍﻭ ﻓﻲ ﻣﺜﻞ )ﻭﹶﻟﹶﺪ(‬
    ‫)ﺣﻮﹾﺽ( ﻭﻫﻲ ﺷﺒﻪ ﻋﻠﺔ )ﺷﺒﻪ ﺻﺎﻣﺖ( ﻭﻻ ﺗﺨﺘﻠﻒ ﻋﻦ‬ ‫‪,‬ﻭ ﹶ‬
    ‫ﺃﻋ ﹶﺪ ﺍﻟﻨﺪﻭﺓ ﻟﻠﻨﺸﺮ ‪:‬ﺩ‪.‬ﻳﻮﺳﻒ ﺭﺑﺎﺑﻌﺔ ‪،‬ﺟﺎﻣﻌﺔ‬ ‫ﺍﻷﺻﻮﺍﺕ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻇﻴﻔﻴﺎ ‪ ,‬ﻓﻬﻲ ﲢﺮﻙ ﻭﺗﺴﻜﻦ ‪ ,‬ﻭﺗﺸﺪﺩ‬
    ‫ﻓﻴﻼﺩﻟﻔﻴﺎ‬ ‫‪ ,‬ﻭﺍﻟﻀﻤﺔ ﺍﻟﻄﻮﻳﻠﺔ ﻓﻲ ﻣﺜﻞ ﻳﺪﻋﻮ‪ ,‬ﻭﻳﻘﹶ ﻮﻝ ﻭﻫﻲ ﺣﺮﻛﺔ ﻻ‬
    ‫ﹶﲢﺮﻙ ﺭﻏﻢ ﻭﺟﻮﺏ ﻫﺬﺍ ﺍﻟﺘﻔﺮﻳﻖ ‪.‬‬

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