‫ﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ‬

‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎ ﹼ‬

‫ﰲ ﺗﻄﻮﺭ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺴﺎﺋﻞ ﻟﻐﻮﻳﺔ ﺷﱴ‬
‫*‬
‫ﰲ ﺣﻮﺍﺭ ﻣﻊ ﺩ‪ .‬ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﻣﻘﺪﻣﺔ ﻭﺗﻌﺮﻳﻒ‪:‬‬
‫)‪( ١‬‬
‫‪Wolfdietrich‬‬ ‫‪١‬‬ ‫ﺍﻷﺳﺘﺎﺫ )ﺍﻟﱪﻭﻓﻴﺴﻮﺭ( ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ‬

‫)‪ ( ١‬ﻭ‪‬ﻟﺪ ﰲ ﻋﺎﻡ ‪ ١٩٢٨‬ﰲ ﻣﺪﻳﻨﺔ ﻧﻮﺭﻧﺒـﺮﻍ ﲟﻘﺎﻃﻌﺔ ﺑﺎﻓﺎﺭﻳﺎ‪ ،‬ﻭﺣﺼﻞ ﻋﻠﻰ ﺩﺭﺟﺔ‬ ‫‪١‬‬

‫ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﰲ ﻋﺎﻡ ‪ ١٩٥٤‬ﻣﻦ ﺟﺎﻣﻌﺔ ﺇﺭﻟﻨﻐﻦ ﺑﺈﺷﺮﺍﻑ ﺍﻷﺳﺘﺎﺫ )ﺍﻟﱪﻭﻓﻴﺴﻮﺭ( ﻫﺎﻧﺲ‬

‫ﻓﻴـﺮ‪ ،‬ﻣﺆﻟﱢﻒ ﺍﳌﻌﺠﻢ ﺍﳌﺸﻬﻮﺭ ))ﻣﻌﺠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ )ﻋﺮﰊ – ﺃﳌﺎﱐ(((‪.‬‬
‫ﻭﻛﺎﻧﺖ ﺃﻃﺮﻭﺣﺘﻪ ﺑﻌﻨﻮﺍﻥ ))ﺻﻴﻎ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ((‪ .‬ﻭﰲ‬
‫ﻋﺎﻡ ‪ ١٩٦٢‬ﻧﺎﻝ ﺩﺭﺟﺔ ﺍﻷﺳﺘﺎﺫﻳﺔ ﺑﺄﻃﺮﻭﺣﺘﻪ ﺍﻟﱵ ﻗﺪ‪‬ﻣﻬﺎ ﺑﻌﻨﻮﺍﻥ ))ﺍﻷﻟﻮﺍﻥ ﻭﻣﻮﺍﺻﻔﺎﺕ‬
‫ﺃﺷﻜﺎﳍﺎ ﰲ ﺍﻟﺸﻌﺮ ﺍﻟﻌﺮﰊ ﺍﻟﻘﺪﱘ((‪ ،‬ﰒ ﺃﺻﺒﺢ ﻣﺪﻳﺮﹰﺍ ﳌﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻟﺴﺎﻣﻴﺔ ﰲ ﺟﺎﻣﻌﺔ ﺇﺭﻟﻨﻐﻦ ﰲ ﻋﺎﻡ ‪ ،١٩٦٤‬ﻭﺑﻘﻲ ﰲ ﻫﺬﺍ ﺍﳌﻨﺼﺐ ﺣﱴ ﺃﺣﻴﻞ ﻋﻠﻰ‬
‫ﺍﻟﺘﻘﺎﻋﺪ ﰲ ﻋﺎﻡ ‪ .١٩٩٥‬ﺍﻧﺘﺨﺐ ﰲ ﻋﺎﻡ ‪ ١٩٩٤‬ﻋﻀﻮﹰﺍ ﰲ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻼ ﻋﻠﻤﻴﺎﹰ‪ ،‬ﻣﺎ ﺑﲔ ﻛﺘﺎﺏ ﻭﲝﺚ‬ ‫ﺑﺎﻟﻘﺎﻫﺮﺓ‪ ،‬ﻭﻗﺪ ﺑﻠﻐﺖ ﻣﺆﻟﱠﻔﺎﺗﻪ ﺃﻛﺜﺮ ﻣﻦ ‪ /١٣٠/‬ﻋﻤ ﹰ‬
‫ﻭﻣﺸﺎﺭﻛﺔ ﻭﳏﺎﺿﺮﺓ‪ ،‬ﻭﺃﺷﻬﺮﻫﺎ‪ :‬ﻛﺘﺎﺏ ))ﳓﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﻼﺳﻴﻜﻴﺔ(( )ﻃﺒﻌﺔ‬
‫ﻓﻴﺴﺒﺎﺩﻥ ‪ ،(١٩٧٢‬ﻭﻛﺘﺎﺏ ))ﺗﻌﻠﻴﻢ ﻟﻐﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ((‪ ،‬ﺟﺰﺁﻥ )ﻋﺪ‪‬ﺓ =‬
‫=ﻃﺒﻌﺎﺕ(‪ ،‬ﻭﻛﺘﺎﺏ ))ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ(( ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ ﺃﻭﺗﻮ ﻳﺎﺳﺘﺮﻭ )ﻃﺒﻌﺔ ﻓﻴﺴﺒﺎﺩﻥ‪،‬‬

‫‪- ٤٩٥ -‬‬

 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٤٩٦‬‬

‫‪ Fischer‬ﺃﺣﺪ ﺃﺑﺮﺯ ﺍﳌﺴﺘﺸﺮﻗﲔ ﺍﻷﳌﺎﻥ ﺍﳌﻌﺎﺻﺮﻳﻦ‪ ،‬ﻭﻫﻮ ﻳﺘﻤﺘﻊ ﺑﺸﻬﺮﺓ ﻭﺍﺳﻌﺔ‬

‫ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻷﻭﺭﺑﻴ‪‬ﺔ ﻟﻐﺰﺍﺭﺓ ﺃﲝﺎﺛﻪ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻭﺍﻟﺸ‪‬ﻌﺮ ﺍﻟﻘﺪﱘ‬
‫ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ‪ ،‬ﻭﻹﺷﺮﺍﻓﻪ ﻋﻠﻰ ﺩﺭﺍﺳﺎﺕ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻄﱡﻼﱠﺏ ﺍﻟﻌﺮﺏ‬
‫ﻭﺍﻷﺟﺎﻧﺐ‪.‬‬
‫ﻭﻗﺪ ﺷﻐﻞ ﻣﻨﺼﺐ ﻣﺪﻳﺮ ﻣﻌﻬﺪ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺸﺮﻗﻴﺔ ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ ﰲ‬
‫ﺟﺎﻣﻌﺔ ﺇﺭﻟﻨﻐﻦ – ﻧﻮﺭﻧﱪﻍ ﰲ ﻣﻘﺎﻃﻌﺔ ﺑﺎﻓﺎﺭﻳﺎ ﰲ ﲨﻬﻮﺭﻳﺔ ﺃﳌﺎﻧﻴﺔ ﺍﻻﲢﺎﺩﻳﺔ ﳌﺪ‪‬ﺓ‬
‫ﻼ‬
‫ﺗﺰﻳﺪ ﻋﻠﻰ ﺛﻼﺛﲔ ﺳﻨﺔ‪ ،‬ﻭﻫﻮ ﻣﻌﺮﻭﻑ ﲝﺒ‪‬ﻪ ﺍﻟﺸﺪﻳﺪ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﺮﺍﺛﻬﺎ‪ ،‬ﻓﻀ ﹰ‬
‫ﻋﻦ ﺇﺣﺎﻃﺘﻪ ﺍﳌﻮﺳﻮﻋﻴ‪‬ﺔ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﺍﻻﲡﺎﻫﺎﺕ ﺍﳌﺘﺸﻌ‪‬ﺒﺔ ﰲ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﻌﺮﺏ ﺍﻟﻘﺪﺍﻣﻰ ﰲ ﺍﻹﳌﺎﻡ ﻣﻦ ﻛﻞ ﻋﻠﻢ ﺑﻄﺮﻑ‪.‬‬
‫ﻭﺍﻷﺳﺘﺎﺫ ﻓﻴﺸﺮ ﻳﻮﱄ ﺍﻫﺘﻤﺎﻣﹰﺎ ﻓﺎﺋﻘﹰﺎ ﻟﺪﺭﺍﺳﺔ ﺗﻄﻮﺭ ﺍﻟﻌﺮﺑﻴﺔ ﻋﱪ ﺍﻟﻌﺼﻮﺭ‪،‬‬
‫ﻭﻫﻮ ﻳﺪﻋﻮ ﺇﱃ ﺗﻘﺴﻴﻢ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺇﱃ ﻣﺮﺍﺣﻞ ﺗﺎﺭﳜﻴﺔ)‪.(٢‬ﻭﻗﺪ ﻋﻜﻒ‬
‫ﺑﻌﺪ ﺇﺣﺎﻟﺘﻪ ﻋﻠﻰ ﺍﻟﺘﻘﺎﻋﺪ ﰲ ﺍﻟﻌﺎﻡ ‪ ١٩٩٥‬ﻋﻠﻰ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻜﺒﲑ ﺍﻟﺬﻱ ﻛﺎﻥ ﻳﻌ ‪‬ﺪ‬
‫ﻟﻪ ﻣﻨﺬ ﺳﻨﻮﺍﺕ ﻃﻮﻳﻠﺔ‪ ،‬ﻓﺘﻔﺮﻍ ﻟﺪﺭﺍﺳﺔ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺭﺻﺪ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﺍﳉﺪﻳﺪﺓ ﻓﻴﻬﺎ‪ .‬ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﻫﺬﺍ‬
‫ﻼ ﻋﻦ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﳌﺸﺮﻭﻉ )ﺍﻟﺬﻱ ﲤﻮ‪‬ﻟﻪ ﻫﻴﺌﺔ ﺍﻷﲝﺎﺙ ﺍﻷﳌﺎﻧﻴﺔ‪ ،‬ﻭﻳﺸﺘﺮﻙ ﻓﻴﻪ‪ ،‬ﻓﻀ ﹰ‬

‫‪ ،(١٩٨٠‬ﻭﻛﺘﺎﺏ ))ﺍﻷﺳﺎﺱ ﰲ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ(( )ﺟـ‪ ،١٩٨٢ ،١‬ﻭﺟـ‪،٣‬‬

‫‪ (١٩٩٢‬ﻭﻏﲑﻫﺎ‪.‬‬
‫)‪ (٢‬ﺍﻧﻈﺮ ﲝﺜﻪ ﺍﻟﺬﻱ ﺃﹸﻟﻘﻲ ﰲ ﺍﳌﺆﲤﺮ ﺍﻟﺜﻘﺎﰲ ﺍﻟﺜﺎﻣﻦ ﻭﺍﻟﻌﺸﺮﻳﻦ ﻟﻴﻮﻡ ﺍﻻﺳﺘﺸﺮﺍﻕ ﺍﻟﻌﺎﳌﻲ‬
‫ﰲ ﻛﺎﻧﱪﺍ ﰲ ‪ ،١٩٧١/١/٧‬ﻭﻧﺸﺮ ﰲ ﳎﻠﺔ "‪ "Abr-Nahrain‬ﻋﱪ ﺍﻟﻨﻬﺮﻳﻦ‬
‫ﲟﺪﻳﻨﺔ ﻟﻴﺪﻥ‪ ،‬ﺳﻨﺔ ‪ ،١٩٧٢-١٩٧١‬ﺍﻟﻌﺪﺩ ‪ ،١٢‬ﺹ‪.١٨-١٥‬‬
‫‪٤٩٧‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﻓﻴﺸﺮ‪ ،‬ﻓﺮﻳﻖ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ( ﺑﺪﺃ ﻣﻨﺬ ﻋﺎﻡ ‪ ،١٩٩٣‬ﻭﻗﺪ ﻳﺴﺘﻐﺮﻕ ﺇﳒﺎﺯﻩ‬
‫ﺳﻨﻮﺍﺕ ﻛﺜﲑﺓ‪ .‬ﻭﻛﺎﻥ ﻣﻦ ﺣﺴﻦ ﺍﻟﻄﺎﻟﻊ ﺃﻥ ﺳﻨﺤﺖ ﻟﻨﺎ ﻫﺬﻩ ﺍﻟﻔﺮﺻﺔ ﻟﻠﻘﺎﺀ‬
‫ﺃﺳﺘﺎﺫﻧﺎ ﺍﻟﻜﺒﲑ‪ ،‬ﻓﻜﺎﻥ ﻫﺬﺍ ﺍﳊﻮﺍﺭ‪:‬‬
‫‪ -‬ﻫﻞ ﻟﻜﻢ ﺃﻥ ﲢﺪ‪‬ﺛﻮﻧﺎ ﻋﻦ ﻣﺸﺮﻭﻋﻜﻢ ﰲ ﳓﻮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‬
‫ﻭﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﺧﻠﺼﺘﻢ ﺇﻟﻴﻬﺎ؟ ﻭﻣﺎ ﺍﻟﺪﺍﻓﻊ ﺍﻟﺬﻱ ﺣﺪﺍ ﺑﻜﻢ ﺇﱃ ﺍﻟﻘﻴﺎﻡ ﲟﺜﻞ ﻫﺬﺍ‬
‫ﺍﳌﺸﺮﻭﻉ؟‬
‫ﺗﻌ ‪‬ﺪ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑ‪‬ﻴﺔ‪ ،‬ﺑﻼ ﺷﻚ‪ ،‬ﻣﻦ ﺃﻫ ‪‬ﻢ ﺍﻟﻠﱡﻐﺎﺕ ﺍﻟﻌﺎﳌﻴ‪‬ﺔ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ‪ ،‬ﻻ‬
‫ﻷﻧ‪‬ﻬﺎ ﻟﻐﺔ ﺣﻴ‪‬ﺔ ﻣﻌﺎﺻﺮﺓ ﻓﺤﺴﺐ‪ ،‬ﻭِﺇﻧ‪‬ﻤﺎ ﳉﺬﻭﺭﻫﺎ ﺍﻟﻀ‪‬ﺎﺭﺑﺔ ﰲ ﺍﻟﻘﺪﻡ ﻭﺗﺎﺭﳜﻬﺎ‬
‫ﺍﳊﺎﻓﻞ ﻭﺍﻟﻄﱠﻮﻳﻞ‪ ،‬ﻓﻨﺤﻦ ﻻ ﳒﺪ ﰲ ﺍﻟﻌﺎﱂ ﻛﻠﱢﻪ ﻟﻐﺔ ﻭﺍﺣﺪﺓ ﻣﻦ ﺍﻟﻠﱡﻐﺎﺕ ﺍﳊﺪﻳﺜﺔ‬
‫ﺍﳌﻌﺎﺻﺮﺓ ﳝﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﺜﻞ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﺗﺎﺭﳜﻬﺎ ﺍﻟﻄﻮﻳﻞ ﻭﺗﺮﺍﺛﻬﺎ ﺍﳊﺎﻓﻞ‪.‬‬
‫ﻭﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺃ ﱠﻥ ﺃﺑﻨﺎﺀﻫﺎ ﺣﺎﻓﻈﻮﺍ ﻋﻠﻰ ﻟﻐﺘﻬﻢ ﺍﻟﻔﺼﺤﻰ‬
‫ﱐ ﻭﻋﻠﻮﻡ ﺍﻟﺪ‪‬ﻳﻦ ﺍﳌﺮﺗﺒﻄﺔ ﺑﻪ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺍﻟﺮﻛﻦ‬
‫ﻋﻠﻰ ﳓ ٍﻮ ﺩﻗﻴﻖ ﺑﻔﻀﻞ ﺍﻟﻨ‪‬ﺺ ﺍﻟﻘﺮﺁ ﹼ‬
‫ﺍﻷﺳﺎﺳﻲ ﰲ ﺩﻋﺎﺋﻢ ﺍﻟﺜﱠﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﻹﺳﻼﻣﻴ‪‬ﺔ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻛﺎﻥ ﻻﺑ ‪‬ﺪ ﻟﻠﺘ‪‬ﻐﻴ‪‬ﺮﺍﺕ‬
‫ﺍﻟﺘ‪‬ﺎﺭﳜﻴ‪‬ﺔ ﻭﺍﻻﺟﺘﻤﺎﻋﻴ‪‬ﺔ ﻭﺍﻟﺜﱠﻘﺎﻓﻴ‪‬ﺔ ﺃﻥ ﺗﺆﺛﱠﺮ ﰲ ﺍﻟﻮﺍﻗﻊ ﺍﻟﻠﱡﻐﻮﻱ ﺗﺄﺛﲑﹰﺍ ﻣﺒﺎﺷﺮﹰﺍ‪ .‬ﻓﻤﻦ‬
‫ﻧﺎﻓﻠﺔ ﺍﻟﻘﻮﻝ ﺇﻥ ﺍﻟﻠﻐﺔ ﳚﺐ ﺃﻥ ﺗﻠﺒ‪‬ﻲ ﺣﺎﺟﺔ ﺃﺑﻨﺎﺋﻬﺎ‪ ،‬ﻭﺃﻥ ﺗﻮﺍﻛﺐ ﺍﻟﺘ‪‬ﻄﻮ‪‬ﺭﺍﺕ ﻋﻠﻰ‬
‫ﺍﻟﺼﻌﻴﺪﻳﻦ ﺍﻟﺘﺎﺭﳜﻲ ﻭﺍﻻﺟﺘﻤﺎﻋﻲ‪ ،‬ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﻭﻇﻴﻔﺘﻬﺎ ﰲ ﺍﻟﺘ‪‬ﻌﺒﲑ ﻋﻦ ﺃﻓﻜﺎﺭ‬
‫ﺍﻟﻨ‪‬ﺎﺱ ﻭﺣﺎﺟﺎ‪‬ﻢ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ‪.‬‬
‫ﻭﺍﻟﻮﺍﻗﻊ ﺃﻧﻨﺎ ﺍﻃﹼﻠﻌﻨﺎ ﻋﻠﻰ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺃﻋﺪ‪‬ﺕ ﺣﱴ ﺍﻵﻥ ﰲ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٤٩٨‬‬

‫ﳎﺎﻝ ﳓﻮ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﻷﺑﻨﺎﺀ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺃﻡ ﻟﻐﲑ ﺍﻟﻨ‪‬ﺎﻃﻘﲔ ‪‬ﺎ ﻣﻦ‬
‫ﺍﳌﺴﺘﻌﺮﺑﲔ‪ .‬ﻓﺮﺃﹶﻳﻨﺎ ﺃ ٍﻥ ﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻷﲝﺎﺙ ﻭﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﻳ‪‬ﻌﲎ ﺑﻘﻮﺍﻋﺪ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻛﻤﺎ ﺗﻌﺮﺿﻬﺎ ﻛﺘﺐ ﺍﻟﺘ‪‬ﺮﺍﺙ ﺍﻟﺘ‪‬ﻘﻠﻴﺪﻳ‪‬ﺔ‪ ،‬ﰲ ﺣﲔ ﺗﻨﺪﺭ‬
‫ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻟﱵ ﺗﻌﲎ ﺑﻨﺤﻮ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺃﻋﲏ ﺑﺬﻟﻚ ﺍﻟﻠﱡﻐﺔ ﺍﻟﱵ‬
‫ﺗﺴﺘﺨﺪﻡ ﺣﺎﻟ‪‬ﻴﹰﺎ ﰲ ﺍﻟﺼﺤﺎﻓﺔ ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ ﻭﺍﳊﻴﺎﺓ ﺍﻟﺜﱠﻘﺎﻓﻴ‪‬ﺔ‪ ،‬ﻭﺣﺘ‪‬ﻰ ﰲ‬
‫ﺍﻷﺷﻌﺎﺭ ﺍﻟﱵ ﺗﻨﻈﻢ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ‪ ،‬ﻭﻛﺄ ﱠﻥ ﻗﻴﻤﺔ ﺍﻟﻠﱡﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻻ ﺗﺮﻗﻰ ﺇﱃ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﱵ ﺗﺘﻤﺘ‪‬ﻊ ‪‬ﺎ ﻛﺘﺐ ﺍﻟﺘ‪‬ﺮﺍﺙ ﺍﻟﻨ‪‬ﺤﻮﻱ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﻇﻮﺍﻫﺮ‬
‫ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﱂ ﺗﻜﻦ ﻣﻌﺮﻭﻓﺔ ﻗﺒﻞ ﻗﺮﻧﻴـﻦ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬
‫ﻭﻗﺪ ﻻ ﳛﺘﺎﺝ ﻣﻦ ﻳﻜﺘﺐ ﺍﻟﻴﻮﻡ ﺑﺎﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻣﻦ ﺃﺑﻨﺎﺋﻬﺎ ﺇﱃ ﻭﺻﻒ‬
‫ﺩﻗﻴﻖ ﻟﻘﻮﺍﻋﺪ ﻫﺬﻩ ﺍﻟﻠﱡﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻷﻧ‪‬ﻪ ﺗﻌﻮ‪‬ﺩ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ‬
‫ﻭﺍﻟﺜﱠﻘﺎﻓﻴ‪‬ﺔ‪ ،‬ﺑﺪﺀﹰﺍ ﻣﻦ ﺩﺧﻮﻟﻪ ﺇﱃ ﺍﳌﺪﺭﺳﺔ ﻭﺗﻌﻠﱡﻤﻪ ﺍﻟﻘﺮﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺑﺔ‪ ،‬ﻭﻣﺮﻭﺭﹰﺍ‬
‫ﻱ ﻣﺸﻜﻠﺔ ﺣﲔ‬
‫ﲟﻌﺎﻳﺸﺘﻪ ﳍﺬﻩ ﺍﻟﻠﱡﻐﺔ ﰲ ﲨﻴﻊ ﻣﻮﺍﻗﻔﻪ ﺍﳊﻴﺎﺗﻴ‪‬ﺔ‪ ،‬ﻓﻼ ﺗﻮﺍﺟﻬﻪ ﺃ ‪‬‬
‫ﻳﺮﻳﺪ ﺃﻥ ﻳﻜﺘﺐ ﺃﻭ ﻳﺘﻜﻠﱠﻢ ﺑﻠﻐﺘﻪ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﲤﺎﻣﹰﺎ ﻣﻦ ﺍﻷﺟﻨﺒـﻲ ﺍﻟﺬﻱ ﻳﺘﻌﻠﹼﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﻭﻳﻘﻒ ﺃﻣﺎﻡ ﻣﺸﻜﻼﺕ ﻛﺜﲑﺓ ﺣﲔ ﻳﺮﻳﺪ ﺃﻥ ﻳﻜﺘﺐ ‪‬ﺬﻩ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﳉﻤﻴﻠﺔ‪ ،‬ﻭﻳﺒﻘﻰ ﻋﺎﺟﺰﹰﺍ ﻋﻦ ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﺭﻭﺡ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻭﻓﻬﻢ‬
‫ﺧﻔﺎﻳﺎﻫﺎ‪ ،‬ﻷ ﱠﻥ ﻛﺘﺐ ﺍﻟﻨ‪‬ﺤﻮ ﺍﳌﺘﻮﺍﻓﺮﺓ ﻭﺍﳌﻌﺠﻤﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﻻ ﺗﺴﺎﻋﺪﺍﻧﻪ ﻛﺜﲑﹰﺍ‪.‬‬
‫ﻭﻋﻠﻰ ﻫﺬﺍ ﻓﻘﺪ ﻗﺎﻡ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻷﳌﺎﻥ ﰲ ﺟﺎﻣﻌﺔ ﻻﻳﺒﺰﻳﻎ ﰲ‬
‫ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻌﺸﺮﻳﻦ ﺍﻷﺧﲑﺓ ﺑﻌﺪﺓ ﺩﺭﺍﺳﺎﺕ ﳓﻮﻳ‪‬ﺔ ﻭﺻﻔﻴ‪‬ﺔ ﻟﺒﻌﺾ ﻇﻮﺍﻫﺮ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺍﻟﱵ ﺗ‪‬ﺴﺘﻌﻤﻞ ﺍﻟﻴﻮﻡ ﰲ ﻛﺘﺐ ﺍﻷﺩﺏ ﺍﳊﺪﻳﺚ ﻭﺍﻟﺼ‪‬ﺤﻒ ﺍﻟﻴﻮﻣﻴ‪‬ﺔ‬
‫‪٤٩٩‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﻆ ﺃ ﱠﻥ ﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﱂ ﻳ‪‬ﻨﺸ‪‬ﺮ‬

‫ﻭﻣﻘﺎﻻﺕ ﺍﻟﺜﱠﻘﺎﻓﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ .‬ﻭﻣﻦ ﺳﻮﺀ ﺍﳊ ﹼ‬
‫ﺣﺘ‪‬ﻰ ﺍﻵﻥ‪ ،‬ﻷ ﱠﻥ ﺍﻟﻈﱡﺮﻭﻑ ﻭﺍﻹﻣﻜﺎﻧﺎﺕ ﺍﳌﺘﺎﺣﺔ ﰲ ﺃﳌﺎﻧﻴﺔ ﺍﻟﺸ‪‬ﺮﻗﻴ‪‬ﺔ ﺁﻧﺬﺍﻙ ﱂ ﺗﻜﻦ‬
‫ﻣﻨﺎﺳﺒﺔ‪ .‬ﻭﺑﻌﺪ ﺍﻟﻮﺣﺪﺓ ﺍﻷﳌﺎﻧﻴ‪‬ﺔ ﺧﻄﺮ ﺑﺒﺎﱄ ﺑﺎﻻﺷﺘﺮﺍﻙ ﻣﻊ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﻣﺜﻞ‬
‫ﺴﻴ‪‬ﺪ ﻟﻨﻐـﺮ ﻣﻦ ﺟﺎﻣﻌﺔ ﻻﻳﺒﺰﻳﻎ‪ ،‬ﻭﻋﺪﺩ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﻫﺎﺷﻢ ﺍﻷﻳ‪‬ﻮﰊ ﻣﻦ ﻟﺒﻨﺎﻥ‪ ،‬ﻭﺍﻟ ‪‬‬
‫ﻱ ﺷﺎﻣﻞ ﻧﺪﺭﺱ ﻓﻴﻪ ﺃﻫ ‪‬ﻢ ﻇﻮﺍﻫﺮ‬
‫ﻣﻦ ﺍﳌﺴﺎﻋﺪﻳﻦ ﺍﻵﺧﺮﻳﻦ ﺃﻥ ﻧﻘﻮﻡ ﺑﺒﺤﺚ ﳓﻮ ‪‬‬
‫ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ ﺍﻷﺳﺎﺱ ﺍﻟﺬﻱ ﻭﺿﻌﺘﻪ ﺗﻠﻚ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﻏﲑ‬
‫ﺍﳌﻨﺸﻮﺭﺓ‪ .‬ﻭﻗﺪ ﺃﺻﺒﺢ ﻭﺍﺿﺤﹰﺎ ﺑﻌﺪ ﺃﻥ ﺑﺪﺃﻧﺎ ﲝﺜﻨﺎ ﺃﻥ ﻫﺬﻩ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﲢﺘﺎﺝ ﺇﱃ‬
‫ﻱ ﻟﻌﺪﺩ ﻛﺒﲑ‬
‫ﺍﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻌﻤ‪‬ﻖ ﻭﺍﻻﺳﺘﻘﺼﺎﺀ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻧ‪‬ﻨﺎ ﻗﻤﻨﺎ ﺑﺘﺤﻠﻴﻞ ﳓﻮ ‪‬‬
‫ﻣﻦ ﻧﺼﻮﺹ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺍﳌﻨﺸﻮﺭﺓ ﺑﻠﻐﺔ ﺍﻟﻨﺜﺮ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬
‫ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻛﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﻘﺼﺺ ﺍﻟﻘﺼﲑﺓ ﻭﺍﻟﺮﻭﺍﻳﺎﺕ ﻭﺍﳌﻘﺎﻻﺕ ﺍﻟﺜﻘﺎﻓﻴ‪‬ﺔ‬
‫ﻭﺍﻟﻌﻠﻤﻴ‪‬ﺔ ﻭﺍﳌﻮﺍ ‪‬ﺩ ﺍﻟﺼ‪‬ﺤﻔﻴ‪‬ﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﺣﺘ‪‬ﻰ ﻧﺘﻤﻜﱠﻦ ﻣﻦ ﺍﻟﻘﻴﺎﻡ ﺑﻮﺻﻒ ﺷﺎﻣﻞ‬
‫ﻭﺩﻗﻴﻖ ﻟﻨﺤﻮ ﻫﺬﻩ ﺍﻟﻠﱡﻐﺔ‪ .‬ﻭﻻ ﻧﺮﻳﺪ ﰲ ﲝﺜﻨﺎ ﻫﺬﺍ ﺃﻥ ﻧﺼﻒ ﺍﻟﻈﱠﻮﺍﻫﺮ ﺍﻟﱵ ﺗﻄﺎﺑﻖ‬
‫ﻧﻈﺎﺋﺮﻫﺎ ﰲ ﻟﻐﺔ ﺍﻟﺘﺮﺍﺙ‪ ،‬ﻭﻻ ﺃﻥ ﻧﺼﻒ ﺍﻟﺘ‪‬ﺮﺍﻛﻴﺐ ﺍﻟﻔﺼﻴﺤﺔ ﺃﻭ ﻏﲑ ﺍﻟﻔﺼﻴﺤﺔ‪،‬‬
‫ﻭﺇﻧ‪‬ﻤﺎ ﻧﺮﻳﺪ ﺃﻥ ﻧﺮﻛﱢﺰ ﻋﻠﻰ ﻣﺎ ﻫﻮ ﺍﳌﺴﺘﻌﻤﻞ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻴﻮﻡ ﻭﻣﺎ ﻫﻮ ﻏﲑ‬
‫ﺍﳌﺴﺘﻌﻤﻞ‪ ،‬ﻭﻧﻘﻮﻡ ﺃﻳﻀﹰﺎ ﺑﺘﺤﻠﻴﻞ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ‪ ،‬ﻣﺴﺘﺨﺪﻣﲔ‬
‫ﻱ‬
‫ﺍﳌﻨﺎﻫﺞ ﺍﳊﺪﻳﺜﺔ ﻟﻌﻠﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻮﺻﻔﻲ‪ .‬ﻭﻣﺎ ‪‬ﺪﻑ ﺇﻟﻴﻪ ﰲ ﻫﺬﺍ ﺍﳌﺸﺮﻭﻉ ﺍﻟﻨﺤﻮ ‪‬‬
‫ﻫﻮ ﺃﻥ ﻧﺘﻤﻜﱠﻦ ﻣﻦ ﻭﺿﻊ ﻛﺘﺎﺏ ﺷﺎﻣﻞ ﺗ‪‬ﻌﺎﰿ ﻓﻴﻪ ﺑﻌﺾ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻠﱡﻐﻮﻳﺔ‬
‫ﻼ‬
‫ﻭﺍﻟﻈﱠﻮﺍﻫﺮ ﺍﻟﻨﺤﻮﻳﺔ ﺍﳉﺪﻳﺪﺓ ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻓﻀ ﹰ‬
‫ﻋﻦ ﻣﺴﺄﻟﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻭﻋﺪﻡ ﺍﻻﺳﺘﻌﻤﺎﻝ‪ ،‬ﻭﺍﻟﻔﺮﻭﻕ ﰲ ﺍﺧﺘﻼﻑ ﺃﺳﺎﻟﻴﺐ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥٠٠‬‬

‫ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻭﺃﻗﺎﻟﻴﻤﻬﺎ ﺍﳌﺘﻌﺪ‪‬ﺩﺓ‪ ،‬ﺇﻥ ﻛﺎﻥ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻓﺎﺕ‬
‫ﺗﻌﺒﲑﻳﺔ ﺃﻭ ﻓﺮﻭﻕ ﳏﻠﻴ‪‬ﺔ ﰲ ﻣﺴﺄﻟﺔ ﺗﻨﻮ‪‬ﻉ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺘﺎﺑﺔ‪ .‬ﻭﺳﻴﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‬
‫ﰲ ﻋﺪ‪‬ﺓ ﺃﺟﺰﺍﺀ‪ ،‬ﻋﻠﻰ ﺍﻷﺭﺟﺢ‪ ،‬ﻭﺇﻥ ﻛﻨ‪‬ﺎ ﻻ ﻧﺮﻳﺪ ﺃﻥ ﻧﻌﺎﰿ ﻛ ﱠﻞ ﺍﻷﺑﻮﺍﺏ‬
‫ﻭﺍﻟﻈﱠﻮﺍﻫﺮ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻷﻧ‪‬ﻨﺎ ﺳﻨﺮﻛﱢﺰ ﺗﺮﻛﻴﺰﹰﺍ ﺃﺳﺎﺳﻴﹰﺎ ﻋﻠﻰ ﲢﻠﻴﻞ‬
‫ﺩﻗﻴﻖ ﻟﺒﻌﺾ ﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻷﺳﻠﻮﺑﻴﺔ ﺍﻟﱵ ﺗﺼﺎﺩﻓﻨﺎ ﰲ‬
‫ﻧﺼﻮﺹ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻭﺑﻴﺎﻥ ﻣﻌﺎﻧﻴﻬﺎ ﺍﻟﺪ‪‬ﻻﻟﻴﺔ‪.‬‬
‫_ ﺃﻳﻦ ﺗﻜﻤﻦ ﺑﺮﺃﻳﻜﻢ ﺍﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﱵ ﻳﻌﺎﱐ ﻣﻨﻬﺎ ﺍﻟﺪﺍﺭﺱ ﺍﻷﺟﻨﺒـﻲ‬
‫ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ؟ ﻭﻫﻞ ﺗﻌﺘﻘﺪﻭﻥ ﺑﺄﻥ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺻﻌﺐ ﻋﻠﻰ ﺍﻟﻔﻬﻢ؟‬
‫ﺃﺳﺘﺸﻬﺪ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﺑﺮﺃﻱ ﻷﺣﺪ ﻋﻠﻤﺎﺀ ﺍﻟﻠﱡﻐﺔ ﻳﻘﻮﻝ ﻓﻴﻪ ﺑﺄ ﱠﻥ ﻛﻞ ﺍﻟﻠﻐﺎﺕ‬
‫ﺻﻌﺒﺔ ﺑﺎﻟﻘﺪﺭ ﻧﻔﺴﻪ ﰲ ﻧﻈﺮ ﺍﻷﺟﻨﱯ‪ ،‬ﺍﻟﺬﻱ ﻳﺮﻳﺪ ﺃﻥ ﻳﺘﻘﻦ ﻟﻐ ﹰﺔ ﺇﺗﻘﺎﻧﹰﺎ ﺗﺎﻣﹰﺎ ﺃﻭ‬
‫ﻳﺪﺭﺳﻬﺎ ﺩﺭﺍﺳ ﹰﺔ ﺩﻗﻴﻘﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﲏ ﺃﻧ‪‬ﻪ ﻟﻴﺲ ﻫﻨﺎﻙ ﻟﻐﺔ ﺃﺻﻌﺐ ﻣﻦ ﻏﲑﻫﺎ‪،‬‬
‫ﻭﲣﺘﻠﻒ ﺍﻟﺼ‪‬ﻌﻮﺑﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﳌﺘﻌﻠﱢﻤﲔ ﰲ ﺍﻟﺒﺪﺍﻳﺔ ﻣﻦ ﻟﻐﺔ ﺇﱃ ﺃﺧﺮﻯ ﲝﺴﺐ‬
‫ﻃﺒﻴﻌﺘﻬﺎ ﻭﻧﻈﺎﻣﻬﺎ ﺍﻟﻨ‪‬ﺤﻮﻱ‪ ،‬ﻓﺎﻟﺼ‪‬ﻌﻮﺑﺔ ﺍﻷﻭﱃ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻷﻭﺭ ‪‬‬
‫ﰊ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺗﻜﻤﻦ ﰲ ﺃﺻﻮﺍ‪‬ﺎ ﻭﰲ ﻋﻤﻠﻴ‪‬ﺔ ﻧﻄﻖ ﺍﳊﺮﻭﻑ ﺍﻟﻐﺮﻳﺒﺔ ﻋﻨﻪ ﲤﺎﻣﺎﹰ‪،‬‬
‫ﻼ ﻋﻦ ﻋﺪﻡ ﺍﻟﺘ‪‬ﻔﺮﻳﻖ ﰲ ﺍﻟﻠﱠﻔﻆ ﺑﲔ ﺣﺮﻭﻑ ﺍﻹﻃﺒﺎﻕ )ﺍﻟﺘﻔﺨﻴﻢ(‪ :‬ﺍﻟﺼ‪‬ﺎﺩ‬
‫ﻓﻀ ﹰ‬
‫ﻭﺍﻟﻀ‪‬ﺎﺩ ﻭﺍﻟﻄﱠﺎﺀ ﻭﺍﻟﻈﱠﺎﺀ‪ ،‬ﻭﻧﻈﺎﺋﺮﻫﺎ ﻏﲑ ﺍﳌﻔﺨ‪‬ﻤﺔ‪ :‬ﺍﻟﺴ‪‬ﲔ ﻭﺍﻟﺪ‪‬ﺍﻝ ﻭﺍﻟﺘ‪‬ﺎﺀ ﻭﺍﻟﺰ‪‬ﺍﻱ‪،‬‬
‫ﻭﻛﺬﻟﻚ ﰲ ﻃﺮﻳﻘﺔ ﻧﻄﻖ ﺍﳊﺮﻭﻑ ﺍﳊﻠﻘﻴ‪‬ﺔ ﻏﲑ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻟﻐﺘﻪ ﻛﺎﻟﻌﲔ ﻭﺍﳊﺎﺀ‬
‫ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﺗ ‪‬ﻌ ‪‬ﺪ ﻣﺒﺎﺩﺉ ﺍﻟﺼ‪‬ﺮﻑ ﺍﻟﺼ‪‬ﻌﻮﺑﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﻧﻈﺮ ﺍﻟﺪ‪‬ﺍﺭﺱ‬
‫‪٥٠١‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﺍﻷﺟﻨﱯ‪ ،‬ﻷﻧ‪‬ﻬﺎ ﲣﺘﻠﻒ ﲤﺎﻣﹰﺎ ﻋﻤ‪‬ﺎ ﺍﻋﺘﺎﺩ ﻋﻠﻴﻪ ﰲ ﻟﻐﺘﻪ ﺍﻷﻭﺭﺑﻴ‪‬ﺔ‪ ،‬ﻓﺎﻟﻨ‪‬ﻈﺎﻡ ﺍﻟﻔﻌﻠ ‪‬ﻲ‬
‫ﻭﺗﺼﺮﻳﻔﺎﺗﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﺻﻴﻐﺘﺎ ﺍﳌﺎﺿﻲ ﻭﺍﳌﻀﺎﺭﻉ‪ ،‬ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻮﻋﺒﻬﺎ‬
‫ﺲ‬
‫ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻷﻧ‪‬ﻬﺎ ﻻ ﺗﺸﺒﻪ ﻧﻈﺎﻡ ﺍﻟﺘ‪‬ﺼﺮﻳﻒ ﺍﳌﻮﺟﻮﺩ ﰲ ﺍﻟﻠﱡﻐﺎﺕ ﺍﻷﻭﺭﺑﻴ‪‬ﺔ‪ .‬ﻭﳛ ‪‬‬
‫ﺍﳌﺘﻌﻠﱢﻢ ﺍﳌﺒﺘﺪﺉ ﺑﺼﻌﻮﺑﺔ ﺣﻘﻴﻘﻴ‪‬ﺔ ﻋﻨﺪﻣﺎ ﻳﺮﻳﺪ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺻﻴﻐﱵ ﺍﳌﺎﺿﻲ‬
‫ﻭﺍﳌﻀﺎﺭﻉ‪ ،‬ﻷﻧﻪ ﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﻳﻈ ‪‬ﻦ ﰲ ﺃﺣﻴﺎﻥ ﻛﺜﲑﺓ ﺃﻧ‪‬ﻬﻤﺎ‬
‫ﺗﻌﻮﺩﺍﻥ ﺇﱃ ﻓﻌﻠﲔ ﳐﺘﻠﻔﲔ‪ .‬ﺯﺩ ﻋﻠﻰ ﺫﻟﻚ ﺃﻣﻮﺭﹰﺍ ﺃﺧﺮﻯ ﻛﺜﲑﺓ ﺗﻘﻒ ﰲ ﻃﺮﻳﻖ‬
‫ﺍﻟﻮﺻﻮﻝ ﺇﱃ ﻣﻔﺎﺗﻴﺢ ﺃﺳﺮﺍﺭ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﻣﺜﻞ ﺍﻷﺑﻮﺍﺏ ﺍﻟﻔﻌﻠﻴ‪‬ﺔ‪ ،‬ﻭﺻﻴﻐﻬﺎ‬
‫ﺍﻟﺼ‪‬ﺮﻓﻴ‪‬ﺔ‪ ،‬ﻭﺍﳊﺮﻛﺎﺕ ﺍﻟﱵ ﺗﻀﺒﻂ ‪‬ﺎ ﻋﲔ ﺍﻟﻔﻌﻞ ﺍﳌﻀﺎﺭﻉ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﻭﺍﻟﺼ‪‬ﻌﻮﺑﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺗﻜﻤﻦ ﰲ ﺍﻟﺜﱠﺮﻭﺓ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺍﻟﻌﻈﻴﻤﺔ ﺍﻟﱵ ﺗﺰﺧﺮ ‪‬ﺎ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﻓﻬﻨﺎﻙ ﻛ ‪‬ﻢ ﻫﺎﺋﻞ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﻭﺍﳌﺘﺮﺍﺩﻓﺎﺕ ﺍﻟﻜﺜﲑﺓ‪ ،‬ﻳﻨﺪﺭ‬
‫ﻭﺟﻮﺩ ﻧﻈﲑ ﻟﻪ ﰲ ﺃﻱ ﻟﻐﺔ ﺃﺧﺮﻯ‪ .‬ﻭﻳﻌﺎﱐ ﺍﻷﺟﻨﺒـﻲ ﺍﻟﺬﻱ ﻳﺘﻌﻠﻢ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‬
‫ﻫﺬﺍ ﺍﻷﻣﺮ ﻛﺜﲑﺍﹰ‪ ،‬ﻷ ﱠﻥ ﻛ ﹼﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺼﺎﺩﻓﻪ ﺃﺛﻨﺎﺀ ﺗﻌﻠﹼﻤﻬﺎ ﺟﺪﻳﺪﺓ ﻋﻠﻴﻪ‪،‬‬
‫ﰲ ﺣﲔ ﳜﺘﻠﻒ ﺍﻷﻣﺮ ﲤﺎﻣﺎﹰ‪ ،‬ﺇﺫﺍ ﺃﺭﺍﺩ ﺃﻥ ﻳﺘﻌﻠﱠﻢ ﻟﻐﺔ ﺃﻭﺭﺑﻴ‪‬ﺔ ﺟﺪﻳﺪﺓ‪ ،‬ﻓﻬﻮ ﳚﺪ‬
‫ﻇﻮﺍﻫﺮ ﻣﺘﺸﺎ‪‬ﺔ ﻭﻣﻔﺮﺩﺍﺕ ﻛﺜﲑﺓ ﻳﻌﺮﻓﻬﺎ ﻣﻦ ﻟﻐﺘﻪ‪ ،‬ﻷ ﱠﻥ ﻫﻨﺎﻙ ﻗﺎﲰﹰﺎ ﻣﺸﺘﺮﻛﹰﺎ‬
‫ﻋﻠﻰ ﺍﻷﻗ ﹼﻞ ﰲ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻷﻟﻔﺎﻅ ﺑﻴﻨﻬﺎ ﻭﺑﲔ ﻟﻐﺘﻪ ﺍﻟﱵ ﻳﺘﻘﻨﻬﺎ‪ .‬ﺯﺩ ﻋﻠﻰ ﺫﻟﻚ‬
‫ﰊ ﺍﻟﺬﻱ ﳜﺘﻠﻒ ﺟﺬﺭ‪‬ﻳﹰﺎ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﻟﻜﺘﺎﺑﺔ ﺍﻷﻭﺭﺑﻴ‪‬ﺔ‪ .‬ﻓﺈﺫﺍ‬
‫ﻂ ﺍﻟﻌﺮ ‪‬‬
‫ﺻﻌﻮﺑﺔ ﺍﳋ ﹼ‬
‫ﺗﻐﻠﱠﺐ ﺍﳌﺘﻌﻠﱢﻢ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺼ‪‬ﻌﻮﺑﺎﺕ‪ ،‬ﻭﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﺘﺠﺎﻭﺯﻫﺎ‪ ،‬ﻓﻼ ﺃﻋﺘﻘﺪ ﺃﻧ‪‬ﻪ‬
‫ﺲ ﺑﺄ ﱠﻥ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺃﺻﻌﺐ ﻣﻦ ﺍﻟﻠﱡﻐﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬
‫ﳛ ‪‬‬
‫ﰊ ﻓﺈﻧ‪‬ﻨـﻲ ﻻ ﺃﻋﺘﻘﺪ ﺃﻧ‪‬ﻪ ﺻﻌﺐ ﻋﻠﻰ ﺍﻟﻔﻬﻢ‪ ،‬ﻷ ﱠﻥ ﻃﺮﻳﻘﺔ‬
‫ﺃﻣ‪‬ﺎ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮ ‪‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥٠٢‬‬

‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﱡﻐﺎﺕ ﺍﳌﺘ‪‬ﺒﻌﺔ ﰲ ﺟﺎﻣﻌﺎﺗﻨﺎ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻟﻨ‪‬ﻈﺎﻡ‬
‫ﰊ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻼﺗﻴﻨﻴ‪‬ﺔ ﺍﻟﱵ ﻳﺘﻌﻠﱠﻤﻬﺎ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﺍﳌﺪﺍﺭﺱ‪،‬‬
‫ﻱ ﺍﻷﻭﺭ ‪‬‬
‫ﺍﻟﺘ‪‬ﻘﻠﻴﺪ ‪‬‬
‫ﻭﳍﺬﺍ ﺍﻟﺴ‪‬ﺒﺐ ﻓﺈﻧ‪‬ﻬﻢ ﻻ ﻳﻮﺍﺟﻬﻮﻥ ﺻﻌﻮﺑﺎﺕ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﻓﻬﻢ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻷﻧ‪‬ﻪ‬
‫ﻳﻘﺪ‪‬ﻡ ﺇﻟﻴﻬﻢ ﺑﺎﻟﻄﱠﺮﻳﻘﺔ ﺍﻟﱵ ﺍﻋﺘﺎﺩﻭﻫﺎ ﰲ ﻟﻐﺘﻬﻢ ﺍﻷ ‪‬ﻡ‪ .‬ﻭﻟﻜﻦ ﺍﻟﺼ‪‬ﻌﻮﺑﺔ ﺍﳊﻘﻴﻘﻴ‪‬ﺔ‬
‫ﺍﻟﱵ ﻳﻌﺎﻧﻮ‪‬ﺎ ﺗﻜﻮﻥ ﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻷﻧ‪‬ﻬﻢ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ‬
‫ﺃﻥ ﻳﻄﺒ‪‬ﻘﻮﺍ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﻌﻠﱠﻤﻮﻫﺎ ﻋﻨﺪ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻭﲢﻠﻴﻠﻬﺎ‪،‬‬
‫ﻭﻻﺳﻴ‪‬ﻤﺎ ﺃ ﱠﻥ ﺃﻛﺜﺮ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﺍﳌﻄﺒﻮﻋﺔ ﻏﲑ ﻣﻀﺒﻮﻃﺔ ﺑﺎﻟﺸﻜﻞ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ‬
‫ﳝﺜﹼﻞ ﻟﻠﻮﻫﻠﺔ ﺍﻷﻭﱃ ﺻﻌﻮﺑﺔ ﻛﺒﲑﺓ ﰲ ﻋﻤﻠﻴﺔ ﺍﺧﺘﻴﺎﺭ ﺍﳊﺮﻛﺔ ﺍﻹﻋﺮﺍﺑﻴ‪‬ﺔ ﺍﳌﻨﺎﺳﺒﺔ ﺃﻭ‬
‫ﻳﺜﻴـﺮ ﻋﻨﺪ ﺍﻟﻘﺎﺭﺉ ﻧﻮﻋﹰﺎ ﻣﻦ ﺍﻟﺸ‪‬ﻚ ﻭﺍﻟﺘ‪‬ﺮﺩ‪‬ﺩ ﻋﻠﻰ ﺍﻷﻗ ﹼﻞ ﰲ ﻋﻤﻠﻴ‪‬ﺔ ﺇﳚﺎﺩ ﺍﻟﻀﺒﻂ‬
‫ﺑﺎﻟﺸﻜﻞ ﺍﳌﻨﺎﺳﺐ ﻟﻠﻨﺺ‪ ،‬ﻭﻣﻦ ﰒ ﻟﻔﻬﻤﻪ ﻭﺍﻟﺘ‪‬ﻤﻜﱡﻦ ﻣﻦ ﺳﱪ ﺃﻏﻮﺍﺭﻩ ﻭﺍﻛﺘﺸﺎﻑ‬
‫ﺍﻟﺮ‪‬ﻭﺍﺑﻂ ﺍﻟﱵ ﲡﻤﻊ ﺑﲔ ﺍﻟﺴﻴﺎﻗﺎﺕ ﺍﻟﻨﺤﻮﻳ‪‬ﺔ ﻭﺍﳉﻤﻞ ﻭﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ‬
‫ﰊ ﻭﻗﻮﺍﻧﻴﻨﻪ ﺑﻮﺟ ٍﻪ ﻋﺎﻡ‪ ،‬ﻓﺄﻋﺘﻘﺪ ﺃﻧ‪‬ﻬﺎ ﻭﺍﺿﺤﺔ‬
‫ﺍﻟﻨﺺ‪ .‬ﺃﻣ‪‬ﺎ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮ ‪‬‬
‫ﻭﺍﻻﺳﺘﺜﻨﺎﺀﺍﺕ ﻓﻴﻬﺎ ﻗﻠﻴﻠﺔ‪ ،‬ﻣﻘﺎﺭﻧﺔ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺑﻘﻮﺍﻋﺪ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻴﻮﻧﺎﻧ‪‬ﻴﺔ‬
‫ﺍﻟﻘﺪﳝﺔ ﺍﻟﱵ ﲢﻔﻞ ﺑﺎﻻﺳﺘﺜﻨﺎﺀﺍﺕ ﺍﻟﻜﺜﲑﺓ‪.‬‬
‫‪ -‬ﻣﺎ ﺍﻷﺑﻮﺍﺏ ﻭﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﱵ ﲢﺘﺎﺝ ﺇﱃ ﲡﺪﻳﺪ؟‬
‫ﺇ ﱠﻥ ﺍﳉﻬﻮﺩ ﺍﳉﺒ‪‬ﺎﺭﺓ ﺍﻟﱵ ﺑﺬﳍﺎ ﺍﻟﻨ‪‬ﺤﺎﺓ ﺍﻟﻌﺮﺏ ﰲ ﺳﺒﻴﻞ ﻭﺿﻊ ﻗﻮﺍﻋﺪ‬
‫ﻧﺎﻇﻤﺔ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻻ ﻣﺜﻴﻞ ﳍﺎ ﲝ ‪‬ﻖ‪ .‬ﻭﺃﻋﺘﻘﺪ ﺃ ﱠﻥ ﺍﻟﻄﱠﺮﻳﻘﺔ ﺍﻟﱵ ﺍﺗ‪‬ﺒﻌﻮﻫﺎ ﰲ ﻋﻤﻠﻴ‪‬ﺔ‬
‫ﻭﺻﻒ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﱡﻐﻮﻳﺔ ﻭﺍﺳﺘﻘﺮﺍﺀ ﺗﺮﻛﻴﺒﺎ‪‬ﺎ ﻛﺎﻧﺖ ﺗﻌﺘﻤﺪ ﺇﱃ ﺣ ‪‬ﺪ ﻛﺒﲑ ﻋﻠﻰ‬
‫ﺍﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﺪﻗﻴﻖ‪ ،‬ﻭﺍﻟﺘ‪‬ﺘﺒ‪‬ﻊ ﺍﻟﺸ‪‬ﺎﻣﻞ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻌﺮﺏ‪ ،‬ﻭﳍﺬﺍ ﻛﺎﻧﺖ‬
‫‪٥٠٣‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﻱ ﻭﻣﻠﺒ‪‬ﻴﺔ ﳊﺎﺟﺎﺗﻪ‪ ،‬ﻭﱂ ﺗﻜﻦ ﺗﻨﻈﲑﺍ‪‬ﻢ ﺑﻌﻴﺪﺓ ﻋﻦ‬

‫ﻣﻄﺎﺑﻘﺔ ﻟﻠﻮﺍﻗﻊ ﺍﻟﻠﱡﻐﻮ ‪‬‬
‫ﺍﻟﺼﻮﺍﺏ ﺃﺑﺪﺍﹰ‪ ،‬ﻭﻻ ﳐﺎﻟﻔﺔ ﻟﻸﻋﺮﺍﻑ ﺍﻟﻠﱡﻐﻮﻳ‪‬ﺔ ﺍﻟﺴ‪‬ﺎﺋﺪﺓ‪.‬‬
‫ﻭﻳﺴﺘﻨﺪ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﻌﺮﰊ ﰲ ﻗﻮﺍﻋﺪﻩ ﺍﻟﻀ‪‬ﺎﺑﻄﺔ ﺇﱃ )ﻧﻈﺮﻳﺔ ﺍﻟﻌﻮﺍﻣﻞ( ﺍﻟﱵ‬
‫ﺗﻘﺘﺮﺏ ﻣﻦ ﺑﻌﺾ ﻧﻈﺮﻳﺎﺕ ﺍﻟﻨﺤﻮ ﺍﳊﺪﻳﺚ‪ ،‬ﻛﻨﻈﺮﻳﺔ ﺗﺸﻮﻣﺴﻜﻲ ﻣﺜﻼﹰ‪ ،‬ﻷﻧ‪‬ﻬﺎ‬
‫ﲢﺎﻭﻝ ﺃﻥ ﺗﻔﺴ‪‬ﺮ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺗﻔﺴﲑﹰﺍ ﻣﻨﻄﻘ‪‬ﻴﹰﺎ‬
‫ﻳﺴﺘﻨﺪ ﰲ ﺍﻟﻐﺎﻟﺐ ﺇﱃ ﺃﺩﻟﹼﺔ ﻣﻘﻨﻌﺔ‪ ،‬ﻭﺍﻓﺘﺮﺍﺿﺎﺕ ﻣﺸﺮﻭﻋﺔ‪ .‬ﻭﺍﻟﻮﺍﻗﻊ ﺃ ﱠﻥ ﺗﻄﻮ‪‬ﺭ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﱂ ﻳﺘﻮﻗﱠﻒ‪ ،‬ﻓﻘﺪ ﻧﺸﺄﺕ ﻧﻈﺮﻳﺎﺕ ﳓﻮﻳ‪‬ﺔ ﻛﺜﲑﺓ ﰲ ﺃﻣﺎﻛﻦ‬
‫ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻌﺎﱂ‪ ،‬ﲢﺎﻭﻝ ﻛﻠﱡﻬﺎ ﺃﻥ ﺗﻔﺴ‪‬ﺮ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﺘﺮﻛﻴﺒﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻛﻞ ﻟﻐﺔ ﻣﻦ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ‪ .‬ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺃ ﱠﻥ ﻛ ﱠﻞ ﻫﺬﻩ‬
‫ﺍﻟﻨﻈﺮﻳﺎﺕ‪ ،‬ﻋﻠﻰ ﻛﺜﺮ‪‬ﺎ‪ ،‬ﻗﺪ ﻻ ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﻟﺘﻔﺴﲑ ﲨﻴﻊ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻟﻐﺔ ﻣﻌﻴ‪‬ﻨﺔ‪ .‬ﻭﺃ‪‬ﺎ ﻻ ﺗﺴﺎﻋﺪ ﰲ ﺃﺣﻴﺎﻥ ﻛﺜﲑﺓ ﺃﻳﻀﹰﺎ ﻋﻠﻰ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻠﱡﻐﺔ‪ ،‬ﻭﺇﻳﺼﺎﻝ ﻗﻮﺍﻋﺪﻫﺎ ﺍﻟﻨﺤﻮﻳﺔ ﺑﻮﺿﻮﺡ ﺇﱃ ﺍﳌﺘﻌﻠﱢﻤﲔ‪ .‬ﳍﺬﺍ ﻓﺈﻧ‪‬ﻪ ﻳﺼﺒﺢ ﻣﻦ‬
‫ﻭﺍﺟﺐ ﺍﻟﻠﱡﻐﻮﻳﲔ ﻭﺍﻟﻨﺤﺎﺓ ﺍﻟﺬﻳﻦ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﻔﺴ‪‬ﺮﻭﺍ ﻇﻮﺍﻫﺮ ﻟﻐﺔ ﻣﻌﻴ‪‬ﻨﺔ ﻭﺃﺳﺎﻟﻴﺒﻬﺎ‬
‫ﺍﻟﻨﺤﻮﻳﺔ ﰲ ﻋﺼﺮﻧﺎ ﻫﺬﺍ‪ ،‬ﺃﻥ ﳜﺘﺎﺭﻭﺍ ﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺎﺕ ﻣﺎ ﻳﻨﺎﺳﺐ ﻟﻐﺘﻬﻢ‪،‬‬
‫ﻓﻘﺪ ﺗﻨﺎﺳﺐ ﻧﻈﺮﻳﺔ ﻣﻌﻴ‪‬ﻨﺔ ﺑﺎﺑﹰﺎ ﳓﻮ‪‬ﻳﹰﺎ ﳏﺪ‪‬ﺩﺍﹰ‪ ،‬ﻭﻗﺪ ﺗﻄﺒ‪‬ﻖ ﻧﻈﺮﻳﺔ ﺃﺧﺮﻯ ﻋﻠﻰ ﺑﺎﺏ‬
‫ﻱ ﺁﺧﺮ ﻭﻫﻜﺬﺍ‪ ،‬ﺃﻱ ﺃ ﱠﻥ ﻟﻜﻞ ﻇﺎﻫﺮﺓ ﳓﻮﻳﺔ ﻧﻈﺮﻳﺔ ﻣﻌﻴ‪‬ﻨﺔ ﺗﻨﺎﺳﺒﻬﺎ ﺃﻭ ﻣﻨﻬﺠﹰﺎ‬
‫ﳓﻮ ‪‬‬
‫ﳏﺪ‪‬ﺩﹰﺍ ﳝﻜﻦ ﺃﻥ ﻳﻄﺒ‪‬ﻖ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻮﺍﻣﻞ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﻓﺄﻋﺘﻘﺪ ﺃﻧ‪‬ﻬﺎ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﺑﻼ ﺭﻳﺐ‪،‬‬
‫ﻟﺒﻌﺾ ﺍﻷﺑﻮﺍﺏ ﺍﻟﻨﺤﻮﻳﺔ‪ ،‬ﻓﻤﺴﺄﻟﺔ ﻋﻤﻞ ﺍﻟﻔﻌﻞ ‪-‬ﻣﺜ ﹰ‬
‫ﻼ‪ -‬ﻭﻣﺎ ﻳﺘﺼﻞ ‪‬ﺎ ﻣﻦ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥٠٤‬‬

‫ﻼ ﻋﻦ ﺍﳌﻔﻌﻮﻻﺕ ﺍﻷﺧﺮﻯ‬
‫ﺃﺑﻮﺍﺏ ﺍﻟﻔﺎﻋﻞ ﻭﻧﺎﺋﺐ ﺍﻟﻔﺎﻋﻞ ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ‪ ،‬ﻓﻀ ﹰ‬
‫ﻛﻠﻬﺎ‪ ،‬ﳝﻜﻦ ﺃﻥ ﺗ‪‬ﻘﺒﻞ ﻛﻤﺎ ﻳﻌﺮﺿﻬﺎ ﺍﻟﻨﺤﺎﺓ ﺍﻟﻌﺮﺏ ﰲ ﺇﻃﺎﺭ ﻧﻈﺮﻳﺔ ﺍﻟﻌﻮﺍﻣﻞ‪،‬‬
‫ﻭﻷﻧ‪‬ﻬﺎ ﺗﻘﺘﺮﺏ ﻛﺜﲑﹰﺍ ﻣﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺗﺴﻤ‪‬ﻰ ﻧﻈﺮﻳﺔ )ﺻﺎﺣﺒﺎﺕ ﺍﻟﻔﻌﻞ(‬
‫ﺃﻭ ﻣﺮﺍﻓﻘﺎﺗﻪ )‪ ،(Valenz-Theorie‬ﻭﺗﺘﻠﺨ‪‬ﺺ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺑﺄ ﱠﻥ ﻟﻜﻞ ﻓﻌﻞ‬
‫ﺻﹰﺎ ﻣﻦ ﺍﻟﺼ‪‬ﺎﺣﺒﺎﺕ ﺃﻭ ﺍﳌﺮﺍﻓﻘﺎﺕ ﺍﻟﱵ ﺗﺸﺘﺮﻙ ﻣﻌﻪ ﰲ ﺍﻟﻮﻇﻴﻔﺔ ﺍﻟﱵ‬
‫ﻋﺪﺩﹰﺍ ﺧﺎ ‪‬‬
‫ﻼ‬
‫ﺗﻘﻮﻡ ‪‬ﺎ‪ ،‬ﻭﻫﻲ ﺍﻟﱵ ﺗﻮﺟ‪‬ﻪ ﺍﳌﻌﲎ ﺍﳌﺮﺍﺩ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ‪ ،‬ﻓﻤﻦ ﻫﺬﻩ ﺍﳌﺮﺍﻓﻘﺎﺕ ﻣﺜ ﹰ‬
‫ﺍﻟﻔﺎﻋﻞ ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻭﺍﳌﻔﻌﻮﻝ ﻷﺟﻠﻪ‪ ،‬ﻭﺍﳌﻔﻌﻮﻝ ﻣﻌﻪ‪ ،‬ﻭﺍﳌﻔﻌﻮﻻﺕ ﺍﻷﺧﺮﻯ ﻏﲑ‬
‫ﰊ ﺍﻟﻘﺪﱘ‪ ،‬ﻛﺎﳌﻔﻌﻮﻝ ﺑﺎﻟﻮﺍﺳﻄﺔ )‪،(Instrument‬‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮ ‪‬‬
‫ﻭﺍﳌﻔﻌﻮﻻﺕ ﺍﻟﱵ ﻳﺘﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺣﺮﻭﻑ ﺍﳉﺮ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬
‫ﺇ ﱠﻥ ﻣﺎ ﳝﻜﻦ ﺃﻥ ﻳﻌﺮﺽ ﻋﺮﺿﹰﺎ ﺟﺪﻳﺪﹰﺍ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻫﻮ ﻣﻮﺿﻮﻉ‬
‫)ﺍﻻﺳﻢ( ﺍﻟﺬﻱ ﻳﺪ ﹼﻝ ﻋﻠﻰ ﻣﺴﻤ‪‬ﻰ ﻳﻘﻊ ﲢﺘﻪ‪ ،‬ﻷ ﱠﻥ ﻣﺎ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻔﻌﻞ‪ ،‬ﻻ‬
‫ﳝﻜﻦ ﺃﻥ ﻳﻨﻄﺒﻖ ﻋﻠﻴﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﺼ‪‬ﺎﺣﺒﺎﺕ ﻭﺍﻟﺘ‪‬ﺄﺛﲑ ﰲ ﻣﺎ ﺑﻌﺪﻩ‪ ،‬ﻭﻻ ﺳﻴ‪‬ﻤﺎ ﺃ ﱠﻥ‬
‫ﺍﻻﺳﻢ ﳝﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﳏﻮﺭﹰﺍ ﺃﺳﺎﺳ‪‬ﻴﹰﺎ ‪‬ﻤﻮﻋﺔ ﻛﺒﲑﺓ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻘﻊ ﻗﺒﻠﻪ‬
‫ﺃﻭ ﺑﻌﺪﻩ‪ ،‬ﻭﺗﺮﺑﻄﻬﺎ ﺑﻪ ﻋﻼﻗﺎﺕ ﳓﻮﻳﺔ ﳏﺪ‪‬ﺩﺓ‪ .‬ﻭﺗﺴﻤ‪‬ﻰ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻘﻊ ﻗﺒﻞ‬
‫ﺍﻻﺳﻢ ﺑﺎﳊﻘﻞ ﺍﻟﺴ‪‬ﺎﺑﻖ )‪ ،(Vorfeld‬ﻭﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻘﻊ ﺑﻌﺪﻩ ﺑﺎﳊﻘﻞ ﺍﻟﻼﺣﻖ‬
‫)‪ .(Nachfeld‬ﻓﻤﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﺗﻘﻊ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﰲ ﺍﳊﻘﻞ ﺍﻟﺴﺎﺑﻖ‪:‬‬
‫ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ‪ ،‬ﻭﺃﲰﺎﺀ ﺍﻻﺳﺘﻔﻬﺎﻡ‪ ،‬ﻭﺃﲰﺎﺀ ﻣﺜﻞ‪ :‬ﻏﲑ‪ ،‬ﻭﻣﺜﻞ‪ ،‬ﻭﻛﻞﹼ‪ ،‬ﻭﲨﻴﻊ‪،‬‬
‫ﻭﺃﻱ‪ ..،‬ﺇﱁ‪ .‬ﻭﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﱵ ﳒﺪﻫﺎ ﰲ ﺍﳊﻘﻞ ﺍﻟﻼﺣﻖ‪ :‬ﺍﻷﲰﺎﺀ ﺍﳌﻮﺻﻮﻟﺔ‪،‬‬
‫ﻭﺍﳌﻀﺎﻑ ﺇﻟﻴﻪ‪ ،‬ﻭﺍﻟﺘ‪‬ﻮﺍﺑﻊ ﻭﺍﻟﺼ‪‬ﻔﺎﺕ ﻭﺍﻟﺒﺪﻝ‪ ..،‬ﺇﱁ‪ .‬ﻓﺈﺫﺍ ﻃﺒ‪‬ﻘﻨﺎ ﻫﺎﺗﻴـﻦ‬
‫‪٥٠٥‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﺍﻟﻨﻈﺮﻳﺘﲔ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻛﺎﻥ ﻻﺑ ‪‬ﺪ ﻣﻦ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﰲ ﺗﺮﺗﻴﺐ ﺍﻷﺑﻮﺍﺏ‬
‫ﻱ ﻟﻠﻨﺤﺎﺓ ﺍﻟﻌﺮﺏ‪.‬‬
‫ﺍﻟﻨﺤﻮﻳ‪‬ﺔ ﺗﺮﺗﻴﺒﹰﺎ ﺟﺪﻳﺪﹰﺍ ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﻘﻠﻴﺪ ‪‬‬
‫‪ -‬ﻫﻞ ﻫﻨﺎﻙ ﻣﺆﺛﹼﺮﺍﺕ ﺃﺟﻨﺒﻴﺔ ﰲ ﺍﻟﻨﺤﻮ ﺍﳌﻌﺎﺻﺮ؟ ﻭﻣﻦ ﺃﻱ ﻃﺮﻳﻖ‬
‫ﺩﺧﻠﺖ ﻫﺬﻩ ﺍﳌﺆﺛﹼﺮﺍﺕ؟ ﻭﻛﻴﻒ ﺍﻟﺴﺒﻴﻞ ﳌﻌﺮﻓﺔ ﻣﺼﺎﺩﺭﻫﺎ؟‬
‫ﻳﺴﻮﺩ ﻣﻴﺪﺍﻥ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻟﻨﺤﻮﻳ‪‬ﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﺃﻳ‪‬ﺎﻣﻨﺎ ﻫﺬﻩ‬
‫ﺍﺗ‪‬ﺠﺎﻫﺎﻥ ﺃﺳﺎﺳﻴﺎﻥ‪ ،‬ﳘﺎ ﺍﻻﲡﺎﻩ ﺍﻟﺘ‪‬ﻘﻠﻴﺪﻱ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻣﻨﺎﻫﺞ ﺍﻟﻨﺤﺎﺓ ﺍﻟﻌﺮﺏ‬
‫ﺍﻟﻘﺪﺍﻣﻰ‪ ،‬ﻭﳛﺎﻭﻝ ﺃﻥ ﻳﺴﲑ ﰲ ﻓﻠﻜﻬﺎ‪ ،‬ﻓﻐﺎﻟﺒﹰﺎ ﻣﺎ ﻳﺘﻨﺎﻭﻝ ﺍﻟﺪﺍﺭﺳﻮﻥ ﻓﻴﻪ ﻇﺎﻫﺮﺓ‬
‫ﺃﺳﻠﻮﺑﻴﺔ ﻣﻦ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﺃﻭ ﺑﺎﺑﹰﺎ ﳓﻮ‪‬ﻳﹰﺎ ﻣﻌﻴﻨﺎﹰ‪ ،‬ﻓﻴﻘﻮﻣﻮﻥ ﲜﻤﻊ ﺁﺭﺍﺀ‬
‫ﺍﻟﻨﺤﺎﺓ ﺍﻟﱵ ﺗﻌﺎﰿ ﻫﺬﺍ ﺍﳉﺎﻧﺐ ﻣﻦ ﻛﺘﺐ ﺍﻟﺘﺮﺍﺙ‪ ،‬ﻭﳛﺎﻭﻟﻮﻥ ﺃﻥ ﻳﻮﺿ‪‬ﺤﻮﻫﺎ‬
‫ﺑﺎﻟﺘﻔﺼﻴﻞ ﺑﺎﻷﻣﺜﻠﺔ ﺍﻟﺘﻄﺒﻴﻘﻴ‪‬ﺔ ﺍﻟﱵ ﳚﻤﻌﻮ‪‬ﺎ ﻣﻦ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻛﺘﺐ ﺍﻷﺩﺏ‪.‬‬
‫ﻭﺍﻻﲡﺎﻩ ﺍﻟﺜﱠﺎﱐ ﻫﻮ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺘﺨﺬ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﺍﳊﺪﻳﺜﺔ ﺍﻟﱵ ﺍﻧﺒﺜﻘﺖ ﻣﻦ ﻋﻠﻮﻡ‬
‫ﺍﻟﻠﻐﺎﺕ ﺍﻷﻭﺭﻭﺑﻴﺔ ﻭﺍﻷﻣﺮﻳﻜﻴﺔ ﻭﺍﲣﺬﺕ ﻣﻨﻬﺎ ﻣﺜﺎ ﹰﻻ ﳛﺘﺬﻯ‪ ،‬ﻭﺧﺎﺻ‪‬ﺔ ﻣﺪﺭﺳﺔ‬
‫ﺗﺸﻮﻣﺴﻜﻲ ﺍﻟﱵ ﺩﺧﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺃﻓﻜﺎﺭﻫﺎ ﺇﱃ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﻻﻗﺘﺮﺍ‪‬ﺎ‬
‫ﻣﻦ ﺃﻓﻜﺎﺭ ﺍﻟﻨﺤﺎﺓ ﺍﻟﻌﺮﺏ ﺍﻟﻘﺪﺍﻣﻰ‪ ،‬ﺇﺫ ﺇﻧ‪‬ﻪ ﻣﻦ ﺍﳌﻌﺮﻭﻑ ﺃ ﱠﻥ ﻭﺍﻟﺪ ﺗﺸﻮﻣﺴﻜﻲ‬
‫ﻛﺎﻥ ﻣﺘﺨﺼ‪‬ﺼﹰﺎ ﺑﺎﻟﻨﺤﻮ ﺍﻟﻌﱪﻱ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﺃﺳﺎﺳﹰﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻭﺃﻋﺘﻘﺪ‬
‫ﺃﻥ ﺗﺸﻮﻣﺴﻜﻲ ﻗﺪ ﺃﺧﺬ ﺍﻟﻜﺜﲑ ﻣﻦ ﺃﻓﻜﺎﺭﻩ ﺍﳊﺪﻳﺜﺔ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻋﻦ ﻫﺬﺍ‬
‫ﺍﻟﻄﺮﻳﻖ‪ ،‬ﱠﰒ ﻃﻮ‪‬ﺭﻫﺎ ﺇﱃ ﻧﻈﺮﻳﺔ ﻟﻐﻮﻳﺔ ﺟﺪﻳﺪﺓ‪ .‬ﻭﻻﺑﺪ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ‬
‫ﻣﻼﺣﻈﺔ ﻫﺎﻣ‪‬ﺔ‪ ،‬ﻭﻫﻲ ﺃ ﱠﻥ ﻣﻨﻬﺞ ﺗﺸﻮﻣﺴﻜﻲ ﰲ ﺍﻟﻠﻐﺔ ﻳﻘﻮﻡ ﻋﻠﻰ ﺃﻓﻜﺎﺭ ﻧﻈﺮﻳﺔ‬
‫ﲝﺘﺔ‪ ،‬ﻭﻻ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻔﺴ‪‬ﺮ ﲨﻴﻊ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻃﺮﻕ ﺍﻟﺘﻌﺒﲑ ﺍﳌﺨﺘﻠﻔﺔ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥٠٦‬‬

‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺃﻳ‪‬ﺎﻣﻨﺎ ﻫﺬﻩ‪.‬‬

‫ﺃﻣ‪‬ﺎ ﻣﺴﺄﻟﺔ ﺍﳌﺆﺛﱢﺮﺍﺕ ﺍﻷﺟﻨﺒﻴﺔ ﰲ ﺍﻟﻨﺤﻮ ﺍﳌﻌﺎﺻﺮ ﻭﺩﺧﻮﻝ ﺃﺳﺎﻟﻴﺐ ﺃﻭ‬
‫ﺗﺮﻛﻴﺒﺎﺕ ﳓﻮﻳﺔ ﺟﺪﻳﺪﺓ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻓﻼ ﺃﺳﺘﻄﻴﻊ ﺃﻥ ﺃﺅ ﱢﻛﺪﻫﺎ‪،‬‬
‫ﻷ ﱠﻥ ﺍﻟﻨ‪‬ﺎﺱ ﺑﻮﺟﻪ ﻋﺎ ‪‬ﻡ ﻣﺎﺯﺍﻟﻮﺍ ﺣﺘ‪‬ﻰ ﺍﻵﻥ ﻳﺮﺍﻋﻮﻥ ﰲ ﻛﺘﺎﺑﺎ‪‬ﻢ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻼ ﻣﻦ‬
‫ﻱ ﻛﻤﺎ ﻫﻲ ﲝﺬﺍﻓﲑﻫﺎ‪ ،‬ﻓﻠﻴﺲ ﻫﻨﺎﻙ ﻣﺜ ﹰ‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﻛﺘﺐ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻨﺤﻮ ‪‬‬
‫ﻳﻨﺼﺐ ﺍﻟﻔﺎﻋﻞ ﺃﻭ ﻳﺮﻓﻊ ﺍﳌﻔﻌﻮﻝ ﺃﻭ ﳚ ‪‬ﺮ ﺍﳌﻨﺼﻮﺏ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ‪ .‬ﺇ ﱠﻻ ﺃ ﱠﻥ ﻫﺬﺍ ﻻ‬
‫ﳝﻨﻊ ﺃﺑﺪﹰﺍ ﺃﻥ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﻻﺳﺘﻌﻤﺎﻻﺕ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﳉﺪﻳﺪﺓ ﻗﺪ ﺩﺧﻠﺖ ﺇﱃ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘ‪‬ﺮﲨﺔ ﻣﻦ ﺍﻟﻠﱡﻐﺎﺕ ﺍﻷﻭﺭﻭﺑﻴ‪‬ﺔ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﺗﺮﲨﺔ‬
‫ﺃﺩﺑﻴﺔ ﺃﻡ ﺗﺮﲨﺔ ﻧﺼﻮﺹ ﺻﺤﻔﻴﺔ‪ ،‬ﺃﻡ ﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﻭﻗﺪ ﺃﺩﺧﻞ ﺍﳌﺘﺮﲨﻮﻥ ﻣﻄﺎﺑﻘﺎﺕ ﻋﺮﺑﻴﺔ ﻟﻌﺒﺎﺭﺍﺕ ﺃﺟﻨﺒﻴﺔ ﻛﺜﲑﺓ‪ ،‬ﻣﺜﻞ‪:‬‬
‫))ﻟﻌﺐ ﺩﻭﺭﹰﺍ((‪ ،‬ﺃﻭ ))ﻫﺬﺍ ﻣﻦ ﺟﻬﺔ‪ ..‬ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ((‪ ،‬ﺃﻭ ﻋﺒﺎﺭﺓ ))ﻣﻦ‬
‫ﺟﺪﻳﺪ((‪ ،‬ﻭ))ﻛﻜ ﹼﻞ(( ﻭﻏﲑﻫﺎ‪ .‬ﻭﺃﻛﺜﺮ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﲣ ‪‬‬
‫ﺺ ﺍﳌﻌﺠﻢ ﻭﻟﻴﺲ ﺍﻟﻨﺤﻮ‪،‬‬
‫ﻭﻻﺑ ‪‬ﺪ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﻧﻘﺺ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘ‪‬ﺎﺭﳜﻴ‪‬ﺔ ﰲ ﺍﻟﻠﱡﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ‪ ،‬ﺃﻱ‬
‫ﺍﻟﺒﺤﻮﺙ ﺍﻟﱵ ﺗﺆﺭ‪‬ﺥ ﳌﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳉﺬﺭ ﺍﻟﻠﻐﻮﻱ ﻭﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ‬
‫ﺍﻟﱵ ﻃﺮﺃﺕ ﻋﻠﻴﻪ ﻭﻋﻠﻰ ﺩﻻﻻﺗﻪ‪ ،‬ﻓﻜﺜﲑﹰﺍ ﻣﺎ ﻳﻌﺘﻘﺪ ﺍﳌﺮﺀ ﺃﻥ ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﳏﺪﺛﺔ ﺃﻭ‬
‫ﺩﺧﻴﻠﺔ ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻷﻭﺭﻭﺑﻴ‪‬ﺔ‪ ،‬ﻭﻟﻜﻨ‪‬ﻪ ﺳﺮﻋﺎﻥ ﻣﺎ ﻳﻜﺘﺸﻒ ﻣﻊ ﻣﺮﻭﺭ ﺍﻟﻮﻗﺖ‬
‫ﺑﺄﻧ‪‬ﻬﺎ ﻭﺍﺭﺩﺓ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻘﺪﳝﺔ ﻭﻣﺴﺘﻌﻤﻠﺔ ﻋﻨﺪ ﺍﻟﻌﺮﺏ‪.‬‬
‫ﺇ ﱠﻥ ﺍﳉﻮﺍﺏ ﺍﻟﺪﻗﻴﻖ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴ‪‬ﺆﺍﻝ ﳛﺘﺎﺝ ﺇﱃ ﲝﺚ ﺷﺎﻣﻞ‪ ،‬ﻭﺇﺟﺮﺍﺀ‬
‫ﺼﻠﺔ ﺗﺒﺪﺃ ﲜﻤﻊ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻛﻞ ﻣﺮﺣﻠﺔ ﺯﻣﻨﻴﺔ ﻣﻦ‬
‫ﺩﺭﺍﺳﺔ ﻣﻔ ‪‬‬
‫‪٥٠٧‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﺍﳌﺮﺍﺣﻞ ﺍﻟﱵ ﻣﺮ‪‬ﺕ ‪‬ﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﱠﰒ ﺑﺮﺻﺪ ﺍﻟﺘ‪‬ﻄﻮ‪‬ﺭﺍﺕ ﺍﻟﺪﻻﻟﻴﺔ ﺍﻟﱵ ﻃﺮﺃﺕ‬
‫ﻋﻠﻰ ﻣﻌﺎﻧﻴﻬﺎ ﻭﺍﻟﺘ‪‬ﺄﺭﻳﺦ ﳍﺎ ﻭﻻﺳﺘﻌﻤﺎﻻ‪‬ﺎ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﺗﻔﺘﻘﺮ ﺇﻟﻴﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﲤﺎﻣﹰﺎ‪ .‬ﻭﻛﻤﺎ ﺃﺷﺮﺕ ﻗﺒﻞ ﻗﻠﻴﻞ‪ ،‬ﻓﺈ ﱠﻥ ﺍﳌﻴﺪﺍﻥ ﺍﳌﻌﺠﻤﻲ ﻫﻮ ﺍﻟﺬﻱ ﳒﺪ ﻓﻴﻪ ﺃﻛﺜﺮ‬
‫ﺍﻷﻟﻔﺎﻅ ﺍﶈﺪﺛﺔ‪ ،‬ﻷ ﱠﻥ ﺍﻷﺷﻴﺎﺀ ﺍﳉﺪﻳﺪﺓ ﲢﺘﺎﺝ ﺇﱃ ﺃﻟﻔﺎﻅ ﺟﺪﻳﺪﺓ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻭﻗﺪ‬
‫ﺟﺮﺕ ﺍﻟﻌﺎﺩﺓ ﰲ ﺃﻛﺜﺮ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﺃﻥ ﺗﺪﺧ‪‬ﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺇﱃ ﺍﻟﻠﱡﻐﺔ‬
‫ﺍﶈﻜﻴ‪‬ﺔ ﺑﻠﻔﻈﻬﺎ ﺍﳊﺮﰲ ﺃﻭ ﺍﻟﻘﺮﻳﺐ ﻣﻨﻪ ﺃ ‪‬ﻭ ﹰﻻ ﱠﰒ ﺗﻨﺘﻘﻞ ﲟﺮﻭﺭ ﺍﻟﺰ‪‬ﻣﻦ ﺇﱃ ﻟﻐﺔ‬
‫ﺍﻟﻜﺘﺎﺑﺔ ﺃﻭ ﻳﺴﺘﺒﺪﻝ ‪‬ﺎ ﻛﻠﻤﺔ ﺃﺻﻴﻠﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻓﻜﻠﻤﺔ ))ﺍﻟﺒﺎﺹ(( ﻣﺜ ﹰ‬
‫ﻼ‬
‫ﺃﺻﺒﺤﺖ ﺗﺴﺘﺨﺪﻡ ﰲ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﺄﻧ‪‬ﻬﺎ ﻋﺮﺑﻴ‪‬ﺔ ﻓﺼﻴﺤﺔ‪ ،‬ﰲ ﺣﲔ ﺃ ﱠﻥ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻛﻠﻤﺔ ))ﺍﳊﺎﻓﻠﺔ(( ﻋﺮﺑﻴﺔ ﺍﻷﺻﻞ ﺗﺮﺍﺟﻊ ﲤﺎﻣﹰﺎ ﻟﻴﻘﺘﺼﺮ ﻋﻠﻰ ﺍﳌﻐﺮﺏ‬
‫ﻓﻘﻂ‪ ،‬ﻭﻫﺬﻩ ﻇﺎﻫﺮﺓ ﻃﺒﻴﻌﻴ‪‬ﺔ ﰲ ﻛ ﱢﻞ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ‪.‬‬
‫ﻭﻛﺬﻟﻚ ﻛﺎﻥ ﺍﳊﺎﻝ ﰲ ﺍﻟﻌﻬﻮﺩ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﻘﺪ ﺩﺧﻠﺖ ﻛﻠﻤﺎﺕ ﻛﺜﲑﺓ‬
‫ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ ﻭﺍﻟﻔﺎﺭﺳﻴﺔ ﻭﺍﻟﺘﺮﻛﻴﺔ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺃﺻﺒﺢ ﻛﺜﲑ ﻣﻨﻬﺎ‬
‫ﺟﺰﺀﹰﺍ ﻣﻦ ﺍﻟﺮ‪‬ﺻﻴﺪ ﺍﳊﻘﻴﻘﻲ ﻟﻠﺜﺮﻭﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﻜﺜﲑ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ‬
‫ﺍﻟﱵ ﺩﺧﻠﺖ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺮﲨﺔ ﰲ ﺍﻟﻌﺼﺮ ﺍﻟﻌﺒﺎﺳﻲ ﺇﱃ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬
‫ﻣﺜﻞ‪)):‬ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ(( ﻭ))ﺍﳉﻐﺮﺍﻓﻴﺔ(( ﻭﻏﲑﻫﺎ‪ ،‬ﻣﺎﺯﺍﻟﺖ ﺗﺴﺘﻌﻤﻞ ﰲ ﺃﻳ‪‬ﺎﻣﻨﺎ ﻫﺬﻩ‬
‫ﻭﻛﺄﻧ‪‬ﻬﺎ ﺃﺻﻴﻠﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻫﺬﺍ ﻳﺴﺮﻱ ﻃﺒﻌﹰﺎ ﻋﻠﻰ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﺍﻟﱵ ﺩﺧﻠﺖ ﺇﱃ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺎﺭﺳﻴﺔ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﺫﻟﻚ ﻗﺒﻞ ﺍﻹﺳﻼﻡ ﺃﻡ‬
‫ﺑﻌﺪﻩ‪ ،‬ﻣﺜﻞ‪)) :‬ﺗﺎﺝ((‪ ،‬ﻭ))ﻭﺭﺩ((‪ ،‬ﻭ))ﳕﻮﺫﺝ((‪ ،‬ﻭ))ﺑﺮﻧﺎﻣﺞ(( ﻭﻏﲑﻫﺎ ﻛﺜﲑ ﳑ‪‬ﺎ‬
‫ﰊ ﻣﺘﺄﺻ‪‬ﻞ‪ ،‬ﰲ ﺣﲔ ﱂ ﻳﻜﺘﺐ ﺍﻟﺬﻳﻮﻉ‬
‫ﻳﺴﺘﻌﻤﻞ ﰲ ﻭﻗﺘﻨﺎ ﺍﳊﺎﺿﺮ ﻭﻛﺄﻧ‪‬ﻪ ﻋﺮ ‪‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥٠٨‬‬

‫ﻭﺍﻻﻧﺘﺸﺎﺭ ﻟﻌﺪﺩ ﺁﺧﺮ ﻣﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺪﺧﻴﻠﺔ‪ ،‬ﻓﺒﻘﻴﺖ ﻣﺘﻨﺎﺛﺮﺓ ﰲ ﻛﺘﺐ ﺍﻟﺘﺮﺍﺙ‪،‬‬

‫ﺑﻌﻴﺪﺓ ﻋﻦ ﺍﻟﺘﺪﺍﻭﻝ ﻭﺍﻻﺳﺘﻌﻤﺎﻝ‪.‬‬
‫‪ -‬ﻫﻞ ﻭﺟﺪﰎ ﺍﺧﺘﻼﻓﹰﺎ ﻛﺒﲑﹰﺍ ﺑﲔ ﺗﺮﻛﻴﺒﺎﺕ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻭﺗﺮﻛﻴﺒﺎﺕ‬
‫ﻟﻐﺔ ﺍﻟﺘﺮﺍﺙ ﺍﻟﻘﺪﳝﺔ؟ ﻭﲟﺎﺫﺍ ﻳﺘﻤﻴ‪‬ﺰ ﺑﺮﺃﻳﻜﻢ ﳓﻮ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻋﻦ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺮﺍﺛﻲ؟ ﻭﻫﻞ ﻫﻨﺎﻙ ﻇﻮﺍﻫﺮ ﳓﻮﻳﺔ ﺟﺪﻳﺪﺓ ﱂ ﺗﻜﻦ ﻣﻮﺟﻮﺩﺓ ﰲ ﻛﺘﺐ‬
‫ﺍﻟﺘﺮﺍﺙ؟‬
‫ﺇ ﱠﻥ ﺗﺮﻛﻴﺒﺎﺕ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻻ ﲣﺘﻠﻒ ﺍﺧﺘﻼﻓﹰﺎ ﻛﺒﲑﹰﺍ ﻋﻦ ﺗﺮﻛﻴﺒﺎﺕ‬
‫ﻋﺮﺑﻴﺔ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻷ ﱠﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻓﻴﻬﺎ ﺑﻘﻴﺖ ﺛﺎﺑﺘﺔ‪ ،‬ﻭﱂ ﺗﺘﻐﻴ‪‬ﺮ‬
‫ﺿﻮﺍﺑﻄﻬﺎ ﻭ‪‬ﻧﻈﹸﻤﻬﺎ ﺍﻹﻋﺮﺍﺑﻴﺔ ﲟﺮﻭﺭ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﻤﺎﺯﺍﻝ ﺍﻟﻔﺎﻋﻞ ﻣﺜ ﹰ‬
‫ﻼ ﻣﺮﻓﻮﻋﺎﹰ‪،‬‬
‫ﻭﺍﳌﻔﻌﻮﻝ ﺑﻪ ﻣﻨﺼﻮﺑﺎﹰ‪ ،‬ﻭﺍﳊﺎﻝ ﻣﻨﺼﻮﺑﺔ‪ ،‬ﻭﻗﻮﺍﻋﺪ ﺍﻟﻌﺪﺩ ﻭﺃﲰﺎﺋﻪ ﻫﻲ ﻧﻔﺴﻬﺎ ﻣﻨﺬ‬
‫ﺍﻷﺯﻝ‪ .‬ﻭﻟﻜﻦ ﺍﳌﻼﺣﻆ ﺃﻥ ﺍﻟﻜﱡﺘ‪‬ﺎﺏ ﺍﳌﻌﺎﺻﺮﻳﻦ ﳝﻴﻠﻮﻥ ﰲ ﻛﺘﺎﺑﺎ‪‬ﻢ ﺇﱃ ﺍﻟﺒﺴﺎﻃﺔ‬
‫ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻮﺍﺿﺤﺔ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ ﺍﻟﻐﻤﻮﺽ ﻭﺍﻟﺘﻌﻘﻴﺪ‪ ،‬ﻋﻠﻰ ﺍﻟﻌﻜﺲ ﲤﺎﻣﹰﺎ‬
‫ﻣﻦ ﺍﻟﻌﺮﺏ ﺍﻟﻘﺪﺍﻣﻰ ﺍﻟﺬﻳﻦ ﻛﺎﻥ ﺃﺳﻠﻮ‪‬ﻢ ﻳﺘﺼﻒ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﻌﻘﻴﺪ ﺑﺎﻟﻘﻴﺎﺱ ﺇﱃ‬
‫ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﺻﺮﻳﻦ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﺟﻌﻞ ﻓﻬﻢ ﺍﳌﻌﺎﱐ ﺍﻟﱵ ﻳﺮﻣﻮﻥ ﺇﻟﻴﻬﺎ ﺃﺻﻌﺐ‪ ،‬ﰲ‬
‫ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ‪ ،‬ﻣﻦ ﻓﻬﻢ ﺍﳌﻌﺎﱐ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﳌﻌﺎﺻﺮﻳﻦ‪ .‬ﻓﺎﻟ ﹸﻜﺘ‪‬ﺎﺏ ﺍﳌﻌﺎﺻﺮﻭﻥ‬
‫ﻳﻜﺜﺮﻭﻥ‪ ،‬ﻣﺜﻼﹰ‪ ،‬ﻣﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻋﺒﺎﺭﺓ ))ﺑﺼﻔﺘﻪ ﻛﺬﺍ(( ﺃﻭ ))ﺑﻮﺻﻔﻪ ﻛﺬﺍ(( ﺃﻭ‬
‫))ﺑﺎﻋﺘﺒﺎﺭﻩ ﻛﺬﺍ((‪ ،‬ﻛﻘﻮﳍﻢ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪)) :‬ﺯﺍﺭ ﻓﻼﻥ ﺃﳌﺎﻧﻴﺔ ﺑﺼﻔﺘﻪ ﺭﺋﻴﺴﹰﺎ‬
‫ﻟﻠﻮﺯﺭﺍﺀ(( ﺑﺪ ﹰﻻ ﻣﻦ ﺍﳊﺎﻝ ﺍﻟﱵ ﻛﺎﻥ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﻘﺪﻣﺎﺀ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻊ‪.‬‬
‫ﻭﻛﺬﻟﻚ ﺍﺳﺘﺨﺪﺍﻣﺎ‪‬ﻢ ﺍﻟﻜﺜﲑﺓ ﻟﻌﺪﺩ ﻣﻦ ﺍﳌﻨﺼﻮﺑﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﺃﺻﺒﺤﺖ‬
‫‪٥٠٩‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﺷﺎﺋﻌﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﻣﺜﻞ ﻗﻮﳍﻢ‪)) :‬ﺍﺑﺘﺪﺍ ًﺀ ﻣﻦ ﺍﻟﺴ‪‬ﺎﻋﺔ ﺍﻟﺜﱠﺎﻣﻨﺔ(( ﺑﺪ ﹰﻻ ﻣﻦ‬

‫((‬ ‫ﻗﻮﳍﻢ‪)) :‬ﻣﻦ ﺍﻟﺴ‪‬ﺎﻋﺔ ﺍﻟﺜﱠﺎﻣﻨﺔ((‪ ،‬ﻭﻛﻘﻮﳍﻢ‪)) :‬ﺑﻨﺎﺀ ﻋﻠﻰ(( ﻭ))ﺍﻧﻄﻼﻗﹰﺎ ﻣﻦ‬
‫ﻭ))ﻭﺻﻮ ﹰﻻ ﺇﱃ(( ﻭ))ﺍﻧﺘﻬﺎ ًﺀ ﺑـ(( ﻭ))ﺍﺳﺘﻨﺎﺩﹰﺍ ﺇﱃ((‪ ،‬ﻭﻏﲑﻫﺎ ﻛﺜﲑ ﳑ‪‬ﺎ ﱂ ﻳﻜﻦ‬
‫ﻣﻨﺘﺸﺮﹰﺍ ‪‬ﺬﻩ ﺍﻟﻐﺰﺍﺭﺓ ﰲ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻘﺪﻣﺎﺀ ﺍﻟﱵ ﻛﺎﻧﺖ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﳎﻤﻮﻋﺔ ﳏﺪ‪‬ﺩﺓ ﻣﻦ ﺍﻷﲰﺎﺀ ﺍﳌﻨﺼﻮﺑﺔ ﻣﺜﻞ ﺍﻷﻟﻔﺎﻅ‪ :‬ﺃﻳﻀﺎﹰ‪ ،‬ﻭﺧﺎﺻ‪‬ﺔ‪ ،‬ﻭﻋﺎﻣ‪‬ﺔ‪،‬‬
‫ﻭﻛﺎﻓﱠﺔ‪ ،‬ﻭﻗﺎﻃﺒﺔ‪..‬ﺇﱁ‪.‬‬
‫ﻭﰲ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺃﻳﻀﹰﺎ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺟﺪﻳﺪﺓ ﻷﻓﻌﺎﻝ ﻣﺴﺎﻋﺪﺓ‬
‫ﺗﺴﺘﻌﻤﻞ ﻣﻊ ﺍﳌﺼﺎﺩﺭ ﻟﺘﻌﻄﻲ ﻣﻌﲎ ﻓﻌﻞ ﺍﳌﺼﺪﺭ ﺍﳌﺮﺍﺩ ﺍﻟﺘ‪‬ﻌﺒﲑ ﻋﻨﻪ‪ ،‬ﻭﻫﺬﺍ ﱂ ﻳﻜﻦ‬
‫ﻣﺄﻟﻮﻓﹰﺎ ﰲ ﺍﻟﻘﺪﱘ‪ ،‬ﻛﻘﻮﳍﻢ‪)) :‬ﻗﺎ ‪‬ﻡ ﺑﺰﻳﺎﺭﺓ(( ﻭ))ﻗﺎ ‪‬ﻡ ﺑﻜﺘﺎﺑﺔ(( ﻭ))ﻗﺎ ‪‬ﻡ ﺑﻌﻤﻞ(( ﲟﻌﲎ‬
‫ﺖ‬
‫))ﺯ‪‬ﺍ ‪‬ﺭ(( ﻭ)) ﹶﻛﺘ‪‬ﺐ(( ﻭ)) ‪‬ﻋ ِﻤ ﹶﻞ((‪ ،‬ﻭﻛﻘﻮﳍﻢ‪ )) :‬ﱠﰎ ﺗﻮﻗﻴ ‪‬ﻊ ﺍﻻﺗ‪‬ﻔﺎﻗﻴﺔ(( ﲟﻌﲎ )) ‪‬ﻭﻗﱢﻌ ِ‬
‫ﺍﻻﺗ‪‬ﻔﺎﻗ‪‬ﻴ ﹸﺔ(( ﻭﻫﻜﺬﺍ‪ .‬ﺯﺩ ﻋﻠﻰ ﺫﻟﻚ ﺃ ﱠﻥ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺣﺮﻭﻑ ﺍﳉﺮ ﻭﻇﺮﻭﻑ‬
‫ﺍﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ ﻗﺪ ﺯﺍﺩﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺯﻳﺎﺩﺓ ﺗﻠﻔﺖ ﺍﻟﻨﻈﺮ‪ ،‬ﻣﺜﻞ‪ِ :‬ﺗ ﹾﻠﻘﹶﺎﺀَ‪،‬‬
‫ﺤﻮ‪ ،‬ﻭ‪‬ﺗﺠ‪‬ﺎﻩ‪ ،‬ﻭِﻟﻘﹶﺎﺀَ‪ ،‬ﻭ ‪‬ﻣﻘﹶﺎﺑ ﹶﻞ‪ ..‬ﺇﱁ‪.‬‬
‫ﺼﺪ‪ ،‬ﻭ‪‬ﻧ ‪‬‬
‫ﻭﺇﺯ‪‬ﺍﺀَ‪ ،‬ﻭ ﹶﻗ ‪‬‬
‫ﻭﻣﻦ ﺍﻟﺴ‪‬ﻤﺎﺕ ﺍﳌﻤﻴﺰﺓ ﻟﻠﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ ﻛﺜﺮﺓ ﺍﻷﻣﺜﻠﺔ ﺍﻟﱵ ﻳﺄﰐ ﻓﻴﻬﺎ‬
‫ﻣﻀﺎﻑ ﺇﻟﻴﻪ ﻭﺍﺣﺪ ﻻﲰﲔ ﻣﻀﺎﻓﲔ ﺃﻭ ﺛﻼﺛﺔ‪ ،‬ﻛﻘﻮﳍﻢ‪)) :‬ﻣﻠﻮ ‪‬ﻙ ﻭﺭﺅﺳﺎ ُﺀ‬
‫ﺏ ﺍﳉﺎﻣﻌ ِﺔ(( ﺑﺪ ﹰﻻ ﻣﻦ ))ﻣﻠﻮ ‪‬ﻙ ﺍﻟﺪ‪‬ﻭ ِﻝ‬
‫ﻼ ‪‬‬
‫ﺍﻟﺪ‪‬ﻭ ِﻝ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ(( ﺃﻭ ))ﺃﺳﺎﺗﺬ ﹸﺓ ﻭﻃ ﱠ‬
‫ﺍﻟﻌﺮﺑﻴ ِﺔ ﻭﺭﺅﺳﺎﺅﻫﺎ(( ﺃﻭ ))ﺃﺳﺎﺗﺬ ﹸﺓ ﺍﳉﺎﻣﻌ ِﺔ ﻭﻃ ﱠ‬
‫ﻼﺑ‪‬ﻬﺎ((‪ .‬ﻭﻣﻊ ﺃ ﱠﻥ ﻣﺜﻞ ﻫﺬﻩ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﻛﺎﻧﺖ ﻣﻌﺮﻭﻓﺔ ﰲ ﺍﻟﻘﺪﱘ‪ ،‬ﺇ ﱠﻻ ﺃﻥ ﻗﻮﺍﻋﺪ ﺍﻟﻨﺤﺎﺓ ﺍﻟﺼ‪‬ﺎﺭﻣﺔ ﱂ‬
‫ﺗﺴﻤﺢ ﺑﺎﻧﺘﺸﺎﺭﻫﺎ‪ ،‬ﻭﰲ ﻋﺼﺮﻧﺎ ﺍﳊﺎﱄ ﻳﻘﻞﱡ ﺍﻻﻫﺘﻤﺎﻡ ﲟﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥١٠‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﱵ ﳚﺐ ﺃﻥ ﺗﺸﻴـﺮ ﺇﱃ ﺃ ﱠﻥ ﺍﻻﲰﲔ ﺍﳌﻀﺎﻓﲔ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻜﻮﻧﺎ‬

‫ﺐ‬
‫ﻼ‪)) :‬ﻛﺘ ‪‬‬
‫ﻣﺘﺠﺎﻧﺴﲔ ﻭﻣﻦ ﻓﺼﻴﻠﺔ ﻣﺘﺸﺎ‪‬ﺔ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻧ‪‬ﻪ ﻻ ﺃﺣﺪ ﻳﻘﻮﻝ ﻣﺜ ﹰ‬
‫ﺕ ﺍﳉﺎﻣﻌ ِﺔ((‪.‬‬
‫ﻭﺑﻴﻮ ‪‬‬
‫ﻭﻣﻦ ﻇﻮﺍﻫﺮ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ ﺃﻳﻀﹰﺎ ﻛﺜﺮﺓ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘ‪‬ﻌﺎﺑﻴـﺮ‬
‫ﲑ‬‫ﺍﳌﻀﺎﻓﺔ‪ ،‬ﻣﺜﻞ‪ :‬ﺟﺰﻳ ﹸﻞ ﺍﻟﺸ‪‬ﻜﺮ‪ ،‬ﻭﻓﺎﺋ ‪‬ﻖ ﺍﻻﺣﺘﺮﺍﻡِ‪ ،‬ﻭﻋﻈﻴ ‪‬ﻢ ﺍﳌﻬﺎﺑﺔِ‪ ،‬ﻭﻛﺜ ‪‬‬
‫ﺕ ﻭﻏﲑﻫﺎ‪ .‬ﻭﻛﺬﻟﻚ ﻛﺜﺮﺓ ﺍﺳﺘﺨﺪﺍﻡ‬ ‫ﺐ ﺍﻟﺘ‪‬ﻤﻨ‪‬ﻴﺎ ِ‬
‫ﺍﳌﻨﻔﻌﺔِ‪ ،‬ﻭﻛﺮ ‪‬ﱘ ﺍﻟﻨﻔﺲِ‪ ،‬ﻭﺃﻃﻴ ‪‬‬
‫ﻧﻮﻉ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﺘ‪‬ﻌﺎﺑﻴـﺮ ﺍﻟﱵ ﺗﺒﺪﺃ ﲟﺜﻞ‪ :‬ﺇﺫ ﺇ ﱠﻥ‪ ،‬ﺣﻴﺚ ﺇ ﱠﻥ‪ ،‬ﻛﻤﺎ ﺃ ﱠﻥ‪ ،‬ﲟﺎ ﺃ ﱠﻥ‪،‬‬
‫ﻼ ﻋﻦ ﻭﺭﻭﺩ ))ﻛﻤﺎ(( ﲟﻌﲎ ﻭﺍﻭ ﺍﻟﻌﻄﻒ ﳓﻮ‪)) :‬ﻛﺘﺐ ﻛﺘﺎﺑﹰﺎ‬ ‫ﻓﻴﻤﺎ ﺃ ﱠﻥ‪ ..‬ﺇﱁ‪ ،‬ﻓﻀ ﹰ‬
‫ﰲ ﺍﻟﻌﺮﻭﺽ‪ ،‬ﻛﻤﺎ ﻛﺘﺐ ﻛﺘﺎﺑﹰﺎ ﺁﺧﺮ ﰲ ﺃﻭﺯﺍﻥ ﺍﻟﺸ‪‬ﻌﺮ((‪ ،‬ﻭﻫﺬﺍ ﻛﻠﻪ ﱂ ﻳﻜﻦ‬
‫ﻣﺄﻟﻮﻓﹰﺎ ﰲ ﺍﻟﻘﺪﱘ‪.‬‬
‫ﺇ ﱠﻥ ﻣﺎ ﺗﻔﺘﻘﺮ ﺇﻟﻴﻪ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻌﻼﹰ‪ ،‬ﻫﻮ ﻧﻘﺺ ﺍﻟﺪ‪‬ﺭﺍﺳﺎﺕ ﺍﻟﺘ‪‬ﺎﺭﳜﻴ‪‬ﺔ‬
‫ﻭﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﱵ ﺗﻌﺎﰿ ﺗﺎﺭﻳﺦ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻨﺤﻮﻳﺔ ﻭﻃﺮﻕ ﺍﻟﺘ‪‬ﻌﺒﲑ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﺖ ﻣﺜﻞ ﻫﺬﻩ‬ ‫ﺨ ِﺪ ‪‬ﻣ ‪‬‬
‫ﻼ ﻣﱴ ﺍﺳﺘ‪ ‬‬
‫ﻭﺍﻟﻈﻮﺍﻫﺮ ﺍﻷﺳﻠﻮﺑﻴﺔ‪ ،‬ﻓﻨﺤﻦ ﻻ ﻧﻌﺮﻑ ﻣﺜ ﹰ‬
‫ﺍﻟﺘﻌﺎﺑﻴـﺮ ﺍﻵﻧﻔﺔ ﺍﻟﺬﻛﺮ ﻟﻠﻤﺮ‪‬ﺓ ﺍﻷﻭﱃ‪ ،‬ﻣﻊ ﺃﻧ‪‬ﻬﺎ ﺗﺴﺮ‪‬ﺑﺖ ﺑﺎﻟﺘ‪‬ﺄﻛﻴﺪ ﺇﱃ ﺃﻗﻼﻡ‬
‫ﺖ ﺍﻷﺩﺍﺓ‬ ‫ﺨ ِﺪ ‪‬ﻣ ‪‬‬
‫ﺑﻌﺾ ﺍﻟﻜﺘ‪‬ﺎﺏ ﰲ ﺍﻟﻘﺪﱘ‪ .‬ﻭﳓﻦ ﻻ ﻧﻌﺮﻑ ﺃﻳﻀﹰﺎ ﻣﱴ ﺍﺳﺘ‪ ‬‬
‫ﲔ(( ﻟﻠﻤ ‪‬ﺮﺓ ﺍﻷﻭﱃ‪ ،‬ﻭﻳﺮﺟ‪‬ﺢ ﺃ ﱠﻥ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻗﺪ ﻇﻬﺮ ﰲ‬ ‫)) ِﻋ ‪‬ﻨ ‪‬ﺪﻣ‪‬ﺎ(( ﲟﻌﲎ )) ِﺣ ‪‬‬
‫ﺍﻟﻘﺮﻥ ﺍﳋﺎﻣﺲ ﺃﻭ ﺍﻟﺴﺎﺩﺱ ﻟﻠﻬﺠﺮﺓ‪ ،‬ﻷﻧ‪‬ﻬﺎ ﺑﺎﻟﺘ‪‬ﺄﻛﻴﺪ ﱂ ﺗﺮﺩ ‪‬ﺬﺍ ﺍﳌﻌﲎ ﰲ‬
‫ﻧﺼﻮﺹ ﺍﳉﺎﻫﻠﻴ‪‬ﺔ ﻭﺻﺪﺭ ﺍﻹﺳﻼﻡ‪ .‬ﻭﻻ ﻧﻌﺮﻑ ﺃﻳﻀﹰﺎ ﺇﻥ ﻛﺎﻥ ﻗﺪ ﻭﺭﺩ ﰲ‬
‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺪﳝﺔ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻨﻘﻞ ﺍﻟﻜﻼﻡ ﺍﳌﺒﺎﺷﺮ )) ‪ ((Indirekte Rede‬ﳓﻮ‪:‬‬
‫))ﺳﺄﻟﲏ ﺃﺧﻲ‪ :‬ﻣﱴ ﺳﺘﺄﰐ ﺇﻟﻴﻨﺎ؟((‪ ،‬ﻭﻻ ﻣﱴ ﻇﻬﺮ ﻣﺜﻞ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻟﻠﻤﺮ‪‬ﺓ‬
‫ﺍﻷﻭﱃ‪ ،‬ﻣﻊ ﺃ ﱠﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﻄﻮ‪‬ﺭﺍﺕ ﰲ ﺍﻟﻠﻐﺔ ﻭﺍﺳﺘﻌﻤﺎﻻ‪‬ﺎ ﻣﻬﻢ‪‬‬
‫‪٥١١‬‬ ‫ﺭﺃﻱ ﺍﳌﺴﺘﺸﺮﻕ ﺍﻷﳌﺎﱐ ﻓﻮﻟﻒ ﺩﻳﺘﺮﻳﺶ ﻓﻴﺸﺮ – ﻇﺎﻓﺮ ﻳﻮﺳﻒ‬

‫ﺟ ‪‬ﺪﹰﺍ‪.‬‬
‫‪-‬ﻛﻴﻒ ﳝﻜﻦ ﲡﺪﻳﺪ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻭﺟﻌﻠﻪ ﻣﻨﺎﺳﺒﹰﺎ ﻟﺮﻭﺡ ﺍﻟﻌﺼﺮ‬
‫ﻭﻣﻔﻬﻮﻣﹰﺎ ﻣﻦ ﺍﳉﻤﻴﻊ؟ ﻭﻫﻞ ﺗﻌﺘﻘﺪﻭﻥ ﺃﻥ ﺍﳋﻠﻞ ﻳﻜﻤﻦ ﰲ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻨﺤﻮ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ؟‬
‫ﰊ ﻭﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﱵ ﻳﻌﺎﳉﻬﺎ ﻛﺜﲑﺓ ﺟ ‪‬ﺪﺍﹰ‪،‬‬ ‫ﻚ ﺃ ﱠﻥ ﺃﺑﻮﺍﺏ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮ ‪‬‬
‫ﻻﺷ ‪‬‬
‫ﻭﻻ ﳜﻄﺊ ﺃﺑﺪﹰﺍ ﻣﻦ ﻳﺸﺒ‪‬ﻪ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﺑﺎﻟﺒﺤﺮ ﺍﳌﺘﺮﺍﻣﻲ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻷ ﱠﻥ ﺍﻟﻘﻀﺎﻳﺎ‬
‫ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﻳﺘﻄﺮ‪‬ﻕ ﺇﻟﻴﻬﺎ ﺗﺘﻌﺬﺭ ﺍﻹﺣﺎﻃﺔ ‪‬ﺎ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﺧﺎﺻ‪‬ﺔ ﺇﺫﺍ ﺃﺧﺬﻧﺎ‬
‫ﺑﺎﳊﺴﺒﺎﻥ ﻛﺜﺮﺓ ﺁﺭﺍﺀ ﺍﻟﻨ‪‬ﺤﺎﺓ ﻭﺧﻼﻓﺎ‪‬ﻢ ﺣﻮﻝ ﺑﻌﺾ ﺍﳌﺴﺎﺋﻞ ﺍﻹﻋﺮﺍﺑﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ‬
‫ﻭﺍﻟﺼ‪‬ﺮﻓﻴﺔ‪.‬‬
‫ﰊ ﺍﺳﺘﻨﺪ ﰲ ﻧﺸﺄﺗﻪ‬ ‫ﺇ ﱠﻥ ﻣﺎ ﳚﺐ ﺃ ﱠﻻ ﻳﻐﻴﺐ ﻋﻦ ﺍﻷﺫﻫﺎﻥ ﺃ ﱠﻥ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﻌﺮ ‪‬‬
‫ﰊ ﺍﻟﻘﺪﱘ‪ .‬ﻭﻗﺪ ﻛﺎﻥ ﳍﺬﺍ ﺍﻷﻣﺮ ﻓﻀﻞ ﺃﺳﺎﺳﻲ‬ ‫ﻋﻠﻰ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺸ‪‬ﻌﺮ ﺍﻟﻌﺮ ‪‬‬
‫ﰲ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﳌﻌﺎﻳﻴـﺮ ﺍﻟﻨﺤﻮﻳ‪‬ﺔ ﺍﻟﱵ ﻭﺿﻌﺖ ﻟﻀﺒﻂ ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﻟﻠﻐﻮﻳ‪‬ﺔ‬
‫ﻭﺗﻮﺟﻴﻬﻬﺎ‪ ،‬ﻓﺒﻘﻴﺖ ﺍﻟﻘﻮﺍﻋﺪ ﻟﺬﻟﻚ ﺛﺎﺑﺘﺔ ﻭﱂ ﺗﺘﻐﻴ‪‬ﺮ ﻋﻠﻰ ﻣ ‪‬ﺮ ﺍﻟﺰ‪‬ﻣﻦ‪ ،‬ﻭﳍﺬﺍ‬
‫ﺍﻟﺴ‪‬ﺒﺐ ﻓﺈﻧ‪‬ﲏ ﻻ ﺃﻋﺘﻘﺪ ﺃ ﱠﻥ ﺍﻟﻨ‪‬ﺤﻮ ﻳﺘﻄﻮ‪‬ﺭ‪ ،‬ﻭﺇﻧ‪‬ﻤﺎ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻜﺘﺎﺑﺔ ﻫﻲ ﺍﻟﱵ‬
‫ﺗﺘﻄﻮ‪‬ﺭ ﻭﺗﺘﻐﻴ‪‬ﺮ ﻓﻘﻂ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﳒﺪﻩ ﺑﻮﺿﻮﺡ ﻋﻨﺪﻣﺎ ﻧﻘﺎﺭﻥ ﺑﲔ ﺍﻟﻨﺼﻮﺹ‬
‫ﻼ ﲣﺘﻠﻒ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻨ‪‬ﺼﻮﺹ‬ ‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﻛﺘﺒﺖ ﰲ ﻣﺮﺍﺣﻞ ﺯﻣﻨﻴﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﺍﻟﱵ ﻛﺘﺒﺖ ﰲ ﺃﻭﺍﺋﻞ ﺍﻟﻌﺼﺮ ﺍﻟﻌﺒ‪‬ﺎﺳﻲ ﻋﻦ ﺃﺳﺎﻟﻴﺐ ﺍﻟﻨ‪‬ﺼﻮﺹ ﺍﻟﱵ ﻛﹸﺘﺒﺖ ﰲ‬
‫ﺍﻟﻌﺼﺮ ﺍﳌﻤﻠﻮﻛﻲ ﺃﻭ ﺍﻟﻌﺜﻤﺎﱐ‪ ،‬ﻭﲣﺘﻠﻒ ﻧﺼﻮﺹ ﺍﻟﻨﺜـﺮ ﺍﻟﱵ ﻛﹸﺘﺒﺖ ﰲ ﺍﻟﻘﺮﻭﻥ‬
‫ﻼ ﺃﻭ ﺍﳉﺎﺣﻆ‪ ،‬ﻋﻦ ﻧﺼﻮﺹ ﺍﻟﻨﺜـﺮ‬ ‫ﺍﻷﻭﱃ ﻟﻠﻬﺠﺮﺓ‪ ،‬ﻛﻨﺼﻮﺹ ﺍﺑﻦ ﺍﳌﻘﻔﱠﻊ ﻣﺜ ﹰ‬
‫ﺍﳌﻌﺎﺻﺮﺓ ﲤﺎﻣﹰﺎ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﻋﻤﻠﻴ‪‬ﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻨ‪‬ﺤﻮ ﺍﻟﻌﺮﰊ ﻭﻃﺮﺍﺋﻘﻪ‪ ،‬ﻓﺈﻧ‪‬ﲏ ﺃﻋﺘﻘﺪ ﺃﻧ‪‬ﻪ ﳚﺐ‬
‫ﺍﻟﺘ‪‬ﻤﻴﻴـﺰ ﺑﲔ ﻣﺴﺘﻮﻳﺎﺕ ﺩﺍﺭﺳﻲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻓﻼ ‪‬ﻳ ‪‬ﻤ ِﻜﻦ‪ ،‬ﻋﻠﻰ ﺳﺒﻴﻞ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ‪ -‬ﺍ‪‬ﻠﺪ )‪ (٧٧‬ﺍﳉﺰﺀ )‪(٣‬‬ ‫‪٥١٢‬‬

‫ﺍﳌﺜﺎﻝ‪ ،‬ﺃﻥ ﻳﺪﺭﺱ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ ﰲ ﺍﳌﺪﺍﺭﺱ ﺍﻟﻘﻮﺍﻋﺪ ﻧﻔﺴﻬﺎ ﺍﻟﱵ ﻳﺪﺭﺳﻬﺎ ﻃﻼﱠﺏ‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴ‪‬ﺔ ﰲ ﻛﻠ‪‬ﻴﺔ ﺍﻵﺩﺍﺏ‪ ،‬ﺧﺎﺻ‪‬ﺔ ﺇﺫﺍ ﻋﺮﻓﻨﺎ ﺃ ﱠﻥ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ‬
‫ﻭﺍﻟﺸ‪‬ﻮﺍﻫﺪ ﺍﻟﻨ‪‬ﺤﻮﻳ‪‬ﺔ ﺍﻟﱵ ﻳ‪‬ﺴﺘﺸﻬﺪ ‪‬ﺎ ﺗﻌﺎﰿ ﻇﻮﺍﻫﺮ ﺧﺎﺻ‪‬ﺔ ﺑﻘﺒﺎﺋﻞ ﻣﻌﻴ‪‬ﻨﺔ‬
‫ﻭﺍﺳﺘﻌﻤﺎﻻﺕ ﳓﻮﻳﺔ ﳏﺪ‪‬ﺩﺓ ﱂ ﺗﻌﺪ ﻣﺴﺘﻌﻤﻠﺔ ﺑﻜﺜﺮﺓ ﰲ ﻋﺼﺮﻧﺎ ﺍﻟﺮ‪‬ﺍﻫﻦ ﻛﺄﺑﻮﺍﺏ‬
‫ﺍﻟﺘ‪‬ﺤﺬﻳﺮ ﻭﺍﻹﻏﺮﺍﺀ‪ ،‬ﻭﻣﺎ ﺍﳊﺠﺎﺯﻳﺔ‪ ،‬ﻭﻻﺕ ﻭﺇﻋﻤﺎﳍﺎ ﻋﻤﻞ ﻟﻴﺲ‪ ،‬ﻭﺍﻟﺘ‪‬ﺄﻭﻳﻞ‬
‫ﻭﺍﻟﺘ‪‬ﻘﺪﻳﺮ‪ ،‬ﻭﺍﻟﺘ‪‬ﻨﺎﺯﻉ ﻭﺍﻻﺷﺘﻐﺎﻝ‪ ،‬ﻭﺍﻟﻨ‪‬ﺼﺐ ﻋﻠﻰ ﺍﻻﺧﺘﺼﺎﺹ‪ ،‬ﻭﻏﲑﻫﺎ ﻣﻦ‬
‫ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻨﺤﻮﻳﺔ ﺍﻟﻘﺪﳝﺔ‪.‬‬
‫ﻭﻣﻦ ﺍﻟﻀ‪‬ﺮﻭﺭﻱ ﺟ ‪‬ﺪﹰﺍ ﻣﺮﺍﻋﺎﺓ ﻣﺴﺄﻟﺔ ﺍﻻﺳﺘﻌﻤﺎﻝ ﻋﻨﺪ ﺗﺪﺭﻳﺲ ﻗﻮﺍﻋﺪ‬
‫ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﺗﺪﺭ‪‬ﺱ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴ‪‬ﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﺑﻜﺜﺮﺓ ﻟﺘﻼﻣﻴﺬ‬
‫ﺍﳌﺪﺍﺭﺱ‪ ،‬ﰲ ﺣﲔ ﺗ‪‬ﺘـﺮﻙ ﺍﳌﺴﺎﺋﻞ ﺍﳌﻌﻘﱠﺪﺓ ﻭﺍﻟﻈﱠﻮﺍﻫﺮ ﺍﻟﻨﺎﺩﺭﺓ ﻷﺻﺤﺎﺏ‬
‫ﰊ ﻫﻲ ﻣﺴﺄﻟﺔ‬ ‫ﺍﻻﺧﺘﺼﺎﺹ ﰲ ﺍﳉﺎﻣﻌﺎﺕ‪ .‬ﻭﺃﻋﺘﻘﺪ ﺃ ﱠﻥ ﻃﺮﻳﻘﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮ ‪‬‬
‫ﺗﺮﺑﻮﻳﺔ ﻣﻬﻤ‪‬ﺔ ﺟ ‪‬ﺪﺍﹰ‪ ،‬ﻭﻓﻴﻬﺎ ﻳﻜﻤﻦ ﺍﻟﺘ‪‬ﺠﺪﻳﺪ‪ ،‬ﺇﺫ ﻣﻦ ﻏﲑ ﺍﳌﻤﻜﻦ ﺃﻥ ﻳﺒﺪﺃ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‬
‫ﺑﺘﻌﻠﱡﻢ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻗﺒﻞ ﺃﻥ ﳚﻴﺪﻭﺍ ﻗﺮﺍﺀﺓ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻠﻐﻮﻳﺔ ﺑﻄﻼﻗﺔ‪،‬‬
‫ﻭﻳﺘﻤﺮ‪‬ﺳﻮﺍ ﰲ ﺍﻟﺘﻤﻴﻴـﺰ ﺑﲔ ﺍﻟﺼﻴ‪‬ﻎ ﻭﺍﻷﺷﻜﺎﻝ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﺸﺎ‪‬ﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ‬
‫ﺍﻟﻨ‪‬ﺺ‪ .‬ﻭﻻﺑ ‪‬ﺪ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺿﺮﻭﺭﺓ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻨﺼﻮﺹ ﺍﳉﻴ‪‬ﺪﺓ ﺍﻟﱵ ﲡﺘﺬﺏ‬
‫ﺍﻧﺘﺒﺎﻩ ﺍﻟﺘ‪‬ﻼﻣﻴﺬ‪ ،‬ﻭﺗﺸﺪ‪‬ﻫﻢ ﺇﱃ ﻗﺮﺍﺀ‪‬ﺎ ﺑﺸﻐﻒ‪ ،‬ﻓﻼ ﻳﺸﻌﺮﻭﻥ ﺑﺄﻧ‪‬ﻬﻢ ﻳﻘﺮﺅﻭ‪‬ﺎ ﻣﻦ‬
‫ﺃﺟﻞ ﺗﻌﻠﱡﻢ ﺍﻟﻨﺤﻮ ﻣﻨﻬﺎ‪ .‬ﺇ ﱠﻥ ﺃﺳﻮﺃ ﻃﺮﻳﻘﺔ ﻟﺘﺪﺭﻳﺲ ﺍﻟﻨﺤﻮ ﻫﻲ ﺗﻠﻚ ﺍﻟﱵ ﺗﺒﺪﺃ‬
‫ﻼ ﰲ ﺗﻮﺿﻴﺢ ﺃﻗﺴﺎﻡ ﺍﻟﻜﻼﻡ ﺑﺄﻧ‪‬ﻪ ﻳ‪‬ﻘﺴﻢ ﺇﱃ‬ ‫ﺑﺴﺮﺩ ﺍﻟﻘﻮﺍﻋﺪ ﳎﺮ‪‬ﺩﺓ‪ ،‬ﻛﻘﻮﳍﻢ ﻣﺜ ﹰ‬
‫ﺍﺳﻢ ﻭﻓﻌﻞ ﻭﺣﺮﻑ‪ ،‬ﻷ ﱠﻥ ﺍﻟﺘ‪‬ﻠﻤﻴﺬ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺴﺘﻮﻋﺒﻬﺎ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻭﻻ ﺃﻥ ﻳﻔﻬﻢ‬
‫ﺍﳌﻘﺼﻮﺩ ﻣﻨﻬﺎ‪ ،‬ﺇﻥ ﱂ ﳚﺪ ﺃﻣﺜﻠﺔ ﻏﲑ ﻣﺒﺎﺷﺮﺓ ﳍﺬﻩ ﺍﳌﺼﻄﻠﺤﺎﺕ ﰲ ﺍﻟﻨﺼﻮﺹ ﺍﻟﱵ‬
‫ﺑﲔ ﻳﺪﻳﻪ‪.‬‬
‫‪ -‬ﺃﺷﻜﺮ ﻟﻜﻢ ﺗﻔﻀﻠﻜﻢ ﺑﺎﻹﺟﺎﺑﺔ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ‪.‬‬