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ARA381 Arabic Morphology C. Material
ARA381 Arabic Morphology C. Material
ARA381 Arabic Morphology C. Material
1
NATIONAL OPEN UNIVERSITY OF NIGERIA
COURSE
GUIDE NATIONAL OPEN UNIVERSITY OF NIGERIA
2
National Open University of Nigeria
Headquarters
14/16 Ahmadu Bello Way
Victoria Island
Lagos.
Abuja Office
No. 5 Dar es Salaam Street
Off Aminu Kano Crescent
Wuse II, Abuja
Nigeria.
e-mail: centralinfo@nou.edu.ng
URL: www.nou.edu.ng
ii
CONTENT PAGE
Introduction………………………………………………………………. 1 Course
Aims……………………………………………………………… 1 Course
Objectives……………………………………………………….... 1 Working
through this Course……………………………………………... 2 Course
Materials………………………………………………………….. 2 Study
Units………………………………………………………………....2 Textbooks
and References………………………………………………….3 Assignment
File…………………………………………………………….4 Presentations
3
Schedule……………………………………………………..4
Assessment………………………………………………………………....4 Tutor
Marked Assignment………………………………………………….4 Final
Examination and Grading…………………………………………….4 Course
Marking Scheme…………………………………………………....4 Course
Overview…………………………………………………………....5 How to Get
the Most from this Course……………………………………...5 Facilitator/Tutor
and Tutorials………………………………………………7
Summary…………………………………………………………………7
iii
Introduction Before you is a Course Material coded and entitled ARA381: Arabic
Morphology. called ف ُ ْ
َ in Arabic, the course is compulsory for the students. As a
beginner, you should take note of the development and the importance of ف ُ ْ
َ . In
the first and second centuries of Islam,ف ُ ْ
َ was developed amongst the series of
subjects developed by Muslims to preserve and understand the language of the
Qur’an – Arabic. Mu‘ādh bn Muslim al–Ħarrāī is recognized as the exponent
ofُْف
َ . Another school of thought attributes its development to ‘Alī bn Abī Tālib.
So far, ف
ُ ْ
َ has proven to be an extraordinary mechanism of enriching Arabic
language as you will see it practically as we enter into the nitty-grity of ف
ُ ْ
َ
4
Course Objectives To accomplish the above aims, you have a golden opportunity
in the series of objectives which are divided into two, namely short term and long
term. While short term objectives revolve around immediate accomplishment i.e.
what you are able to attain at the end of each unit, the long term objectives
indicate your demonstration of mastery of ْف َ . In technical terms, your short
term objectives are called behavioural objectives. Such objectives are meant to
measure the extent to which you have benefited from the unit lesson just taught. In
other words the extent you can recall, state, comprehend, or perform any
prescribed task on just concluded lesson. On the other hand, the long term
objectives are futuristic i.e. they revolve around your ability to permanently retain
the conjugation of verbs from ض ِ
َtoْ َأor noun from ُ َْدto ْ
َ , or the extent you
can derive fresh words from their roots such as إ – إ ا
ن– إ ا
ن– ِإْ ا
" –ا!ل#
إ اetc. based on the skills acquired during the course. You are hereby
expected to be able to:
• conjugate verbs;
• enrich and enlarge your vocabulary base through derivatives known as ; and
• use in sentences the newly acquired words 2
ARA381 is made up of 12 units, carefully packaged to enable you to learn ف ُ ْ
َ
without tears. Basically, you are expected to study all units in addition to any other
books as may be recommended by NOUN. As you progress in this course, you
will find Assessment exercise specially designed to enable you to gage your level
of attainment of the behavioural objectives. Further more, at the end of every unit,
you will required to submit written assignments for assessment purposes. You will
also write a final examination at the end of this course.
Course Materials
1. Course Guide
2. Study Units
3. Textbooks
5
4. Assignment Files
5. Presentation Schedules
You are expected to obtain the materials which are available in NOUN offices.
You can approach either the facilitator in your Study Centre or the Study Centre
Manager to obtain your copies.
Study Units
In this course, there are 12 study units broken into four modules. They are as
follows:
Module 1
Unit 1 ف$ ا%&!'
Unit 2 !
ل وا)
ء+) ا, ّد.ا
Unit 3 !
ل+)أوزان ا
Module 2
Unit 1 "0! ا12 $ا!" ا
Unit 2 3#و+ و12 $ا
Unit 3 3#و+ي و50!ا
Unit 4 3#و+زم و7ا!" ا
Module 3
Unit 1 8أ
اع ا
Unit 2 ;
ت0<ا
Unit 3 =>
زم ا7 ا5
.ا
Module 4
Unit 1
?2
0@ وفA
Unit 2 B
Cإ ا
Each Unit contains a number of self – tests. In general terms, these self-test
questions on the lessons you have just covered are meant to help you to evaluate
your progress and to reinforce your understanding of the lessons. Along with your
Tutor – Marked Assignments, these exercises will assist you in achieving the
stated learning objectives of the individual units and of the lessons.
6
meant to depen your knowledge of the course. For example, you may find the
following textbooks useful.
Islamiyyah.
aş-Şafā.
Ta‘āwuniyyah
Mufīd al – Jadīdah.
• Abdullah al – Wuhaybī & Co. (1970) J0 ا)وّل ا%$ !
KاJeddah, Ministry
of Education.
• Ahmad Muhammad Shaddād, (1977) J0 اL
M ا%$ 2N!
! اKاBaghdad,
Matba ‘atu Tīmis.
Tīmis.
• Al-Fāriħ, S. (Ed.) (1986) 2N7K
ت ا2 ا2N! اBاKuwait, Kuliyyatu `l-Ādāb,
University of Kuwait.
Assignment Files
In this file, you will find all the details of the work you must submit to your tutor
for marking. The marks you obtain from these assignments will count towards the
final mark you obtain for this course. You will find further information or
assignments in the Assignment file itself and later in this Course Guide in the
section on assignment.
Presentation Schedule
7
The presentation schedule included in your course materials gives you the
important dates for the completion of Tutor – Marked Assignment and attending
tutorials. Remember, you are required to submit all your assignments by the due
date. You should guard against falling behind in your work.
Assessment
Every unit contains at least one or two assignments. You are advised to work
through all the assignments and submit for assessment. Your tutor will assess the
assignments and select four which will constitute the 30% of your final grade. The
Tutor – Marked Assignments may be presented to you in a separate file. Just know
that for every unit there are some Tutor – Marked Assignments for you. It is
important you do them and submit for assessment.
At the end of the course, you will write a final examination which shall last for
two hours, you will be requested to answer three questions out of at least five
questions.
8
Each Unit contains a number of self – tests. In general terms, these self-test
questions on the lessons you have just covered are meant to help you to evaluate
your progress and to reinforce your understanding of the lessons. Along with your
Tutor – Marked Assignments, these exercises will assist you in achieving the
stated learning objectives of the individual units and of the lessons. References
and Textbooks Every unit contains a list of references and further reading. Try to
get as many as possible of those textbooks and materials listed. The textbooks and
materials are meant to depen your knowledge of the course. For example, you may
find the following textbooks useful.
Islamiyyah.
aş-Şafā.
Ta‘āwuniyyah
Mufīd al – Jadīdah.
Tīmis.
Assignment Files
In this file, you will find all the details of the work you must submit to your tutor
for marking. The marks you obtain from these assignments will count towards the
final mark you obtain for this course. You will find further information or
9
assignments in the Assignment file itself and later in this Course Guide in the
section on assignment.
10
Presentation Schedule The presentation schedule included in your course
materials gives you the important dates for the completion of Tutor – Marked
Assignment and attending tutorials. Remember, you are required to submit all
your assignments by the due date. You should guard against falling behind in your
work. Assessment
Your assessment will be based on Tutor-Marked Assignments (TMAs) and a final
examination you will write at the end of the course. Tutor – Marked
Assignments (TMAs) Every unit contains at least one or two assignments. You
are advised to work through all the assignments and submit for assessment. Your
tutor will assess the assignments and select four which will constitute the 30% of
your final grade. The Tutor – Marked Assignments may be presented to you in a
separate file. Just know that for every unit there are some Tutor – Marked
Assignments for you. It is important you do them and submit for assessment.
Final Examination and Grading
At the end of the course, you will write a final examination which shall last for
two hours, you will be requested to answer three questions out of at least five
questions. Course Marking Scheme
This table shows how the actual course marking is broken down.
Assignment Marks
Assignments Four assignments, best three marks of
the four count as 30% of course marks
Final Examination 70% of overall course marks
Total 100% of Course Marks
Course Overview
Unit Title of Work Weeks Activity
Course Guide
Module 1 Definition of Sarf and its Scope
Unit 1 Definition of ف Week 1 Assignment 1
Unit 2 Abstract noun and Week 1 Assignment 2
verb
Unit 3 Measures of verbs Week 3 Assignment 3
Module 2 Sound, Weak, Transitive and Intransitive Verb
Unit 1 Sound and Weak verbs Week 3 Assignment 1
Unit 2 Sound verb and its Week 4 Assignment 2
branches
Unit 3 Transitive Verb Week 4 Assignment 3
Unit 3 Intransitive verb Week 5 Assignment 4
Module 3 Types of Noun: Derivative and Abstract
Unit 1 Types of Noun Week 6 Assignment 1
Unit 2 Derivative Nouns Week 6 Assignment 2
Unit 3 Abstract Nouns Week 7 Assignment 3
11
Module 4
Unit 1 Letters of
?2
0@ Week 8 Assignment 1
Unit 2 Mubalaghah Nouns Week 9 Assignment 2
Total 14
12
7. Keep in touch with your study centre. Up – to – date course information will be
continuously available there.
8. Well before the relevant due dates (about 4 weeks before due dates); keep in
mind that you will learn a lot by doing the assignment carefully. They have been
designed to help you meet the objectives of the course and, therefore, will help
you pass the examination. Submit all assignments not later than the due date.
9. Review the objectives for each study unit to confirm that you have achieved
them. If you feel unsure about any of the objectives, review the study materials or
consult your tutor.
7
10. When you are confident that you have achieved a unit’s objectives, you can
start on the next unit proceed unit by unit through the course and try to pace your
study so that you keep yourself on schedule.
11. When you have submitted an assignment to your tutor for marking, do not wait
for its return before starting on the next unit. Keep to your schedule. When the
assignment returned, pay particular attention to your tutor’s comments, both on the
tutor-marked assignment form and also the written comments on the ordinary
assignments.
12. After completing the last unit, review the course and prepare yourself for the
final examination. Check that you have achieved the unit objectives (listed at the
beginning of each unit) and the course objectives (listed in the course guide).
Facilitators/Tutors and Tutorials
The dates; times and locations of these will be made available to you, together
with the name, telephone number and the address of your tutor. Each assignment
will be marked by your tutor. Pay close attention too the comments your tutor
might make on your assignments as these will help in your progress make sure that
assignments reach your tutor on or before the due date. Your tutorials are
important; therefore try not to skip any. It is an opportunity to meet your tutor and
your fellow students. It is also an opportunity to get the help of your tutor and
discuss any difficulties encountered on your reading.
Summary
In ARA381: Arabic Morphology, you are taken through different aspects of ف.
To a large extent, فis simplified for you. It is made easy. Words/terms such as
Q إ ا
ن إ, إ ا!ل,"#
إ ا, إ,"!+ ,آetc. are defined. Where
necessary, terms with technical connotation are described with illustrations. For
example, terms such ;
ت0<(اderivatives) where they are derived from, common
ground between فand
are explained with illustrations. Conjugation as the
core of فis extensively explained across the units of the course. However, your
ability to conjugate, define, describe, and illustrate in sentences depends on your
taking maximum advantage of the Course Guide which accompanies this Course
Material.
13
Module 1 Definition of Ṣarf and its Scope 3
.ف و$ ا%&!'
Unit 1 Definition of Ṣarf ف$ ا%&!'
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 Definition of Ṣarf ف$ ا%&!'
3.2 The Scope of Ṣarf ف$
ل ا.
3.3 Similarity between Ṣarf and Nahw Fف وا$ ا,2N 3N
<0ا
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Reading
1.0 Introduction
Morphology, ()ف, was introduced within the array of language studies which
include Grammar,(
) Rhetoric,(T7N) Philology (B ا#), Phonetics #)
(ا)ات, etc. The main motivation for the development/introduction of these
language studies was the preservation of the Qur’ān – which was revealed in
Arabic – in terms of its ensuring its correct reading and accurate understanding of
its message. It should be noted that the language studies of which فformed a
part came within the context of the complete change brought by Islam to the life of
the Arabs in the Arabian Peninsula. It was a total transformation of life which
means a sharp shift from the prevailing Jahiliyyah culture to civilization and
urbanization spanning across social, commercial, judicial and religious aspects of
life in the first and second centuries of Hijrah corresponding with seventh and
eighth centuries of the Christian Era (CE).
Since فcame as a branch of language studies, little wonder that it shares a lot
with other branches especially (
ـGrammar) which is explained below. Against
this background, our attention in this unit is focused on definition of ف, its
scope and what it shares in common with
ـ.
2.0 Objectives
At the end of this unit, you should be able to:
• define; ف
• describe the scope of ; فand
• state similarities and dissimilarities between فand Nahw.
3.0 Main Content
3.1 Definition of ف
14
ٍ ْ E ُ َ َ
َ ^ ِر َ 0َ ُو َآ0ْ
ِر ِهK َ َ X+ِ ن َ
َ
َ َل َ
# َ ْ ُ َو.ْن5َ Fْ َ ِ !َ ِ
َ X+ِ
ِد$ َ 0ِ [ْ ِ8ْس ا
َ ْ ُر52َ َ َا0ِ 2ِِ
ْ ِإXَ ٌ ِإ5ِ
V
َ َ +َ
َ
ِ !َ ِ
َ X+ِ ^ ّ K d ْ س ا ُ ْ ُر5'َ X0ِ a َ َ اc ِ
+َ 3ِ 0ِ V
ْ ُأXَ
َ ً ِإ
َ ^ ِر َ 0َ
ِ َ! ِ َآ.َ ْ اX+ِ و ِلa )َ ْ ا3ِ # ِ Cُ
ْ ُأX+ِ َو.`ِ 5ِ ِ َواXَ ِإ
ٌ5ِ
V َ ^ َ 'َ
َآf
َ ِ Dَ َو َآ.ْ
َدنNَ
ِ َ! ِ ِإ َ X+ِ ْ'َ Cُ ْ َ ْ س ا ُ ْ ُر5&َ ىDِ a ْ َ
ن ا َ 3ِ 2V ِ َأXَ َى ِإV ْ
َ ً ُأَ ِ َ&
َو ِر2. ِ 2ْ
َ س
ِ T ُ َ
.ْ^0ُ ْ &َ َْ ن َ
g َ َ َرa ن ِإ َ 0ُ Nَ
َ 0َ &َ ْ?ُ !ُ 2ِ
َ َأ5َ Nَ س َوِ T ُ7َ Nِ ت ِ َ
$ َ 'ْ 8ِ ْْ َآ ِ اE
َ X+ِ "ُ Bِ 0َ < ْ &َ ىDِ a
ن اg َ َ َر3ُ ;َ &5ِ َ
^
َ 0d َ 'ُ ْ َأن3ِ 'ِ 5َ ِ ْ َوا,ِ ^ َ َ cَ ،ْن5َ Fْ َ Xَ َ ِ ُ` ِإ
َ "َ Cْ [َ 7 ً ْ c
ِ ^َ .َ
ْ ْ َأ5[َ ا5ً ِ
V
َ ن a َ
َأNِ َ و. ًراDِ 0َ !ْ ُ ^َ 0َ َآa hُ 5ُ ِ
Vَ 3ُ Cَ 0َ ْ 0َ
ْ َوا
ُ < َ Fْ 'ُ X0ِ a
ِد ا$ َ 0ِ [ْ 8ِ ْ ِ اa.
َ َ X+ِ ِ 2َ
ِ
Ma َ ِ اA َ َْ ْ اXِ+ ْ^0ِ 0َ ْ &َ َأ5َ Nَ ْ5[َ
Cً 2.ِ
َ
Cً ِ
cَ 3ِ 0ِ َ $
ِ Nِ 5ِ
V َ َو. 2Bِ $ a ا3ُ Fَ Nْ ِإ
.3ِ 0ِ !َ ِ
َ X+ِ
&j َدوْ ِر
15
ب
َ َ >
َ to beat ٌ5َ َوa boy ْ,ِ from
l
َ َ
َ to seat ٌCْ V ُ bread Xَ ِإto
س
َ َد َرto study ٌ
ب0َ ِآa book X+ِ in
Of all the three types of Kalmah listed above, فcovers verbs and nouns to the
exclusion of particles. The question you may ask then is: what does فdo to
verbs and nouns? The answer is, simply put, % ُ &ِ $
ْ 'َ which means structural
transformation of verbs and nouns into various shapes and forms. It should be
quickly noted that the structural transformation we are talking about is for a
purpose which is the reflection of different meanings and situations sometimes
tied up to periodization. When % ُ &ِ $
ْ 'َ takes its toll on verbs and nouns, they (verbs
and nouns) are called +$0 i.e. +$0 !
ل+ أand +$0 أ
ء. This is a situation
when a verb is conjugated such as conjugating a verb from past tense (ض ٍ
َ),
present tense (ٌَ
ِرعgُ ), and command i.e. future tense (ُْ )َأ. When noun is taken
through the same process of %&$' i.e. conjugation, it changes from singular
()د, dual (XFM) and plural ().
Similar to further extension as in the case of verb above, full conjugation of noun
is also extended to cover genealogy (ُCَ k
ْ
ِ ) and diminutive ٌ2ِB$ ْ 'َ e.g.:
ٌCَ k
ْ
ِ ٌ2Bِ $ْ 'َ ُ ْ
َ XFa Mَ َ ٌُ ْ َد
X
p ِ َ [َ ٌ2ْ َ [ُ م7 َ [ْ َأ [
ن ٌَ [َ
16
3.3 Between Ṣarf and Nahw
فand Nahw in terms of their functions are like a pair of scissors in which one
tongue cannot function alone without the other tongue. Both فand Nahw
complement each other in preserving the Arabic language and ultimately guide the
learner towards making correct and intelligible sentences. So, what they both share
in common is the role of preserving the language through application of their rules
and regulations. However, in terms of the scope of operation, they differ
significantly as illustrated in the text below.
3.3.1 Analysis
You will notice in the text above that the ( آـ
تwords) change from one form to
another. For example, verbs such as: ^ َ َذ َه،َ10َ +َ ،َ=;ِ Nَ ،=َgَ ،=َg[َ ،ََ َأ،َ زَار،َ َأرَادchange
from one form to another to reflect different periods. In the same token, nouns
such as: مv )ُ ْ ا،ن ُ
آa 5v ا،ُ Fَ &5ِ َْ ا،v !َ ْ ا،ُ a !َ ْ ا،ُ &َ ْ;َ ْ ا،^ ُ &ِ ;َ ْ ا،ع
ُ C
ْ )ُ ْ ا،ُ َ ْ َر5َ ْ اchange from one
form to another to reflect number. This constant change is known as % ُ &ِ$
ْ 'َ
(deletion) and it applies to both ٌ!َ
ل+ْ َأand ٌَ
ء ْ َأ. Let us consider the following two
tables which are loaded with آـ
تextracted from the text above.
Change in Verb or Reflect Time Change in Verb or Reflect Number
أ
رعg
ض XFM د
ُْ َْأو/ ُ ُ @ْ &َ َ َ َأ ٌ&
مa َأ ن
ِ
َ ْ&َ ٌَ&ْم
ْ^ِإذْ َه ^
ُ ْ َهD&َ ^
َ َذ َه ُ 2Nِ
َ َأ ن
ِ
#َ Cُ ْ ُأ ع
ُ Cُ ْ ُأ
ُْزر َ& ُو ُر َزا َر ب
ُ َأ َ[
ِر ن
ِ
Cَ &ِ [َ ٌ^&ِ [َ
x
ِ [ْ ِإ Xg ِ ;ْ &َ Xg َ [َ ت
ُ َاV ْ َأ ن
َ
0َ Vْ ُأ s
ُ V ْ ُأ
x
ِ ْ ا Xg ِ ْ &َ Xg َ َ ت
ُ
?َ a ُأ ن
ِ
a ُأ مp ُأ
ْq+ِ َرا q
ُ +ِ ُ& َا q
َ +َ َرا ت
ُ
a # َ ن
ِ
0َ a # َ ٌa # َ
ْ10َ +ْ ِإ 1
ُ 0َ ْ &َ 1
َ 0َ +َ مp
َ #
ْ َأ ن
ِ
a # َ p #َ
ِر َ& َى َرَأى ,
ُ 2َد َآ
ِآ ن
ِ
َ
آa َد ن
ُ
آa ُد
ْ"g d +َ "ُ g d َ &ُ "َ g a +َ ُ[ َي ن
ِ
0َ &َ ْ[َ ٌ&َ ْ[َ
q
ِ Nْ ِإ X;َ Cْ &َ X
َ ;ِ Nَ ن
َ و5ُ ِ َوا ن
ِ ا5َ ِ َوا ٌ5ِ َوا
3.3.2 ٌَاب#
ْ ٌ َوِإ%&ِ$
ْ 'َ
The difference between Ṣarf and Nahw lies in the two terms % ُ &ِ$ْ 'َ and ب
ُ َا#
ْ ِإ. The
English term declension is used to denote both % ُ &ِ$
ْ 'َ and بُ َا#
ْ ِإ. While % ُ &ِ$ْ 'َ
17
means structural transformation of a verb or noun as illustrated in the two tables
above, ب
ُ َا#ْ ِإmeans changes that occur in the vowels at the end of a word be it
verb or noun. The vowels that are amenable to changes are Dammah ـُــFathah ــَـ
Kasrah ــِـand Sukun ــْـ. The following sentences give examples of ب
ُ َا#
ْ ِإin action.
In the first sentence,
ن#C أis in the nominative case which is known as ع+
with alf ( )اrepresenting dammat. In the word 3'
درB , ةtakes kasrah due to the
influence of the article X# . 30V أin the second sentence takes kasrah due to the
influence of Xإ. the end of &; اalso takes kasrah due to the influence of =+. &ور
in the fourth sentence takes fat-hah because it is in the accusative case under the
influence of إن. the word 2 as 3N ( !لalso accusative) takes fat-hah. The word
3N أ[
رtakes kasrah as you can see it in ()ب. This is called genitive case 32
ف إg.
The verb 10+ أtakes
fat-hah due to the influence of what is known as =م آ.
بN takes fat-hah because it
is 3N !لwhile +T takes kasrah becase it is in genitive case 32
ف إg. ,&5 ااa N.
while N takes fat-hah due to the influence of إن, ,&5 ااis in genitive case
فg
32 إand so it takes kasrah which is represented in yaa. In the last sentence, ^اذه
known as )!" ا+ takes sukun as the sign of jazm.
One point of observation, you should recall that ا فthe particle is the third member of
the آfamily. But it is not governed by any regulation that will make it change its
form. It has a lone structure that never changes. Unlike the nature of "!ـ+ and إـthe
particle such as Xَ #
َ ،Xَ ِإ،=+ِ ،ن
a ِإ،ن
a َأare free fron any rule that could either change their
forms or their vowels.
18
19
4.0 Conclusion
فand
have one thing in common; namely preservation of Arabic
Language through provision of rules and regulations that guide the learner of the
language to make flawless and intelligible expressions. Further more, both of them
have ( اword) as the area of operation. But while فdeals with the structural
transformation of the words into various shapes and forms,
deals with the
changes that occur in the vowels especially at the end of the word ( اV) أوا
5.0 Summary
This Unit introduced Ṣarf (Arabic Morphology) to you as the study of the
structural changes taking place in words with a view to creating various meanings
from one single root. It showed how both فand
take the آas their
area of oppration. It gives coupious examples as illustration and provides you with
self assessment exercises so that you will be able to know your level of
understanding.
The conclusion highlights the main point discussed.
20
Module 1: Definition of Ṣarf and its Scope
Unit 2: !
ل وا)
ء+) ا, د.ا
0.0 Introduction
1.0 Objectives
2.0 Main Content
1.0 Introduction
In the first Unit, ـفwas defined for you with illustrations. Also treated was the
scope of ـفwhich is آ
تbe it ٌ"!ْ +ِ or ٌ
ْ ِإ. In this Unit, the status of ٌ"!ْ +ِ is
explained as well as that of ٌ
ْ ِإ.. In other words, you will learn that in the unit
different technical descriptions of each of them. And as usual, this will be loaded
with illustrations.
2.0 Objectives
At the end of this unit, you should be able to describe:
- د.ا!" ا
- X#
N واXh7Mد ا.ا
- 32+ 5&ا
21
God always assists the wronged – ُم
ْ َ ْ َ
اuِ دَا
ُ َ ا$
َ
َ
3.1.1 Analysis
In the above sentences, the following verb features: ،َ ِقT َ ،َِ
َ ،َ"!َ +َ ،َ$
َ
َ ،َ^ َر ِآ،َ%!َ >
َ
1
َ.َ
َ ،َ
َ A
َ . Each of the verbs is د.. They are so called because their foundation
letters do not suffer any form of deficiency. Each of the letters is called radical.
It should be noted quickly that the opposite of د. اis 5& اwhich is simply
defined as a verb with additional letters – i.e. additional to the foundation radicals.
For example, take note of the verbs in the following excerpt:
Celebrate the praises of thy Lord `ُ ِْ Bْ 0َ
ْ وَاf َ Nd َر5ِ ْ
َ Nِ ْ1Cd k َ +َ
And remember Moses prayed for water for his people Xَُ Xَ;k ْ 0َ ْ َوِإ ِذ ا
3ِ ِ ْ;َ ِ
Then gushed forth therefrom twelve springs < َ َة
َ # َ
َ0Fَ hْ ا3ُ Fْ ِ ْ َت.َ َ
ْ
َ+
ًF2ْ #
َ
The verb َ . َ َ
ْ اXَ;k
ْ 0َ
ْ ِإ،ََ Bْ 0َ
ْ ا،َ1Cd
َ have, to their foundation radicals, additional
letters such as بin 1 َ Cd
َ
ا س تin َ َ Bْ 0َ ْ ا
إس تin Xَ;k ْ 0َ
ْ ِإ
إ نin َ .
َ َ
ْ ِإ
And when the additional letters إ س تare removed, the remaining T is
meaningful. It means to forgive i.e. granted forgiveness. Xَ;k
ْ 0َ
ْ ِإis to seek drinking
water. And with the removal of إ س ت, the remaining X; is meaningful. It means
he granted drinking water. The case of 5& اis mentioned here only in passing for
illustration purpose. It will be treated in details in 3.2 below. Meanwhile, we
return to د.ا.
22
3.2 X#
N واXh7Mد ا.ا
By now, you should be able to describe what Mujarrad is with illustration. You
can even state its opposite which is Mazīd. But you should recognize the two types
of Mujarrad that do co-exist; namely Xh7Mد ا. اand X#
Nد ا.ا. They are the
two types and each of them with its own branches which are not treated in this
unit. Suffice it to say that Xh7Mد ا. اis the three lettered verb with the three
radicals, as already explained and illustrated, all of which are basic, pure and
indispensable. You should be able to explain what indispensability of a basic
radical means in a verb – Mujarrad verb.
Any of the verbs we have come across above will be good enough as example of
Xh7Mد ا.ا. ق
َ ِ T
َ ،َ$
َ
َ ،َ%!ُ >
َ etc.
3.2.1 X#
Nد ا. اmay require more attention because you are coming in contact
with it for the first time in this material. X#
Nد ا. اcan be defined as a four
lettered verb or quadratic. Like the description of the three lettered verb, X#
Nا
د. اis the four-lettered verb whose four letters are basic, original and
indispensable. Should any of the four letters be omitted, the meaning of three
letters become meaningless. "َ َ k
ْ Nَ means he said 2A ا,A ا اkN, "َ [َ ْA
َ means he
said 2!
ا!= اN ل و [ة إA , َ َ ْA
َ means he gathered or assembled
something. Each of these verbs is د. اX#
N اbecause all the radicals in them are
basic and indispensable. Read the following text:
ن
a َأXَ # َ
ًءFَ Nِ َو. َرةk v َو َ[ ََأ ا5ُ َ A ْ َ َ" َأk
ْ Nَ .5ِ &ِ . ْ 0a د ِة اa
َ ِ &َ ا5َ Nِ X+ِ q ِ َ !َ ْ َأنْ َ& ْ; ََأ ُ َر َة ا5َ َ A ْ
ُذ َأ0َ
ْ )ُ َْأ َ َ ا
3ُ َ نَ َ" َأنْ َ& ْ@ َذCْ [َ ْ; ََأ َو َ[
َم2َ ِ
َذ0َ
ْ )ُ ٌْ ا5&ْ ن َزَ ْ@ َذ0َ
ْ ك ُأ
َ
Fَ ُه.5َ َ A
ْ )َ ك َ
َرNَ
َوCً . َ !ْ ُ
ُذ0َ ْ )ُ ْْ َ[ َ" اA َ َد ًةa .َ ُ ْs
َ
َآ3ُ 'َ ِ[ َا َء
ت
ٍ
K َ ْ َ 5َ !ْ Nَ َو.3ُ َ Fَ T
َ X# ِ اa ك ا َ َ Nْ
ُذ َآ َ
َأ0َ ْ )ُ ْ ا3ُ k
َ َ
ْ ب َوَأ ِ ِء اْ َ) َدk ُ ِ ا5ً &5ِ E َ
Cً g ْ T َ
ُذ0َ ْ )ُ ْ^ ا َ g ِ Bَ +َ .
ُذ0َ ْ )ُ ْا
ِ ْ ِ; َا َء ِةf
َkَ ْ
َ sَ ْ 5a [َ َو ِ َ
َذا.q v َ ْ ا َ َ$ ْ A َ ن َ ْ
ُذ ا0َ
ْ )ُ ْ َد ًة َو َ[
َل اa .
َ ُ َ 2ْ T َ ْ; ََأ َو َ[
َم َو َ[ ََأ ِ[ َا َء ًة2َ ِ 5ٍ &ْ َ ِ ن
َ ُأ ِذ
.@َ K َVْ
ُذ ِإنْ َأ0َ ْ )ُ ْ ا3ُ َ d ;َ &ُ ْXَ ِ ِ ْ ِ; َا َء ِة3ِ ِkْ
َ ِ &5ِ ;ْ 'َ Xَ #َ َ . a<َ 'َ 3ُ
a ٌ َأ5&ْ َر َزDَ 0َ #ْ ا ْ ِ; َا َء ِة؟ اXَ # َ f َ 'ِ ْ َر5[ُ م5َ # َ َ T ْ َر
.`ُ
ُذ0َ
ْ ُأ3ُ َ a [َ ٌ َو5&ْ َ@ َزK
َV ْ َأ،ً7!ْ +ِ َو
3.2.2 Analysis
The four-lettered (quadratic) verbs in the excerpt are:
"kN… He recited 2A ا,A ا اkN
"[A… He says 2!
ا!= اN ل و [ة إA
كN …أThe Shepard forced his camel down.
$A… Truthfulness is manifest.
These are pure four-lettered verbs, the letters are foundation radicals. And should
any of the letters drop, the remaining letters lose meaning and effectiveness. In the
same excerpt, there are other four-lettered verbs such as @َKV ْ ك – َأ
َ َ
َرN – َم5a [َ – َمa [َ .
Though they are four-lettered, they are not ٌدa . َ ُ because they have in their
foundation letters additional letter that can be removed without rendering the
23
remaining letters meaningless. The verbs of this nature are known as 5& اwhich
is treated in 3.3 below.
Below is
5&ا ف ز&
دةA د.ا!" ا ة52 X+ 5&ا
32+
"َ
َ َْأر أ " ر- Xh7h The teacher sent Fatima to the market
ق
ِ k v اXَ َ َ ِإc ِ
+َ
ُذ0َ ْ )ُ ْ َ" ا َ َْأر
"َ 'َ
َ[ أ "0[ – Xh7h Jafar waged war with Sulayman
ن
َ
َ 2ْ َ
ُ ُ َ !ْ َ "َ 'َ
[َ
َ َ
ْ َأ أ - Xh7h Bilqis submitted to Allah through Sulayman
ن
َ
َ 2ْ َ
ُ 5d &َ Xَ # َ ِ l ُ 2;ِ ْ Nِ ْsَ َ ْ َأ
س
َ َد َر %2!g' درس- Xh7h Talhat taught me Tajwid
5َ &ِ .
ْ 0a ُ ا َ ْ c
َ XFِ َ رa َد
"َ 'َ
َ;'َ تا "0[ - Xh7h People waged war - "َ 'َ
;َ 'َ
ا ْ َ;ْ ُم
َ .
َ
ْ َ A
ْ ِإ إن - X#
Nر The camel gathered - َ .
َ
ْ َ A
ْ ِإ
A "ُ Nْ 8ِ ْا
24
َ َ Bْ 0َ
ْ ِإ إست T - Xh7h The believer sought forgiveness from his lord
3ُ Na َر,
ُ ِ ْrُ ْ َ َ اBْ 0َ
ْ ِإ
"a
َ َ >
ْ ِإ %2!g' أل - X#
Nر The cloud cleared - "a
َ َ > ْ ِإ
" > ب
ُ
َk a ا
^
َ E
َ ْ<
َ #
ْ ِإ %2!g' ^<# - Xh7h The land grew a lot of weed s
ِ Cَ E َ ْ< َ # ْ ِإ
ض
ُ ْاْ َ)ر
ن
a @ََ c
ْ ِإ %2!g' أن
نc - X#
N رThe debtor was restful - ن a @ََ c ْ ِإ
,
ُ uِ ا5a ا
In this table, you will notice that letters like ش، ل، ر، نare doubled by shaddah to
create additional letters e.g. ن
a @َ َ c
ْ ِإ،َرسa َد،a"
َ َ >
ْ ِإ،َ^E
َ ْ<
َ #
ْ ِإ. This is to emphasize that
apart from the 10 letters which are specifically designated as وف ا&
دةA in
?2
0@, any other letter can assume the position of additional letter through
%2ِ!g
ْ 'َ i.e. َة5a E
َ .
25
3.3.2 Distinction between د. اand 5&ا
By now, you must have been able to state the characteristics of د. ا!" اbe it
Xh7M اor X#
Nا. By means of revision, د. ا!" اis a three-lettered or four-lettered
verb which has all its component letters original and pure. It is so described
because should any of the letters drop, the remaining letters can no longer qualify
as a verb. In contrast, we have 32+ 5& ا!" اas described in 3.3 above. Both د.ا
Xh7M اand X#
Nد ا. اare capable of being increased by one, two or three letters
or by what is called %2!g' i.e. ة5a < a اIt should be noted that the purpose of
increasing letter of a verb is to change the meaning. For example:
سَ ( َد َرhe) studied سَ رa ( َدhe) taught
َ ِ #
َ (he) knew َ َ #
ْ ( َأhe) informed
lَ َ َ (he) sat lَ َ ْ ( َأhe) caused some one to sit
"َ َ ( َرhe) moved slowly "َ َ ْ( َأرhe) sent some one forward
"َ 0َ [َ (he) killed "َ 'َ
َ;'َ (to) fight each other
َ َ Tَ (he) forgave َ َ Bْ 0َ
ْ ( ِإhe) sought forgiveness
( [َ
َلhe) said ;َ
َل0َ ْ ( ِإhe) resigned
You should also note that the increased verbs (5& )اare given appropriate terms
as they take additional letters. These include:
X#
N( اfour-lettered)
ك
َ َ Nْ َأ ،ََ
َركN ،َa#
َ ،َ"'َ
َ[ ،َ"
َ َْأر
X
( اfive-lettered)
x
َ a Bَ 'َ ،َ%k
َ ْ َ 'َ ،َK
a َ 'َ ،َ$
َ 2ْ َ 'َ ،َ"'َ
َ;'َ َ a!َ 'َ
Xا5k( اsix-lettered)
^
َ E
َ ْ<
َ #
ْ ِإ ، َذa َ
ْ ِإ ،َa!ْ 0َ
ْ ِإ ،َk
َ ْ 0َ
ْ ِإ َ .
َ
ْ َ A
ْ ِإ
26
4.0 Conclusion
It has been clarified in this unit that the وف ا&
دةA are ten as contained in
?2
0@. But it should be noted that shaddah known as %2!g' can also serve as an
additional letter as reflected in َ a # َ ،َرسa َد،َ"g
a +َ ،َk
a [َ etc. Furthermore, you should
note that #
رgوف اA are also among وف ا&
دةA. These are called s2
أthey are
illustrated in l
ُ ِ
ْ َأ،ُlِ .
ْ
َ ،ُlِ.
ْ 'َ ،ُlِ .
ْ &َ .
5.0 Summary
The distinction between د. اand 5& اis that every letter in the د. اis original
and cannot be dropped without disrupting the meaning of the verb. For example, if
a letter is removed from l e.g. جthe remaining l have no meaning. In case of
5& اremoving a letter or more can only change the meaning but not to render the
verb meaningless e.g. if % أis removed from "'
[ you still have "0[ which is
meaningful i.e. he killed though it is different from the meaning of "'
[. Generally,
5& اis advantageous in terms of widening the scope if verbs as a verb through
ز&
دةcan produce various meaning.
27
Module 1: Definition of Ṣarf and its Scope
Unit 3: !
ل+)أوزان ا
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 X#
Nا/د. اXh7Mوزن ا
3.2 X
وزن ا
3.3 Xا5kوزن ا
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment (TMA)
7.0 References/Further Reading
1.0 Introduction
ا َ)وْ َزانis the plural of ٌ َوزنwhich means a scale or yardstick or measure. The
function of ٌ وَزنis to categorise the Arabic verbs by way of putting each verb in its
appropriate context. In this unit, therefore, you will be introduced to the six known
measures called َ!
ل+َ )ن اُ َأو َزاfor the دa .
َ ُ ْ َاXhِ 7Mv اas well as others for دa.
َ ُ ْ َاX#
ِ
Nَ v ا.
Also to be treated are the أوزانfor 32+ 5&ا.
2.0 Objectives
At the end of this unit, you should be able to identify and describe:
- دa.
َ ُ ْ َاXِ#
َNv ا/ دa.
َ ُ ْ َاXhِ 7
َ Mv ن ا
ُ َْوز
- Xِ
َ ُ وزن ا
- Xِ ا5َ kv وزن ا
"َ !َ +َ
28
"ُ !ُ ْ &َ "َ !ُ +َ "ُ !ِ ْ &َ "َ !ِ +َ "ُ !َ ْ &َ "َ !َ +َ
"ُ !َ ْ &َ "َ !ِ +َ "ُ !ِ ْ &َ "َ !َ +َ
"ُ !ُ ْ &َ "َ !َ +َ
%
ُ !ُ g
ْ &َ %
َ !ُ >
َ ^
ُ k
َ ْ &َ ^
َ k ِ A
ح َ
ُ َ < ْ &َ ح
َ َ E َ
L
ُ Cَ ْ &َ L
َ Cِ َ l
ُ ِ .
ْ &َ l
َ َ
َ
^
ُ 0ُ ْ &َ ^
َ 0َ َآ
Every letter in "!+ is technically analysed as follows for easy application to the
target verbs:
%
َ >َــ!ُـــ ح
َ َ َـــــE "َ َـــ!َـــ+
"! ا,2#
"! ء ا+
"! ا,2#
"! ا,2#
"!م ا
"! ء ا+
"!
ء ا+
"!م ا
"!م ا
l
َ َـــَـــ
L
َ َـــCـــ
^
َ َـــkَـــA
^
َ َـــ0آَـــ
But the هةof !" أ+ will take dammah whenever the "! ا,2# in
رعg of any
verb takes a>
َ e.g.: %
ُ !ُ g ْ &َ ْ%!ُ > ْ ُأ
^
ُ 0ُ ْ &َ ْ^0ُ ُأ ْآ
29
ٌ=?ْ
َ ٌْ َأ 3ِ Nِ َ ْ!ُ ُل ٌ"# ِ
َ+ ٌر5َ $ْ َ ٌَ
ِرعgُ ض
ٍ
َ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ!ُل ٌ"# ِ
َ+ 7
ً !ْ +ِ "ُ !َ ْ &َ "َ !َ +َ
ْK َ ;ْ 'َ َ ْK َ [ْ ِإ ٌعK ُ ;ْ َ ٌc ِ
َ[
ً!Kْ [ِ ُ K َ ;ْ &َ َ Kَ [َ
ْ"!ِ ْ 'َ َ ْ"!ِ +ْ ِإ ٌَ ْ!ُل ٌ"# ِ
َ+ ً ُ!+ُ /7 ً !ْ +ِ "ُ !ِ ْ &َ "َ !َ +َ
ْlِ . ْ 'َ َ ْlِ ْ ِإ - ٌlِ
َ
ًُ ُ l
ُ ِ . ْ &َ l
َ َ َ
ْ"!ُ ْ 'َ َ ْ"!ِ +ْ أ ٌَ ْ!ُل ٌ"# ِ
َ+ 7
ً !ْ +ِ "ُ !ُ ْ &َ "َ !َ +َ
ْ^0ُ ْ 'َ َ ْ^0ُ ُأ ْآ ٌُب0ْ َ ٌ^'ِ
َآ
ًC0ْ ِآor Nَ
َ0ِآ ^
ُ 0ُ ْ &َ ^
َ 0َ َآ
ْ"!ِ ْ 'َ َ ْ"!ِ +ْ ِإ ٌَ ْ!ُل ٌ"# ِ
َ+
ً
َCk ْ A ِ /7 ً !ْ +ِ "ُ !َ ْ &َ "َ !ِ +َ
ْ^k َ ْ 'َ َ ْ^k َ A ْ ِإ ٌُبk ْ َ ٌ^ ِ
َA
ً
َCkْ A ِ ^
ُ k َ ْ &َ ^
َ k ِ A َ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ!ُل ٌ"# ِ
َ+ 7
ً !ْ +ِ "ُ !َ ْ &َ "َ !ِ +َ
ْlCَ ْ 'َ َ ْLCَ ْ ِإ - ٌLNِ َ
ًMCْ ِ L
ُ Cَ ْ &َ L
َ Cِ َ
ْ"!ُ ْ 'َ َ ْ"!ُ +ْ أ ٌَ ْ!ُل ٌ"# ِ
َ+ 7
ً !ْ +َ "ُ !ُ ْ &َ "َ !ُ +َ
ْ%!ُ g ْ 'َ َ ْ%!ُ > ْ َأ - ٌ%2ِ!> َ ،
ً!ْ > َ %
ُ !ُ g ْ &َ %
َ !ُ > َ
#
>
30
3.1.2 د. اX#
Nا
Meanwhile, you should take note of the fact that د. اX#
N اhas its own wazn
which is used in conjugation. The main difference is that while د. اXh7M اhas six
أوزان, there is only one wazn for د. اX#
N اwhich is "َ َ !ْ +َ . It is analysed thus:
"َ َـــ!ْـــَـــ+
"!م ا
م ا!" ا)ول
"!
ء ا+
X
Mا
"! ا,2#
Unlike د. اXh7M اwhich has six أوزان, there is only one وزنfor د. اX#
Nا
which is "َ َ !ْ +َ and it is conjugated as follows:
ْ"ِ !ْ َ 'ُ َ ْ"ِ !ْ +َ ٌ"َ !ْ َ ُ ٌ"ِ !ْ َ ُ ٌَ َ !ْ +َ "ُ ِ !ْ َ &ُ "َ َ !ْ +َ
For example: َ َ ْA َ (to assemble)
"َ َ k ْ Nَ (to say 2A ا,A ا اkN)
"َ [َ ْ#َ (to inhibit)
ْ
ِ ْ َ 'ُ َ ِْ ْA َ ٌَ ْ َ ُ ٌِ ْ َ ُ ً َ َ ْA َ ُ
ِ ْ َ &ُ َ
َ ْA َ
ْ"ِ kْ Cَ 'ُ َ ْ"ِ k ْ Nَ _____ ٌ"ِ kْ Cَ ُ ً َ َ kْ Nَ "ُ ِ k
ْ Cَ &ُ "َ َ k
ْ Nَ
ْ"[ِ ْ!َ 'ُ َ ْ"[ِ ْ#
َ ٌ"[َ ْ!َ ُ ٌ"[ِ ْ!َ ُ ً َ [َ ْ#َ "ُ [ِ ْ!َ &ُ "َ [َ ْ#
َ
It is noteworthy at this juncture to draw your attention to the fact that there are
some X#
N( اfour lettered verbs) which are not د. but 32+ 5& Xh7h. For example,
we have "َ !a +َ , "َ !َ +ْ َأ, "َ #
َ
َ+ which are conjugated as follows:
Examples are سَ رa ( َدto teach) from د. Xh7h س
َ َد َرto learn/to study
"َ
َ ْ( َأرto send) from د. Xh7h "َ َ َرto be long or send off
"َ 'َ
َ[ (to fight) from د. Xh7h "َ 0َ [َ to kill
You must appreciate the significance of 32+ 5&. It is to create fresh deals/meanings
e.g.: "َ 0َ [َ means (he) killed …ُ3َ 0َ [َ
"َ 'َ
َ[ means (he) fought …ُ3َ 'َ
َ[
"َ َ ْ َأرmeans (he) sent him …ُ3َ َ َْأر
س
َ َد َرmeans (he) studied/leant …ُ3 َ َد َر
31
س
َ رa َدmeans (he) taught him …َ
ْ Fa ا3ُ
َ رa َد
3.2 X
أوزان ا
X
ا!" اi.e. Five lettered verb has, coincidentally, five أوزان. But you should
pay attention to the following points:
(1) All the various types of X
اare 32+ 5&; none of them is د.. In
other words, there is no د. X
V .
(2) Four of them are Xh7h 5&.
(3) Only one is X#
N ر5&.
The five X
أوزان اare "َ َ !ْ َ 'َ ،َ"!a َ 'َ ،َ"#
َ
َ'َ ،َ"!َ 0َ +ْ ِإ،َ"!َ َ
ْ ِإ
ِْ 0َ .
ْ 'َ َ ِْ 0َ
ْ ِإ ٌَ 0َ .
ْ ُ ٌِ 0َ .ْ ُ
ً#
َ0ِ
ْ ِإ ُ ِ 0َ ْ &َ َ َ 0َ ْ ِإ
ِْ 0َ k
ْ 'َ َ ِْ 0َ
ْ ِإ ٌَ 0َ k
ْ ُ ٌِ 0َ k
ْ ُ
ً#
َ0ِ
ْ ِإ ُ ِ 0َ k
ْ &َ َ َ 0َ
ْ ِإ
َْا ِرس50َ 'َ َ َْا ِرس5'َ ٌَا َرس50َ ُ ٌَا ِرس50َ ُ
ًَا ُر5'َ س
ُ َا َر50َ &َ س
َ َا َر5'َ
ْ;َ
ِرب0َ 'َ َ َْ';َ
ِرب ٌ;َ
َرب0َ ُ ٌ;َ
ِرب0َ ُ
ًNَ';َ
ُر ب
ُ ;َ
َر0َ َ& ب
َ َ';َ
َر
32
ْd . َ 0َ 'َ َ ْa . َ 'َ ٌa .َ 0َ ُ ٌd .
َ 0َ ُ
ً!v .
َ 'َ ُ a .َ 0َ &َ َ a .َ 'َ
ْNa 5َ 0َ 'َ َ ْNa 5َ 'َ ٌNd 5َ 0َ ُ ٌNd 5َ 0َ ُ ًاNv 5َ 'َ ُ Na 5َ 0َ &َ َ Na 5َ 'َ
ْ َجA ْ 5َ 0َ 'َ َ ْ َجAْ 5َ 'َ ٌ ِجAْ 5َ 0َ َ ٌ ِجAْ 5َ 0َ ُ
ًُ A
ْ 5َ 'َ ج
ُ َ Aْ َ50َ &َ ب
َ َ A ْ 5َ 'َ
3.3 Xا5kأوزان ا
Xا5k ا!" اmeans a six-lettered verb which is the longest verb in Arabic. Verbs in
this group are all 32+ 5&. A verb in this group is either Xh7h 5& e.g. َ َ Bْ 0َ ْ ِإwhich is
from َ َ T َ or X#
N ر5& e.g. َ . َ
ْ َ A
ْ ِإwhich is from َ َ ْA
َ . The following are the أوزان
Xا5kا:
ْ"!ِ ْ 0َ kْ 'َ َ ْ"!ِ ْ 0َ ْ ِإ ٌ"!َ ْ 0َ k
ْ ُ ٌ"!ِ َ0k ْ ُ ً
َ!ْ 0ِ
ْ ِإ "ُ !ِ ْ 0َ kْ &َ "َ !َ ْ 0َ ْ ِإ
ْ"#
ِ ْ!َ ْ 'َ َ ْ"# ِ ْ!َ +َ ِإ ٌ"# َ ْ!َ ْ ُ ٌ"#
ِ ْ!َ ْ ُ ً
َ!2ِ!+ْ ِإ "ُ ِ#ْ!َ ْ &َ "َ # َ ْ!َ +ْ ِإ
ْلd !َ ْ 'َ َ ْلd !َ +ْ ِإ ٌلa !َ ْ ُ ٌلd !َ ْ ُ ً َا2ِ!+ْ ِإ ُلd !َ ْ &َ َلa !َ +ْ ِإ
ْ"ِFْ !َ ْ 'َ َ ْ"ِ Fْ !َ +ْ ِإ ٌ"َ Fْ !َ ْ ُ ٌ"ِ Fْ !َ ُْ ً 7
َ Fْ !ِ +ْ ِإ "ُ ِ Fْ !َ ْ &َ "َ َ Fْ !َ +ْ ِإ
ِْ Bْ 0َ k
ْ 'َ َ ِْ Bْ 0َ
ْ ِإ ٌَ Bْ 0َ k
ْ ُ ٌِ Bْ 0َ k
ْ ُ َ
رًاBْ 0ِ ِْإ ُ ِ Bْ 0َ k
ْ &َ َ َ Bْ 0َ
ْ ِإ
ْ^0ِ ْ 0َ k
ْ 'َ َ ْ^0ِ ْ 0َ
ْ ِإ ٌ^0َ ْ 0َ k
ْ ُ ٌ^0ِ ْ 0َ kْ ُ
ًN
َ0ْ 0ِ
ْ ِإ ^
ُ 0ِ ْ 0َ k
ْ &َ ^
َ 0َ ْ 0َ ْ ِإ
ْ^E ِ ْ< َ !ْ 'َ َ ْ^E ِ ْ< َ # ْ ِإ ____ ٌ^Eِ ْ< َ !ْ ُ
ًN
َ<< ِ # ْ ِإ ^
ُ E ِ ْ< َ !ْ &َ ^
َ E
َ ْ< َ # ْ ِإ
ط
ْ d َ !ْ 'َ َ ط
ْ d َ #
ْ ِإ ط
ٌ a َ !ْ ُ ط
ٌ d َ !ْ ُ
ًcَا2ِ# ْ ِإ ط
ُ d َ !ْ &َ ط
َ a َ # ْ ِإ
ْ.ِ
ْ َ ْ 'َ َ ْ.
ِ
ْ َ A ْ ِإ ____ ٌ. ِ
ْ َ
ْ ُ َ
ًم.
ْ َ Aْ ِإ ُ .
ِ
ْ َ ْ &َ َ .َ
ْ َ A ْ ِإ
ة52 " X+
33
A Muslim sought forgiveness of his Lord 3ُ Na ٌِ َرkْ ُ َ َ Bْ 0َ
ْ ِإ
The teacher commanded the student to write ^
َ ِ
aK ُ اd !َ ُ ْ ^ ا
َ 0َ ْ 0َ
ْ ِإ
The land is full of grass ض
ُ ْ اْ َ)رs ِ Cَ E
َ ْ< َ #ْ ِإ
The cattle gathered اْ َ) ْ
!َ
ُمs ِ َ .َ
ْ َ A
ْ ِإ
4.0 Conclusion
You will observe that in the conjugation ofXا5k ا!" ا, it is only verbs of "!0ا
scale that have 3N !ل. Others do not have 3N !ل. But how do you know the
verb with 3N !لand those that do not have? The surest mechanism is through the
meaning. For example, if you say ‘I laughed and I drank’. In the first sentence,
you just laugh and the action of laughter ends with you. Whereas, in the second
sentence, you drank; you must have drunk some liquid, water, tea or milk. So, to
drink ب
ُ َ <
ْ &َ needs 3N !لwhile to laugh f
َ ِ>
َ does not require 3N !ل.
5.0 Summary
In this unit, you have been taken through !
ل+) أوزان اfrom three lettered to six
lettered ones. And the mechanism of conjugation has been sufficiently treated.
However, your ability to navigate conveniently in the aspects of فwe have
treated so far requires extensive reading because some aspects of فare based
on what is known as X#
i.e. oral tradition which does not follow clearly defined
patterns or rules.
1. Al-Maydani, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu Thaqafatul
Islamiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu aş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
5. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
34
Module 2 "0! وا12 $ا!" ا
Unit 1 "0! وا12 $ا!" ا
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 12 $ا!" ا
3.2 %!g ا?ز وا,
kا!" ا
3.3 "0!ا!" ا
4.0 Conclusion
5.0 Summary
6.0 Tutor marked Assignment
7.0 References / Further Reading
1.0 Introduction
Classification of "!+ into 12 and "0! is one aspect of فyou will find quite
interesting. The beauty of this classification is that the learner can navigate across
the various categories with minimum assistance and guidance because every
category is distinct and easy to grasp with illustrations that are lucid and handy.
What makes this classification more interesting is the examples that can be easily
drawn from materials in unit 3 module 1 above.
2.0 Objectives
At the end of this unit, you should be able to:
• define with illustration 12 $ا!" ا
• define with illustration %!g ا?ز وا,
kا!" ا
• define with illustration "0!ا!" ا
35
school certificate Examination ي
d ِ
َ
Ma ن اِ
َ 0ِ ْ 8ِ ِ= ا+
I thanked God for the favour of Islam ِم7
َ ْ 8ِ ِ
ْ! َ ِ اXَ# َ 3َ aت ا ُ ْ5ِ A َ
God sent forth examples for people س
ِ
aFِ َ
َلMْ )َ ا3ُ aب ا َ َ > َ
Mobile phone is made in Nigeria
َ&ِ 2ِ.2ْ
َ =ِ+ ُ Fَ $ ْ 'ُ ُ َ اa. َ ْ َا
God assisted Muslims at Badr ْ ِر5Nَ َ&ْ َم,َ 2ِِ k ْ ُ ْ ا3ُ a َ ا$
َ
َ
Muslims learnt their life lesson at َ ُ` َ&ْ َمkFْ &َ ْ,َ
ًْن َدر َ ُِ k ْ ُ ْ س ا
َ دَ َر
Hunayn ,
ِ 2ْ Fَ A
ُ
Your Lord has decreed that you `ُ
&a ِإa ُوا ِإ5Cُ !ْ 'َ َ ْ َأنf َ Nv َرXَg[َ َو
worship none but Him.
3.1.1 Analysis
You will notice that in the sentences above, all the verbs except Xg[ are sound.
They include . درس،$
(F) F$' (ب )>بg& ،5A ،f > ،^رآ. All of them are
free of any defect i.e !وف اA. Therefore, it should be very easy for you to
identify 12 "!+. Regarding the conjugation of 12 "!+ you can use all examples
already used in د. above
3.2
"!+
Fi'lun Saalim is known as a safe and regular verb. It is so called because it is, like
12 "!+, free of # وفA. It is also free of هةand %2!g' e.g $
, l ، ^رآ.
You can use them as follows:
36
12
?ــز
"أآــــ
ــ@ل
[ـــأ
%!g ــ
ــ
a ــــ+ 5[ـــ!ــ
a ـــ ـــح+
f
a ـــ+ 5ـ!ـ
Like
, ?زdoes not contain any # فA. It is defined as the verb that has
hamzah as its "!
ء ا+ e.g. َ َ َأor its "! ا,2# e.g @لor as its "! م اe.g [أ
Don't you see !" ?ز+ really working like a typical 12 with all its radicals
taking fat-hah. You should be able to identify !" ?ز+ from among hundreds of
verbs.
Regarding %!gا, it is like 12 because it has its three radicals like ( َد5َ َ) but the
two identical radicals i.e. ددare integrated into one known as %!g. Again, you
should be able to identify ٌ%!a g
َ ُ with ease. Example of %
ُ !a g
َ ُ :a +َ a َ لa َد
37
The thief fled from prison ,
ِ. ْk d ْ ا,ِ ق ُ
ِرak اa +َ
The week passed like a flash ِ $
َ Cَ ْ ا1
ِ ْ َ ع َآ
ُ ُCْ )ُ اa َ
The parent guided his son on the way q
ِ &ِKa اXَ# َ 3َFNْ ِا5ُ ِ ل ا َْاa َد
It should be noted that there are =h7h %!g and =#
N ر%!g. =h7M ا%!g اhas been
explained/illustrated above. Regarding =#
N ا%!gا, is the =#
N!" ر+ that has ,2#
3!+ and =
M م ا!" اfrom the same radical and "!
ء ا+ and م ا!" ا)ولfrom the
same radical
Example: ق
َ َ ْ[ــــ َر
"!م ا
م ا!" ا)ول
"!
ء ا+
X
Mا
"! ا,2#
َ ْـــ َــ$َـــA
3.2 ("0!)ا!" ا
This is the verb that is weak or deficient as a result of having # فA as one or
two of its radicals. You will recall that # وفA are three. They are و ا ي.
However, "0! ا!" اis of four types: these are [
, أف, %2 and
لM. We can
express it graphically as follows:
"0!ا!" ا
[ـ أـف %2ـ
[ـ
وق ;ون
38
[
F ا!" اis the verb that has يor % أas its "! م اe.g Xg[ , X ر, X# د, ا5N , X.
Your Lord has decreed that you worship `
&وا إ إ5C!' أنfN رXg[و
none but Him
You threw not when you did throw, but X ا ر, وs2 إذ رs2و
ر
Allah threw
And Noah called his son who had = !ل+ وه3FN
ح ا#ود
separated himself
It appeared to me that the winter season ب0[ ا5[
ء0< اs[ا = أن و5N
is near.
[
F ا!" اmeans the hollow verb i.e the verb that has 5 % أas its "! ا,2# e.g
[
ل،
ر،
م، [
م،'
ب
39
Muhammad said that resurrection is real q
pA َ L َ !ْ Cَ ْ ن ا
a ِإ5ُ a
َ ُ َ[
َل
Yusuf walked to the school quickly
#
ً ِ k
ْ ُ ِ َ ْ َر5َ ْ اXَ ِإ% ُ ُ &ُ
َر َ
Khalid slept during the lesson in the class "ِ $
ْ َ ْ = ا+ِ س ِ ْر5a
َء اFَ hْ َأ5ُ ِ
V َ َ
َم
Sa'd rose from his sleep early ًاd Cَ ُ 3ِ ِ ْ
َ ْ,ِ 5ُ !ْ َ َ[
َم
The sinner repented to him Lord 3ِ Nd َرXَ ^ ِإُ
ِ ْDُ ْ ب ا
َ
'َ
%2 ا!" اThis is the verb that has two #
+A in its foundation radicals (i.e the
foundation letters). It is of two types: namely ;ونi.e %2 اwhich has its two
weak radicals follow each other e.g ، روى،
ى،ىT
The second type of %2 is the one called وقi.e the one in which the two week
letters are separated by a sound letter e.g X+َ َو،X#
َ َو,X[َ َو
لM ا!" اThis is so called because it looks like 12 $ ا!" اfor having all its
radicals given 0+ like 12 $!" ا+ despite its "!
ء ا+ been # فA e.g.
َ [َ َو،ث
َ َو ِر،5َ #
َ َو
4.0 Conclusion
You must have noticed that both 12 $ ا!" اand "0! اhave branches (
مk[)أ. I
would like to believe that each of them has been clearly defined and sufficiently
40
illustrated for you in a manner that enables you to easily identify each with its
characteristics
5.0 Summary
As a matter of tradition, every verb has the appropriate measure ( )وزنthat goes
with it. That implies that verbs treated in this unit have their أوزانand %&$'
delayed till the next unit for treatment
1. Al-Maydani, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu Thaqafatul
Islamiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu aş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
5. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
6. Tarablīsī/Abu Ħarb (1967) ـF
دى اC ـDamascus, Al-Matba‘ah a`t –
Ta‘āwuniyyah
41
Module 2 "0! وا12 $ا
Unit 2 "0! وا12 $وع ا+
1.0 Introduction
2.0 Objectives
3.0 Main content
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References / Further Readings
1.0 Introduction
In the last unit, definition of 12 $ ا!" اwith its branches and "0! ا!" اwith its
branches were treated. They were all backed up with considerable illustrations. In
this unit, you will be taken through conjugation of the verbs just referred to above.
2.0 Objectives
At the end of this unit, you should be able to:
• conjugate 12 $ ا!" اwith all its branches;
• conjugate "0! ا!" اwith all its branches; and
• conjugate "0!ا!" ا
42
ْ5!َ k
ْ 'َ َ ْ5!َ
ْ ُ!دٌ ِإk
ْ َ ٌ52!ِ
َ ٌ5#
ِ
َ َ!
َد ًة
َ 5ُ !َ k
ْ &َ 5َ !ِ
َ
"ُ !ُ ْ &َ "َ !َ +َ وزنX# "ُ َ& ْ@ ُآ "َ َأ َآ
"ُ َ َ' ْ@ ُآ ْ"َ ْ@ ُآلٌ ُآ ٌ" ِآ 7
ً َأ ْآ "ُ َ& ْ@ ُآ "َ َأ َآ
You should note that ر5$ of 5! is both ا5! and !
دةwhich puts its وزنat 7 ً ْ!+َ
and ً َ
!َ +َ . In the same token, the ر5$ of which is ورputs its وزنat !ُ ُل+ُ and
its )!" ا+ at a +َ
3.2 "0!ا!" ا
To be conjugated in this segment are the branches of "0! اwhich include ,أف
لM and [
First,
لM اwhich is in the category "0! for having و, which is a # فA as one
of its radicals i.e the constituent letters. But it is called
لM because it appears like
12 for having all its radicals including وvowelized like sound verb ( "!ا
12 $)ا. In other branches of "0!such as أف,[
and %2 either the middle or
the last letter is not vowelized e. g.
" و،[ و،> و، ورم،q و،5 و،%و
I have selected these
لM verbs because they present different patterns of "! ا,2#.
For example:
5َ َ َوq
ُ ِ &َ q
َ ِ َو ُ g
َ &َ َ >
َ َو "ُ
َ ْ&َ "َ
ِ َو%
ُ $
ِ َ& %
َ
َ ث َو
ُ ِ &َ ث
َ َو َ[ َ َ& َ; ُ َو ِر
5ُ .
ِ &َ
َْ َ' ِث ْ
َوا ِرثٌ َْ ُروثٌ ِرثhً ِو َرا ً hَ ِو َرا ث
ُ ِ &َ ث
َ َو ِر
ْ"!ِ 'َ َ "# " !ل#
+ 7!+
!+ "!& "!+
ْ5.
ِ 'َ َ ْ5
ِ ٌد
ُ َْ ٌ5
ِ ًدا َوا
ُ ُو 5ُ .
ِ &َ 5َ
َ َو
ْ"
ِ ْ'َ َ ْ" ِ ْ"ٌ َأو
ِ َوا 7
ًْ َو "ُ َ ْ&َ "َ ِ َو
43
There are three patterns in
لM اas far as "! ا,2# is concerned. They include [و
;& based on 5ُ ِ.&َ 5َ َ َوbased on "ُ ِ!ْ &َ "َ َ!+َ , "ُ َْ&َ "َ ِ َوwhich presents a unique pattern as
it retains its وat
رعg while all others lost their وat
رعg.
وزنX# ْ";ُ 'َ َ ْ"[ُ ٌَ ُ;ل ٌ"uِ
[َ ً ْ[َ َ& ُ; ُل َ[
َل
ْ"ُ 'َ َ ْ"+ُ ٌَ ْ ُ!ل ٌ"#ِ
+َ 7
ً !ْ +َ "ُ !ُ ْ &َ "َ !َ +َ
وزنX# ْk
ِ 'َ َ ْ
ِ ٌuِ
َ ًا2ْ
َ ُ 2k
ِ &َ
َر َ
ْ"ِ 'َ َ ْ"+ِ ٌ"#ِ
+َ 7
ً !ْ +َ "ُ !ِ ْ &َ "َ !َ +َ
What you do with وزنin this case is to reduce the main verb e.g [
لto
"!
ء ا+
"! ا,2#
"!م ا
and what happens to "! ا,2# in the main verb will be replicated to "! ا,2# of the
وزن. So ْ"[ُ ْ"+ُ , ْ
َ ْ"+َ , ْ
ِ ْ"+ِ
3.3 Next, we take on [
F ا!" اwhich has # فA in its "! م اe.g
Xَ
َ - Xَ
َ - ا5َ T
َ - X!َ
َ - Xg َ [َ - Xَ َر
َ
َ و5ُ Bْ &َ ا5َ T
َ Xَ $
ْ &َ Xَ
َ X!َ k
ْ &َ X!َ
َ Xg
ِ ;ْ &َ Xg
َ [َ Xِ ْ&َ Xَ َر
ُ Fْ &َ
وزنX# َ َ'ْ ِم ِإرْ ِمX p ِ َْ Xِ َرا
2ً ْ َرXِ ْ&َ Xَ َر
ِ ْ 'َ َ ِ +ْ َ ْ ُ!لٌ ِإ ٌ"#
ِ
+َ 7
ً !ْ +َ "ُ !ِ ْ &َ "َ !َ +َ
x
ِ ;ْ 'َ َ x
ِ [ْ ِإ X
pg
ِ ;ْ َ X>
ِ
[َ
ًءg
َ [َ Xgِ ;ْ &َ Xgَ [َ
"ُ !ِ ْ &َ "َ !َ +َ وزنX#
وزنX# َ kْ 'َ َ َ ْ ____ ِإX# ِ
َ
2ً !ْ
َ X!َ k ْ &َ X!َ َ
َ ْ 'َ َ َ +ْ "ٌ ____ ِإ#
ِ
+َ 7
ً !ْ +َ "ُ !َ ْ &َ "َ !َ +َ
44
5ُ Bْ 'َ َ 5ُ T
ْ ُأ ا َو ًة5َ T
َ و5ُ Bْ &َ ا5َ T
َ
3.3.1 %2 اis the verb that harbours two # فA. It is called ا;ون%2 اif the
two # فA follow each other e.g. َر َوى- َىTَ - َ
َى
وزنX# ِ Fْ 'َ َ ِ
ْ ى ِإp ِ Fْ َ َ
ِوى ً 2a
ِ ِىFْ &َ َ
َى
ِ ْ 'َ َ ِ +ْ َ ْ ُ! ُل ِإ "ُ #
ِ
+َ ً َ !ْ +ِ "ُ !ِ ْ &َ "َ !َ +َ
It is called اوق%2 اif the two # فA are separated by a regular radical e.g
وزنX# %
ِ 'َ َ ف
ِ =
p +ِ َْ X+ِ َوا
ًء+َ َو Xِ &َ X+َ َو
ِ 'َ َ ع
ِ ٌ"ٌ َ ْ ُ!ل#
ِ
+َ ً
!َ +ِ "ُ !ِ ْ &َ "َ !َ +َ
وزنX# q
ِ 'َ َ ق
ِ = p [ِ َْ X[ِ َوا ً &َ
[َ ِو X;ِ &َ X[َ َو
ِ 'َ َ ع
ِ ٌَ ْ ُ!ل ٌ"#
ِ
+َ ً َ
!َ +ِ "ُ !ِ ْ &َ "َ !َ +َ
وزنX# ِ 'َ َ ع
ِ =p#
ِ َْ Xِ#وَا
ً2#
ْ َو Xِ!&َ Xَ#َو
ِ 'َ َ ع
ِ ٌَ ْ!ُل ٌ"#
ِ
َ+ 7
ً !ْ +َ "ُ !ِ ْ &َ "َ !َ +َ
What is peculiar in اوق%2 اis that it loses its two # فA in its !" إ+.
Correspondingly, in its wazn, it also loses both of them.
4.0 Conclusion
It is interesting to note that "0! ا!" اin all its branches has 32+ 5& just the way
12 $ ا!" اhas. However, that has to be taken on separately in another unit for
explicit explanation.
5.0 Summary
45
One peculiarity posed in this segment is that ازنor ( اوزانin its plural form) take
shape and status of the ازونi.e the target verb, For example, if the ( زونtarget
verb) is X# وwhich loses its two # فA in its )!" ا+ , the two letters will
similarly be lost in the )!" ا+ of the وزن. You must have noticed, therefore, that
وزنbecomes a follower following the target verb in any situation or case.
6.0 Tutor Marked Assignment
Explain the status of each of the following verbs and conjugate them citing the
appropriate وزنto each.
َ
َم - a >
َ - "َ َأ َآ - Xَ#َو - ب َ ِ E
َ
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
46
Module 2 زم7ى وا5!0ا
Unit 3 ى5ّ !0ا
1.0 Introduction
2.0 Objective
3.0 Main Content
3.1 M@N ّى5!0 اXF!
3.2 ,2!+ Xّى إ5!0ا
3.3 Conjugation %&$'
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References / Further Reading
1.0 Introduction
In the previous Module, we have seen how "!+ is classified into د. and 32+ 5&.
We have also treated 12 and "0!. In this unit, we shall focus on the
classification of "!+ into ى5!0 and زم. First, we examine ى5!0
2.0 Objectives
At the end of this unit, you should be able to:
• explain the meaning of ى5!0 ا!" اwith illustrations;
• identify ى5!0 اthat governs two 3N ;!لand
• conjugate all the verbs used
3.1 ّى5!0 ا!" اis the verb that requires an object known as 3N ا!لin a
sentence. This is the verb that can not stand with its subject "#
اalone without an
object i.e 3N !ل. It is known as transitive verb i.e. it transits or governs an object.
Transitive verb are in categories. There is a category that governs only one object
(3N )!لand it is the commonest. And there is another category that governs more
than one object. ى5!0 ا!" اis better appreciated when it is learnt in a text. For
example:
47
Xَ#
َ ?ُ 0ُ ْ& َرَأ,
َ &Dِ a
ِر اBَ d$ ْ! َ َ اْ َ)وْ َ ِد ا+ِ ًداa .
َ ُ `ُ َوَأ ْ[ َ ُؤ.ن
ِ ْ;ُ ْ
ا
ِ ْ A
ِ ْ,ِ
َ ْ&َ ,
َ a َ 'َ َأنْ َأXFd ْ 'َ َوَأ َ
َأ.l ِ ْ َ ْ ا
.نَ &ُ ُ ِ ْ 'ِ ِ E
َ
Eَ
Meaning
My father sent me to a local Arabic school to study the reading of the Qur'ān. It is
the practice in our town that every Muslim intends giving his children Arabic and
Islamic education at a very early age. I was fortunate to attend a school where the
provost finds leisure and joy in training young ones. I studied the Qur'ān at the age
of nine and a half years. Oh! I studied it in reading and not in memorization. I
have seen on the television screen young children who were not more than ten
years old, reading the verses and chapters from memory. As for me, naturally, I
memorized some short chapters which I recite during the five daily obligatory
prayers. I wish I could memorise the Qur'ān as a whole one day and read it
excellently well like the young children I saw on the television screen.
3.1.1. Analysis
In the above text, you can produce the following table
"ُ #
ِ
+ٌَ"!ْ +ِ 3ِ Nِ َ ْ ُ! ُل
L
َ !َ Nَ
ى5ِ ِ َوا X
ِ
س
ُ َأدْ ُر
َ َأ ن
ِ ْ;ُ ْ ِ[ َأ َء َة ا
ٍ ِ k
ْ ُ "v ُآ دp َ &َ %
َ 2;ِ Mْ 'َ
5ُ .
& ُ َه5ِ ُ ِ &َ ً !0ْ ُ ً َوAَ َرا
س
َ َد َر
ت
ُ ن
َ ْ;ُ ْ ا
َأ ْ[ َ ُؤ
َ َأ َ ِرkv ت َوا ِ
&َ ْا
ُ ?َ +ْ َأ
أ
?2
!
َرَأى
أ أودا
َو ُز. ت َ 0َ &َ اتF <#
#
ُ ِ A َ رkا&
ت وا
ه ُ 'ْ َأ رk اx!N
ت هـ
أ
The verbs highlighted above in the table are:
To send ْL!َ Nْ ِإ L
ُ !َ Cْ &َ L
َ !َ Nَ
To study ُْأدْ ُرس س
ُ ْ ُر5&َ س
َ َد َر
To wish دa َو دv َ &َ َو َد
To see ْ5
ِ َْأو/ْ5 ِ 5ُ .
ِ &َ 5َ َ َو
To read ِْإ ْ[ َأ َ& ْ; َ ُؤ َ[ ََأ
To understand ِر َ& َى َرَأى
To see ْ?َ +ْ ِإ ُ ?َ ْ &َ َ ?ِ +َ
To exceed ْ
َوز. َ 'َ
َو ُز. َ 0َ &َ
َو َز. َ 'َ
To memorise
ْ َ A ْ ِإ
ُ َ ْ &َ
َ ِ A َ
48
All the verbs highlighted above are &5d !0 !
ل+ أwhich by the rule of
will assert
fa-thah on its 3N !لas you can see in column 3 of the table above while you
can see in column 2 "#
+ i.e. the doer. Again, in column three you will notice that
some nouns in the position of 3N !لsuch as
?2
! and ا&
تwhich ought to
have taken fat-hah, did not, because of certain
considerations which could be
explained to you in details in a
class.
Let it be reiterated that the transitive verbs in this text are the ones that govern or
require only one object 3N !ل.
3.2 ,
ِ 2ْ َ !ُ ْ َ Xَ ى ِإ5d !َ 0َ ُ ْ ا
,
ِ 2ْ َ ُ!ْ َ Xَى ِإ5d َ!0َ َ ْ اmeans a transitive verb that governs two objects. i.e ,2!. Let
it be explained from the on-set that the two objects in this context can be two
distinct words like
ب0 وا5A أor it could be in form of Cأ وا50C اlike رل5
"!
ع ا 3ِ Nِ ,
ِ 2ْ َ !ُ ْ َ "#
+ ى5!0ا!" ا
32+ 5& Xh7h (CVأ و50C)
2j Cِ
َ ا5ً a
َ ُ
ُ ا "َ
َ َْأر
32+ 5& Xh7h ً &a 5ِ – َهl
َ 2;ِ ْ Nِ (
َ ت )َأ
ُ =K
َ#
ْ َأ
32+ 5& Xh7h ا – ا ْ ِ; َا َء َة5َ &ْ َز 5ُ َ A
ْ َأ س
َ رa َد
32+ 5& Xh7h َ hَ َْ ْ ا-(s
َ
ْ ك )َأ
َ (,
ُ ْ
َ )
َ XK
ِ#ْ ُأ
32+ 5& Xh7h س
َ – ُد ُرو,
َ Nْ ِإ ن
ُ
َ ;ْ ُ َ َ #
ْ َأ
د. Xh7h 50C) ًرا
ُkْ َ X
َ ُ ن
ُ ْ#
َ ْ+ِ ,
aَ
49
(CVو
Secondly, you would have noticed that in the first sentence above ,2! اis made
of CVأ و50C: i.e.
2j Cِ
َ ا5ً a
َ ُ . Is made of two distinct words &5 هl2;N. In the third
sentence, two distinct words made ,2! : ا;اءة-ا5&ز
In the fourth sentence, two distinct words h ا- كmade ,2!. In the fifth
sentence, two distinct words made ,2! i.e. دروس-3FNإ. In the sixth sentence, أ50C
CV وas made the ,2!
3.3 In this segment, all the verbs i.e. the transitive verbs used in the illustration
above are conjugated. The rationale is to enhance your competence in conjugation
with the appropriate أوزان.
وزنX# ْL!َ Cْ 'َ َ ْL!َ Nْ ِإ ٌ ُ!ثCْ َ ٌL#ِ
Nَ
Mً !ْ Nَ L
ُ !َ Cْ &َ L
َ !َ Nَ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ َ ْ ُ! ُل ٌ"#
ِ
+َ 7
ً !ْ +َ "ُ !َ ْ &َ "َ !َ +َ
X# ْْ ُرس5'َ َ ُْأدْ ُرس ٌْ ُروس5َ ٌ
َدا ِرس
ً ْ>س د
ُ ْ ُر5&َ س
َ َد َر
وزن
ْ"!ُ ْ 'َ َ ْ"!ُ +ْ ُأ ٌَ ْ ُ!ل ٌ"#
ِ
+َ 7
ً !ْ +َ "ُ !ُ ْ &َ "َ !َ +َ
وزنX# دa َ 'َ َ دa َو ٌَْ ُدود دp وَا داj ُو دv َ &َ دa َو
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ ُ!ل ٌ"#
ِ
+َ 7
ً !ْ +ُ "ُ !َ ْ &َ "َ !َ +َ
وزنX# َْ َ' ْ; َأ ِْإ ْ[ َأ ٌَ ْ; ُوء ٌَ[
ِرئ ِ[ َا َء ًة َ& ْ; َ ُؤ َ[ ََأ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ ُ!ل ٌ"#
ِ
+َ ً َ
!َ +ِ "ُ !َ ْ &َ ْ"!َ +َ
وزنX# ْ?َ ْ 'َ َ ْ?َ +ْ ِإ ٌَ ْ ُ?م ٌ
ِه+َ
ً ?ْ +َ ُ ?َ ْ &َ َ ?ِ +َ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ ُ!ل ٌ"#ِ
+َ 7
ً !ْ +َ "ُ !َ ْ &َ "َ !ِ +َ
وزنX# =
p uِ َْ Xuِ َرا
&ً َْرأ َ& َى َرَأى
ٌَ ْ ُ!ل ٌ"#
ِ
+َ 7
ً !ْ +َ "ُ !َ ْ &َ "َ !َ +َ
وزنX# ْ
َوز.
َ 0َ 'َ َ ْ
َوز.
َ 'َ ٌ
َوز.
َ 0َ ُ ٌ
ِوز.
َ 0َ ُ
ُو ًزا.
َ 'َ
َو ُز.
َ 0َ &َ
َو َز.
َ 'َ
ْ"#َ
َ 0َ 'َ َ ْ"#
َ
َ 'َ ٌ"#
َ
َ 0َ ُ ٌ"#
ِ
َ 0َ ُ 7ً# ُ
َ 'َ "ُ #
َ
َ 0َ &َ "َ #
َ
َ 'َ
50
وزنX# J
ْ َ
ْ 'َ َ J
ْ َ A
ْ ِإ ط
ٌ ُ
ْ َ J
ٌ +ِ
A
َ
K
ً ْ A
ِ J
ٌ َ ْ &َ J
َ ِ Aَ
ْ"!َ ْ 'َ َ ْ"!َ +ْ ِإ ٌَ ْ ُ!ل ٌ"#
ِ
+َ 7
ً !ْ +ِ "ُ !َ ْ &َ "َ !ِ +َ
وزنX# "ُ 0ْ 'َ َ "ُ 'ْ ُأ p ُ0ْ َ َ'
ٍل َو ًة7َ 'ِ ُ 0ْ &َ 7
َ 'َ
ُ ْ 'َ َ ُ +ْ ُأ ٌَ ْ ُ!ل ٌ"#
ِ
+َ ً َ
!َ +ِ "ُ !ُ ْ &َ "َ !َ +َ
وزنX# ْ"ِ ْ'ُ َ ْ"ِ َْأر "ُ َ ُْ ٌ" ِ ُْ ً
َ ِْإر "ُ ِ ْ&ُ "َ َ َْأر
ْ"!ِ ْ 'ُ َ ْ"!ِ +ْ َأ "ُ !َ ْ ُ ٌ"!ِ ْ ُ ً
!َ +ْ ِإ "ُ !ِ ْ &ُ "َ !َ +ْ َأ
وزنX# J
ِ !ْ 'ُ َ J
ِ# ْ َأ XK َ !ْ ُ XK ِ !ْ ُ
ًءاK
َ# ْ ِإ XK ِ !ْ &ُ XK َ# ْ َأ
ِ ْ 'ُ َ ِ +ْ َأ "ُ !َ ْ ُ "ُ !ِ ْ ُ ً
!َ +ْ ِإ "ُ !ِ ْ &ُ "َ !َ +ْ َأ
وزنX# ْرسd 5َ 'ُ َ ْرسd َد ٌرسa 5َ ُ ٌرسd 5َ ُ
kً &ْ ِر5'َ س ُ رd 5َ &ُ س
َ رa َد
ْ"!d َ 'ُ َ ْ"!d +َ ٌ"!a َ ُ ٌ"!d َ ُ 7ً 2!ِ ْ 'َ "ُ !d َ &ُ "َ !a +َ
وزنX# ,
p ُ 'َ َ ,
a ُ ن
ُ Fُ
ْ ُ ن
p
َ
Fj
َ ,
v ُ &َ ,
a َ
ْ"!ُ ْ 'َ َ ْ"!ُ +ْ ُأ ٌَ ْ ُ!ل ٌ"#ِ
+َ 7
ً !ْ +َ "ُ !ُ ْ &َ "َ !َ +َ
4.0 Conclusion
You should note that conjugation is a core exercise in فgenerally. It is called
%&$'. You are expected to practice conjugation regularly. It helps you to acquire
convidence and competence in the use of verbs in your sentence construction.
5.0 Summary
Reading of the holy Qur'ān is a sure and reliable way of identification of "!ا
ى5!0 اBy constant reading of the Qur'ān, you will not only identify ى5!0 اbut you
will also acquire the competence of identifying them into one !لcategory and
,2! category.
51
7.0 References Further Reading
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
52
Module 2 : زم7ى وا5!0ا
Unit 4 : زم7ا!" ا
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 زم7ا!" ا
3.2 زم7وروة ا2
3.3 Conjugation
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References / Further Reading
1.0 Introduction
The transitive verb known as ى5!0 اin its various categories has been treated in
unit 3 above. Intransitive verb known as زم7 ا!" اwhich is the direct opposite of
ى5!0 اis treated in this unit. Also to be treated is how intransitive verb can change
to transitive. You will be taken through the mechanism of achieving that.
2.0 Objectives:
At the end of this unit, you should be able to:
• identify زم7ا!" ا
• utilize the mechanism of changing it to transitive;
• conjugate all verbs used for illustration
3.1 زم7ا!" ا
This is the direct opposite of ى5!0 ا!" اwith which you are already familiar. "!ا
زم7 اis the verb that does not require 3N ا!لin a sentence. Taste is the main
facilitator that assists you to identify زم7ا!" ا. For example, if Bilqis is reading
and Fatimah is running. Your taste must tell you that Bilqis must be reading
something: a textbook, a news paper, a novel or a letter. Whatever she is reading is
3N ا!لwhich means that the verb read is transitive; ى5!0ا. On the other hand,
running in the second sentence does not require an object of running as your taste
will inform you. Running begings and ends with the runner. Therefore, to the
extent that the verb run is intransitive زم7 اin Arabic, you say:
53
The pilgrims returned to the country l أ,c اX
ج إ. ر ا
yesterday
Khalid traveled to the USA ة5 ا&
ت اX إ5
V +
Ahmad was happy for his success 3A
.FN 5A أ
The News spreds Cذاع ا
The revelation came down XA
ل ا
Zayd stood up as a respect for his `
ذ0)
ا0A ا5&[
م ز
teacher
The Imam went to the mosque 5.k اX
م إ8ذه^ ا
The Prophet Nuh (AS) had a long life (م7k ا32#)
حXCF ا#
لc
3.1.1 Analysis
In all the eight sentences listed above, you will note that each of them contains the
verb "!+ and the doer "#
+ without an object 3N !ل. That is زم7 ا!" اin action.
The verbs are:
Returned َ َ َر
Traveled َ +َ
َ
Returned
َد# َ
Felt happy a َ
Spread ع
َ َذا
Descended َ
َ َل
Stood up َ[
َم
Went ^
َ َذ َه
(stayed) long
َلc َ
From the forms and shapes of the verbs; it is clear that زم7 ا!" اcuts across all
categories of "!+ i.e. 32+ 5& ا،"0! ا،12 $ ا، ُدa .
َ ُ ْ ا
But whenever it may occur, its hallmark is the needlessness of 3N !ل
54
The baby slept "ُ ْ K
d َ
َم ا
The Nurse made the baby sleep "َ ْ K
d ض ا
ُ d َ ُ ْ َأ َ
َم ا
The Nurse made the baby sleep "َ ْ Kd ض ا
ُ d َ ُ ْ َم اa
َ
Therefore, the eight intransitive verbs used above can be made transitive through
the instrumentality of هةor %2!g'
وزنX# ْ+ِ
k
َ 'ُ َ ْ+ِ
َ ٌ+ِ
k
َ ُ َ ًة+َ
k
َ ُ ُ +ِ
k
َ &ُ َ +َ
َ
ْ"#ِ
َ 'ُ َ ْ"#ِ
+َ ٌ"#ِ
َ ُ ً َ #َ
َ ُ "ُ #ِ
َ &ُ "َ #
َ
+َ
55
a k
َ َ' ُ a
ُ
رٌ
َ ُو ًرا
ُ v kَ& ُ a
َ
َ َ' ْ ُ!"ْ ِإ ْْ"!ُ + ٌ"#َِ
+ ًُ !ُ + َ& ْ ُ! ُ" َ"َ !َ +
َ َ' ِDعْ X#وزن ِذعْ َذا ٌِu َذ ْ& ً!
َ& ُِ &D ع
َذا َ
َ َ' ِ"ْ ِْ"+ ٌ"#َِ
+ 7
ًَ !ْ + َ& ْ ِ! ُ" َ"َ !َ +
X#وزن َ َ' ُ;ْ ُ[ْ َ[
ٌِu ِ[ َ
ً
2 َ& ُ; ُم َ[
َم
َ َ' ُ"ْ ُْ"+ ٌ"#َِ
+ ًِ
!َ + َ& ْ ُ! ُ" َ"َ !َ +
َ َ'َ ْDه^ْ X#وزن ِإذْ َه^ْ َذا ِه^ٌ َذ ْه ً
C ^
َ&َ ْDه ُ ^
َذ َه َ
َ َ' ْ َ!"ْ ِإ ْْ"!َ + ٌ"#
َِ
+ 7
ًَ !ْ + َ& ْ َ! ُ" َ"َ !َ +
ْ X#وزنَ ُ'ْ ِ ٌْ َأرْ ِ ٌ َْ َ ِ ُْ
#
ً
ِإرْ َ ُُ&ْ ِ ََأرْ َ
َ ُ' ْ ِ!"ْ ِإ َْ ٌ"!َ ْ ُ ٌ"!ِ ْ ُ ً
!َ +أ ْْ"!ِ + ُ& ْ ِ! ُ" َأ ْ"َ !َ +
َ ُ' ِDعْ X#وزن َأ ِذعْ ُ َDاعٌ ُ ٌِ&D ً #ِإ َذا َ ُ& ٌِ&D ع
َأ َذا َ
َ ُ' ِ"ْ َأ ِْ"+ ُ ْ َ!"ٌ ُ ْ ِ!"ٌ ِإ ًْ
!َ + ُ& ْ ِ! ُ" َأ ْ"َ !َ +
X#وزن َ ُ' ِ;ْ َأ ِ[ْ ُ َ;
مٌ ِإ َ[
َ ً ُ ِ;ٌ2 ُ& ِ;ُ 2 َأ َ[
َم
َ ُ' ِ"ْ َأ ِْ"+ ُ ْ َ!"ٌ ٌ"!ِ ْ ُ 7
ً#ِإ ََ
+ ُ& ْ ِ! ُ" َأ ْ"َ !َ +
َ ُ'ِ ْDه^ْ X#وزن ِإذْ َه
ًِ ْDُ
Nه^ٌ َُ ْDه^ٌ َأذْ ِه^ْ ^
ُ&ِ ْDه ُ ^
َأذْ َه َ
َ ُ' ْ ِ!"ْ ِإ َْ ٌ"!َ ْ ُ ٌ"!ِ ْ ُ ً
!َ +أ ْْ"!ِ + ُ& ْ ِ! ُ" َأ ْ"َ !َ +
X# ْ"Kوزن
َ ُ' ِ ْ"c
َأ ِ
Kلٌ
ُ َ ٌ"2K
ُ ِ ً َ
c
ِإ َ "ُ 2K
ُ& ِ َ
cل
َأ َ
56
ْ"ِ 'ُ َ ْ"+ِ َأ ٌ"!َ ْ ُ ٌ"!ِ ْ ُ ً َ
+َ ِإ "ُ !ِ ْ &ُ "َ !َ +ْ َأ
4.0 Conclusion
You should note that ى5!0 ا!" اcan become زم7 اthrough the aid of وف ا&
دةA.
For example, 1
َ 0َ +َ to open is ى5d !َ 0َ ُ e.g ب َ
َCْ ن اِ
َ A
ْ a ا5ُ Cْ #
َ 1
َ 0َ +َ i.e Abdul-Rahman opened
the door. But with %2!g0ا/وف ا&
دةA, 1 َ 0َ َ+ can become ب ُ
َCْ ا1
َ 0a َ'َ i.e the door
opened. Furthermore, with the aid of وف ا&
دةA a noun i.e. ٌ ْ ِإlike َ ْ$ِ Egypt can
become verb e.g. 5ِ ْ& َزNُ َ َأ$
َ 2ْ َ 'َ or ْ,ِ 20ِ َ َ َ.2ْ Fَ 'َ i.e Abu Zayd became an Egyptian and
Stephen became a Nigerian
5.0 Summary
So far, you would have noticed that the skill of how to change transitive verb to
intransitive and vice-verser is very advantages. It can enhance for the learner
acquisition of vocabulary. Once you master how to use %2!g0 ا/وف ا&
دةA, you
are on top of vocabulary acquisition.
57
Module 3: ا
Unit 1: أ
اع ا
CONTENTS
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 ا%&!'
3.2 q
ّ 0< و5
X إ8 ا2k;'
3.3 ا%&$'
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Reading
1.0 Introduction
In the last two modules, it has been explained to you that "!+ and إconstitute the
scope of ف. To a large extent, you have been taken through what فdoes in
"!+. In this module, the searchlight is beamed on what فdoes in إstarting
with the definition of إand its various types.
2.0 Objectives
At the end of this unit, you should be able to:
• define إ.
• state various types of إ.
• conjugate إ.
58
where she read essential books in Medicine that she studies. No wonder why her
father loves her so much.
On every annual vacation, her father takes her to Britain as a reward for her
excellent conduct. In Britain, nothing less than medical books, journals and other
materials could cash Fatima’s fancy. Certainly, Fatima is the apple of her father’s
eyes. Khalid, her brother, attempts to imitate Fatima in her good conduct.
In the above table, nouns used in the text are classified into persons, places and
things. But you will notice that nouns that are in plural forms in the text are
reduced to singular forms in the table e.g.:
ا!
دة- ا!
دات
52;0 ا- 52
;0ا
lC ا- lN7ا
You should also take note of the fact that a noun ()إ, in the text, is either a doer
(ْ"#
ِ
َ+) or object (3N )!ل. For example:
Fatima puts on dresses - l
َ Nِ 7 َ َ ِى5'َ ْ'َ ُ َ c
ِ
َ+
The father love Fatima - c
+ ^ v ِ &ُ ب
v )َ َا
Fatima buys a magazine - ً a .
َ َ ُ َ c
ِ
َ+ ِى0َ <ْ 'َ
Fatima’s father travels to Britain -
2
cN X إc
+ ُN ُ َأ+ِ
َk&ُ
Khalid imitates Fatimah - c
+ 5ُ d ;َ &َ 5
V
Fatima is going to the Hostel - ,k اX^ إ ُ ْ َهD'َ c
+
Fatima loves the Library - ^0^ ا v ِ 'ُ c
+
She reads essential books - ^0 َ' ْ; َ ُؤ أ?
ت اXه
59
3.2 q
ّ 0< و5
X إ8 ا2k;'
Basically, 8 اcan be 5
or q0<. 5
. ا8 اmeans solid or hard noun in terms of
its structure. For example, 5
. اis so called because it is not derived from another
source, and all its letters are basic and original. The minimum original letters of
5
. اcannot be less than three e.g. ٌَ [َ ،ٌ5َ َو،ٌ5َ َأ،ٌ ِ[ْد،ٌ"
ْ ِر،ٌ"
َ َر. It can be of four
letters, e.g. ُ َ !ْ
َ . 5
. اis also similar to what is known as د. ا8 اwhich means
it is void of any additional letters.
There was a torrential rainfall yesterday morning – lْح َأ َ
َC َ ُ &ِT َ ٌK َ َ َ
َ َل
The scholar lives in a beautiful house – "ِ 2َِ s ٍ 2ْ Nَ Xِ+ ُ ِ
َ!ْ ا, ُ ُ kْ &َ
Zayd is a philanthropist – ٌ"ُ ًا َر5&ْ ن َز a ِإ
ٌ,k ِ ْ ُ
Sulaiman inherited Dawud – ن دَاؤُو َد ُ
َ2ْ َ
ُ ث َ َو ِر
Uthman financed the building of a mosque in his village – Xِ+ 5ِ .
ِkْ َ َ
ِءFNِ "ِ &ِْ 0َ Nِ ن ُ
َMْ #ُ [َ
َم
3ِ 0ِ &َ ْ[َ
The teacher travelled to London – ْن5َ Fْ َ Xِ+ ُ d!َ ُ ْ َ ا+َ
َ
Ja’far spent a few weeks in the hospital – Xِ+ 2ِN
َ َ! َ َأg ْ Nِ ُ َ !ْ َ L َ َ َ
Xَ< ْ 0َ kْ ُ ْ ا
The philanthropist attains the pleasure of God –
ُ َر>َ
ا, ُkِ ْ ُ ْ َ
َل اF&َ
God always supports the wronged – ُ َم
ْ َ ْ ا5ُ &d rَ &َ
ًuِ دَا
َ نا a ِإ
60
3.3 َ
ِء
ْ )َ ْ ا%
ُ &ِ$
ْ 'َ
فimpacts on ِ ْ ِإin a variety of ways; these include classification of إinto
د./5
and 32+ 5&/q0< as illustrated above. Secondly, فimpacts on إ
through %&$0ا. This is by way of conjugating إfrom ( ُ ْ َ ُدsingular) to XaFMَ ُ
(dual) and ُ ْ َ (plural). For example:
Sulayman is an brilliant boy – 5ُ َ ن َو ُ
َ2ْ َ
ُ
ٌ^2ِ.
َ
Two students from Abuja attended the party –
َْNْ َأ,ِ ن ِ
َCِ
َc َ g َ A َ
َ َ ْ
َ ْ ا
There is only one school in our village – ٌ
َ ْ َر5َ
َF0ِ &َ ْ[َ Xَ+
ٌة5َ A
ِ وَا
On the University campus, there are two schools – Xِ!ِ
َ.ْ َ ِم ا َ ْ اXِ+
نِ
َ0 َ ْ َر5َ
The Lagos schools are built on modern pattern – َا ِزK
d اXَ#
َ ٌ2a Fِ Cْ َ س ِ ُTَ س َ َا ِر5َ ن a ِإ
Lِ &ِ5 َ ْ ا
They have eyes with which they cannot see - ن
َ ُو$ ِ Cْ &ُ َ ٌ,2ُ # ْ َ ُ?ْ َأ
َ?Nِ
The secretaries are happy with their new position - ُ ?ِ Cِ $
ِ Fْ َ Nِ ن َ Cُ 'ِ
َْ ح ا
َ ِ +َ
5ِ &ِ5. َ ْ ا
61
Analysis
In the above sentences, you will see how it is easy to formulate XFM from د. The
mechanism is to add ا+ نto دe.g.: ٌ5َ َوwith ا+ َان = ن5َ ( َو2 boys). The same
mechanism is applicable to all single words that are known as ٌFَ d َ 0َ ُ i.e. the ones
that can be conjugated from دto XFM to . e.g.:
ٌ َو َر[َـ+ ا+ = ن ن
ِ
َ0[َ َو َر
ٌ
َ ْ َر5َ + ا+ ن = ن ِ
َ0َ ْ َر5َ
ٌ5.
ِk ْ َ + ا+ ن = ن ِ َا5.
ِk ْ َ
ٌ"
ُ َر+ ا+ ن = ن ِ7َ ُ َر
ٌA
َ
a'ُ + ا+ ن = ن ِ
َ0A
َ
a'ُ
The mechanism for the
آD is similar to that of XFM which is by simply
adding و+ نto دe.g.:
ٌ^'ِ
َ آ+ و+ ن = نَ ُC'ِ
َآ
ٌ1'ِ
َ+ + و+ ن = نَ ُ 'ِ
َ+
ٌِ
َ + و+ ن = ن َ ُِ
َ
ٌِ
َ + و+ ن = ن َ ُ!ِ
َ
ٌ^ رَا ِآ+ و+ ن = نَ ُCرَا ِآ
ٌ [َ
ِدم+ و+ ن = ن َ ُ[َ
ِد
Regarding the sound feminine plural, the formula is different. The first step is to
remove cN '
ءat the end of the word in question e.g. ٌ Cِ
َc. Step two is to add
5 % أ+ تto the دi.e.
ٌ^ِ
َc ا+ َ
ت = تCِ
َc
ٌَـC ا رَا ِآ+ َ
تٌ = تCرَا ِآ
ٌَ ِ k
ْ ُ ا+ ََ
تٌ = تk
ْ ُ
ٌة5َ
ِ
َ ا+ َاتٌ = ت5 ِ
َ
ٌَ uِ
َ ا+ َ
تٌ = تuِ
َ
From the above, you can note that you have no difficulty in formulating آD
XFM
and
L
r because in these three cases, the constituent letters are
not disrupted.
62
Examples: ٌ^0ُ َ
بٌ ُآ0ِآ
ٌ"ٌ ِرَ
ل ُ َر
س
ُ َا ِر5َ ٌ َ ْ َر5َ
ٌ"
َ ْ"ٌ َأر ْ ِر
ٌ,2ُ #
ْ َأ/ ن
ُ ُ2# ُ ٌ,2ْ #َ
ح
ُ
َ'َ ٌAَ
َ'ُ
ٌَر ْ"ٌ ِرَ
ل
ٌٌ َأدْ&َ
ن,&ِد
4.0 Conclusion
Anytime you read an Arabic text such as a verse from the Qur’ān, Hadīth, a poem,
or literature, you should pay attention to broken plural. That is the surest way to
get acquainted with broken plural given the fact that there is no clear formula to
use in constructing it (broken plural).
5.0 Summary
Two exercises have been carried out for you in this unit; namely classification of
words into Jaamid/Mujarrad and Mushtaqq/Mazid feehi. The second exercise is
Tasreef i.e. conjugating a word into Muthanna and Jam‘from Mufrad.
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
5. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
6. Tarablīsī/Abu Ħarb (1967) ـF
دى اC ـDamascus, Al-Matba‘ah a`t –
Ta‘āwuniyyah
63
7. Abdullah al-Wuhaybī et al (1970) 0 ا)ول ا%$ !
K ا, Jeddah, Ministry
of
Education.
8. Ali al-Jārim/Mustapha Amin, (n.d.) 1> ااF ا, Al-Qāhirah.
64
Module 3: ا
Unit 2: ;
ت0<( اDerived Nouns)
1.0 Introduction
2.0 Objectives
3.0 Main Content
3.1 ا)
ء, ;
ت0<ا
3.2 ;
ت0< اcontinued
3.3 7!+ 8ورة ا2
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Reading
1.0 Introduction
As already explained in unit one of Module 3 above, ;
ت0< اwhich means
derivatives or the derived words play a crucial role in the enrichment of Arabic
language. This is an aspect of فwhich is activity packed. It empowers the
learner to source appropriate words to express his/her thoughts. This is manifest in
– إ اlF. – ا2B$0 – ا7!+ 8إ ا
ن – إ ا
ن – إ ا!ل – [^ ا
2.0 Objectives.
At the end of this unit, you should be able to:
• derive "#
إ اا
ن – إ ا
ن – إ ا!ل – إ ا
• derive ^ – إ اkF – ا2B$0ا
• Make a verb out of إ
65
ٌ< َب
ْ 0َ k
ْ ُ
ٌ^0َ ْ 0َ k
ْ ُ / ٌُب0ْ َ ٌ^0ِ ْ 0َ k
ْ ُ / ٌ^'ِ
َآ ٌ^0ْ َآ
ٌlFَ ْ 0َ kْ ُ / ٌُسFْ َ ٌlFِ ْ 0َ kْ ُ / ٌl
ِ
َآ ٌlFْ َآ
ٌ10َ ْ 0َ k
ْ ُ / ٌَح0ْ َ ٌ10ِ ْ 0َ k
ْ ُ / ٌ1'ِ
َ+ ٌ10ْ +َ
/ ٌُوبg ْ َ ٌ ِبg
ْ 0َ kْ ٌ / ٌ>َ
ِرب ٌ>ْبَ
ٌ َبg
ْ 0َ kْ ٌ
ٌْ َزق0َ kْ ُ / ٌَْزُوق ٌْ ِزق0َ k
ْ ُ / ٌرَا ِزق ٌِرزْق
You note in the table that the person drinking is ٌَ
ِربE and the liquid being drunk is
ٌ<ُوب ْ َ . The person writing is ٌ^'ِ
َ آand what is being written is ٌُب0ْ َ . The person
opening is ٌ1'ِ
َ+ and what is being opened is ٌَح0ْ َ . The person giving fortune is ٌرَا ِزق
and the recipient is ٌ َْزُوقetc. what makes the concept of derivation ق ُ
َ;0ِ E
ْ ِإ
interesting in Arabic is its elasticity that is, it is very broad and dynamic. For
example, from the same rout where you have derived "#
إ اand 3N إ ا!ل,
you can also derive the place of action which is called إ ا
نthe time of action
which is called إ ا
نthe instrument of action which is called إ ا. If this is
applied to ٌ10ْ +َ we shall have the following:
ٌَ
ح0ْ ِ ٌ10َ ْ َ ٌُح0ْ َ ٌ1'ِ
َ+ ٌ10ْ +َ
66
ٌ;َ !َ ْ ِ ٌq!َ ْ َ ٌَ ْ!ُق ٌq#
ِ َ q
َ !ِ َ
The interesting aspect of this derivation exercise is when you derive words such as
key, library, playground and desk from the rout called ر5$ in Arabic e.g.:
ٌَ
ح0ْ ِ ٌ10ْ +َ
ٌ^!َ ْ َ ٌ^!ْ َ
ٌCَ 0َ ْ َ ،ٌ^0َ ْ َ ٌ^0ْ َآ
Examples:
.م5; آة اX+
راةCة ا5^ َِ<
ه ِ !َ ْ َ ْ اXََأ
َ
َأذْ َه^ُ ِإ
I am going to the playing ground to watch football match.
ِ ;َ !َ ْ ِ ْ
ِN زd v َ@آ ِ" اNِ ح ٍ
َ'ُْ ُ 2ْ T َ ى v ِو5َ Cَ ْ َا
The Bedouin is not comfortable using spoon to eat rice.
ن
ِ
َ 0ِ ْ ْب ا ِ ْ[ُ 5َ Fْ # ِ ِ Cَ َ K
a
ِN ٌَ ِ0َ ْ ُ ُ Cَ 0َ ْ َ ْ َا
The library is filled to the brim by the student at the approach of exam.
َ
ِة0< ْ َ ْ اXَ ِ ِإFَ &ِ5َ ْ اXd# َ َ
َد َرT ْ5[َ
My uncle left the city to the winter resort.
ُ ْ َهFv ِ ا ْ َْ ِر ِدXَ ِإ5ُ 2ِ!َ ْ ^ ا َ َذ َه
The Dean went to the resort for relaxation.
67
to a town like َ $ ْ ِ (Egypt), you simply add a duplicated ya‘ and the word becomes
ى
p ِ $ ْ ِ i.e. an Egyptian. Or you intend attributing an action or a dress to a ٌ5َ َو, you
add duplicated ya‘ and it becomes ى p 5ِ َ َوi.e. the action or dress which is that of a
boy (5)و. Let us consider the following sentences:
Khalid is an Egyptian student – ٌ^ِ
َc 5ُ ِ
َV
ي
p ِ $ ْ ِ
Fawzi reads the Qur’an in an Egyptian voice – ت
ٍ ْ$ َ Nِ ْزِى+َ َ& ْ; َ ُؤ
ى
p ِ $ ْ ِ
Yusuf has Nigerian behaviour – ٌَ
ت+v $ َ 'َ 3ُ َ % ُ ُ ُ&
ٌ&a ِ 2ِ.2ْ
َ
Balqis wears a male dress –
ًkCَ ْ َ ِى5'َ ْ'َ l ُ 2ِ;ْ Nِ
j&5ِ َ َو
ٍ 2a ِ 7
َْ ِإ5ِ 2ِ
َ;'َ ت َو ِ !َ
دَاNِ a&!ُ ِدk a اXِ+ ُ !ُ < ْ 0َ َ f َ
a ِإ
You will feel in Saudi Arabia Islamic ethics and traditions.
Your entry into the country with a visa is illegal. – ُ 2ْ T
َ
َk2ِ+ ن ِ ُو5Nِ , َcَ َ ْ اf َ َ ُVن ُد a ِإ
Xِ
ُ
َ[
Sibaway is a grammarian – ٌ" ُ َر3ِ &ْ َ Cَ 2ِ ن a ِإ
ي
p ِ ْ
َ
I prefer a smallish loaf of bread for breakfast – Xِ+ ًا2ْ Cَ V ُ "ُ g d +َ َأ
َ
ُأ
ُ ِرKُ ْ ا
Ismail bough yesterday a smallish Ṣarf book –
ًC2ْ 0َ ُآl
ِ ْ ُ" َأ2ِ#
َ ْ َى ِإ0َ E ْ ِإ
j2+ِ ْ َ
We have sent it an Arabic Qur’an Q 12:2 – ُْ a !َ َ
j2Nِ َ #َ
ً
ْ[ُ `ُ
َFْ َ
ْ
َأa
ِإ
نَ ُ;ِ !ْ 'َ
3'
& ْsَ $ d +ُ ً َْ
َ;َ
ُاj2ِ . َ# ْ َ
ُ` ُ[ْ
ً
َأFْ !َ
َ َْ َو
Had We sent this as a Qur’an in a language other than Arabic, they would have
said: why are not its verse explained in detail? Q 41:44
3.2.1 Analysis
In the sentences above, you will note in the first sentence Khalid being attributed
to Egypt, Fawzi’s voice in the second sentence being attributed to Egypt again,
Yusuf’s behaviour in the third sentence being attributed to Nigeria, Balqis’ dress
in four being attributed to a boy’s, Saudi’s ethics and traditions in five being
attributed to Islam, entry to the country without a visa in six being attributed to
illegality, Sibaway in seven being attributed to Grammar. In sentence eight, a
smallish loaf of bread is preferred. Ismail in sentence nine bought a smallish ف
book. in sentence ten, the Qur’ān is attributed to Arab. In the final sentence, the
Qur’ān is attributed to non-Arabibc language.
68
3.3 7!+ 8ور ا2
In Arabic, فcan assist you to construct verbs out of noun. This is common
especially with names of cities or countries such as َ $ ْ ِ (Egypt), America and
Nigeria. For example, if you intend saying that someone has become an Egyptian
or a Nigerian or any town or country for that matter, you can coin a verb out of the
intended town or country. In the case of ْ$ِ for example, you could say:
Abdul Wakil became an Egyptian – 5ِ Cْ #
َ َ $ َ 2ْ َ 'َ
"ِ 2ِا ْ َآ
Incase of USA, you first of all transliterate USA thus
&أ. Then you can say
كَ َ ْ @َ 'َ . Nigeria can be transliterated thus
&2.2
and you have َ .
َ 2ْ Fَ 'َ .
Khalid became an Egyptian – ٌْ َأو5ِ
V َ َ $ َ 2ْ َ 'َ
َ $
a َ 'َ
Sharif became an American – ك
َ َ ْ @َ 'َ
%ُ &ِE َ
Muslim became a Nigerian – ُ ِ k
ْ ُ َ .
َ 2ْ Fَ 'َ
You should note that the ability to coin verbs out of names of towns, cities or
countries depends largely on a very wide reading since the mechanism of the
exercise is purely oral tradition known as X
ّ#
ِ
َ
َ .
4.0 Conclusion
Forming verbs out of towns and places should not give you sleepless nights since
you do not have a definite formula to work with. This aspect of فis to show
how flexible Arabic language is and indeed how dynamic and interesting فis.
5.0 Summary
If you take a critical look at َ Cَ k
ْ Fd ا, it becomes clear to you that فis not
presenting a unique formula because in English, there is the same formula as you
can see in adding n to Nigeria to become Nigerian (e.g. the Nigerian character)or
to America to become American (e.g. the American embassy). So, duplicated ya‘
is doing in Arabic what n or ish does in English. However, there are cases when n
cannot apply e.g. Britain or England, it is ish that is added while the last three
letters are removed i.e. and in England and you have English and ain in Britain
and you have British. You will have similar cases in Arabic where you will need
more than duplicated ya‘.
69
Explain the importance of Cَ k
ْ
ِ and 2ِB$
ْ 'َ in فand illustrate with four
sentences.
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
4. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
5. Abdullah al-Wuhaybī et al (1970) 0 ا)ول ا%$ !
K ا, Jeddah, Ministry
of
Education.
70
Module 3: 5
.ا!" ا
Unit 3: X>
زم7 ا5
.ا
3.0 Introduction
4.0 Objectives
5.0 Main Content
3.1 5
.ا!" ا
3.2 5
.أ
اع ا!" ا
3.3 Mأ
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Reading
1.0 Introduction
In modules 1 and 3 above, we treated verbs known as +$0 !
ل+أ. These are verbs
that can transform i.e. change from one form or shape to another with a view to
creating fresh meanings, ideas or impressions. This transformation is known as
conjugation %&$' as you have seen so far. In contrast, however, there are other
verbs that constitute the subject of this unit.
2.0 Objectives
At the end of this unit, you should able to:
• define 5
.ا!" ا
• State 5
.أ
اع ا!" ا
• Give illustrations
3.1 By definition, 5
. ا!" اmeans verbs that are not amenable to conjugation.
They are not inclined to %&$'. 5
literally means solid or impenetrable. These
are the verbs that you cannot change from
ضto
رع$ and أ. You cannot
derive out of them "#
إ ا، إ ا!ل، إ
ن، إ ا
ن،3ا ا. Though, it is a
verb, it remains in one form. But then, it should be observed quickly the sign of
it’s being a verb is the acceptance of L2
@0 '
ء اsuch as ْ تin ْsk
َ 2ْ َ or 0 '
ء اsuch as
ت
ُ in sُ k
ْ َ .
5
. ا!" اis of two types. The first group is permanently structured on past tense
(X>
) while the second group is permanently structured on command ()أ.
71
It should be stated that these verbs (5
. )اare meant for creating special
impressions. They are like what we can call occasional verbs. Each of them has a
special meaning to render.
l2 for example is one of ات آ
نVأ. It is permanently structured on X>
and
cannot be conjugated as already explained in the general introduction above.
Interestingly though, its sisters like آ
نcan be conjugated. l2 is to negate
occurrence of an action, e.g.:
I have no fruits to break fast with –
َ?Nِ ُ K
ِ +ْ ََاتٌ َأhَ Xِ l َ 2ْ َ
The male is not like the female (Q 3:36) – XَM
ْ )ُ ْ
َآ ُ َآDa اl
َ 2ْ َ
Layla is not in hijab – C.A X2 sَk2ْ َ
I don’t know either rich or poor he is – َ ٌ ُه2ِ;+َ ْ= َأمp Fِ Tْ َأدْرِى َأs ُ k ْ َ
The Christians have naught to stand upon (Q 2:113) – =ْ ٍءE َ Xَ# َ ?ُ ُد2َ ْ اsِ kَ 2ْ َ
The Jews have naught to stand upon (Q 2:117) – =ْ ٍءE
َ Xَ# َ َ
رَى$Fa اs ِ kَ 2ْ َ َو
Not all of them are alike (Q 3:113) – َا ًد
َ ُاk2ْ َ
In the above sentences, you will note that l َ 2ْ َ take a characteristic of a normal
verb with L2
@0 '
ء اin the 3rd, 5th and 6th sentences, 0 '
ء اin the 4th sentence and
#
. واو اin the 7th sentence. You may recall that l َ 2ْ َ cannot be conjugated
(ُ%&ِ$
ْ 'َ ) from Xِ>
َ, ٌَ
ِرعgُ and ٌْ َأbeing 5ُ ِ
َ "ُ !ْ +ِ .
3.1.1
• Xَk#
َ connotes hope/expectation of occurrence of an action or an event.
Examples:
It may be that Allah will bring a solution – اX'@& أنXk#
جN
;
داfN رfM!C& أنXk#
It may be that your Lord will raise you to a station of glory
You may dislike a thing which is good for you – 2V
وه2E أن 'هاXk#
You may like a thing which is an evil for you – E
وه2E اC ' أنXk#و
If you were to be placed in a position of authority – 02' إن02k# "?+
• Just like in l2, you will observe that Xk# also takes one of the
characteristics of a normal verb for taking . ا2 0'
ئ ا. Again,
you cannot conjugate Xk# into X>
,
رعg and أbeing 5
"!+.
• !
connotes appreciation and praise when someone or something has
performed wonderfully well.
Examples:
The best to protect, the best to help (Allah) (Q 22:78) – َ !ْ
ِ َوXََْ ْ ِ
ْ! َ ا
ُ 2ِ$Fa ا
How excellent is the servant ever turning to (Allah) (Q 38:44) - ٌابa َأو3ُ
a ِإ5ُ Cْ !َ ْ ِ
ْ! َ ا
72
How excellent is the hero Khalid b. Walid – ,
ِ Nُ َ
ِد ُلV "ُ K َ Cَ ْ ِ
ْ! َ ا
5ِ 2َِ ْ ا
How excellent is the philanthropist Uthman b. Affan – ْ,Nُ ن
ُ
َMْ # ُ , ُkِ ْ ُ ْ ِ
ْ! َ ا
ن ِ
a#َ
How excellent is the hardworking student Abdul Karim – 5ُ Cْ #َ 5ُ ?ِ 0َ .
ْ ُ ْ ^ ا
ُ ِ
َK
َ ْ ِ
ْ! َ ا
ِ &َِ ْ ا
!N ااF&5َ0ُ ْ اs ِ َ !ْ
ِ
&و5!ا
How excellent is the (female) devotee Rabi‘ah al-Adawiyyah
l
َ ْ Nِ is the direct opposite of !
. It is to express disgust and blame. When
something or an action is distasteful and disgusting or a person does something
blameworthy we use l َ ْ Nِ . For example, you can say:
How disgusting what invited inviting me to – 3ِ 2ْ َ ِإXِ
َ ُ 'ُ ْ#
َ َ
َدkَ ْ Nِ
What a bad/evil behaviour telling lies – ْبDَ ْ ا ُ 2d k a اq ُ ُْ اlَ ْ Nِ
What a morally bankrupt person a slanderer –
ُمaFa اq ِ ُُ ْ ا
ُ 2d k
a اlَ ْ Nِ
What a bad evil name after faith – ن
ِ
َ&ِ8ْ ا5َ !ْ Nَ ُ ُمkُ ْ ُ ا ْ 8ِ ْ اl
َ ْ Nِ
Terrible is the drink and an evil dwelling place –
َ;َ 'َ ُْ ْب َوَ
ءت ُ <َا a اlَ ْ Nِ
3.2.1 َاDCa A
َ َ ،َاDCa A
َ ،ََ
شA
The three ة5
!
ل+ أlisted above are distinct from those that are treated in 3.1. The
distinction is in timing. While the ones treated in 3.1 are exclusively for the past
tense, the latter ones are of أtype i.e. futuristic.
شA for example means except but as أ5
"!+ it connotes forbid. The
impression being created with
شA is no! It cannot happen! Or prevent it from
happening!
شA came up twice in Surat Yusuf:
ٌ&ٌِ َآfَ َ a َا ِإDن َه
a <ًا ِإ
َ Nَ َاD َ
َه
ِ ش
َ
َA
73
How perfect is Allah (or Allah forbid)! No man is this! This is none other than a
noble angel! (Q 12:31).
Allah forbids! No evil know we against him! (Q 12:51) - ْ,ِ 3ِ 2ْ َ #
َ
Fَ ْ ِ #
َ
َ
ِ ش
َ
َA
ُ ٍء
In an ordinary context:
A scholar cannot be in want – َ ;ِ 0َ ْ &َ ْش ِ ْ!َ
ِ ِ َأن
َ
َA
An Imam cannot commit evil as must not commit evil – q َ k ُ ْ &َ ْ َ َأو. ُ ْ &َ َْ
ِم َأن ِ ِ ش
َ
َA
The sky cannot drop gold –
ًC َ َذ َهK ِ ْ 'ُ َْ
ُء َأنk a ش اَ
َA
A camel cannot enter the eye of the needle (Q 7:40) – ط
ِ
َ2
ِ ْ اd
َ Xِ+ َ ِ &َ ْ َ ُ" َأن. َ ْ ش ا َ
َA
4.0 Conclusion
You should note that what
شA and اDCA have in common is the issue of timing;
both of them connote a feature occurrence of an event. However, their difference
is in negative and positive meanings; while
شA connotes never to happen اDCA
connotes excitement and love for the event or thing to happen.
5.0 Summary
فpresents to us in ة5
.!
ل ا+) اan interesting case. What makes them ة5
is
the fact that they cannot:
(a) be conjugated:
(b) attract وف ا&
دةA i.e. they cannot become 32+ 5&.
(c) Reflect – ُ ْ َ ُدXaFMَ ُ – ُ ْ
َ like ن
َ ُCْ َهD&َ ن
ِ
َCْ َهD&َ ^
ُ ْ َهD&َ
74
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
5. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
6. Abdullah al-Wuhaybī et al (1970) 0 ا)ول ا%$ !
K ا, Jeddah, Ministry
of
Education.
75
Module 4: ازن وازون/وف ا&
دةA
Unit 1:
?2
0@
1.0 Introduction
2.0 Objectives
3.0 Main Content
4.0 Conclusion
5.0 Summary
6.0 Tutor Marked Assignment
7.0 References/Further Reading
1. Introduction
وف ا&
دةA is a cluster of letters commonly referred to as in a statement which
reads thus:
َ?2ْ
َ ُ0ُ ْ @َ
َ i.e. you asked me of them. They are treated in this unit for
further classification.
2. Objectives
At the end of this unit, you should be able to:
• list وف ا&
دةA;
• Identify وف ا&
دةA in verb and nouns.
• Illustrate with وف ا&
دةA in verbs and nouns.
It should be noted that وف ا&
دةA are not used for mere aesthetics. They are
employed to create fresh meanings and effects. As you can see in ٌَ [َ above, with
ة5 % أadded, ٌَ [َ changed to ٌم7
َ [ْ َأi.e. from دto . In the case of l
َ َ
َ and l
َ َ
َ,
you will note that the effect of sitting alone changed to sitting with someone else.
With the use of وف ا&
دةA therefore, فprovides a mechanic for creating
numerous verbs and nouns in response to fresh meanings and effects. The letters
are ten. Take note of the following illustration.
3.1.1 Illustration
(َأ ْ َ? ْ َ ُة )أ
Put off thy shoes f
َ 2ْ َ !ْ
َ َْ V
ْ ِإ
76
I beat my flock with it XِFَ T
َ Xَ# َ
َ?Nِ v َأ ُه
Strike with they foot ٌَابE
َ َ
ِردٌ َوN ٌ"k
ِ 0َ Bْ ُ َاD َهfَ ِ
ْ ِ Nِ ْxَأرْ ُآ
(ن )نvFا
The cup was broken ب
ُ ُْ َ اk
َ َ
ْ ِإ
We understand not whether ill is intended for those on earth X+ ,N 5& أرp E َ ْرِى َأ5
َ َ
ا)رض
It is We Who give life and death
َF2ْ َ َوِإs
ُ 2ِ
ُ َوXِ2 ْ
ُ ,ُ ْ
َ
ُ 2ِ$َ ْ ا
We circumambulate around Ka‘abah َC!ْ َ ْ ْ َل اA
َ ف ُ ُK
َ
77
I am a student at the Open University ِ !َ ِ
َ.ْ اXِ+ ٌ^ِ
َc
َ
َأ
ُ A
َ ُ0ْ َ ْ ا
( )س,2kا
By degrees shall we teach thee, so thou shall not forget XَkFْ 'َ 7
َ +َ ك
َ ِ;ْ ُؤFُ
َ
The Head of State received his visitor at the Airport Xِ+ 3ُ َ 2ْ >
َ ِ َ ْو5a اl
ُ 2ِu َ" َرCَ ;ْ 0َ
ْ ِإ
َ
ِرKَ ْ ا
When Musa prayed for drinking water for his people 3ِ ِ ْ;َ ِ Xَُْ Xَ;k
ْ 0َ
ْ ِإ ِذ ا
م7ا?
ء وا
These two letters as وف ا&
دةA are very rarely used. For example, we have ه
ءin
the plural of ( أمmother) which is ?َ
تa ( ُأmothers). Examples of مin َل5َ Cْ #
َ meaning
(he) worshipped Allah.
(
ء )ي2ا
Abdul Hamid is a brilliant student ٌ^2ِ.
َ ٌ^ِ
َc 5ِ 2ِ
َ ْ ا5ُ Cْ #
َ
I love a clean environment ً َ 2ِN ^v Aِ َأ
َ
ُأ
ً َ 2ِ
َ
ْ َ&<َ
ُء,َ ِ f
َ ِ ن َذ
َ ِ ُ َ
دُوBْ &َ َو3ِ Nِ ك
َ َ <
ْ &ُ ْ ِ َ َأنBْ &َ َ
َ نا
a ِإ
Allah forgiveth not that partners be set up with Him; but He forgiveth anything
else to whom He pleaseth
3.1.2 Observation
In every underlined word in the sentences listed above, you will note ف ا&
دةA.
Take a close look at every word you will see in it one or two ف ا&
دةA. The
sentences are either taken from the verses of the Qur’an or from common daily
usages. The variety is to make its learning easy for you.
3.2 s
ُ 2ْ
َ َأ
78
There is another set of وف ا&
دةA known as s ُ 2ْ
َ َأ. These are known as وفA
#
رg اi.e. the letters of the present tense. You will take note that these four
letters called sُ 2ْ
َ َأare already listed among
َ?2ِ
ُ0ُ ْ @َ
َ . But, for emphasis and
clarification, they are repeated. This is to remove doubt for should you come
across them in another text book or reference material.
أ
I sit on the chair Xَ#
َ l
ُ ِ
ْ َأ
X
dِ ُْ ْ ا
Xِu
َ<
ْ 8ِ ْ اXِNُ
ْ ُأ,
َka
َ 0َ &َ Xَِ ف
َ ْ$
a َ وَا
ْ Fa س ا
ُ َأدْ ُر
I study Nahw and فin order to improve my composition style
I drink milk every morning ح
ٍ
aC
َ "a ^ ُآ
َ 2ِ
َ ْ ب ا
ُ َ E
ْ َأ
ن
We fast in the month of Ramadan as a worship to Allah ن
َ
g َ َ ْ? ِ َرE َ X+ِ ُم$ ُ
َ
ِ ا5ً Cv !َ 'َ
We seek success ad guidance from Allah q
َ 2+ِ ْ0a ا ُ َ@ ُل اk ْ
َ
َدE
َ a َوا
ٍ Fَ
َ "a ْ ُآNَ ُ0 ِة ُأ ْآa T
ُ Xِ+ XِFc َ َ ْ ا5ِ 2ِ!ْ
ِN "ُ ِ 0َ
ْ
َ
st
We celebrate national day 1 day of October every year.
We live in security as long as we rely on Allah "ُ آa َ 0َ
َ
َ , ٍ َ @ْ َ X+ِ ُ 2!ِ
َ
ِ اXَ # َ
ي
Pilgrims return from Makkah this week َاD َ ِ َهa َ ُ ْ َ اa َ ْ,ِ ج
ُ
a.
ُ ْ ُ ا
ِ َْ&
عَ ُCْ )َ ْا
Allah elevates the position of learned ones ِ ْ !ِ ْ اXَ أُو
ُ ُ ا+َ ْ&َ
تٍ
ََد َر
Allah purifies who He wishes ْ,َ Xd ُ& َآ
َ نا
a ِإ
َ&<َ
ُء
On that day, the faithful shall rejoice ح
ُ َ ْ &َ Dٍ ِ َ ْ&َ
ن
َ ُFِ ْrُ ْ ا
ت
l
ِ ْ )َ
ِN
ًkْ
َ s َ ْ 0َ [َ
َ َآXِFَ 0ُ ;ْ 'َ ُْ َأن5&ِ'ُ َأ
Do you intend killing me as you killed someone yesterday
Xِu
َ?Fd َ
ن ا0ِ ْ 8ِ ْ اXِ+ ً [َ d َ 0َ ُ نَ ُ0َ ِ ٌَ cِ
َ+ 5ُ ?ِ 0َ .
ْ 'َ
Fatimah is working hard to come out top at the final examination
Nigeria is experiencing brain drain َ ِة.
ْ ْ ِه,ِ Xِ
َ!'ُ
َ&ِ 2ِ.2ْ
َ
ا ْ ُ!;ُ ِل
79
Green Eagles win the CAF competition س
ِ @ْ ت َآ
ِ َ
رَاCُ Xِ+ َا ُءg
ْ
َ ْ ُر اkvFَ'ُ ُز ا
َ2;ِ &ِ+ْ َأ
The s ُ 2ْ
َ َأletters can be graphically illustrated as follows:
s
َُ ْــــــــــــــــــــــ2
َــــــــــــــ َأ
(
0
)أ
(0
)أ
ْ َأ
ْ
َ
ْ 'َ
ْ 'َ
ْ 'َ
ْ 'َ
ْ 'َ
ُ ِ
ُ ِ.
ُ ِ.
ِ ِ.
َ ِ.
ُ ِ.
ْ ِ.
ْ &َ
ْ &َ
ْ &َ
ْ &َ
ُ ِ.
َ ِ.
ُ ِ.
ْ ِ.
(
)أl
(,
) l
َ 2k
ِ k
َk
َ k
َ
)أl
ِ k
َk
َ k
( )هl
(,0
)أ,
ن
(, )ه,
ِ
)أ,
ن
( ن )ه
(ن )ه
(s
(s
4.0 Conclusion
You should take note of the fact that the s2
أletters are basically part and parcel of
وف ا&
دةA known as
?2
0@. Their designation as sُ 2ْ
َ َأletters is for their specific
usage as
رعgوف اA.
5.0 Summary
It is necessary to note shaddah when وف ا&
دةA are discussed. Shaddah means a
duplicated letter. For example, , َ 2َِ
َ!ْ ب ا
d َر
ِ 5ُ ْ
َ ْ َا. The shaddah sign on baa mean
that letter baa is doubled or duplicated. In that case, it serves as ف ا&
دةA. If, for
example, س َ َد َرto study become سَ رa َدto teach, letter raa’ is duplicated and the
additional raa assumes the position of ف ز&
دةA. So, any other letter can play that
role whenever it is duplicated.
80
6. Abdullah al-Wuhaybī et al (1970) 0 ا)ول ا%$ !
K ا, Jeddah, Ministry
of
Education.
81
Module 4: ازن وازون
Unit 2: B
Cإ ا
1.0 Introduction
2.0 Objectives
3.0 Main Content
2.0 Objectives
At the end of this unit, you should be able to:
• correctly use the terms ازن وازون.
• state the differences between "#
إ اand B
C ;إ اand
• give illustration.
The smallest size of a word in Arabic is the three lettered. This is called thulaathi.
In other words, no Arabic word is less than three letters. In case you see a word of
two letters or one such as ْ"[ُ (say) or ق
ِ (save), certainly, such a word must have
82
been subjected to some structural adjournment exercise by means of elimination of
one or two letters for morphological reasons which are explainable.
3.1.1 The starting point of mastering of the technique is through labeling the
constituent letters. You will recall what we term the foundation radicals. One must
reiterate, foundation radicals or constituent letters are the original letters in a verb
or noun each of which cannot be removed or else, the word is rendered
meaningless. If, for example you remove a letter from ^ ُ ْ َآ, say ك, the remaining ^
will be meaningless. Or you remove a letter from َ ِ َ , say م, the remaining َ ِ will
be meaningless. So, labelling is the game. The wazn "َ !َ +َ or "ُ !ْ +َ is labelled as
follows: "َ َـــ!َــــ+.
"ِ !ْ ِ ْ َ
ُء ا+
ُ 2ْ #
"ِ !ْ ِ ْ َ ُم ا
"ِ !ْ ِ ْ ا, َ
"ِ !ْ ِ ْ ا, َ
"ِ !ْ ِ ْ ا, َ
By now, you must have been able to distinguish wazn from mawzuun.
3.1.2 It should be recalled that we have wazn thulaathi and wazn rubaa‘i. Wazn
thulaathi is of six types while wazn rubaa‘i is only one. But both of them
are of mujarrad structure. These are:
"ُ !ُ ْ &َ "َ !ُ +َ "ُ !ِ ْ &َ "َ !ِ +َ "ُ !َ ْ &َ "َ !ِ +َ "ُ !ُ ْ &َ "َ !َ +َ
"ُ !ِ ْ &َ "َ !َ +َ "ُ !َ ْ &َ "َ !َ +َ
Regarding Rubaa‘I al-mujarrad, its wazn is "َ َ !ْ +َ i.e. "ُ ِ !ْ َ &ُ "َ َ !ْ +َ . But wazn rubaa‘i
will also be given the same labelling as that of thulaathi. It reads thus:
"َ َـــ ْ!ـــَـــ+
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"!م ا
م ا!" ا)ول
"!
ء ا+
X
Mا
"! ا,2#
ع
َ ُــــ# َز 1
َ َـــ0َـــ+ 5َ [َـــ!َـــ
"!م ا
م ا!" ادل
"!
ء ا+
X
Mا
"! ا,2#
"!م ا
"! ء ا+
"!م ا
"!
ء ا+
"! ا,2#
"! ا,2#
As you move from thulaathi mujarrad and rubaa‘i mujarrad to thulaathi mazeed
and rubaa‘i mazeed feehi, you follow the same pattern. Whatever increment that
may occur in mawzuun, its equivalent in wazn will be created. In the same vein, if
there is any reduction in mawzuun, the wazn is taken through the same reduction.
For example:
سَ رa َد- سَ َا َر5'َ - 1َ 0َ ْ 0َ
ْ ِإ- عَ َ # ْ َ 'َ - َ .
َ
ْ َ A ْ ِإ
"َ !a +َ - "َ #
َ
َ'َ - "َ !َ ْ 0َ
ْ ِإ- "َ َ !ْ َ 'َ - "َ َ Fْ !َ +ْ ِإ
You should be ready to approach it either way. In other words, you be given wazn
e.g. "َ َ !ْ +َ and be asked to supply the appropriate ٌ َْزُونwhich in this instance will be
%
َ k
َ ْ +َ . Suppose, you are given the زونe.g. % َ k
َ ْ َ 'َ and be asked to supply the
appropriate وزن. In this instance, the appropriate wazn is "َ َ !ْ َ 'َ .
In case of reduction in the mawzuun e.g. ْ"[ُ – [َ
َل – َ&;ُ ُلthe wazn is ْ"+ُ – ْ"!ُ ْ &َ – "َ !َ +َ
since "! ا,2# has been eliminated in the mawzuun, so also in the wazn, "! ا,2#
will disappear and that’s why we have ْ"+ُ as wazn to correspond with "[ in
mawzuun.
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or a doer. But when a particular writer (ٌ^'ِ
َ )آwrites at a rate faster, better more
intense than an ordinary writer or when a worker (ٌ"# ِ
َ+) works more devotedly,
more diligently with an exceeding commitment, the فcomes up with a
structure to express that higher level of handling the craft. Then, you have ٌ
لa!+َ or
ٌ
بa0 َآ. So ٌ
لa!+َ or ٌ
بa0 َآis called ِ Bَ َ
َCُ ْ إ ا.
3.2.1 As usual in Ṣarf, every structure has a wazn and mawzuun. The wazn of إ
B
C اis numerous. Some of the popular ones are ٌ
لa!+َ – ْ!ُل+َ – ٌ"2ِ!+َ – ٌ"!ِ +َ .
Examples:
"#
إ ا زون وزن
Fortune giver: ٌرَا ِزق The providence: ٌاقaَرز ٌ
لa!+َ
The knower: ٌِ
َ# The all knowing: ٌم7
a#َ
The eater: ٌ" ِآ The great ٌ
لaَأآ
Repentant ٌ^uِ
َ' oft-forgiving ٌابa'َ
Forgiver ٌ+ِ
َT oft-forgiving ٌ
رaT َ
Forgiver ٌ+ِ
َT Oft-forgiving ٌُرT َ ٌ!ُل+َ
player ٌ^# ِ َ fond of play ٌَ!ٌب
Merciful ٌA ِ رَا The all-Merciful ٌٌمAَر
Merciful ٌA ِ رَا Exceedingly merciful ٌ2ِAَر ٌ"2ِ!+َ
Conscious ٌ5E ِ رَا exceedingly intelligent ٌ52ِEَر
God is Oft-forgiving ٌ
رaTَ َ نا a ِإ
In the name of Allah, the Most Gracious, the Most Merciful ِ 2ِAa ا, ِ َ Aْ a اِ ِ اk ْ Nِ
For Abraham is most tender hearted, forbearing ٌ2ِA
َ `ُ اa َ)و2َِاهNْ ن ِإ a ِإ
Musaylimah is a pathological liar ٌابaD َِ َآ2ْ k َ ُ ْ ن ا
a ِإ
Zayd is a glutton (eating too much) ٌ
لaًا َأآ5&ْ ن َز a ِإ
Your brother is a rover ٌالa َ ك َ
َVن َأ a ِإ
You are very intelligent ٌ52ِE َرf َ
a ِإ
A playful baby ٌ ْ ٌَ َ!ُبc ِ
You may take note from the examples given above that B
C إ اis a special
morphological structure to appropriately describe some one who is involved or
indulge with an action in an extraordinary manner.
4.0 Conclusion
Two factors can assist you to accumulate as many B
C إ اas possible as well as
mastering of their usage in sentences. The two are the wazn given to you above
and reading of the Holy Qur’an. B
C إ اis very common in the Qur’an.
5.0 Summary
85
Your attention has been drown in this concluding unit to the terms زون – وزنand
B
C إ اdue to their effect on different aspects of Ṣarf. For example, whenever
you are to do conjugation, the terms وزنand زونcome handy. In any
conjugation exercise, "#
إ اnormally features and that will remind you of إ
B
Cا. You can see the interconnectedness between the terms treated in this unit
and other aspects of Ṣarf. It is like revising the whole Ṣarf note.
86
References/Further Reading
1. Al-Maydānī, A. M. (1978), =
ا52 ا%&$', Agege, Matba’atu `th-Thaqāfatu `l-
Islāmiyyah.
2. Al – Hamlāwī, A.M.A, (1999) ف$ ا,+ X+ ا!فDّ E Al-Qāhirah, Maktabatu `ş-
Şafā.
3. Al – Maħāsinī S. A. (1966),
ب ا;ـاءة0 آـDamascus, Matba‘atu Mufīd al –
Jadīdah.
4. Ahmad Muhammad Shaddād, (1977) J0 اـL
M اـ%ـ$ 2ـN!
! اKاـ
Baghdad, Matba ‘atu Tīmis.
5. Abdul-Rauf, (1989), &2.
8
N ,2;c
Fب ا7K 2N! اLebanon, A`s-Sa‘dāwī
Publications.
6. Tarablīsī/Abu Ħarb (1967) ـF
دى اC ـDamascus, Al-Matba‘ah a`t –
Ta‘āwuniyyah
7. Abdullah al-Wuhaybī et al (1970) 0 ا)ول ا%$ !
K ا, Jeddah, Ministry
of
Education.
8. Ali al-Jārim/Mustapha Amin, (n.d.) 1> ااF ا, Al-Qāhirah.
87