Ahamiyah al-qamus al-aroby fi tadris al-lughah al-arobiyah inda latamiz as-shofi tsalis bi madrosah Darunnajah Jakarta Ulujami

‫ﺃﳘﻴﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﲟﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺃﻭﻟﻮﺟﺎﻣﻲ ﺟﺎﻛﺮﺗﺎ‬

‫ﺇﻋﺪﺍﺩ‬
‫ﺃﻣﺮ ﺍﷲ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪102012023635 :‬‬

‫ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪2006‬ﻡ‪1427/‬ﻫـ‬

‫ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ‬
‫ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺃﻭﻟﻮﺟﺎﻣﻲ ﺟﺎﻛﺮﺗﺎ‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬
‫ﻣﻘﺪﻡ ﻟﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﻟﺘﻮﻓﲑ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ‬
‫ﰱ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺇﻋﺪﺍﺩ‬

‫ﺃﻣﺮ ﺍﷲ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ‪ :‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ ‪ :‬‬
‫‪‬ﺍﳌﺸﺮﻑ ﺍﻷﻭﻝ‬

‫‪‬ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﱐ ‪‬‬

‫‪‬‬
‫‪‬‬
‫‪)‬ﺍﻟﺪﻛﺘﻮﺭ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‬

‫‪‬‬
‫ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‬

‫‪ ‬ﻡ ‪ /‬ﻫـ ‪‬‬

‫ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻻﻣﺘﺤﺎﻥ‬
‫ﻗﺪﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﻋﻨﻮﺍﻥ "ﺃﳘﻴﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺃﻭﻟﻮﺟﺎﻣﻲ ﺟﺎﻛﺮﺗﺎ" ﺇﱃ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻗﺪ ﻧﻮﻗﺶ ‪ 21‬ﻧﻮﻓﻤﱪ ‪ 2006‬ﺃﻣﺎ ﳉﻨﺔ‬
‫ﺍﻹﻣﺘﺤﺎﻥ‪.‬‬
‫ﻭﻧﺎﻝ ﺻﺎﺣﺐ ﺍﻟﺒﺤﺚ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ 21 ،‬ﻧﻮﻓﻤﱪ‬
‫‪2006‬‬
‫ﳉﻨﺔ ﺍﻹﻣﺘﺤﺎﻥ‬
‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬

‫ﺳﻜﺮﺗﲑ ﺍﻟﻠﺠﻨﺔ‬

‫)ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻯ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ( ) ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﻋﺰﻳﺰ ﻓﺨﺮ ﺍﻟﺮﺍﺯﻯ‬
‫ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﺃﻋﻀﺎﺀ ﺍﻟﻠﺠﻨﺔ‬

‫)ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﻋﺰﻳﺰ ﻓﺨﺮ ﺍﻟﺮﺍﺯﻯ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫)ﺃﲪﺪ ﺭﻭﻳﺎﻥ ﺍﳌﺎﺟﺴﺘﲑ(‬

‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬

‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﻋﻠﹼﻢ ﺍﻹﻧﺴﺎﻥ ﻣﺎ ﱂ ﻳﻌﻠﻢ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺧﲑ ﺧﻠﻘﻪ‬
‫ﳏﻤﺪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ﺳﻴﺪ ﺍﻟﻌﺮﺏ ﻭ ﺍﻟﻌﺠﻢ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﺍﻟﺬﻳﻦ ﺍﻫﺘﺪﻭﺍ‬
‫‪‬ﺪﺍﻳﺔ ﺍﻟﻠﺔ ﺃﻣﺎ ﺑﻌﺪ‪.‬‬
‫ﻓﻤﻮﺿﻮﻉ ﻫﺬﺍ ﺍﻟﺒﺤﺚ "ﺃﳘﻴﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ‬
‫ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺃﻭﻟﻮﺟﺎﻣﻲ‬
‫ﺟﺎﻛﺮﺗﺎ"ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻟﻠﻘﻴﺎﻡ ﺑﺎﻟﻮﺍﺟﺒﺎﺕ ﺍﳉﺎﻣﻌﺔ ﻭﻟﺘﻜﻤﻠﺔ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪ ،‬ﻭﻻ ﺗﺘﻢ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﻻ‬

‫ﲟﺴﺎﻋﺪﺓ ﻭﺇﺭﺷﺎﺩﺍﺕ ﻣﻦ ﻋﺪﺓ ﺃﻃﺮﺍﻑ‪ ،‬ﻓﻬﻢ ﺍﳌﺪﺭﺳﻮﻥ ﻭﺍﳌﻮﻇﻔﻮﻥ ﻭﺍﻷﺻﺪﻗﺎﺀ ﻭﻏﲑ‬
‫ﻫﻢ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﻗﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻓﺎﺋﻖ ﺷﻜﺮ ﻭﺃﺣﻠﻰ ﺗﻘﺪﻳﺮ ﳍﺆﻻﺀ ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ‬

‫ﻭﻗﺪﻣﻮﺍ ﱄ ﻣﺴﺎﻋﺪﺍﺕ ﻭﺇﺭﺷﺎﺩﺍﺕ ﺧﻼﻝ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺇﲤﺎﻣﻪ‪ ،‬ﻭﻫﻢ ‪:‬‬
‫‪ .1‬ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻟﻐﺴﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻣﺮﺗﺎ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﻭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺳﺘﺎﺫ‬
‫ﺍﻟﺪﻛﺘﻮﺭ ﺍﻧﺪﻳﺲ ﺍﳊﺎﺝ ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‬
‫‪ .2‬ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺃﲪﺪ ﺩﺭﺩﻳﺮﻯ ﺍﳌﺎﺟﺴﺘﲑ ﻭﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺍﳊﺎﺝ ﳏﺒﺐ‬
‫ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﺑﺘﻔﻀﻴﻠﻬﺎ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺗﻘﺪﻡ‬
‫ﺍﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﻘﻴﻤﺔ ﻭﺍﳌﺴﺎﻋﺪﺍﺕ ﺍﻟﻨﺎﻓﻌﺔ ﰲ ﺳﺒﻴﻞ ﺇﲤﺎﻡ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫‪ .3‬ﲨﻴﻊ ﺍﻷﺳﺎﺗﻴﺬ ﰲ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺬﻳﻦ ﱂ ﻳﺒﺨﻠﻮﺍ ﺑﺘﺰﻭﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﻌﻠﻮﻡ‬
‫ﺍﻟﻨﺎﻓﻌﺔ ﻭﺍﳌﻌﺎﺭﻑ‪.‬‬
‫‪ .4‬ﻓﻀﻴﻠﺔ ﻣﺪﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺃﻭﻟﻮﺟﺎﻣﻰ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺳﻠﻴﻤﺎﻥ ﺃﻓﻨﺪﻯ ﺍﻟﺬﻱ ﻗﺪ ﻳﺴﺎﻋﺪﱐ‬
‫ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫‪ .5‬ﺃﻡ ﺍﻟﺒﺎﺣﺚ ﺍﶈﺒﻮﺑﺔ ﺍﻟﱴ ﺭﺑﺖ ﺗﺮﺑﻴﺔ ﺣﺴﻨﺔ ﰱ ﺳﺒﻴﻞ ﺗﺮﺑﻴﺔ ﺍﻟﺒﺎﺣﺚ ﻭ‪‬ﺬﻳﺒﻪ ﻣﻨﺬ‬
‫ﻭﻻﺩﺗﻪ ﺇﱃ ﺃﻥ ﻳﺘﻢ ﺩﺭﺍﺳﺘﻪ ﰱ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪.‬‬
‫‪ .6‬ﺍﻹﺧﻮﺓ ﻭﺍﻷﺻﺪﻗﺎﺀ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﻛﻤﺎﻝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻨﻬﻢ ﴰﺲ‬
‫ﺍﻟﺸﻬﺮﻱ ﻭﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺳﻐﺎﻑ ﻭﻃﻼﺏ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﶈﺒﻮﺏ ﻭﺭﺳﻮﻥ‬
‫ﻭﺃﲪﺪ ﻣﺼﺒﺎﺡ ﻭﻣﻔﺘﺎﺡ ﻭﻣﺮﻱ ﺃﻟﻔﺔ ﻭﻛﻞ ﻣﻦ ﺳﺎﻋﺪﻭﻩ ﰲ ﻛﻞ ﺃﺣﻴﺎﻥ‪.‬‬
‫ﻭﺃﺧﲑﺍ ﻗﺪﻡ ﺍﻟﺒﺎﺣﺚ ﻏﺎﻳﺔ ﺍﻟﺸﻜﺮ ﺇﱃ ﻛﻞ ﻣﻦ ﻳﺴﺎﻋﺪﻩ ﻭﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑ‬
‫ﺍﳉﺰﺍﺀ ﰱ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ ﺁﻣﲔ‪.‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ 10 ،‬ﻧﻮﻓﻤﱪ ‪2006‬‬
‫ﺍﻟﺒﺎﺣﺚ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺮﺳﺎﻟﺔ‬
‫ﺷﻜﺮ ﺗﻘﺪﻳﺮ ‪ .............................................................‬ﺃ‬
‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺮﺳﺎﻟﺔ ‪ .......................................................‬ﺝ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪.‬‬

‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ‪1 ......................................................‬‬

‫ﺏ‪.‬‬

‫ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ‪5 .....................................................‬‬
‫‪.1‬‬

‫ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ‪5 .............................................‬‬

‫‪.2‬‬

‫ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ‪6 ................................................‬‬

‫‪.3‬‬

‫ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ‪7 ................................................‬‬

‫ﺝ‪.‬‬

‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ‪7 .......................................................‬‬

‫ﺩ‪.‬‬

‫ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ‪7 .........................................................‬‬

‫ﻩ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪8 ....................................................‬‬

‫ﻭ‪.‬‬

‫ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ ‪9 .........................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬

‫ﺃ‪.‬‬

‫ﺏ‪.‬‬

‫ﺍﻟﻘﺎﻣﻮﺱ ‪11 .............................. ................................‬‬
‫‪.1‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻟﻘﺎﻣﻮﺱ ‪11 ................................................‬‬

‫‪.2‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ‪14 ..........................................‬‬

‫‪.3‬‬

‫ﺃﻧﻮﺍﻉ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ ‪17 .....................................‬‬

‫‪.4‬‬

‫ﺃﻫﺪﺍﻑ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ‪20 .................................‬‬

‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪22 .....................................................‬‬

‫ﺝ‪.‬‬

‫‪.1‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻟﺘﺪﺭﻳﺲ ‪22 .................................................‬‬

‫‪.2‬‬

‫ﻣﻔﻬﻮﻡ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪23 ......................................‬‬

‫‪.3‬‬

‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪25 .........................‬‬

‫ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪26 .............................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‬
‫ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ‬

‫ﺃ‪.‬‬

‫ﻧﻮﻉ ﺍﻟﺒﺤﺚ ‪28 ...........................................................‬‬

‫ﺏ‪ .‬ﻃﺮﻳﻘﺔ ﺍﻟﺒﺤﺚ ‪28 ..........................................................‬‬
‫ﺝ‪.‬‬

‫ﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﻌﻴﻨﺔ ‪28 ................................................‬‬

‫ﺩ‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪30 ..................................................‬‬

‫ﻩ‪.‬‬

‫ﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪30 ................................................‬‬

‫ﻭ‪.‬‬

‫ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ ‪32 ........................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‬
‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬

‫ﺃ‪.‬‬

‫ﶈﺔ ﺳﺮﻳﻌﺔ ﻋﻦ ﻣﻌﻬﺪ ﺩﺍﺭﺍﻟﻨﺠﺎﺡ ‪34 ..........................................‬‬

‫ﺏ‪.‬‬

‫ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪36 .........................................................‬‬

‫ﺝ‪.‬‬

‫ﺗﻔﺴﲑ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪42 ........................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‬
‫ﺍﳋﺎﲤﺔ‬

‫ﺃ‪.‬‬

‫ﺍﳋﻼﺻﺔ ‪45 .............................. ................................‬‬

‫ﺏ‪.‬‬

‫ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪46 ...........................................................‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪﻣﺔ‬
‫ﺃ‪.‬‬

‫ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ‬
‫ﺇﻧﻪ ﻻﳜﺘﻠﻒ ﺑﺄﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﻋﺎﳌﻴﺔ ﻭﺃ‪‬ﺎ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﻭﻟﻐﺔ ﺩﻳﻨﻨـﺎ‬
‫ﺍﳊﻨﻴﻒ ﻓﻼﻋﺠﺐ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﺎﺱ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ ﺍﳊـﺪﻳﺚ ﻳﺘﺴـﺎﺑﻘﻮﻥ ﺇﱃ‬
‫ﻣﻌﺮﻓﺘﻬﺎ ﻭﺩﺭﺍﺳﺘﻬﺎ ﻭﻻﺳﻴﻤﺎ ﺑﺈﻧﺪﻭﻧﻴﺴﻴﺎ ﺍﻟﱵ ﻛﺎﻥ ﻣﻌﻈﻢ ﺳﻜﺎ‪‬ﺎ ﻣﺴﻠﻤﲔ ﻭﺃﻥ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺿﺮﻭﺭﻳﺔ ﺟﺪﺍ ﺧﺼﻮﺻﺎ ﺑﻌﺪ ﺃﻥ ﺍﺭﺗﺒﻄﺖ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﻘﺎﺋﻤﺔ‬
‫ﺑﲔ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﻭﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺑﻠﺪﺍﻥ ﺍﻟﻌﺮﺏ‪.‬‬

‫‪1‬‬

‫ﻣﻦ ﺍﳌﻌﺮﻑ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﳍﺎ ﺃﺭﺑﻊ ﻣﻬﺎﺭﺍﺕ ﻭﻫﻰ ﻣﻬﺎﺭﺓ ﺍﻹﺳﺘﻤﺎﻉ‬
‫ﻭﻫﻲ ﻣﻬﺎﺭﺓ ﺍﻟﻜﻼﻡ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻘﺮﺍﺀﺓ ﻭﻣﻬﺎﺭﺓ ﺍﻟﻜﺘﺎﺑﻪ ﻭﺍﳌـﺎﺩﺓ ﺍﳌﺪﺭﻭﺳـﻪ ﰲ‬
‫ﺍﳌﻌﺎﻫﺪ ﻭ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﻪ ﰲ ﺍﻧﺪﻭﻧﻴﺴﻴﺎ ﺗﺘﻘﺴﻢ ﺇﱃ ﻓﺮﻭﻉ ﻛﺜﲑﺓ ﻣﻨﻬﺎ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﳌﻄﺎﻟﻌﺔ ﻭﺍﻹﻣﻼﺀ ﻭﺍﶈﻔﻮﻇﺎﺕ ﻭﺍﶈﺎﺩﺛﺔ ﻭﺍﻹﻧﺸﺎﺀ ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳـﺔ‬

‫‪ 1‬ﺣﺴﻦ ﺃﲪﺪ ﺑﺎﻫﺮﻭﻥ ﺍﳌﺪﺭﻱ‪ ,‬ﳎﻤﻮﻋﺎﺕ ﻋﺼﺮﻳﺔ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺳﻮﺭﺍﺑﺎﻳﺎ‪ :‬ﺩﺍﺭ ﺍﻟﺴﻘﺎﻑ ‪1985‬ﻡ( ﺹ ‪6‬‬

‫ﻭﺍﻟﺼﺮﻓﻴﺔ ﻭﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﻳﺒﺤﺚ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺄﺣﺪ ﻓﺮﻭﻋﻬﺎ‬
‫ﻭﻫﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺇﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻻﲡﺮﻱ ﻋﻠﻰ ﻣﺎﻫﻮ ﻣﻨﺸﻮﺩ ﺇﻻ ﺑﻮﺟﻮﺩ ﺃﺩﻭﺍﺕ ﺗﻌﻠﻴﻤﻴﺔ‬
‫ﺃﻭ ﺩﺭﺍﺳﻴﺔ ﻭﺗﻌﲏ ‪‬ﺎ ﻫﻲ ﺍﻟﻘﺎﻣﻮﺱ ﻭﺍﳌﻘﺼﻮﺩ ﻣﻦ ﺍﻟﻘﺎﻣﻮﺱ ﻟﺘﻌﺮﻳﻒ ﻋﻠﻰ ﻣﻌﺎﱐ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺼﻌﺒﺔ ﺍﻟﱵ ﻣﺎﺃﻭﺟﺪ ﻣﻌﻨﺎﻫﺎ ﰲ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺬﻟﻚ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﻳﺴﺎﻋﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻓﻬﻢ ﺍﳌﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻣﻦ ﺍﺳﺘﻌﻤﺎﻻﺕ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﺍﻃﻼﻕ ﺍﺳﻢ »ﻗـﺎﻣﻮﺱ« ﻋﻠـﻰ ﺃﻱ‬
‫ﻣﻌﺠﻢ ﺳﻮﺍﺀ ﻛﺎﻥ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﺑﺄﻱ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﺃﻭ ﻣﺰﺩﻭﺝ ﺍﻟﻠﻐﺔ ﻭﻟﻔـﻆ‬
‫»ﻗﺎﻣﻮﺱ« ﰲ ﺍﻟﻠﻐﺔ ﻻﻳﻌﲎ ﻫﺬﺍﻭﻻ ﺷﻴﺌﺎ ﺗﺮﺗﻴﺒﺎ ﻣﻦ ﻫﺬﺍ‪ .‬ﻭﺍﻟﻘﺎﻣﻮﺱ ﻫﻮ ﻗﻌـﺮ‬
‫ﺍﻟﺒﺤﺮ ﺃﻭ ﻭﺳﻄﻪ ﺃﻭ ﻣﻌﻈﻤﻪ ﻭﻗﺎﻝ ﺃﺑﻮ ﻋﺒﻴﺪﺓ ﺍﻟﻘﺎﻣﻮﺱ ﺃﺑﻌﺪ ﻣﻮﺿﻊ ﻏـﻮﺭﺍ ﰲ‬
‫ﺍﻟﺒﺤﺮ ﻭﻣﺮﺟﻊ ﻫﺬﺍ ﺍﳌﻌﲎ ﺍﻟﺬﻱ ﺍﻟﺼﻖ ﺑﻠﻔﻆ »ﺍﻟﻘﺎﻣﻮﺱ« ﺍﻥ ﻋﺎﳌﺎ ﻣﻦ ﻋﻠﻤـﺎﺀ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻣﻦ ﺍﳍﺠﺮﻯ ﻭﺍﲰﻪ »ﺍﻟﻔﲑ ﻭﺯﺍﻳﺎﺩﻯ« ﺍﻟﻒ ﻣﻌﺠﻤﺎ ﲰﺎﻩ »ﺍﻟﻘـﺎﻣﻮﺱ‬
‫ﺍﶈﻴﻂ« ﻭﻫﺬﺍ ﻭﺻﻒ ﺍﳌﻌﺠﻢ ﺑﺄﻧﻪ ﲝﺮ ﻭﺍﺳﻊ ﺃﻭ ﻋﻤﻴﻖ‪.‬‬

‫‪2‬‬

‫‪ 2‬ﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ‪ ,‬ﺍﻟﺒﺤﺚ ﺍﻟﻠﻐﻮﻯ ﻋﻨﺪ ﺍﻟﻌﺮﺏ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ‪ 1966 ،‬ﻡ( ﺹ ‪119-116‬‬

‫ﻛﻤﺎ ﻋﺮﻓﻨﺎ ﺃﻥ ﻣﺼﻄﻠﺢ »ﺍﻟﻘﺎﻣﻮﺱ« ﺃﻭ »ﺍﳌﻌﺠﻢ« ﻳﻌﺪ ﺍﺳﻢ ﻣﻔﻌـﻮﻝ‬
‫ﻣﻦ ﺍﻟﻔﻌﻞ »ﺍﻋﺠﻢ« ﻭﳛﺘﻤﻞ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﺧﺮﻯ ﺃﻥ ﻳﻜﻮﻥ ﻣﺼﺪﺭﺍ ﻣﻴﻤﻴﺎ ﻣـﻦ‬
‫ﻧﻔﺲ ﺍﻟﻔﻌﻞ‪ ,‬ﻭﻳﻜﻮﻥ ﻣﻌﻨﺎﻩ ﺍﻻﻋﺠﺎﻡ ﺃﻱ ﺇﺯﺍﻟﺔ ﺍﻟﻌﺠﻤﺔ ﻭﺍﻟﻐﻤـﻮﺽ ﻭﲡﻤـﻊ‬
‫ﻛﻠﻤﺔ »ﻣﻌﺠﻢ« ﲨﻊ ﻣﺆﻧﺚ ﺳﺎﳌﺎ ﻋﻠﻰ »ﻣﻌﺠﻤﺎﺕ« ﻭﻫﺬﺍ ﳏﻞ ﺍﺗﻔﺎﻕ ﺑـﲔ‬
‫ﲨﻴﻊ ﺍﻟﻠﻐﻮﻳﲔ ﻭﲨﻊ ﺁﺧﺮ ﳍﺬﺍ ﺍﻟﻠﻔﻆ ﻭﻫﻮ »ﻣﻌﺎﺟﻢ« ﺍﻟـﺬﻱ ﻳﻌـﺪ ﲨـﻊ‬
‫ﺗﺴﻜﲑ‪.‬‬

‫‪3‬‬

‫ﺇﺫﻥ ﺟﺎﺀ ﻟﻔﻆ »ﺍﳌﻌﺠﻢ« ﲟﻌﲎ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﳚﻤﻊ ﺍﻟﻜﻠﻤﺎﺕ ﻣﻦ ﺃﻳﺔ‬
‫ﻟﻐﺔ ﻣﺎ ﻭﻳﺸﺮﺣﻬﺎ ﻭﻳﻮﺿﺢ ﻣﻌﻨﺎﻫﺎ ﻭﻳﺮﺗﺒﻬﺎ ﺑﺸﻜﻞ ﻣﻌﲔ ﺃﻭ ﺍﻟﻜﺘﺎﺏ ﻟﺘﻌﺮﻳـﻒ‬
‫ﻋﻠﻰ ﻣﻌﺎﱏ ﺍﻟﻜﻠﻤﺎﺕ ﺍﳌﻌﺠﻢ ﺃﻭ ﺍﻟﻘﺎﻣﻮﺱ ﻫﻮ ﻛﺘﺎﺏ ﻳﻀﻢ ﺃﻛﱪ ﻋـﺪﺩ ﻣـﻦ‬
‫ﻣﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﺔ ﻣﻘﺮﻭﻧﺔ ﺑﺸﺮﺣﻬﺎ ﻭﺗﻔﺴﲑ ﻣﻌﺎﻧﻴﻬﺎ ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﺍﳌﻮﺍﺩ ﻣﺮﺗﺒـﺔ‬
‫ﺗﺮﺗﻴﺒﺎ ﺧﺎﺻﺎ‪ ,‬ﺇﻣﺎ ﻋﻠﻰ ﺣﺮﻭﻑ ﺍﳍﺠﺎﺀ ﺃﻭ ﺍﳌﻮﺿﻮﻉ‪.‬‬

‫‪4‬‬

‫ﻭﰲ ﺃﻭﻝ ﻣﺮﺓ ﺃﻥ ﺍﻟﻐﺮﺽ ﻣﻦ ﺻﻨﺎﻋﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺃﻭ ﺍﳌﻌﺠﻢ ﺍﻟﻌـﺮﰊ ﰲ‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺎﺿﻲ ﻟﻔﻬﻢ ﺍﻟﺪﻳﻦ ﺍﻹﺳﻼﻣﻲ ﺧﺼﻮﺻﺎ ﻟﻔﻬﻢ ﺍﻟﻘﺮﺁﻥ ﻭﺟﻌﻠﻪ ﺍﻟﺪﺳﺘﻮﺭ‬

‫‪ 3‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‬
‫‪ 4‬ﺍﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ‪ ,‬ﺍﳌﻌﺎﺟﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺮﺍﺋﺘﻬﺎ ﻭﺗﻄﻮﺭﻫﺎ‪) ،‬ﺑﲑﻭﺕ‪:‬ﺩﺍﺭﺍﻟﺜﻘﺎﻓﺔ ﺍﻻﺳﻼﻣﻴﺔ ‪1981‬ﻡ( ﺹ‪9‬‬

‫ﺍﻷﻭﻝ ﰲ ﺍﻹﺳﻼﻡ ﻛﻤﺎ ﺃﻛﺪ ﺫﻟﻚ ﺣﺴﲔ ﻧﺼﺎﺭ‪ 5.‬ﺃﻣﺎ ﻓﻮﺍﺋـﺪ ﺍﻟﻘـﺎﻣﻮﺱ ﺃﻭ‬
‫ﺍﳌﻌﺠﻢ ﺍﻵﻥ ﻓﻼ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﳊﺎﺟﺔ ﺍﻟﺪﻳﻨﻴﺔ ﻓﺤﺴﺐ ﻭﺇﳕﺎ ﻓﺸـﻤﻞ ﺧﺪﻣـﺔ‬
‫ﺍﻷﻣﻮﺭ ﺍﻷﻛﺎﺩﳝﻴﺔ ﻭﺍﻟﻌﻠﻤﻴﺔ‪.‬‬

‫‪6‬‬

‫ﺇﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻭﻁ ﻟﻔﻬﻢ ﻣﺎﺩﺓ ﺍﻟﺪﺭﺱ ﻭﺧﺼﻮﺻﺎ ﺩﺭﺱ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻟﻴﺴﻬﻞ ﻋﻠﻰ ﻓﻬﻢ ﺍﳌﻮﺍﺩ ﺃﻭ ﺍﻟﻨﺼﻮﺹ ﻓﻬﻤﺎ ﺻﺤﻴﺤﺎ ﺑﻄﺮﻳﻖ ﺍﻻﺳﺘﻌﺎﻧﺔ‬
‫ﺑﺎﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼـﻌﺒﺔ‪.‬‬
‫ﻭﻟﺬﻟﻚ ﺍﻟﻘﺎﻣﻮﺱ ﺃﻭﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻳﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠـﻢ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻛﻤﺎ ﺃﺷﺎﺭ ﺇﻟﻴﻪ ﺍﻟﺪﻛﺘﻮﺭ ﳏﻲ ﺍﻟﺪﻳﻦ ﺻﺎﺑﺮ ﰲ ﻛﻠﻤﺔ ﺍﻓﺘﺘﺎﺣﻴﺔ ﰲ ﻧـﺪﻭﺓ‬
‫ﻋﺎﳌﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺃﺳﺲ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨـﺎﻃﻘﲔ ﺑﺎﻟﻠﻐـﺎﺕ‬
‫ﺍﻷﺧﺮﻯ‪ .‬ﻗﺎﻝ "ﻭﺍﳌﻌﺠﻢ ﺍﳊﺪﻳﺚ ﺍﳉﻴﺪ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﻔﻌﺎﻟﺔ ﰲ ﺗﻌﻠـﻢ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻓﻬﻢ ﻧﺼﻮﺻﻬﺎ ﻭﺍﻟﺘﻌﺒﲑ ‪‬ﺎ‪.‬‬

‫‪7‬‬

‫‪ 5‬ﺣﺴﲔ ﻧﺼﺎﺭﻯ‪ ,‬ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻧﺸﺄﺗﻪ ﻭﺗﻄﻮﺭﻩ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪:‬ﺩﺍﺭ ﻣﺼﺮ‪ (1988 ,‬ﺝ ‪1‬ﺹ ‪26‬‬
‫‪ 6‬ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ‪Optimalisasi Fungsi Kamus Dalam Pembelajaran Bahasa Arab ,‬‬
‫)ﰲ ﻣﻘﺎﻟﺔ ﻟﻠﻨﺪﻭﺓ ﺍﻟﱵ ﻋﻘﺪ‪‬ﺎ ﺍ‪‬ﻠﺲ ﺍﻟﺘﻨﻔﻴﺬﻱ ﻟﻄﻠﺒﺔ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ ،(BEMJ PBA2000‬ﺹ‪1‬‬
‫‪ 7‬ﳏﻲ ﺍﻟﺪﻳﻦ ﺻﺎﺑﺮ‪ ,‬ﺻﻨﺎﻋﺔ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ) ،‬ﺍﻟﺮﻳﺎﻁ‪:‬ﺩﺍﺭ ﺍﻟﻌﻠﻮﻡ‪،( 1985،‬ﺹ‪23‬‬

‫ﳚﺪ ﺍﻟﺒﺎﺣﺚ ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﻘﻮﺍﻣﻴﺲ ﺍﻟﱵ ﺗﻜﻮﻥ ﻣﺪﺍﺧﻠﻬﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﻭﻟﻐﺔ ﺷﺮﺣﻬﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‪ ,‬ﻣﻨﻬﺎ‪ :‬ﻗﺎﻣﻮﺱ »ﻋﺮﰊ ‪ -‬ﺇﻧﺪﻭﻧﻴﺴﻲ« ﶈﻤﻮﺩ‬
‫ﻳﻮﻧﺲ‪ ,‬ﻭﻗﺎﻣﻮﺱ »ﻋﺮﰊ ‪ -‬ﺇﻧﺪﻭﻧﻴﺴﻲ« ﻟﻌﺒﺪ ﺍﷲ ﺑﻦ ﻧﻮﺡ ﻭﻗﺎﻣﻮﺱ »ﺍﻟﻀﻴﺎﺀ«‬
‫ﶈﻤﺪ ﻓﻀﻞ ﺍﻟﻨﺪﻭﻱ‪ ,‬ﻭﻗﺎﻣﻮﺱ »ﺍﻟﻜﻮﺛﺮ« ﳊﺴﲔ ﺍﳊﺒﺶ‪ ,‬ﻭﻗﺎﻣﻮﺱ »ﺍﳌﻨﻮﺭ«‬
‫ﻷﲪﺪ ﻭﺭﺳﻮﻥ ﻣﻨﻮﺭ‪ ,‬ﻭﻗﺎﻣﻮﺱ »ﻛﺮﺍﺑﻴﺎﻙ« ﺍﻟﻌﺼﺮ ﻷﺗﺎﺑﻚ ﻋﻠـﻲ ﻭ ﺃﲪـﺪ‬
‫ﺯﻫﺪﻱ ﳏﻀﺮ ﻭﻫﻠﻢ ﺟﺮ‪‬ﺍ‪.‬‬

‫‪8‬‬

‫ﺇﻥ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭﺍﻟﻨﺠﺎﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻟﻠﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ ‪ 2007-2006‬ﻡ‪ ،‬ﺃﻛﺜﺮﻫﻢ ﻳﺴﺘﻌﻤﻠﻮﻥ ﻗـﺎﻣﻮﺱ ﻋـﺮﰊ‪-‬‬
‫ﺇﻧﺪﻭﻧﻴﺴﻲ ﶈﻤﻮﺩ ﻳﻮﻧﺲ ﻋﻨﺪ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﻳﺴﻬﻞ ﻋﻠـﻰ ﻣﻔﻬـﻮﻣﻬﻢ‬
‫ﻭﻣﻦ ﺃﻫﻢ ﻭﺍﺟﺒﺎﺕ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﻣﻌﻬﺪ ﺩﺍﺭﺍﻟﻨﺠﺎﺡ ﺃﻥ ﻳﻨﻄﻖ ﺑﺎﻟﻠﻐﺘﲔ ﳘﺎ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻟﻜﻞ ﺃﺳﺒﻮﻉ‪.‬‬
‫ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻟﻘﻮﺍﻣﻴﺲ ﺃ‪‬ﻭ ﺍﳌﻌﺎﺟﻢ ﺗﻠﻌﺐ ﺩﻭﺭﺍ ﻫﺎﻣﺎ ﰲ ﺗـﺪﺭﻳﺲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺗﺮﻗﻴﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻟﻐﺘﻬﻢ‪.‬‬

‫‪ 8‬ﺑﺴﻮﻡ ﺍﻣﺎﻡ ﺍﻟﺪﻳﻦ ﻭﻧﺎﺻﺮﺓ ﺍﺳﺤﺎﻕ‪ ,‬ﻗﺎﻣﻮﺱ ﺍﻟﺘﻌﱪ ﺍﻻﺻﻄﻼﺣﺎﺕ ﻋﺮﰊ‪-‬ﺇﻧﺪﻭﻧﻴﺴﻰ ﻃﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ‪ ) ،‬ﺩﻳﻔﻮﻙ‪ :‬ﺍﻭﱃ‬
‫ﺍﻟﻨﻬﻰ‪ (2003 ،‬ﺹ ‪6‬‬

‫ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﻔﻜﺮﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻘﻮﻡ ﺑﺎﻟﺒﺤﺚ ﺍﻟﻌﻠﻤـﻲ‬
‫ﺣﻮﻝ ﺍﳘﻴﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴـﺬ ﺍﻟﺼـﻒ‬
‫ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﲟﻌﻬـﺪ ﺩﺍﺭ ﺍﻟﻨﺠـﺎﺡ ﺃﻭﻟﻮﺟـﺎﻣﻲ‬
‫ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫ﺏ‪ .‬ﺍﳌﺸﻜﻼﺕ‬
‫‪ .1‬ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ‬
‫ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﺮﻯ ﺍﻹﻧﺪﻭﻧﻴﺴـﻴﻮﻥ ﺃﻥ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ‪ ،‬ﻭﻷﺟﻞ ﺫﻟﻚ ﻛـﺎﻧﻮﺍ ﻳﻮﺍﺟﻬـﻮﻥ ﺍﳌﺸـﻜﻼﺕ ﰲ‬
‫ﺗﻌﻠﻤﻬﺎ‪ .‬ﻭﺍﺳﺘﻌﺎﻧﺔ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﳌﻮﺍﺩ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﺍﻟﻨﺼـﻮﺹ ﺑﻄﺮﻳﻘـﺔ‬
‫ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﻭﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻏﺮﺍﺽ ﺍﳌﻨﺸﻮﺩﺓ‪ .‬ﺃﻣﺎ ﺍﳌﺸـﻜﻼﺕ‬
‫ﺍﻟﱴ ﺗﺘﻌﻠﻖ ‪‬ﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻓﻜﻤﺎ ﻳﻠﻰ‪:‬‬
‫‪ (1‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﳛﺘﺎﺝ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺼـﺮﻓﻴﺔ ﺟـﺬﻭﺭ‬
‫ﺍﻟﻜﻠﻤﺔ‪.‬‬
‫‪ (2‬ﺻﻌﺒﺔ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﲝﺚ ﺃﺻﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻦ ﺍﻷﻓﻌﺎﻝ‬

‫‪ (3‬ﻋﺪﻡ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳋﺎﺹ ﻋﻦ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻥ ﻳﺴﻬﻞ ﺍﻟﺘﻼﻣﻴﺬ ﰲ ﲝـﺚ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻭﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ (4‬ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﰲ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺴﺎﻋﺪ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠـﻰ‬
‫ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺎﺩﺓ ﺍﻟﻌﺮﺑﻴﺔ ﺟﻴﺪﺍ‪.‬‬
‫‪ (5‬ﻗﻠﺔ ﺍﳋﺼﺔ ﻋﻦ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫‪ (6‬ﺑﻌﺾ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤـﺎﺕ ﺍﳌﻜﺘﻮﺑـﺔ ﰲ ﺍﻟﻘـﺎﻣﻮﺱ ﺃﻛﺜـﺮ ﻣـﻦ‬
‫ﻭﺍﺣﺪ‪.‬ﻭﺫﻟﻚ ﻣﺎﻳﺴﻤﻰ ﺑﺎﳌﺘﺮﺍﺩﻓﺎﺕ ﻭﺍﳌﺸﺘﺮﻛﺎﺕ ﺍﳌﻌﲎ‪.‬‬
‫ﺇﻥ ﺣﺎﺟﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻛﺒﲑ ﺇﱃ ﻓﻬﻢ ﺍﳌﻮﺍﺩ ﺃﻭ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ‬
‫ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳌﻬﺎﺭﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺭﺑﻊ ﻫﻲ ﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻟﻜﻼﻡ ﻭﺍﻟﻘـﺮﺍﺀﺓ‬
‫ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﻛﺎﻥ ﻗﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﺻﺎﺣﺒﺎ ﰲ ﺗﻌﻠﻴﻢ ﻭﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﲟﻌﻬﺪ ﺩﺍﺭ ﺍﻟﻨﺠﺎﺡ ﺃﻭﻟﻮﺟﺎﻣﻲ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫‪ .2‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ‬
‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﻭ ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻻ ﳝﻜـﻦ‬
‫ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﻘﺪﻡ ﺍﻟﺒﺤﺚ ﲝﺜﺎ ﻛﻠﻴﺎ‪ .‬ﻟﺬﺍ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺘﺤﺪﻳﺪﻩ ﻛﻤـﺎ‬
‫ﻳﻠﻰ‪:‬‬

‫ﺃ( ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﶈﻤﻮﺩ ﻳﻮﻧﺲ ﰲ ﺗـﺪﺭﻳﺲ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻥ ﻳﻔﻬﻢ ﺍﻟﺘﻼﻣﻴﺬ ﻓﻬﻤﺎ ﺻﺤﻴﺤﺎ ﺑﺎﺍﺳـﺘﻌﺎﻧﺔ ﺍﻟﻘـﺎﻣﻮﺱ ﺃﻭ‬
‫ﺍﳌﻌﺠﻢ‬
‫ﺏ( ﻭ ﻳﻘﺘﺼﺮ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻋﻠﻰ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻫﺬﻩ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪ .3‬ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ‬
‫ﺑﻌﺪ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌـﺬﻛﻮﺭﺓ‪ .‬ﻗـﺮﺭ ﺍﻟﺒﺎﺣـﺚ‬
‫ﺍﳌﺸﻜﻼﺕ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫‪ (1‬ﻣﺎ ﻫﻲ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐـﺔ ﺍﻟﻌﺮﺑﻴـﺔ‬
‫ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﻣﺪﺭﺳﺔ ﺩﺍﺭ ﺍﻟﻨﺠـﺎﺡ ﺍﳌﺘﻮﺳـﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﻹﺳﻼﻣﻲ ﺃﻭﻟﻮﺟﺎﻣﻲ؟‪.‬‬
‫‪ (2‬ﻣﺎ ﻫﻲ ﺍﶈﺎﻭﻻﺕ ﺍﳌﺪﺭﺱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﻟﺪﻯ ﺗﻼﻣﻴﺬﻩ‪.‬؟‬
‫ﺝ‪ .‬ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫‪ .1‬ﻣﻌﺮﻓﺔ ﺃﳘﻴﺔ ﺍﺳﺘﺤﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .2‬ﻣﻌﺮﻓﺔ ﺍﻟﺼﻌﻮﺑﺎﺕ ﰲ ﲝﺚ ﺃﺻﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫‪ .3‬ﺗﺮﻗﻴﺔ ﺍﻟﻔﻬﻢ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﻣﺎﺩﺓ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﺳﺘﻌﺎﻧﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ‬
‫ﺩ‪ .‬ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ‬
‫‪ .1‬ﺯﻳﺎﺩﺓ ﺍﳋﺰﺍﻧﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻦ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ‪.‬‬
‫‪ .2‬ﻣﻌﺮﻓﺔ ﺃﳘﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬

‫‪ .3‬ﺯﻳﺎﺩﺓ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻟﻠﺒﺎﺣﺜﲔ ﺍﻵﺧﺮﻳﻦ‬
‫ﻩ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﺭﺃﻯ ﺍﻟﺒﺎﺣﺚ ﺳﻼﻣﺔ ﺍﳌﺘﺨﺮﺟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﰲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻗﺪ ﲝﺜﺖ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺑﻌﻨﻮﺍﻥ ﲢﻠﻴﻞ ﻗﺎﻣﻮﺱ ﻛﺮﺍﺑﻴﺎﻙ ﺍﻟﻌﺼﺮ ﻋﺮﰊ – ﺇﻧﺪﻭﻧﻴﺴﻲ ﻷﺗﺎﺑـﻚ‬
‫ﻋﻠﻲ ﻭﺃﲪﺪ ﺯﻫﺪﻱ ﳏﻀﺮ ﻭﺍﻟﺒﺎﺣﺚ ﺑﻌﻨﻮﺍﻥ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﳌﺪﺭﺳـﺔ ﺩﺍﺭ ﺍﻟﻨﺠـﺎﺡ ﺍﳌﺘﻮﺳـﻄﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺃﻭﻟﻮﺟﺎﻣﻲ ﺟﺎﻛﺮﺗﺎ ﻭﺃﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻌﺮﻑ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻘـﺎﻣﻮﺱ‬
‫ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻗﺎﻣﺖ ﺳﻼﻣﺔ ﺑﺎﻟﺒﺤﺚ ﲢﻠﻴﻞ ﻗﺎﻣﻮﺱ ﻛﺮﺍﺑﻴﺎﻙ ﺍﻟﻌﺼـﺮﻯ ﻋـﺮﰊ‪-‬‬
‫ﺇﻧﺪﻭﻧﻴﺴﻲ ﻷﺗﺎﺑﻚ ﻋﻠﻲ ﻭﺃﲪﺪ ﺯﻫﺪﻱ )ﺩﺭﺍﺳﺔ ﲢﻠﻴﻠﻴﺔ ﰲ ﺍﳌﻌﺠﻢ ﺍﻟﻌـﺮﰊ‪-‬‬
‫ﺍﻹﻧﺪﻭﻧﻴﺴﻰ(‬
‫ﻭﻛﺘﺐ ﺃﺩﻱ ﺇﲰﺎﺩ ﺑﺎﳌﻮﺿﻮﻉ ﻣﻌﺠﻢ ﺍﻟﻌﲔ ﻟﻠﺨﻠﻴﻞ ﺑﻦ ﺃﲪﺪ ﻭﺃﺛﺮﻩ ﰲ‬
‫ﺍﳌﻌﺎﺟﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻛﺘﺐ ﰲ ﺟﺎﻛﺮﺗﺎ‬

‫ﻟﻘﺪ ﻋﺮﻓﻨﺎ ﺃﻥ ﺍﻷﲝﺎﺙ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻦ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﲜﺎﻣﻌـﺔ ﺷـﺮﻳﻒ‬
‫ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻻﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎﱂ ﻳﺰﻝ ﻗﻠﻴﻼ ﻟﺬﻟﻚ ﲝﺚ ﺍﻟﺒﺎﺣﺚ ﲝﺜﺎ‬
‫ﰲ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﰲ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﻭ‪ .‬ﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‬
‫ﻳﻘﺴﻢ ﺍﻟﺒﺎﺣﺚ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﲬﺴﺔ ﺃﺑﻮﺍﺏ ﺗﺒﺪﺃ ﺑﺎﳌﻘﺪﻣـﺔ ﻭﲣـﺘﻢ‬
‫ﺑﺎﳋﻼﺻﺔ ﻭﺍﻻﻓﺘﺮﺍﺣﺎﺕ ﻭﺗﻔﺼﻴﻠﻪ ﻛﻤﺎ ﻳﻠﻰ‪:‬‬
‫ﺑﺎﺏ ﺍﻷﻭﻝ‬

‫‪ :‬ﻗﺪﻡ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻣﻘﺪﻣﺔ ﲢﺘﻮﻱ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤـﺚ‬
‫ﻭﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ﻭﲢﺪﻳﺪﻫﺎ ﻭﺗﻘﺮﻳﺮﻫﺎ ﻭﺃﻫـﺪﺍﻑ‬
‫ﺍﻟﺒﺤﺚ ﻭﻓﻮﺍﺋﺪﻫﺎ ﻭﺗﻨﻈﻴﻢ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﺑﺎﺏ ﺍﻟﺜﺎﱏ‬

‫‪ :‬ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ ﻋﻦ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﻔﻬﻮﻡ‬
‫ﺍﻟﻘﺎﻣﻮﺱ ﻭﻣﻔﻬﻮﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﻭ ﺃﻧﻮﺍﻉ ﺍﳌﻌـﺎﺟﻢ ﺃﻭ‬
‫ﺍﻟﻘﻮﺍﻣﻴﺲ ﻭ ﺃﻫﺪﺍﻑ ﺍﺳﺘﺨ‪‬ﺪ‪‬ﺍﻡ ﺍﻟﻘﺎﻣﻮﺱ ﰒ ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻟﺘـﺪﺭﻳﺲ ﻭﻣﻔﻬـﻮﻡ‬
‫ﺗﺪﺭﻳﺲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﺗﺆﺛﺮ ﰲ ﺗـﺪﺭﻳﺲ‬

‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬ﻭﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﺎﻣﻮﺱ ﻭ ﺗـﺪﺭﻳﺲ ﺍﻟﻠﻐـﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺑﺎﺏ ﺍﻟﺜﺎﻟﺚ‬

‫‪ :‬ﻳﻘﺪﻡ ﻓﻴﻪ ﺍﻟﺒﺎﺣﺚ ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﻭ ﻧﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻃﺮﻳﻘﺔ‬
‫ﺍﻟﺒﺤﺚ ﻭﳎﺘﻤﻊ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﻌﻴﻨﺔ ﻭﺃﺳـﻠﻮﺏ ﲨـﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﻠﻮﺏ ﻣﻌﺎﳉﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳـﻠﻮﺏ ﲢﻠﻴـﻞ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺑﺎﺏ ﺍﻟﺮﺍﺑﻊ‬

‫‪ :‬ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴـﲑ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫ﺑﺎﺏ ﺍﳊﺎﻣﺲ ‪ :‬ﺍﳋﺎﲤﺔ ﺍﻟﱵ ﲢﺘﻮﻱ ﻋﻠﻰ ﺍﳋﻼﺻﺔ ﻭﺍﻹﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﳌﺮﺍﺟﻊ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ‬
‫ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ‬
‫ﺃ‪.‬‬

‫ﺍﻟﻘﺎﻣﻮﺱ‬
‫‪.1‬‬

‫ﻣﻔﻬﻮﻡ ﺍﻟﻘﺎﻣﻮﺱ‬
‫ﺍﻟﻘﺎﻣﻮﺱ ﺃﻭ ﺍﳌﻌﺠﻢ ﻫﻮ ﺍﻟﻜﺘﺎﺏ ﻟﺘﻌﺮﻳﻒ ﻣﻌﺎﱐ ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﻭﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻭﺍﻟﻘﺎﻣﻮﺱ ﻟﻐﺔ ﺍﻟﺒﺤﺮ ﺃﻭ ﺍﻟﺒﺤﺮ ﺍﻟﻌﻈﻴﻢ ﺃﻭ ﻭﺳﻄﻪ ﺃﻭ ﻣﻌﻈﻤﻪ‬
‫ﺃﻭ ﺃﺑﻌﺪ ﻣﻮﺿﻊ ﻓﻴﻪ ﻏﻮﺭﺍ‪ .‬ﻭﺃﺧﺬﺕ ﻛﻠﻤﺔ »ﻗﺎﻣﻮﺱ« ﺗﺸﻴﻊ ﻋﻠﻰ ﺃﻟﺴﻨﺔ‬
‫ﺍﻟﻨﺎﺱ ﻣﺮﺍﺩﻓﺔ ﻟﻜﻠﻤﺔ »ﻣﻌﺠﻢ« ﺃﻱ ﻣﻌﺠﻢ‪ ,‬ﻭﻛﺎﻥ ﻟﻠﺸﺪﻳﺎﻕ ﻣﺆﻟﻒ‬
‫ﻛﺘﺎﺏ »ﺍﳉﺎﺳﻮﺱ ﻋﻠﻰ ﺍﻟﻘﺎﻣﻮﺱ«‪ 9‬ﻭﲰﻴﺖ ﺍﳌﻌﺠﻢ ﺑﺎﺳﻢ ﺍﻟﻘﺎﻣﻮﺱ‬
‫ﻻﺷﻚ ﻭﻻ ﻏﻤﻮﺽ ﻓﻴﻪ ﻫﻮ ﺍﻟﻘﻮﺍﻣﻴﺲ »ﻣﻔﺮﺩﻫﺎ ﻗﺎﻣﻮﺱ« ﻭﺃﺗﻰ ﻫﺬﺍ‬
‫ﺍﻻﺳﻢ ﻣﻦ ﺗﺴﻤﻴﺔ ﻣﻌﺠﻢ ﺍﻟﻔﲑﻭﺯ ﺁﺑﺎﺩﻯ ﺑﺎﻟﻘﺎﻣﻮﺱ ﺍﶈﻴﻂ ﻭﻣﻌﻨﺎﻩ ﺍﻟﺒﺤﺮ‬
‫ﺍﶈﻴﻂ ﺃﻱ ﺍﻟﻮﺍﺳﻊ ﺍﻟﺸﺎﻣﻞ‪.‬‬

‫‪10‬‬

‫‪ 9‬ﻋﺪﻧﺎﻥ ﺍﳋﻄﻴﺐ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﺑﲔ ﺍﳌﺎﺿﻲ ﻭﺍﳊﺎﺿﺮ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﻣﻄﺒﻌﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳉﺪﻳﺪﺓ‪ (1967،‬ﺹ‪.‬‬
‫‪49-48‬‬
‫‪ 10‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‬

‫ﻗﺪ ﻋﺮﻓﻨﺎ ﺃﻥ ﻣﺼﻄﻠﺢ »ﺍﳌﻌﺠﻢ« ﻣﻦ ﺍﻟﻔﻌﻞ »ﺍﻋﺠﻢ« ﻭﻳﻜﻮﻥ‬
‫ﻣﺼﺪﺭﺍ ﻣﻴﻤﻴﺎ ﻣﻦ ﻧﻔﺲ ﺍﻟﻔﻌﻞ‪ .‬ﻭﻳﻜﻮﻥ ﻣﻌﻨﺎﻩ ﺇﺯﺍﻟﺔ ﻋﺠﻤﺘﻪ ﻭﺇ‪‬ﺎﻣﻪ‬
‫ﺑﻮﺿﻊ ﺍﻟﻨﻘﻂ ﻭﺍﳊﺮﻛﺎﺕ ﺃﻭ ﺑﺎﻟﺘﻔﺴﲑ‪ 11.‬ﻭﲡﻤﻊ ﻛﻠﻤﺔ »ﻣﻌﺠﻢ« ﲨﻊ‬
‫ﻣﺆﻧﺚ ﺳﺎﳌﺎ ﻋﻠﻰ »ﻣﻌﺠﻤﺎﺕ« ﻭﻫﺬﺍ ﳏﻞ ﺍﺗﻔﺎﻕ ﺑﲔ ﲨﻴﻊ ﺍﻟﻠﻐﻮﻳﲔ‪،‬‬
‫ﻭﻫﻨﺎﻙ ﲨﻊ ﺁﺧﺮ ﳍﺬﺍ ﺍﻟﻠﻔﻆ ﻭﻫﻮ »ﻣﻌﺎﺟﻢ« ﺍﻟﺬﻱ ﻳﻌﺪ ﲨﻊ ﺗﻜﺴﲑ‪.‬‬

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‫ﺇﻥ »ﻉ ﺝ ﻡ« ﺇﳕﺎ ﻭﻗﻌﺖ ﰲ ﻛﻼﻡ ﺍﻟﻌﺮﺏ ﻟﻺ‪‬ﺎﻡ ﻭﺍﻻﺧﻔﺎﺀ‬
‫ﻭﺿﺪ‪ ‬ﺍﻟﺒﻴﺎﻥ ﻭﺍﻻﻓﺼﺎﺡ ﻓﺎﻟﻌﺠﻤﺔ ﺍﳊﺴﻨﺔ ﰲ ﺍﻟﻠﺴﺎﻥ ﻭﻣﻦ ﺫﻟﻚ ﺭﺟﻞ‬
‫ﺍﻋﺠﻢ ﻭﺍﻣﺮﺃﺓ ﻋﺠﻤﺎﺀ ﺇﺫﺍ ﻛﺎﻥ ﻻﻳﻔﺼﺤﺎﻥ ﻭﻻﺑﺒﻴﺎﻥ ﻛﻼﻣﻬﺎ‪.‬ﻭﺍﺳﺘﺨﺪﻣﻪ‬
‫ﺍﻟﻔﲑﻭﺯﺍﺑﺎﺩﻱ ﺍﲰﺎ ﳌﻌﺠﻤﻪ ﻫﻮ ﺍﻟﻘﺎﻣﻮﺱ ﻭﻳﻘﻮﻝ ﰲ ﺩﻳﺒﺎﺟﺘﻪ"ﻭﺃﲰﻴﺘﻪ‬
‫ﺍﻟﻘﺎﻣﻮﺱ ﺍﶈﻴﻂ ﻷﻥ ﺍﻟﺒﺤﺮ ﺍﻷﻋﻈﻢ"‬

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‫ﻭﲦﺔ ﺗﺮﺍﺩﻑ ﺑﲔ ﺍﳌﺼﻄﻠﺤﲔ "ﺍﳌﻌﺠﻢ" ﻭ"ﺍﻟﻘﺎﻣﻮﺱ" ﺃﻣﺎ ﻛﻠﻤﺔ‬
‫ﻗﺎﻣﻮﺱ ﻓﻠﻌﻞ ﺍﻟﻔﲑﻭﺯﺍﺑﺎﺩﻱ )ﺕ ‪ 817‬ﻩ( ﻫﻮ ﺃﻭﻝ ﻣﻦ ﺍﺳﺘﻌﻤﻠﻬﺎ ﰲ‬
‫ﺗﺴﻤﻴﺘﻪ ﻣﻌﺠﻤﻪ )ﺍﻟﻘﺎﻣﻮﺱ ﺍﶈﻴﻂ ﻭ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻮﺳﻴﻂ ( ﻭﺻﺎﺭﺕ ﻋﻠﻰ‬
‫‪ 11‬ﻟﻮﻳﺲ ﻣﻌﺎﻭﻑ‪ ،‬ﺍﳌﻨﺠﺪ ﰱ ﺍﻟﻠﻐﺔ ﻭﺍﻻﺳﻼﻡ‪ ) ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﳌﺸﺮﻕ ‪ 1984‬ﻡ( ﺹ ‪489‬‬
‫‪ 12‬ﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ‪ ،‬ﺍﻟﺒﺤﺚ ﺍﻟﻠﻐﻮﻯ ﻋﻨﺪ ﺍﻟﻌﺮﺏ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ‪ 1967،‬ﻡ( ﺹ‪12‬‬
‫‪ 13‬ﻋﺒﺪ ﺍﻟﻐﻔﺎﺭ ﺣﺎﻣﺪ ﻫﻼﻝ‪ ،‬ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ﰲ ﺍﻟﻠﻐﺔ ﻭ ﺍﳌﻌﺎﺟﻢ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ 1991 ،‬ﻡ (ﺹ‪99‬‬

‫ﻣﻌﺠﻤﻪ ﰒ ﺃﺻﺒﺤﺖ ﺗﺮﺍﺩﻑ"ﺍﳌﻌﺠﻢ"‪14.‬ﻭﲰﻲ ﺍﳌﻌﺠﻢ ﻗﺎﻣﻮﺳﺎ ﻋﻠﻰ‬
‫ﺟﻬﺔ ﺍ‪‬ﺎﺯ ﻷﻧﻪ ﻭﺻﻞ ﺇﱃ ﻭﺻﻂ ﺍﻟﻠﻐﺔ ﺑﻞ ﻭ ﻣﻌﻈﻤﻬﺎ ﻭﻏﺎﺹ ﰲ‬
‫ﺍﻋﻤﺎﻗﻬﺎ ﺃﻣﺎ ﻛﻠﻤﺔ ﳏﻴﻂ ﻓﻬﻲ ﺍﻳﻀﺎ ﻣﻦ ﺻﻔﺎﺕ ﺍﻟﺒﺤﺮ ﺍﻟﻜﺒﲑ‪.‬‬

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‫ﻭﻣﻦ ﺃﻭﺍﺋﻞ ﺍﳌﻌﺎﺟﻢ ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﺍﻟﱵ ﺍﺳﺘﺨﺪﻣﺖ ﻛﻠﻤﺔ‬
‫ﺍﳌﻌﺠﻢ ﻋﻨﻮﺍﻧﺎ ﳍﺎ ﻛﺎﻥ ﻓﻴﻤﺎ ﻧﻌﻠﻢ ﻣﻌﺠﻢ ﺇﻟﻴﺎﺱ ﺑﻘﻄﺮ )‪1784‬ﻡ ‪-‬‬
‫‪ 1821‬ﻡ( ﻭﻫﻮ ﻣﻌﺠﻢ ﻓﺮﻧﺴﻲ – ﻋﺮﰊ ﻭﻳﺴﺘﺨﺪﻡ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺑﺎﻟﻘﺎﻫﺮﺓ ﻣﺼﻄﻠﺢ "ﺍﳌﻌﺠﻢ" ﰲ ﻋﻨﺎﻭﻳﻦ ﻣﻌﺠﻤﺎﺗﻪ ﻓﻜﺎﻥ ﻫﻨﺎﻙ ﺍﳌﻌﺠﻢ‬
‫ﺍﻟﻜﺒﲑ ﻭﺍﳌﻌﺠﻢ ﺍﻟﻮﺟﻴﺰ ﻭﻣﻌﺠﻢ ﺍﻟﻘﺮﺍﻥ ﺍﻟﻜﺮﱘ‪.‬‬

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‫ﻟﻘﺪ ﻇﻬﺮ ﻟﻨﺎ ﺃﻥ ﻛﻠﻤﺔ "ﺍﻟﻘﺎﻣﻮﺱ" ﻣﺎﺯﺍﻝ ﺣﱴ ﺍﻟﻴﻮﻡ ﺃﻛﺜﺮ‬
‫ﺍﺳﺘﻌﻤﺎﻻ ﻋﻦ ﺍﻟﻜﻠﻤﺔ "ﺍﳌﻌﺠﻢ" ﰲ ﺍﻟﻌﺼﺮ ﺍﳊﺪﻳﺚ ﻭﻛﻠﻤﺔ ﺍﻟﻘﺎﻣﻮﺱ ﺃﻭ‬
‫ﻣﻌﺠﻢ ﻣﺘﺴﺎﻭﻳﺎﻥ ﻫﻮ ﺍﻟﻜﺘﺎﺏ ﻻﺳﺘﻌﺎﻧﺔ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺼﻌﺒﺔ‬
‫ﺃﻭ ﻟﻠﺘﻮﺿﻴﺢ ﺃﻭ ﻟﻠﺘﻔﺴﲑ ﻋﻦ ﺍﻟﻜﻠﻤﺔ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪ 14‬ﺇﻣﺎﻡ ﺍﻟﻌﻼﻣﺔ ﺑﻦ ﻣﻨﻈﻮﺭ‪ ،‬ﻟﺴﺎﻥ ﺍﻟﻌﺮﺏ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ :‬ﺩﺍﺭﺍﳊﺪﻳﺚ ‪ (1928‬ﺹ‪6‬‬
‫‪ 15‬ﳏﻤﺪ ﺑﻦ ﻳﻌﻘﻮﺏ ﺍﻟﻔﲑﻭﺯﺍﺑﺎﺩﻱ‪ ،‬ﺍﻟﻘﺎﻣﻮﺱ ﺍﶈﻴﻂ‪) ،‬ﺑﲑﻭﺕ‪:‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ‪ (1879‬ﺹ‪7‬‬
‫‪ 16‬ﺇﻣﺎﻡ ﺑﻦ ﻣﻨﻈﻮﺭ ﻟﺴﺎﻥ ﺍﻟﻌﺮﺏ‪) ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﺩﺍﺭ ﺍﳊﺪﻳﺚ ‪ (1928‬ﺹ‪7‬‬

‫‪ .2‬ﻣﻔﻬﻮﻡ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ‬
‫ﻭﳌﺎ ﻛﺎﻧﺖ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻷﺩﺑﻴﺔ ﲢﺘﺎﺝ ﺇﱃ ﺍﻻﺳﺘﻌﺎﻧﺔ‬
‫ﺑﺎﳌﻌﺎﺟﻢ ﻟﻠﺘﻤﻜﻦ ﻣﻦ ﺇﺣﻴﺎﺀ ﺍﻟﻠﻐﺔ ﻭﺁﺩ‪‬ﺎ ﺍﻋﺘﻤﺪ ﺍﻟﻨﺎﺱ ﰲ ﺑﺎﺩﺉ ﺍﻷﻣﺮ‬
‫ﺍﳌﻌﺠﻤﺎﺕ‪ 17.‬ﻭﺗﻨﻘﺴﻢ ﻣﻌﺠﻤﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱵ ﻳﺮﻣﻲ ﻭﺿﻌﻬﺎ ﺇﱃ‬
‫ﺻﻴﺎﻧﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ‪:‬‬
‫‪ (1‬ﺭﺳﺎﺋﻞ ﰲ ﻃﻮﺍﺋﻒ ﺧﺎﺻﺔ ﻣﻦ ﺍﻷﻟﻔﺎﻅ ﻭﺍﳌﻌﺎﱏ‪:‬‬
‫ﻛﻜﺘﺎﺏ ﺃﰊ ﺣﻨﻴﻔﺔ ﰲ ﺍﻷﻧﻮﺍﺀ ﻭﺍﻟﻨﺒﺎﺕ ﻭﻛﺘﺐ ﺃﰊ ﺣﺎﰎ ﰲ‬
‫ﺍﻷﺯﻣﻨﺔ ﻭﺍﳊﺸﺮﺍﺕ ﻭﺍﻟﻄﲑ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫‪ (2‬ﻣﻌﺠﻤﺎﺕ ﺟﺎﻣﻌﺔ ﺗﺮﻣﻲ ﺇﱃ ﺑﻴﺎﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﻮﺿﻮﻋﺔ ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﺍﳌﻌﺎﱏ ﻓﺘﺮﺗﺐ ﺍﳌﻌﺎﱏ ﺑﻄﺮﻳﻘﺔ ﺧﺎﺻﺔ ﻭﺗﺬﻛﺮ ﺍﻷﻟﻔﺎﻅ ﺍﻟﱵ ﺗﻘﺎﻝ‬
‫ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻛﻞ ﻣﻌﲎ ﻣﻨﻬﺎ‪.‬‬

‫‪17‬ﺍﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ‪ ،‬ﺍﳌﻌﺎﺟﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﺍﺀ‪‬ﺎ ﻭﺗﻄﻮﺭﻫﺎ‪) ،‬ﺑﲑﻭﺕ‪:‬ﺩﺍﺭﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ‪ 1981،‬ﻡ(ﺹ‪1 .‬‬

‫‪ (3‬ﻣﻌﺠﻤﺎﺕ ﺟﺎﻣﻌﺔ ﺗﺮﻣﻲ ﺇﱃ ﺷﺮﺡ ﻣﻌﺎﱏ ﺍﳌﻔﺮﺩﺍﺕ‪ .‬ﻓﺘﺮﺗﺐ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺗﺮﺗﻴﺒﺎ ﺧﺎﺻﺎ ﻟﻴﺴﻬﻞ ﻋﻠﻰ ﻣﻦ ﻳﺮﻳﺪ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﻣﻌﲎ‬
‫ﺃﻱ ﻛﻠﻤﺔ ﺍﻟﺮﺟﻮﻉ ﺇﻟﻴﻬﺎ ﰲ ﻣﻮﺍﻃﻨﻬﺎ‪.‬‬

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‫ﺇﻥ ﺍﻟﻘﺎﻣﻮﺱ ﺍﺷﺘﻤﻞ ﻋﻠﻰ ﲦﺎﻧﻴﺔ ﻭﻋﺸﺮﻳﻦ ﺑﺎﺑﺎ‪ ،‬ﻭﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ‬
‫ﺃﻭ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻫﻮ ﺍﻟﻜﺘﺎﺏ ﳚﻤﻊ ﺍﻟﻜﻠﻤﺎﺕ ﻋﻠﻰ ﺗﺮﺗﻴﺐ‬
‫ﺍ‪،‬ﺏ‪،‬ﺕ‪،‬ﺙ‪،‬ﺝ‪...‬ﺍﱁ ﻭﻳﺸﺮﺣﻬﺎ ﻭﻳﻮﺿﺢ ﻣﻌﻨﺎﻫﺎ ﺇﻣﺎ ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ‬
‫ﺃﻭ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺃﻭ ﻣﻦ ﻧﻔﺲ ﺍﻟﻠﻐﺔ ﻛﻘﺎﻣﻮﺱ "ﻋﺮﰊ‪-‬ﺇﻧﺪﻭﻧﻴﺴﻲ" ﶈﻤﻮﺩ‬
‫ﻳﻮﻧﺲ ﻭﻗﺎﻣﻮﺱ"ﻛﺮﺍﺑﻴﺎﻙ"ﺍﻟﻌﺼﺮ ﻷﺗﺎﺑﻚ ﻋﻠﻰ ﻭﺃﲪﺪ ﺯﻫﺪﻱ ﳏﻀﺮ‬
‫ﻭﻗﺎﻣﻮﺱ "ﺍﳌﻨﺠﺪ"ﰲ ﺍﻟﻠﻐﺔ ﻭ ﺍﻹﻋﻼﻡ ﻭ ﻣﻌﺠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﻭﺗﺘﺨﺬ ﺍﳌﻌﺎﺟﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻨﺬ ﺑﺪﺍﻳﺔ ﺗﺄﻟﻴﻔﻬﺎ ﺃﺻﻞ ﺍﻟﻜﻠﻤﺔ ﺃﺳﺎﺳﺎ‬
‫ﺗﻮﺭﺩ ﲢﺘﻪ ﻛﺎﻓﺔ ﺃﻧﻮﺍﻉ ﺍﳌﺸﺘﻘﺎﺕ ﻓﻤﺜﻼ ﺃﻋﺮﺏ ﻭﺍﺳﺘﻌﺮﺏ ﻭﻋﺮﰊ‬
‫ﻭﻋﺮﻭﺏ ﻭﻋﺮﺑﺔ ﲢﺖ ﻣﺎﺩﺓ ﻉ‪-‬ﺭ‪-‬ﺏ ﻛﻤﺎ ﺗﺄﰐ ﺃﻛﺮﻡ ﻭ ﻛﺎﺭﻡ ﻭ ﺗﻜﺮﻡ‬
‫ﻭﺍﺳﺘﻜﺮﻡ ﻭﺍﻷﻛﺮﻭﻣﺔ ﲢﺖ ﻣﺎﺩﺓ ﻛﺮﻡ ﻭﲣﺘﻠﻒ ﺍﳌﻌﺎﺟﻢ ﰲ ﺗﺮﺗﻴﺐ‬
‫ﺃﻟﻔﺎﻅ‪.‬‬
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‫ﺩ ﻫﺪﺍﻳﺎﺕ‪ ،‬ﻣﺬﻛﺮﺓ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪ 1993‬ﺹ ‪81‬‬

‫ﺃﻣﺎ ﺗﺮﺗﻴﺐ ﺍﳊﺮﻭﻑ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪﻩ ﺻﺎﺣﺐ ﺍﳌﻌﺠﻢ ﻭﻫﻨﺎﻙ‬
‫ﺗﺮﺗﻴﺒﺎﻥ ﻇﻬﺮﺍ ﰲ ﺍﳌﻌﺎﺟﻢ ﻭﳘﺎ‪:‬‬

‫‪19‬‬

‫ﺃ( ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﻳﻨﺴﺐ ﺇﱃ ﻧﺼﺮ ﺑﻦ ﻋﺎﺻﻢ ﺍﻟﻠﻴﺜﻲ ﺃﻭ ﳛﻲ ﺑﻦ ﻳﻌﻤﺮ‬
‫ﺍﻟﻌﺪﻭﺍﻥ ﻭﻫﻮ ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺸﺎﺋﻊ ﺑﻴﻨﻨﺎ ﺍﻟﻴﻮﻡ )ﺍ‪،‬ﺏ‪،‬ﺕ‪ُ،‬ﺝ‪...‬ﺍﱁ( ﻭ‬
‫ﺃﻛﺜﺮ ﺍﳌﻌﺠﻢ ﺗﺄﺧﺬﺑﻪ‪.‬‬
‫ﺏ( ﺍﻟﺘﺮﺗﻴﺐ ﺍﻟﺬﻱ ﺻﻨﻌﻪ ﺍﳋﻠﻴﻞ ﺑﻦ ﺃﲪﺪ ﳌﻌﺠﻤﻪ ﺍﳌﺴﻤﻰ ﺍﻟﻌﲔ ﻧﺴﺒﺔ‬
‫ﺇﱃ ﺃﻭﻝ ﺣﺮﻭﻑ ﻓﻴﻪ ﻭﻫﻮﺍﻟﻌﲔ ﻭ ﻫﺬﺍ ﺍﻟﺘﺮﺗﻴﺐ ﺻﻨﻊ ﻋﻠﻰ ﺣﺴﺐ‬
‫ﳐﺎﺭﺝ ﺍﳊﺮﻭﻑ ﻳﺒﺪﺃ ﲝﺮﻭﻑ ﺍﳊﻠﻖ ﻭﻳﻨﺘﻬﻰ ﺑﺎﳊﺮﻭﻑ ﺍﻟﺸﻔﻮﻳﺔ ﰎ‬
‫ﺍﳍﻤﺰﺓ ﻭﺣﺮﻭﻑ ﺍﻟﻌﻠﺔ ﻭﻛﺬﻟﻚ ﺍﺧﺘﻠﻔﺎ ﺳﻴﺒﻮﻳﻪ ﻭﺃﺑﻮ ﻋﻠﻲ ﺍﻟﻘﺎﱄ‬
‫ﻋﻦ ﺗﺮﺗﻴﺐ ﺣﺮﻭﻑ ﺍﳌﻌﺠﻢ‪.‬‬

‫‪20‬‬

‫ﻋﻨﺪ ﺧﻠﻴﻞ‬

‫ﻉ‬

‫ﺡ‬

‫ﻫ‬

‫ﺥ‬

‫ﻍ‬

‫ﻕ‬

‫ﻙ‬

‫ﺝ‬

‫ﺵ‬

‫ﺽ‬

‫ﺹ‬

‫ﺱ‬

‫ﺯ‬

‫ﻁ‬

‫ﻋﻨﺪ ﺳﻴﺒﻮﻳﻪ‬

‫ﺍ‪/‬ﺀ‬

‫ﻫ‬

‫ﻉ‬

‫ﺡ‬

‫ﻍ‬

‫ﺥ‬

‫ﻕ‬

‫ﻙ‬

‫ﺝ‬

‫ﺵ‬

‫ﻱ‬

‫ﺽ‬

‫ﻝ‬

‫ﻥ‬

‫ﻋﻨﺪ ﺍﻟﻘﺎﱃ‬

‫ﻫ‬

‫ﺡ‬

‫ﻉ‬

‫ﺥ‬

‫ﻍ‬

‫ﻕ‬

‫ﻙ‬

‫ﺽ‬

‫ﺝ‬

‫ﺵ‬

‫ﻝ‬

‫ﺭ‬

‫ﻥ‬

‫ﻁ‬

‫ﻋﻨﺪ ﺧﻠﻴﻞ‬

‫ﺕ‬

‫ﺫ‬

‫ﻅ‬

‫ﺯ‬

‫ﺙ‬

‫ﺭ‬

‫ﻝ‬

‫ﻥ‬

‫ﻡ‬

‫ﺀ‪/‬ﻱ‬

‫ﻭ‬

‫ﺍ‬

‫‪ 19‬ﳏﻤﺪ ﺃﲪﺪ ﺍﺑﻮ ﺍﻟﻔﺮﺝ‪ ،‬ﺍﳌﻌﺎﺟﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺩﺭﺍﺳﺎﺕ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳊﺪﻳﺚ‪) ،‬ﺑﲑﻭﺕ ‪ :‬ﺩﺍﺭ ﺍﻟﻨﻬﻀﺔ ﺍﻟﻌﺮﺑﻴﺔ ‪1966‬‬
‫ﻡ( ﺹ‪40‬‬
‫‪ 20‬ﻋﺪﻧﺎﻥ ﺍﳋﻄﻴﺐ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﺑﲔ ﺍﳌﺎﺿﻲ ﻭ ﺍﳊﺎﺿﺮ‪ ) ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﻣﻄﺒﻌﺔ ﺍﻟﻨﻬﻀﺔ ﺍﳉﺪﻳﺪ ‪ 1978‬ﻡ( ﺹ‪20‬‬

‫ﻋﻨﺪ ﺳﻴﺒﻮﻳﻪ‬

‫ﺭ‬

‫ﻁ‬

‫ﺩ‬

‫ﺕ‬

‫ﺯ‬

‫ﺱ‬

‫ﺹ‬

‫ﻅ‬

‫ﺫ‬

‫ﺙ‬

‫ﻑ‬

‫ﺏ‬

‫ﻡ‬

‫ﻋﻨﺪ ﺍﻟﻘﺎﱃ‬

‫ﺩ‬

‫ﺕ‬

‫ﺹ‬

‫ﺯ‬

‫ﺱ‬

‫ﻅ‬

‫ﻑ‬

‫ﻕ‬

‫ﺏ‬

‫ﻡ‬

‫ﻭ‬

‫ﺍ‬

‫ﺀ‪/‬ﻱ‬

‫ﻭ‬

‫‪.3‬‬

‫ﺃﻧﻮﺍﻉ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ‬
‫ﺍﳌﺮﺟﻊ ﺍﻷﻭﻝ ﻋﻠﻰ ﻣﻔﻬﻮﻡ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺼﻌﺒﺔ ﻋﻦ ﺩﺭﺱ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﲟﺴﺎﻋﺪﺓ ﺍﻟﻘﺎﻣﻮﺱ ﺍﻟﻌﺮﰊ ﻭﳌﻌﺮﻓﺔ ﺍﳌﻌﺎﱐ‬
‫ﺍﳌﻨﺸﻮﺩﺓ‪،‬ﺇﻥ ﺍﻟﻘﺎﻣﻮﺱ ﺃﻭ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﻮﺿﺢ ﺍﻟﻜﻠﻤﺔ ﻭ‬
‫ﻳﺴﻬﻞ ﰲ ﺍﻟﺘﺮﲨﺔ ﻭ ﺩﺭﺱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻟﻘﺎﻣﻮﺱ ﻻﻳﺴﺘﻄﻴﻌﺎﻥ ﺃﻥ‬
‫ﻳﻔﺮﻗﺎ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫ﺃﻣﺎ ﺍﳌﻌﺎﺟﻢ ﺃﻭ ﺍﻟﻘﻮﺍﻣﻴﺲ ﻓﻬﻲ ﺃﻧﻮﺍﻉ ﻭ ﻫﻲ‪:‬‬

‫‪21‬‬

‫ﺃ(‬

‫ﺍﳌﻌﺎﺟﻢ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻭﻫﻲ ﺍﻟﱵ ﺗﺸﺮﺡ ﺃﻟﻔﺎﻅ ﺍﻟﻠﻐﺔ ﻭﻛﻴﻒ ﻭﺭﻭﺩﻫﺎ ﰲ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺑﻌﺪ ﺃﻥ ﺗﺮﺗﺒﻬﺎ ﻭﻓﻖ ﳕﻂ ﻣﻌﲔ ﻣﻦ ﺍﻟﺘﺮﺗﻴﺐ ﻟﻜﻲ ﻳﺴﻬﻞ‬
‫ﻋﻠﻰ ﺍﻟﺒﺎﺣﺚ ﺍﻟﻌﻮﺩﺓ ﺇﻟﻴﻬﺎ ﳌﺮﻓﺔ ﻣﺎﺳﺘﻐﻠﻖ ﻣﻦ ﻣﻌﺎﻧﻴﻬﺎ ﻛﺎﳌﻨﺠﺪ ﰲ‬
‫ﺍﻟﻠﻐﺔ ﻭ ﺍﻻﻋﻼﻡ‪.‬‬

‫ﺏ( ﻣﻌﺎﺟﻢ ﺍﻟﺘﺮﲨﺔ ﺃﻭ ﺍﳌﻌﺎﺟﻢ ﺍﳌﺰﺩﻭﺟﺔ ﺃﻭ ﺍﻟﺜﻨﺎﺋﻴﺔ ﺍﻟﻠﻐﺔ‬

‫‪ 21‬ﺃﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ‪ ،‬ﺍﳌﻌﺠﻢ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﺍﺋﺘﻬﺎ ﻭ ﺗﻄﻮﺭﻫﺎ‪) ،‬ﺑﲑﻭﺕ ‪:‬ﺩﺍﺭ ﺍﻟﺜﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ ‪ (1981 ،‬ﺹ‬
‫‪20-15‬‬

‫ﻭﻫﻲ ﲡﻤﻊ ﺃﻟﻔﺎﻅ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﺘﺸﺮﺣﻬﺎ ﻭﺍﺣﺪﺍ ﻭﺍﺣﺪﺍ‬
‫ﻛﻤﻌﺠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ " ‪"Hans Wher‬‬
‫ﺝ( ﺍﳌﻌﺎﺟﻢ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺃﻭ ﺍﳌﻌﻨﻮﻳﺔ‬
‫ﻭﻫﻲ ﺍﻟﱵ ﺗﺮﺗﺐ ﺍﻷﻟﻔﺎﻅ ﺍﻟﻠﻐﻮﻳﺔ ﺣﺴﺐ ﻣﻌﺎﻧﻴﻬﺎ ﺃﻭ‬
‫ﻣﻮﺿﻮﻋ�