Usluubu ta'limi asmaail Isyaroti fii dlo'i at thariiqoti as-sam'iyyah asyafawiyah
ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ
ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﺇﻋﺪﺍﺩ:
ﺃﻣﻰ ﻳﻮﻟﻴﺎﻧﱴ
١٠٤٠١٢٠٠٠٢٧٩
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﻟﻠﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ
ﺟﺎﻛﺮﺗﺎ
٢٠١١
ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ
ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﺇﻋﺪﺍﺩ :
ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ١٠٤٠١٢٠٠٠٢٧٩ :
ﲢﺖ ﺇﺷﺮﻑ:
ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﻧﻴﺔ
ﺍﳌﺸﺮﻑ ﺍﻷﻭﱃ
)ﺍﻟﺪﻛﺘﻮﺭ ﻫـ.ﺩ.ﻫﺪﻳﺔ ﺍﳌﺎﺟﺴﺘﲑ(
)ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ(
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﻟﻠﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ
ﺟﺎﻛﺮﺗﺎ
٢٠١١
ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ
ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ
ﺍﳊﻤﺪ ﺍﷲ ﺍﻟﺬﻱ ﻫﺪﺍﻧﺎ ﳍﺬﺍ ﻭﻣﺎ ﻛﻨﺎ ﻟﻨﻬﺘﺪﻱ ﻟﻮﻻ ﺃﻥ ﻫﺪﺍﻧﺎ ﺍﷲ .ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪ
ﺍﳌﺮﺳﻠﲔ ﳏﻤﺪ ﺭﺳﻮﻝ ﺍﷲ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﺃﲨﻌﲔ.
ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﻗﺪﺭﺗﻪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ ﺍﻟﺸﺮﻭﻁ
ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ
ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ.
ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺪﻯ ﺃﻋﻠﻰ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻫﺎ ﻭﺃﻋﺎﺎ ﺑﻜﻞ
ﺍﳌﺴﺎﻋﺪﺓ ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰱ ﺇﺎﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ .ﻣﻦ ﻫﺆﻻﺀ:
.١ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ
ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ.
.٢ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺭﺩﻳﺮﻱ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ
.٣ﺳﻴﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ
ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰱ ﻫﺬﺍ ﺍﻟﻘﺴﻢ.
.٤ﻓﻀﻴﻠﺔ ﺩﻛﺘﻮﺭ ﻫــ.ﺩ.ﻫﺪﻳﺔ ﻭﻓﻀﻴﻠﺔ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﺍﻥ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰱ ﺇﺷﺮﺍﻑ
ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﺷﺮﺍﻓﺎ ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﺣﻼﻝ
ﺃﺷﻐﺎﳍﻤﺎ.
.٥ﻓﻀﻴﻞ ﺃﺑﻴﻬﺎ ﺭﻛﻮﺍﺕ ﺑﻦ ﻛﺮﱘ ﻭﺃﻣﻬﺎ ﻧﻮﺭﺍﲤﻲ ﻫﻲ ﺃﻭﻝ ﻣﻦ ﺃﺭﺷﺪﺎ ﺇﱃ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳌﺎ
ﻓﻴﻬﺎ ﺻﻼﺣﺘﻬﺎ ﻭﺃﺷﺮﻛﺘﻬﺎ ﻭﻻﺗﻨﺴﺎﻫﺎ ﰱ ﻣﻨﺎﺟﺘﻬﺎ ﺩﺍﺋﻤﺎ.
.٦ﻭﺃﺧﻲ ﺍﻟﺼﻐﲑ ﺑﻮﺩﻱ ﻳﻮﻟﻴﺎﻧﺘﻮ
.٧ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﺳﺒﻴﻞ ﺍﷲ ﺍﻟﻶﺗﻰ ﺗﺸﺠﻌﻦ ﻭﺗﺪﺍﻓﻌﻨﻬﺎ ﺧﺰﻧﺎ ﻭﺳﻌﺎﺩﺓ ﻣﻨﻬﺎ :ﻣﺮﺍﻋﺎﺓ،
ﺳﺮﻱ ﻣﻠﻴﺎﱐ ،ﺳﱴ ﻣﺴﺘﺸﺮﻓﺔ ،ﺩﻳﻔﻴﺘﺎ ﺯﻟﻴﺎﻧﱵ ،ﺃﻭﱄ ﺳﻮﻟﻴﺴﻲ ،ﻋﺎﺗﻖ ﻣﻔﺘﻮﺣﺔ.
.٨ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﻣﻌﻬﺪ ﺍﻟﻨﻬﻀﺔ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﺘﺜﻘﻴﻒ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﺘﻔﻜﲑ ،ﻭ ﻣﻌﻬﺪ
ﺍﳌﻔﺎﺯﻯ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﻐﺮﺍﺑﺎ ،ﻭ ﻣﻌﻬﺪ ﺍﳌﺴﺘﻨﲑ.
ب
.٩ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻟﺬﻳﻦ
ﻳﺮﺍﻓﻘﻮﺎ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ.
ﻭﺃﺧﲑﺍ ﺗﺪﻋﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ
ﻭﺑﺮﻛﺎﺗﻪ ،ﻭﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰱ ﺧﺪﻣﺔ ﺍﳌﻌﻠﻤﲔ ﻭﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺘﻌﻠﻴﻢ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ.
ﺟﺎﻛﺮﺗﺎ ١١ ،ﺇﺑﺮﻳﻞ ٢٠١١
ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ج
ﺍﻹﻗﺮﺍﺭ
ﺃﻗ ﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻌﺔ ﺃﺩﻧﺎﻩ
ﺍﻻﺳﻢ
:ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ
١٠٤٠١٢٠٠٠٢٧٩ :
ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ
ﺍﻟﻌﻨﻮﺍﻥ
:ﺗﻴﻐﺎﻝ٢٦ ،ﻳﻮﻧﻴﻮ ١٩٨٦
:ﺷﺎﺭﻉ ﺑﻮﻳﺎ ﻫﺎﻣﻜﺎ ﺭﻗﻢ ١٠/٠٣ ١١٥ﻣﺎﺭﻏﺎﺩﺍﻧﺎ ﺗﻴﻐﺎﻝ ﺟﺎﻭﻯ ﺍﻟﻮﺳﻄﻰ ٥٢١٤٣
ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﺍﳌﻮﺿﻮﻉ :ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻗﻤﺖ ﺃﻧﺎ
ﺷﺨﺼﻴﺔ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ
ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ،ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ ،ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ
ﺍﳌﻮﺿﻮﻉ ،ﻭﺃﻧﺎ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ ،ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﲕﺀ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ
ﻣﺴﺌﻮﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺎ.
ﺟﺎﻛﺮﺗﺎ ١١ ،ﺇﻓﱪﻳﻞ ٢٠١١
ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮﺓ،
)ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ(
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ
ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻹﻣﺘﺤﺎﻥ .................................................................ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ........................................................................ﺏ
ﺍﻹﻗﺮﺍﺭ ...............................................................................ﺩ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ......................................................................ﻩ
ﻣﻠﺨﺺ .............................................................................ﺡ
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﺍﳌﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ١ ..............................................................
ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ٤ ............................................................
.١ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ٤ ......................................................
.٢ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ٤ .........................................................
.٣ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ٥ ..........................................................
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ٥ ..............................................................
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ٥ .................................................................
ﻩ .ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ٥ ...............................................................
.١ﻣﺼﺎﺩﺭ ﺍﻟﺒﺤﺚ ٥ ...........................................................
.٢ﺃﺳﺎﻟﻴﺐ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ٦ .....................................................
.٣ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ٦ ............................................................
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ٦ ............................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺃ .ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ٨ ............................................................
ﺏ .ﺃﻧﻮﺍﻉ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ٩ ............................................................
ﺝ .ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﲔ ﺍﳌﺒﲎ ﻭﺍﳌﻌﺮﺏ ١٢ ................................................
ﺩ .ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ ١٢ ............................................
.١ﻓﺎﺋﺪﺗﻪ ١٢ ..............................................................
.٢ﻣﻮﻗﻊ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ١٥ ...................................................
ﻫــ .ﳕﺎﺫﺝ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ١٩ ........................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ
ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺃ .ﺗﻌﺮﻳﻒ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢١ ................................................
ﺏ .ﻧﺸﺄﺓ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٢ ................................................
ﺝ .ﻣﻼﻣﺢ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٥ ..............................................
ﺩ .ﺍﳌﺰﺍﻳﺎ ﻭﺍﻟﻌﻴﻮﺏ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٦ ......................................
ﻫـ .ﺃﻫﺪﺍﻑ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٨ ............................................
و
ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺃ .ﻣﻮﺍﺩ ﺍﻷﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ٣١ .............................
ﺏ .ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ٣٢...................................................
٣٣....................................................
ﺝ .ﺗﻘﻮﱘ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺩ .ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٣٤............................
ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ
ﺍﳋﺎﲤﺔ
ﺃ .ﺍﳋﻼﺻﺔ ٣٩ ....................................................................
ﺏ .ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ٤٢ .................................................................
ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ
ز
ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ
ﺍﺧﺘﺎﺭﺕ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻮﺿﻮﻉ "ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ"
ﻷﻥ ﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻌﺮﻓﺔ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻭﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻌﺮﻓﺔ
ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲝﺚ ﻛﻴﻔﻲ ،ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻨﻬﺠﺎ ﻭﺻﻔﻴﺎ ﺑﺪﺭﺍﺳﺔ ﺗﺘﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ
ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﲝﺜﻬﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱴ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﻛﺎﻟﻜﺘﺐ ،ﻭﰱ ﲢﻠﻴﻞ ﻫﺬﺍ
ﺍﻟﺒﺤﺚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﰒ ﻗﺎﻣﺖ ﺑﺘﻌﺮﻑ ﻭﻓﻬﻤﻬﺎ ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
ﺑﻌﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﺟﺪﺕ
ﺃﺳﺎﻟﻴﺐ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭ ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﺘﺪﺇ ﻣﻨﻬﺎ :ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﺗﺪﺭﻳﺒﺎﺕ ﺍﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻋﺪﺓ ﻣﺮﺍﺕ ﻭﻳﺴﺘﻤﻊ ﺍﻟﻄﻼﺏ ﻭﻳﻘﻠﺪﻭﻩ ﺑﺪﻭﻥ ﻧﻈﺮ ﺍﻟﻜﺘﺎﺑﺔ ،ﻣﺜﻞ ﻳﻘﻮﻝ ﺍﳌﺪﺭﺱ "ﻫﺬﺍ ﺃﲪﺪ"
ﹼﰒ ﻳﻘﻠﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﺪﺭﺱ ،ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﺘﺒﺪﻳﻞ "ﻫﺬﺍ" ﺏ "ﺫﻟﻚ" ﻓﻴﺠﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ
ﺑﺎﻟﺘﺒﺪﻳﻞ "ﻫﺬﺍ" ﺏ"ﺫﻟﻚ" ﻣﺜﻞ :ﻫﺬﺍ ﺃﲪﺪ ﺑﺬﻟﻚ ﺃﲪﺪ ،ﰒ ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ "ﻫﺬﻩ" ﻋﺪﺓ
ﻣﺮﺍﺕ .ﻣﺜﻞ "ﻫﺬﻩ ﻋﺎﺋﺸﺔ ﰒ ﻳﻘﻠﺪ ﺍﻟﺘﻼﻣﻴﺬ ،ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﺘﺒﺪﻳﻞ "ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ﰒ
ﳚﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﻟﺘﺒﺪﻳﻞ "ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ،ﻣﺜﻞ "ﻫﺬﻩ ﻋﺎﺋﺸﺔ" ﺏ "ﺗﻠﻚ ﻋﺎﺋﺸﺔ" ،ﻹﻛﻤﺎﻝ
ﺗﺪﺭﻳﺒﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﻟﻴﺤﻔﻈﻮﺍ ﺃﳕﺎﻁ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﺃﳕﺎﻁ ﺗﻐﻴﲑﻫﺎ ،ﻣﺜﻞ "ﻫﺬﺍ" ﺏ
"ﺫﻟﻚ"": ،ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ﰒ ﳛﻔﻈﻮﺎ ،ﺑﻌﺪ ﺫﻟﻚ ﻳﺒﻴﻦ ﺍﳌﺪﺭﺱ ﻣﻌﲎ ﻭﻳﻔﺮﻕ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﲔ
ﻫﺬﺍ ﻭﻫﺬﻩ ،ﺫﻟﻚ ﻭﺗﻠﻚ ،ﻫﺬﺍ ﻭﻫﺬﻩ ﳌﻌﲎ ﺍﻟﻘﺮﻳﺐ ﺑﻞ ﺫﻟﻚ ﻭﺗﻠﻚ ﳌﻌﲎ ﺍﻟﺒﻌﻴﺪ ،ﻭﻫﺬﺍ ﻭﺫﻟﻚ ﳌﻌﲎ
ﺍﳌﺬﻛﺮ ﻭﻫﺬﻩ ﻭﺗﻠﻚ ﳌﻌﲎ ﻟﻠﻤﺆﻧﺚ ،ﻻﺑﺪ ﻟﻠﻤﺪ ﺭﺱ ﺃﻥ ﻳﺒﲔ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﳉﻤﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳛﻞ
ﳏﻞ ﺍﳌﺒﺘﺪﺃ ﻷﺎ ﰱ ﺃﻭﻝ ﺍﳉﻤﻠﺔ .ﺍﺫﺍ ﳛﻔﻈﻮﻥ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺃﳕﺎﻁ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻳﻌﻄﻰ ﺍﳌﺪﺭﺱ
ﺗﺪﺭﻳﺎﺕ ،ﻳﻌﻄﻰ ﺍﳌﺪﺭﺱ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻭ ﻭﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ ﻋﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻷﺧﺮ ﺍﻟﺪﺭﺳﺎﺕ.
ﻭﺧﻼﺻﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻲ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﳌﺪﺭﺱ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﻴﺘﺪﺃ ﻷﺎ ﲝﺚ ﺍﻟﺒﺎﺣﺜﺔ ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﺘﺪﺇ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
ح
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﺍﳌﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰱ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ ﻫﻲ :ﺍﳌﻔﺮﺩﺍﺕ
ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ١.ﻭﻳﻘﺼﺪ ﺑﺎﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻨﺤﻮﻳﺔ ،ﺇﺫ ﺇﻥ ﻣﻦ ﻣﻬﻤﺎﺕ
ﺍﳌﻄﺎﻟﺐ ﺎ ﻣﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﻳﻌﻠﻢ ﻃﻼﺑﻪ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺑﺼﺮﻓﻬﺎ ﻭﳓﻮﻫﺎ ٢.ﻭﺃﻣﺎ ﺍﻟﻨﺤﻮ ﻣﻨﻬﺎ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻓﻬﻲ ﻣﻦ ﺇﺣﺪﻯ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻟﱴ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺴﻴﻄﺮﻭﻫﺎ ﻟﻠﺴﻬﻮﻟﺔ ﻋﻠﻰ
ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺷﻔﻮﻳﺔ ﻛﺎﻧﺖ ﺃﻡ ﲢﺮﻳﺮﻳﺔ.
ﻭﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﳚﻴﺪ ﺑﺎﻟﺼﻌﻮﺑﺎﺕ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻫﻨﺎﻙ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﺍﻟﱴ
ﻳﺆﺛﺮ ﰱ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﻓﻬﻤﻬﺎ .ﻛﻌﺪﻡ ﺗﻨﺎﺳﺐ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ ﲟﺎﺩﺓ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﺣﱴ ﻻ ﻳﻔﻬﻤﻮﻫﺎ .ﻋﺪﻡ ﺳﻴﻄﺮﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺃﳕﺎﻁ ﺍﳉﻤﻠﺔ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺣﱴ ﻻﻳﺴﺘﻄﻴﻊ
١ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻝﻐﺎﻝﻲ ﻭﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ ،ﺃﺴﺱ ﺇﻋﺩﺍﺩ ﺍﻝﻜﺘﺏ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﻐﻴﺭ ﺍﻝﻨﺎﻁﻘﻴﻥ ﺒﺎﻝﻌﺭﺒﻴﺔ،
)ﺍﻝﺭﻴﺎﺽ :ﺩﺍﺭ ﺍﻝﻐﺎﻝﻲ ﻝﻠﻁﺒﻊ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ( ،ﺹ .٣٩
٢ﻓﺨﺭ ﺍﻝﺭﺍﺯﻱ ،ﻋﺯﻴﺯ ﻭ ﻤﺤﺼﻥ ﻨﻭﻭﻱ ،ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺠﺎﻜﺭﺘﺎ :
ﻗﺴﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺠﺎﻤﻌﺔ ﺸﺭﻴﻑ ﻫﺩﺍﻴﺔ ﺍﷲ ﺍﻹﺴﻼﻤﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺠﺎﻜﺭﺘﺎ
١٤٢٧ﻫـ٢٠٠٦/ﻡ( ،ﺹ ٦١
١
ﺍﻟﺘﻼﻣﻴﺬ ﺃﻥ ﻳﻔﺮﻗﻮﺍ ﻳﱭ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ ﻭﺑﲔ ﺍﳌﺆﻧﺚ ﻭﺍﳌﺬﻛﺮ ﻭﺍﳌﻔﺮﺩ ﻭﺍﳉﻤﻊ ،ﱂ
ﻟﻴﺴﺘﻌﻤﻠﻮﺍ ﻫﺎ ﰱ ﺍﳉﻤﻠﺔ.
ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﳘﻴﺔ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ،ﻓﺘﻌﺘﻘﺪ
ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺷﻲﺀ ﻫﺎﻡ ﻟﻴﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ ﰱ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺘﻪ .ﺇﺿﺎﻓﺔ ﺇﱃ
ﺫﻟﻚ ،ﺣﺴﺐ ﻣﺎ ﻣﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﺑﻌﺾ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﱂ ﻳﻄﺒﻘﻮﺍ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ
ﺣﲔ ﻳﻌﻠﻤﻮﻢ ﲟﺎ ﻓﻴﻬﺎ ﺣﲔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
ﻓﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﲟﺎ ﻓﻴﻬﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﻭﻫﻲ ﲟﻔﻬﻮﻣﻬﺎ
ﺍﻟﻮﺍﺳﻊ ﺗﻌﲏ ﳎﻤﻮﻋﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺘﻢ ﺑﻮﺍﺳﻄﺘﻬﺎ ﺗﻨﻈﻴﻢ ﺍﺎﻝ ﺍﳋﺎﺭﺟﻲ ﻟﻠﻤﺘﻌﻠﻢ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ
ﺃﻫﺪﺍﻑ ﺗﺮﺑﻮﻳﺔ ﻣﻌﻴﻨﺔ.
٣
ﻭﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺜﲑﺓ ﻣﻨﻬﺎ :ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﻭﻃﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ
ﻭﻃﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻔﻬﻢ ﻓﻌﻞ ﺍﻟﺮﻣﻮﺯ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ.
٤
ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﻌﻠﹼﻢ ﺃﻥ ﳜﺘﺎﺭ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻊ ﺣﺎﺟﺔ ﺍﻟﻄﻼﺏ ﻭﺍﳌﺎﺩﺓ
ﺍﻟﺪﺭﺍﺳﻴﺔ .ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﰱ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﳌﺮﺟﻮ ﰱ ﺍﻟﻈﺮﻭﻑ
ﺍﳋﺎﺻﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﻭﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ،ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﻌﻠﻢ ﺃﻥ ﳛﻜﻢ ﲟﺠﻤﻮﻋﺔ ﻣﻦ
ﺍﻟﻌﻮﺍﻣﻞ ،ﻫﻲ:
.١ﺍﺘﻤﻊ ﺍﻟﺬﻱ ﺗﺪﺭﺱ ﻓﻴﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ.
.٢ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ.
.٣ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺳﲔ ﻭ ﺧﺼﺎﺋﺼﻬﻢ.
.٤ﺍﻟﻠﻐﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺪﺍﺭﺳﲔ.
٣ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻐﻴﺭ ﺍﻝﻨﺎﻁﻘﻴﻥ ﺒﻬﺎ :ﻤﻨﺎﻫﺠﻪ ﻭﺃﺴﺎﻝﻴﺒﻪ) ،ﺍﻝﺭﺒﺎﻁ :ﻤﻨﺸﻭﺭﺍﺕ
ﺍﻝﻤﻨﻅﻤﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﺜﻘﺎﻓﺔ ،(١٩٤٩ ،ﺹ٦٩ .
٤ﺍﻝﻌﺭﺒﻲ ،ﺼﻼﺡ ﻋﺒﺩ ﺍﻝﻤﺠﻴﺩ ،ﺘﻌﻠﻡ ﺍﻝﻠﻐﺎﺕ ﺍﻝﺤﻴﺔ ﻭﺘﻌﻠﻴﻤﻬﺎ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ) ،ﺍﻝﻘﺎﻫﺭﺓ:
ﻤﻜﺘﺒﺔ ﻝﺒﻨﺎﻥ ،(١٩٨١ ،ﺹ .٤٠
٢
.٥ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ.
.٦ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺮﺍﺩ ﺗﻌﻠﻴﻤﻬﺎ.
٥
ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻬﺎ ﰱ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻇﻬﺮﺕ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﺳﺘﺠﺎﺑﺔ ﻷﻣﺮﻳﻦ ﻣﻬﻤﲔ ﰲ ﲬﺴﻴﻨﺎﺕ ﻭﺳﺘﻴﻨﺎﺕ ﻗﺮﻥ
ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ،ﳘﺎ :ﻗﻴﺎﻡ ﻋﺪﺩ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻭﺍﻟﻠﻐﻮﻳﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳍﻨﺪﻳﺔ ﻏﲑ ﺍﳌﻜﺘﻮﺑﺔ
ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ،ﻭﺗﻄﻮﺭ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﳑﺎ ﻗﺮﺏ ﺍﳌﺴﺎﻓﺎﺕ ﺑﲔ
ﺃﻓﺮﺍﺩﻫﺎ.
٦
ﻭﻗﺪ ﺃﲨﻞ ﻣﻮﻟﺘﻮﻥ ) (١٦ﻣﺒﺎﺩﺋﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ ﰱ ﲬﺲ ﻓﺮﺿﻴﺎﺕ ﻧﻌﺮﺿﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ:
.١ﺍﻟﻠﻐﺔ ﻫﻲ ﺍﻟﻜﻼﻡ ﺍﳌﻨﻄﻮﻕ ،ﻻ ﺍﻟﻜﻼﻡ ﺍﳌﻜﺘﻮﺏ.
.٢ﺍﻟﻠﻐﺔ ﳎﻤﻮﻋﺔ ﻋﺎﺩﺍﺕ
.٣ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺫﺍﺎ ،ﻻ ﺃﻥ ﻳﻌﻠﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻠﻐﺔ
.٤ﺍﻟﻠﻐﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﱴ ﻳﺴﺘﺨﺪﻣﻬﺎ ﻷﳕﺎﻁ ﺍﻟﻐﻮﻳﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﻟﱵ ﻳﻔﺮﺿﻬﺎ ﻋﻠﻴﻬﻢ ﺁﺧﺮﻭﻥ.
.٥ﺍﻟﻠﻐﺎﺕ ﲣﺘﻠﻒ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ.
٧
ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻈﺮ ،ﺗﺮﻯ ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰱ ﳒﺎﺡ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻭﺗﻌﻠﻤﻬﺎ ﻛﻠﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻫﻲ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻭﺫﻟﻚ ﻣﺎ
ﺗﺪﻓﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﺍﺧﺘﻴﺎﺭ "ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ"
ﻣﻮﺿﻮﻋﺎ ﻟﺒﺤﺜﻬﺎ.
٥ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ .٧٠
٦ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ ١٣٣
٧ﺨﺭﻤﺎ ،ﻨﺎﻴﻑ ﻭ ﻋﻠﻰ ﻫﺠﺎﺝ ،ﺍﻝﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ :ﺘﻌﻠﻴﻤﻬﺎ ﻭ ﺘﻌﻠﹼﻤﻬﺎ) ،ﺍﻝﺼﻔﺎﺓ ﺍﻝﻜﻭﻴﺕ :ﺍﻝﻤﺠﻠﺱ ﻭ
ﺍﻝﻭﻁﻨﻲ ل ﺍﻝﺜﻘﺎﻓﺔ ﻭ ﺍﻝﻔﻨﻭﻥ ﻭ ﺍﻷﺩﺍﺏ ،ﺹ ١٨٠-١٧٦
٣
ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ
.١ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ
ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳋﻠﻔﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺜﺔ ﺃﻥ ﲢﺪﺩ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ
ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻫﻲ ﺗﺸﺘﻤﻞ ﻋﻠﻰ:
(١ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺣﱴ ﱂ ﻳﻔﻬﻤﻮﺍ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
(٢ﻧﻘﺼﺎﻥ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﻓﻬﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ
ﺍﻟﺸﻔﻮﻳﺔ
(٣ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺄﳘﻴﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ
(٤ﻗﻠﺔ ﻛﻔﺎﺀﺓ ﺍﳌﺪﺭﺱ ﰱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ
.٢ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ
ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ:
ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
.٣ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ
ﻧﻈﺮﺍ ﺇﱃ ﻣﺎﺳﺒﻖ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﺍﻵﺗﻴﺔ:
ﻛﻴﻒ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ
ﺃﻣﺎ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻓﻬﻲ :ﻣﻌﺮﻓﺔ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ
ﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﻳﺄﺗﻰ ﲝﺜﻬﺎ ﺑﺎﻟﻔﻮﺍﺋﺪ ﳌﺪﺭﺱ ﺍﻟﹼﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻼﻣﻴﺬ ﰱ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
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.١ﻣﺴﺎﻋﺪﺓ ﻃﻼﺏ ﻗﺴﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
.٢ﺯﻳﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻦ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﻫـ.ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ
ﺗﻮﺩ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﻀﻊ ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻃﺮﻳﻘﺔ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻛﻤﺎ
ﻳﻠﻲ:
.١ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ
ﺃ .ﺍﳌﺼﺎﺩﺭ ﺍﻷﺳﺎﺳﻴﺔ
ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﻜﺘﺐ ﻋﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻛﺎﻟﻜﺘﺎﺏ "ﻣﻠﺨﺺ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ
ﺍﻟﻌﺮﺑﻴﺔ ،ﺃﻣﺜﻠﱴ ﻭ ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﻭ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰱ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻭ
ﺍﻟﻨﺤﻮ ﺍﻟﻮﰱ"
ﺏ .ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ
ﺃﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﱴ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﻓﻬﻲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﺤﺚ ،ﻣﺜﻞ:
ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ ،ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﳊﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ
ﻭﺍﻟﺘﻄﺒﻴﻖ ،ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ،ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﻌﻤﻞ ﺍﻟﻠﻐﻮﻯ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻭﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ ،ﺍﻟﻌﺮﺑﻴﺔ
ﺍﳌﻴﺴﺮﺓ ،ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺍﺧﺮﻯ ،ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳋﲑﺍﺕ ﺍﻟﱴ
ﲤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ.
.٢ﺃﺳﺎﻟﻴﺐ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ
ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲟﻄﺎﻟﻌﺔ ﺍﻟﻜﺘﺐ ﺍﳌﺒﺎﺷﺮ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ
ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﻟﱴ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ،ﻭﺍﻟﻜﺘﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
.٣ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ
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ﰱ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻷﺳﻠﻮﺏ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ ﻭﺍﻟﺘﻔﺴﲑ ﰱ ﺃﺳﺎﻟﻴﺐ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻭﻟﺬﻟﻚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ
ﺑﺎﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ:
.١ﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﻌﺮﻓﻬﺎ ﻭﻓﻬﻤﻬﺎ
ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
.٢ﻭﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ
ﺑﺘﻌﺮﻓﻬﺎ ﻭﻓﻬﻤﻬﺎ ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ
ﻻﲡﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻋﻦ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻫﻮ ﲝﺚ ﲡﺮﰊ ﻻﻳﻘﻮﻡ ﺃﺣﺪ ﺑﺎﻟﺒﺤﺚ ﻋﻨﻪ .ﻗﺪ ﻗﺎﻡ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺎﻟﺒﺤﺚ ﻋﻦ
ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﻗﺎﻡ ﺑﻌﻀﻬﺎ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ
ﻭﻣﻦ ﻫﺆﻻﺀ ﺍﻟﺒﺎﺣﺜﲔ ﻫﻲ:
.١ﺳﺎﺭﻯ ﺳﺮﻯ ﻣﻮﻟﻴﺎﱏ" ،ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ
ﺍﻟﺜﺎﻣﻦ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﲟﻌﻬﺪ "ﺩﺍﺭ ﺍﻟﻌﻤﻞ" ﺳﻮﻛﺎﺑﻮﻣﻲ" .ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ .ﰱ
ﺳﻨﺔ .٢٠٠٩ﻭﺧﻼﺻﺔ ﲝﺜﻬﺎ ﺍﻟﻨﻈﺮ ﺇﱃ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﻭﺗﻘﺪﱘ ﺍﳌﺪﻟﻮﻝ ﺑﻌﻤﻞ
ﺍﻟﺒﺤﺚ ﰱ ﻣﻴﺪﺍﻥ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻪ ،ﺗﻠﺨﺺ ﺍﻟﺒﺎﺣﺜﺔ ﺍﳋﻼﺻﺔ ﺍﻵﺗﻴﺔ.
ﺃﻥ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺟﻴﺪ ﻷﺎ ﺗﻮﺍﻓﻖ ﲟﺮﺍﺣﻞ
ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ ﰱ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺔ ﰱ
ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻷﺎ ﺗﺆﺛﺮ ﻛﺜﲑﺍ ﰱ ﺗﺮﻗﻴﺔ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻼﻣﻴﺬ.
.٢ﺇﺻﻼﺡ ﺍﻷﻧﺎﻡ" ،ﻓﻌﺎﻟﻴﺔ ﺍﻟﻄﹼﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
)(The Audiolingual method
ﰱ
ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ "ﻓﺘﺢ ﺍﻟﻠﹼﻪ" ﺍﳌﺘﻮﺳﻄﺔ
ﺍﻹﺳﻼﻣﻴﺔ ﻓﺎﻧﺘﺸﻮﺭﺍﻥ ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ .ﰱ ﺳﻨﺔ .٢٠٠٨ﺍﳋﻼﺻﺔ.
ﺇﻥ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ
ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻓﻌﺎﻝ .ﻭﺫﻟﻚ ﺑﻮﺟﻮﺩ ﺍﻟﻘ ﻮﺓ ﰱ ﻧﻔﻮﺱ ﺍﻟﺘﻼﻣﻴﺬ
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ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺗﺪﻝ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﻫﻲ ﰱ ﺍﻟﺪﺭﺟﺔ ﺟﻴﺪ ﺟﺪﺍ ﺑﺎﻟﻘﻴﻤﺔ
ﺍﻟﻔﻌﺎﻝ. ٨٠:
.٣ﺗﺮﻯ ﻛﻤﺎﻟﻴﺔ "ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ
ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﻟﻔﻼﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ
ﺍﳋﻼﺻﺔ
.١ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﰱ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ .ﻻﻳﻨﺎﺳﺐ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻷﻥ ﺍﳌﺪﺭﺱ ﰱ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻳﺘﻜﻔﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ
ﲤﺜﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻹﺗﺒﺎﻉ ﻋﺪﺓ ﻣﺮﺍﺕ ﰒ ﻳﻘﻮﻯ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ
.٢ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﺍﻟﱵ ﺳﻠﻜﻬﺎ ﺍﳌﺪﺭﺱ
ﰱ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺃﻗﻞ ﻓﻌﺎﻟﻴﺔ .ﻭﺫﻟﻚ ﻟﻌﺪﺓ ﺃﺳﺒﺎﺏ ﻣﻨﻬﺎ ﻧﻘﺺ
ﺧﱪﺓ ﺍﳌﺪﺭﺱ ﻭﻣﻌﺮﻓﺘﻪ ﻟﻠﻄﺮﻳﻘﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﻧﻘﺺ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻨﺎﺳﺒﺔ ﻹﺟﺮﺍﺀ
ﻋﻤﻠﻴﺘﻪ
ﻭﱂ ﲡﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺒﺤﺚ ﻣﺜﻞ ﻣﺎ ﺗﺒﺤﺚ ﻋﻨﻪ ﺍﻟﺒﺎﺣﺜﺔ .ﺳﺘﺒﺤﺚ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ :ﺃﺳﻠﻮﺏ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
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ﺃ .ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ
ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻌﺎﺭﻳﻒ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻓﻬﻲ ﻛﻤﺎﻳﻠﻲ:
.١ﺍﺳﻢ ﻣﺒﲏ ﻳﺪﻝ ﻣﻌﲔ ﺑﺎﻹﺷﺎﺭﺓ ﺇﻟﻴﻪ.
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.٢ﻣﺎ ﺩ ﹼﻝ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺈﺷﺎﺭﺓ ﳏﺴﻮﺳﺔ ﺇﻟﻴﻪ
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.٣ﺍﺳﻢ ﻳﻌﲔ ﻣﺪﻟﻮﻟﻪ ﺗﻌﻴﻴﻨﺎ ﻣﻘﺮﻭﻧﺎ ﺑﺈﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺇﻟﻴﻪ
.٤ﺍﺳﻢ ﻳﺸﺎﺭ ﺇﱃ ﺇﻧﺴﺎﻥ ﺃﻭﺷﻲﺀ ﺁﺧﺮ
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.٥ﻭﻗﺎﻝ ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﻴﲎ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻫﻲ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
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١ﻨﻌﻤﺔ ،ﻓﺅﺍﺩ ،ﻤﻠﺨﺹ ﻗﻭﺍﻋﺩ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺒﻴﺭﻭﺕ :ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻹﺴﻼﻤﻴﺔ( ،ﺹ ١٢١
٢ﺭﻀﺎ ،ﻋﻠﻰ ﺍﻝﻤﺭﺠﻊ ﻓﻰ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻨﺤﻭﻫﺎ ﻭﺼﺭﻓﻬﺎ ﺍﻝﺠﺯﺀ ﺍﻷﻭل) ،ﺒﻴﺭﻭﺕ :ﺩﺍﺭ ﺍﻝﻔﻜﺭ( ،ﺹ
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ﻋﺒﺎﺱ ﺤﺴﻥ ،ﺍﻝﻨﺤﻭ ﺍﻝﻭﺍﻓﻰ ﺍﻝﺠﺯﺀ ﺍﻷﻭل) ،ﺍﻝﻘﺎﻫﺭﺓ :ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ( ﺹ ٣٢١
٤ﺍﻝﺤﺎﻤﺩ ،ﻋﺒﺩ ﺍﷲ ،ﺴﻠﺴﻠﺔ ﺘﻌﻠﻴﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﺎﻨﻲ ﺍﻝﻨﺤﻭ )،ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ :
ﺠﺎﻤﻌﺔ ﺍﻹﻤﺎﻡ ﻤﺤﻤﺩ ﺒﻥ ﺴﻌﻭﺩ ﺍﻹﺴﻼﻤﻴﺔ( ﺹ.١٤١
٥ﺍﻝﻐﻼﻴﻴﻨﻲ ،ﻤﺼﻁﻔﻰ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺍﻝﻘﺎﻫﺭﺓ :ﺩﺍﺭ ﺍﻝﺤﺩﻴﺙ (٢٠٠٥ ،ﺹ٩ .
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ﺏ .ﺃﻧﻮﺍﻉ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺗﻨﻘﺴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﲝﺴﺐ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺇﱃ ﻗﺴﻤﲔ :ﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ
ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻧﻪ ﻣﻔﺮﺩ ﺃﻭ ﻣﺜﲎ ﺃﻭ ﲨﻊ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺬﻛﲑ ﻭﺍﻟﺘﺄﻧﻴﺚ ﻭﺍﻟﻌﻘﻞ ﻭﻋﺪﻣﻪ ﰱ ﻛﻞ ﺫﻟﻚ،
ﻭﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺃﻳﻀﺎ ،ﻭﻟﻜﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ،ﺃﻭ ﺑﻌﺪﻩ ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ
ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ.
ﻓﺎﻟﻘﺴﻢ ﺍﻷﻭﻝ ﲬﺴﺔ ﺃﻧﻮﺍﻉ:
.١ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻱ ﻋﺎﻗﻼ ﺍﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﺍﺷﻬﺮ ﺃﲰﺎﺋﻪ "ﺫﺍ" .ﻛﻤﺎ
ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﺍ ﳌﻔﺮﺩ ﻣﺬﻛﺮ ﺍﹶﺷﺮ .٦ﳓﻮ ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
.٢ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻣﻄﻠﻘﺎ )ﺃﻱ ﻋﺎﻗﻠﺔ ﺃﻭ ﻏﲑ ﻋﺎﻗﻠﺔ( .ﻭﻫﻮ ﻋﺸﺮﺓ ﺃﻟﻔﺎﻅ،
ﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺬﺍﻝ ﻫﻲ :ﺫﻱ ،ﺫﻩ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﻛﺴﺮﺎ ،ﺫﻩ ﺑﻜﺴﺮ
ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ ،ﺫﺍﺕ ،ﻭﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺘﺎﺀ ،ﻫﻲ ﺗﻰ ،ﺗﺎ ،ﺗﻪ ،ﺗﻪ
ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﺍﻟﻜﺴﺮﺓ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ .ﻛﻤﺎ ﻗﺎﻝ
ﺍﺑﻦ ﻣﺎﻟﻚ ﺑﺬﻯ ﻭﺫﻩ ﺗﻰ ﺗﺎ ﻋﻠﻰ ﺍﻷﻧﺜﻰ ﺍﻗﺘﺼﺮ ٧.ﳓﻮ ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ.
.٣ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﻫﻮ ﻟﻔﻈﺎ ﻭﺍﺣﺪﺓ "ﺫﺍﻥ"
ﺭﻓﻌﺎ ﻭﺗﺼﲑ "ﺫﻳﻦ" ﻧﺼﺒﺎ ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺫﺍﻥ ﺗﺎﻥ ﻟﻠﻤﺜﲎ ﺍﳌﺮﺗﻔﻊ ﻭﰱ
ﺳﻮﺍﻩ ﺫﻳﻦ ﺗﲔ ﺍﺫﻛﺮ ﺗﻄﻊ .ﳓﻮ ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ )ﻃﻪ ،(٦٣:ﺇﻥ ﺫﻳﻦ ﺻﺎﳊﺎﻥ
ﻭﺳﻠﻤﺖ ﻋﻠﻰ ﺫﻳﻦ ﺻﺎﳊﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰱ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺫﺍﻥ ﻭﺫﻳﻦ ،ﳓﻮ ﻗﺪ
ﻗﺮﺉ ﻓﺬﺍﻧﻚ ﺑﺮﻫﺎﻧﺎﻧﺎ )ﺍﻟﻘﺼﺺ(٢٣:
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٦ﻴﻭﺴﻑ ،ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ﻋﻠﻰ ﺃﻝﻔﻴﺔ ﺍﻹﻤﺎﻡ ﺍﺒﻥ ﻤﺎﻝﻙ) ،ﺩﺍﺭ ﺍﻝﻔﻜﺭ ،ﺒﻴﺭﻭﺕ،
(٢٠٠٣ﺹ ١٠٥
٧ﻴﻭﺴﻑ ،ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ،...ﺹ١٠٥ .
٨ﺍﻝﻐﻼﻴﻨﻲ ،ﻤﺼﻁﻔﻰ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ ،...ﺹ١٠٢ .
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.٤ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﻣﻄﻠﻘﺎ ،ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺗﺎﻥ" ﺭﻓﻌﺎ ﻭﺗﺼﲑ "ﺗﲔ" ﻧﺼﺒﺎ
ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﰱ ﺷﻌﺮﻩ ﺍﻟﺴﺎﺑﻖ .ﳓﻮ ﺗﺎﻥ ﻣﺴﻠﻤﺘﺎﻥ ،ﺍ ﹼﻥ ﺗﲔ ﻣﺴﻠﻤﺘﺎﻥ،
ﻓﺮﺣﺖ ﺑﺘﲔ ﺍﳌﺴﻠﻤﺘﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰱ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺗﺎ ﹼﻥ ﻭﺗﲔ ،ﳓﻮ ﻗﺪ ﻗﺮﺉ
ﺇﺣﺪﻯ ﺍﺑﻨﱵ ﻫﺎﺗﲔ )ﺍﻟﻘﺼﺺ(٢٧:
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.٥ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﺠﻤﻊ ﻣﻄﻠﻘﺎ )ﻣﺬﻛﺮﺍ ﻭﻣﺆﻧﺜﺎ ،ﻋﺎﻗﻼ ﻭﻏﲑ ﻋﺎﻗﻞ( ﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺃﻭﱃ"
ﻣﻘﺼﻮﺭﺓ ﺃﻭ "ﺃﻭﻻﺀ" ﳑﺪﻭﺩﺓ ﰱ ﺍﻷﻛﺜﺮ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺑﺄﻭﱃ ﺍﺷﺮ ﳉﻤﻴﻊ ﻣﻄﻠﻘﺎ
ﻭﺍﳌ ﺪ ﺃﻭﱃ ﻭﻟﺪﻯ ﺍﻟﺒﻌﺪ ﺍﻧﻄﻘﺎ .ﳓﻮ ﻫﺎ ﺃﻧﺘﻢ ﺃﻭﻻﺀ ﲢﺒﻮﻢ ﻭﻻ ﳛﺒﻮﻧﻜﻢ )ﺁﻝ
ﻋﻤﺮﺍﻥ(١١٩:
ﺃﻣﺎ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱏ ﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻫﻮ ﺍﻟﹼﺬﻱ ﻳﻼﺣﻈﺔ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﻳﺒﻪ،
ﺃﻭ ﺑﻌﻴﺪﻩ ،ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ ،ﻓﺈﻧﻪ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ:
.١ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﻗﺮﻳﺒﻪ ﻫﻲ ﻛﻞ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻤﻔﺮﺩ
ﻭﺍﳌﻔﺮﺩﺓ ،ﻭﺍﳌﺜﲎ ﻭﺍﳉﻤﻊ ﺑﻨﻮﻋﻬﺎ ،ﻣﻦ ﻏﲑ ﺍﺧﺘﻼﻑ ﰱ ﺍﳊﺮﻛﺎﺕ ﺃﻭ ﺍﳊﺮﻭﻑ ﻭﻣﻦ
ﻏﲑ ﺯﻳﺎﺩﺓ ﺷﻰﺀ ﰱ ﺁﺧﺮ ﺗﻠﻚ ﺍﻻﲰﺎﺀ .ﳓﻮ ﺫﺍ ﻣﺴﺠﺪ ﻛﺒﲑ.
ﻳﺼﺢ ﺃﻥ ﺗﺪﺧﻞ "ﻫﺎ" ﺍﻟﱴ ﻫﻲ ﺣﺮﻑ ﺗﻨﺒﻴﻪ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﳋﺎﱃ ﻣﻦ ﻛﺎﻑ
ﺍﳋﻄﺎﺏ ،ﳓﻮ ﻫﺬﺍ ،ﻫﺬﺍﻥ ،ﻫﺆﻻﺀ ،ﻭﻗﺪ ﲡﺘﻤﻊ ﻣﻊ ﺍﻟﻜﺎﻑ ﺑﺸﺮﻁ ﻋﺪﻡ ﺍﻟﻔﺼﻞ ﺑﺸﻰﺀ -
ﻛﺎﻟﻀﻤﲑ -ﺑﲔ "ﻫﺎ" ﻭﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﳓﻮ ﻫﺬﺍﻙ ،ﻫﺎﺗﺎﻙ ،ﻟﻜﻨﻬﺎ ﺇﺫﺍ ﺍﺟﺘﻤﻌﺎ ﱂ ﻳﺼﺢ
ﳎﻰﺀ ﻻﻡ ﺍﻟﺒﻌﺪ ﻣﻌﻬﻤﺎ ،ﻓﻼ ﳚﻮﺯ ﺃﻥ ﻳﻘﺎﻝ ﻫﺬﺍﻟﻚ ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺍﻟﹼﻠﺎﻡ ﺍﻥ ﻗﺪﻣﺖ
ﻫﺎ ﳑﺘﻨﻌﻪ ١٠.ﳓﻮ ﺇﻥ ﻛﺎﻥ ﻫﺬﺍ ﻫﻮ ﺍﳊ ﻖ )ﺍﻷﻧﻔﺎﻝ (٣٢:ﻛﻜﺎﻑ ﺍﻟﻀﻤﲑ ﰱ ﺣﺮﻛﺘﻬﺎ
ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ
٩ﻤﺼﻁﻔﻰ ﺍﻝﻌﻼﻴﻴﻨﻲ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ١٠٢ .
١٠ﻴﻭﺴﻑ ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ،....ﺼﺯ١٠٦
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.٢ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺗﻮﺳ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ
ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﺇﻋﺪﺍﺩ:
ﺃﻣﻰ ﻳﻮﻟﻴﺎﻧﱴ
١٠٤٠١٢٠٠٠٢٧٩
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﻟﻠﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ
ﺟﺎﻛﺮﺗﺎ
٢٠١١
ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻜﻤﻠﺔ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ
ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﺇﻋﺪﺍﺩ :
ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ ١٠٤٠١٢٠٠٠٢٧٩ :
ﲢﺖ ﺇﺷﺮﻑ:
ﺍﳌﺸﺮﻑ ﺍﻟﺜﺎﻧﻴﺔ
ﺍﳌﺸﺮﻑ ﺍﻷﻭﱃ
)ﺍﻟﺪﻛﺘﻮﺭ ﻫـ.ﺩ.ﻫﺪﻳﺔ ﺍﳌﺎﺟﺴﺘﲑ(
)ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ(
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻛﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﻟﻠﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ
ﺟﺎﻛﺮﺗﺎ
٢٠١١
ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ
ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ
ﺍﳊﻤﺪ ﺍﷲ ﺍﻟﺬﻱ ﻫﺪﺍﻧﺎ ﳍﺬﺍ ﻭﻣﺎ ﻛﻨﺎ ﻟﻨﻬﺘﺪﻱ ﻟﻮﻻ ﺃﻥ ﻫﺪﺍﻧﺎ ﺍﷲ .ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪ
ﺍﳌﺮﺳﻠﲔ ﳏﻤﺪ ﺭﺳﻮﻝ ﺍﷲ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺃﺻﺤﺎﺑﻪ ﺃﲨﻌﲔ.
ﻓﺒﻌﻨﺎﻳﺔ ﺍﷲ ﻭﻗﺪﺭﺗﻪ ﺍﻧﺘﻬﺖ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ ﺍﻟﺸﺮﻭﻁ
ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ
ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ.
ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺪﻯ ﺃﻋﻠﻰ ﺷﻜﺮﻫﺎ ﻭﺗﻘﺪﻳﺮﻫﺎ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻫﺎ ﻭﺃﻋﺎﺎ ﺑﻜﻞ
ﺍﳌﺴﺎﻋﺪﺓ ﻭﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ ﰱ ﺇﺎﺀ ﻫﺬﺍ ﺍﻟﺒﺤﺚ .ﻣﻦ ﻫﺆﻻﺀ:
.١ﻓﻀﻴﻠﺔ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻷﺳﺘﺎﺫ
ﺍﻟﺪﻛﺘﻮﺭ ﺩﻳﺪﻱ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ.
.٢ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺪﻛﺘﻮﺭ ﺩﺭﺩﻳﺮﻱ ﻭﻓﻀﻴﻠﺔ ﺳﻜﺮﺗﲑﻩ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ
.٣ﺳﻴﺎﺩﺓ ﺍﳌﺪﺭﺳﲔ ﺑﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺯﻭﺩﻭﺍ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺎﻟﻌﻠﻮﻡ ﺍﻟﻨﺎﻓﻌﺔ ﺣﱴ
ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﰱ ﻫﺬﺍ ﺍﻟﻘﺴﻢ.
.٤ﻓﻀﻴﻠﺔ ﺩﻛﺘﻮﺭ ﻫــ.ﺩ.ﻫﺪﻳﺔ ﻭﻓﻀﻴﻠﺔ ﻣﺴﻮﺍﱐ ﺍﳌﺎﺟﺴﺘﲑ ﺍﻟﻠﺬﺍﻥ ﺑﺬﻻ ﺟﻬﻮﺩﳘﺎ ﰱ ﺇﺷﺮﺍﻑ
ﺍﻟﺒﺎﺣﺜﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﺷﺮﺍﻓﺎ ﻣﻮﺟﻬﺎ ﻣﻊ ﺍﻟﺼﱪ ﻭﺍﻻﻫﺘﻤﺎﻡ ﺍﻟﻜﺒﲑ ﺣﻼﻝ
ﺃﺷﻐﺎﳍﻤﺎ.
.٥ﻓﻀﻴﻞ ﺃﺑﻴﻬﺎ ﺭﻛﻮﺍﺕ ﺑﻦ ﻛﺮﱘ ﻭﺃﻣﻬﺎ ﻧﻮﺭﺍﲤﻲ ﻫﻲ ﺃﻭﻝ ﻣﻦ ﺃﺭﺷﺪﺎ ﺇﱃ ﺍﻟﻄﺮﻳﻖ ﺍﻟﻘﻮﱘ ﳌﺎ
ﻓﻴﻬﺎ ﺻﻼﺣﺘﻬﺎ ﻭﺃﺷﺮﻛﺘﻬﺎ ﻭﻻﺗﻨﺴﺎﻫﺎ ﰱ ﻣﻨﺎﺟﺘﻬﺎ ﺩﺍﺋﻤﺎ.
.٦ﻭﺃﺧﻲ ﺍﻟﺼﻐﲑ ﺑﻮﺩﻱ ﻳﻮﻟﻴﺎﻧﺘﻮ
.٧ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﺳﺒﻴﻞ ﺍﷲ ﺍﻟﻶﺗﻰ ﺗﺸﺠﻌﻦ ﻭﺗﺪﺍﻓﻌﻨﻬﺎ ﺧﺰﻧﺎ ﻭﺳﻌﺎﺩﺓ ﻣﻨﻬﺎ :ﻣﺮﺍﻋﺎﺓ،
ﺳﺮﻱ ﻣﻠﻴﺎﱐ ،ﺳﱴ ﻣﺴﺘﺸﺮﻓﺔ ،ﺩﻳﻔﻴﺘﺎ ﺯﻟﻴﺎﻧﱵ ،ﺃﻭﱄ ﺳﻮﻟﻴﺴﻲ ،ﻋﺎﺗﻖ ﻣﻔﺘﻮﺣﺔ.
.٨ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﻣﻌﻬﺪ ﺍﻟﻨﻬﻀﺔ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﺘﺜﻘﻴﻒ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﺘﻔﻜﲑ ،ﻭ ﻣﻌﻬﺪ
ﺍﳌﻔﺎﺯﻯ ،ﻭ ﻣﻌﻬﺪ ﺍﻟﻐﺮﺍﺑﺎ ،ﻭ ﻣﻌﻬﺪ ﺍﳌﺴﺘﻨﲑ.
ب
.٩ﲨﻴﻊ ﺃﺻﺪﻗﺎﺀ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻟﺬﻳﻦ
ﻳﺮﺍﻓﻘﻮﺎ ﺣﱴ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ.
ﻭﺃﺧﲑﺍ ﺗﺪﻋﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺍﷲ ﺃﻥ ﳚﺰﻳﻬﻢ ﺃﺣﺴﻦ ﺍﳉﺰﺍﺀ ﻋﻠﻰ ﻣﺎ ﻓﻌﻠﻮﺍ ﻭﻳﺰﻳﺪﻫﻢ ﻓﻀﻠﻪ
ﻭﺑﺮﻛﺎﺗﻪ ،ﻭﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﰱ ﺧﺪﻣﺔ ﺍﳌﻌﻠﻤﲔ ﻭﲨﻴﻊ ﺍﳌﻬﺘﻤﲔ ﺑﺘﻌﻠﻴﻢ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﺁﻣﲔ ﻳﺎﺭﺏ ﺍﻟﻌﺎﳌﲔ.
ﺟﺎﻛﺮﺗﺎ ١١ ،ﺇﺑﺮﻳﻞ ٢٠١١
ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ج
ﺍﻹﻗﺮﺍﺭ
ﺃﻗ ﺮ ﺃﻧﺎ ﺍﳌﻮﻗﻌﺔ ﺃﺩﻧﺎﻩ
ﺍﻻﺳﻢ
:ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ
١٠٤٠١٢٠٠٠٢٧٩ :
ﳏﻞ ﻭﺗﺎﺭﻳﺦ ﺍﳌﻴﻼﺩ
ﺍﻟﻌﻨﻮﺍﻥ
:ﺗﻴﻐﺎﻝ٢٦ ،ﻳﻮﻧﻴﻮ ١٩٨٦
:ﺷﺎﺭﻉ ﺑﻮﻳﺎ ﻫﺎﻣﻜﺎ ﺭﻗﻢ ١٠/٠٣ ١١٥ﻣﺎﺭﻏﺎﺩﺍﻧﺎ ﺗﻴﻐﺎﻝ ﺟﺎﻭﻯ ﺍﻟﻮﺳﻄﻰ ٥٢١٤٣
ﺑﺄﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲢﺖ ﺍﳌﻮﺿﻮﻉ :ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻗﻤﺖ ﺃﻧﺎ
ﺷﺨﺼﻴﺔ ﺑﺈﻋﺪﺍﺩﻩ ﻭﺗﻘﺪﳝﻪ ﺇﱃ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ
ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ،ﻭﻫﻮ ﻛﻠﻪ ﻣﻦ ﺃﻓﻜﺎﺭﻱ ﻣﺎ ﻋﺪﺍ ﺍﳌﻘﺘﺒﺴﺎﺕ ﺍﻟﱵ ﺫﻛﺮﺕ ﻣﺼﺎﺩﺭﻫﺎ ﻭﻣﺮﺍﺟﻌﻬﺎ ،ﻭﻫﻮ ﻣﻦ ﺻﻤﻴﻢ
ﺍﳌﻮﺿﻮﻉ ،ﻭﺃﻧﺎ ﻣﺴﺆﻭﻟﺔ ﻋﻦ ﲨﻴﻊ ﻣﻀﺎﻣﲔ ﺍﻟﺒﺤﺚ ،ﻭﻛﺬﻟﻚ ﺇﺫﺍ ﻭﺟﺪ ﻓﻴﻪ ﺷﲕﺀ ﻣﻦ ﺍﳋﻄﺄ ﻓﻬﻮ ﻳﻘﻊ ﻋﻠﻰ
ﻣﺴﺌﻮﻟﻴﱵ ﺃﻧﺎ ﺷﺨﺼﻴﺎ.
ﺟﺎﻛﺮﺗﺎ ١١ ،ﺇﻓﱪﻳﻞ ٢٠١١
ﺍﻟﺒﺎﺣﺜﺔ ﺍﳌﻘﺮﺓ،
)ﺃﻣﻲ ﻳﻮﻟﻴﺎﻧﱵ(
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ
ﺗﺼﺪﻳﻖ ﳉﻨﺔ ﺍﻹﻣﺘﺤﺎﻥ .................................................................ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ........................................................................ﺏ
ﺍﻹﻗﺮﺍﺭ ...............................................................................ﺩ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ......................................................................ﻩ
ﻣﻠﺨﺺ .............................................................................ﺡ
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﺍﳌﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ١ ..............................................................
ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ ٤ ............................................................
.١ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ ٤ ......................................................
.٢ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ٤ .........................................................
.٣ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ٥ ..........................................................
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ٥ ..............................................................
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ ٥ .................................................................
ﻩ .ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ ٥ ...............................................................
.١ﻣﺼﺎﺩﺭ ﺍﻟﺒﺤﺚ ٥ ...........................................................
.٢ﺃﺳﺎﻟﻴﺐ ﲨﻴﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ٦ .....................................................
.٣ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ٦ ............................................................
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ٦ ............................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺃ .ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ٨ ............................................................
ﺏ .ﺃﻧﻮﺍﻉ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ٩ ............................................................
ﺝ .ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﲔ ﺍﳌﺒﲎ ﻭﺍﳌﻌﺮﺏ ١٢ ................................................
ﺩ .ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ ١٢ ............................................
.١ﻓﺎﺋﺪﺗﻪ ١٢ ..............................................................
.٢ﻣﻮﻗﻊ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ١٥ ...................................................
ﻫــ .ﳕﺎﺫﺝ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ١٩ ........................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ
ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺃ .ﺗﻌﺮﻳﻒ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢١ ................................................
ﺏ .ﻧﺸﺄﺓ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٢ ................................................
ﺝ .ﻣﻼﻣﺢ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٥ ..............................................
ﺩ .ﺍﳌﺰﺍﻳﺎ ﻭﺍﻟﻌﻴﻮﺏ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٦ ......................................
ﻫـ .ﺃﻫﺪﺍﻑ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٢٨ ............................................
و
ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺃ .ﻣﻮﺍﺩ ﺍﻷﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﳌﺪﺭﺳﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ٣١ .............................
ﺏ .ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ٣٢...................................................
٣٣....................................................
ﺝ .ﺗﻘﻮﱘ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺩ .ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ٣٤............................
ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ
ﺍﳋﺎﲤﺔ
ﺃ .ﺍﳋﻼﺻﺔ ٣٩ ....................................................................
ﺏ .ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ٤٢ .................................................................
ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ
ز
ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ
ﺍﺧﺘﺎﺭﺕ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻮﺿﻮﻉ "ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ"
ﻷﻥ ﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻌﺮﻓﺔ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻭﺗﺮﻳﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻌﺮﻓﺔ
ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲝﺚ ﻛﻴﻔﻲ ،ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻨﻬﺠﺎ ﻭﺻﻔﻴﺎ ﺑﺪﺭﺍﺳﺔ ﺗﺘﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻋﺪﺩ ﻣﻦ
ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻮﺿﻮﻉ ﲝﺜﻬﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﱴ ﲢﺘﺎﺟﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﻛﺎﻟﻜﺘﺐ ،ﻭﰱ ﲢﻠﻴﻞ ﻫﺬﺍ
ﺍﻟﺒﺤﺚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﰒ ﻗﺎﻣﺖ ﺑﺘﻌﺮﻑ ﻭﻓﻬﻤﻬﺎ ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
ﺑﻌﺪ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﺳﺎﻟﻴﺐ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﺟﺪﺕ
ﺃﺳﺎﻟﻴﺐ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭ ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﺘﺪﺇ ﻣﻨﻬﺎ :ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﺗﺪﺭﻳﺒﺎﺕ ﺍﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻋﺪﺓ ﻣﺮﺍﺕ ﻭﻳﺴﺘﻤﻊ ﺍﻟﻄﻼﺏ ﻭﻳﻘﻠﺪﻭﻩ ﺑﺪﻭﻥ ﻧﻈﺮ ﺍﻟﻜﺘﺎﺑﺔ ،ﻣﺜﻞ ﻳﻘﻮﻝ ﺍﳌﺪﺭﺱ "ﻫﺬﺍ ﺃﲪﺪ"
ﹼﰒ ﻳﻘﻠﺪ ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﺪﺭﺱ ،ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﺘﺒﺪﻳﻞ "ﻫﺬﺍ" ﺏ "ﺫﻟﻚ" ﻓﻴﺠﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ
ﺑﺎﻟﺘﺒﺪﻳﻞ "ﻫﺬﺍ" ﺏ"ﺫﻟﻚ" ﻣﺜﻞ :ﻫﺬﺍ ﺃﲪﺪ ﺑﺬﻟﻚ ﺃﲪﺪ ،ﰒ ﻳﻘﺮﺃ ﺍﳌﺪﺭﺱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ "ﻫﺬﻩ" ﻋﺪﺓ
ﻣﺮﺍﺕ .ﻣﺜﻞ "ﻫﺬﻩ ﻋﺎﺋﺸﺔ ﰒ ﻳﻘﻠﺪ ﺍﻟﺘﻼﻣﻴﺬ ،ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﺍﻟﺘﻼﻣﻴﺬ ﻟﺘﺒﺪﻳﻞ "ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ﰒ
ﳚﻴﺐ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺎﻟﺘﺒﺪﻳﻞ "ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ،ﻣﺜﻞ "ﻫﺬﻩ ﻋﺎﺋﺸﺔ" ﺏ "ﺗﻠﻚ ﻋﺎﺋﺸﺔ" ،ﻹﻛﻤﺎﻝ
ﺗﺪﺭﻳﺒﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻄﻠﺐ ﺍﳌﺪﺭﺱ ﻟﻴﺤﻔﻈﻮﺍ ﺃﳕﺎﻁ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﺃﳕﺎﻁ ﺗﻐﻴﲑﻫﺎ ،ﻣﺜﻞ "ﻫﺬﺍ" ﺏ
"ﺫﻟﻚ"": ،ﻫﺬﻩ" ﺏ "ﺗﻠﻚ" ﰒ ﳛﻔﻈﻮﺎ ،ﺑﻌﺪ ﺫﻟﻚ ﻳﺒﻴﻦ ﺍﳌﺪﺭﺱ ﻣﻌﲎ ﻭﻳﻔﺮﻕ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﲔ
ﻫﺬﺍ ﻭﻫﺬﻩ ،ﺫﻟﻚ ﻭﺗﻠﻚ ،ﻫﺬﺍ ﻭﻫﺬﻩ ﳌﻌﲎ ﺍﻟﻘﺮﻳﺐ ﺑﻞ ﺫﻟﻚ ﻭﺗﻠﻚ ﳌﻌﲎ ﺍﻟﺒﻌﻴﺪ ،ﻭﻫﺬﺍ ﻭﺫﻟﻚ ﳌﻌﲎ
ﺍﳌﺬﻛﺮ ﻭﻫﺬﻩ ﻭﺗﻠﻚ ﳌﻌﲎ ﻟﻠﻤﺆﻧﺚ ،ﻻﺑﺪ ﻟﻠﻤﺪ ﺭﺱ ﺃﻥ ﻳﺒﲔ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﳉﻤﻠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳛﻞ
ﳏﻞ ﺍﳌﺒﺘﺪﺃ ﻷﺎ ﰱ ﺃﻭﻝ ﺍﳉﻤﻠﺔ .ﺍﺫﺍ ﳛﻔﻈﻮﻥ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻦ ﺃﳕﺎﻁ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻳﻌﻄﻰ ﺍﳌﺪﺭﺱ
ﺗﺪﺭﻳﺎﺕ ،ﻳﻌﻄﻰ ﺍﳌﺪﺭﺱ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻭ ﻭﺍﺟﺒﺎﺕ ﺍﳌﱰﻟﻴﺔ ﻋﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻷﺧﺮ ﺍﻟﺪﺭﺳﺎﺕ.
ﻭﺧﻼﺻﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻲ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺴﺘﻌﻤﻞ ﺍﳌﺪﺭﺱ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﻴﺘﺪﺃ ﻷﺎ ﲝﺚ ﺍﻟﺒﺎﺣﺜﺔ ﺧﻄﻮﺍﺕ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻛﺎﳌﺒﺘﺪﺇ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
ح
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﺍﳌﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰱ ﳎﺎﻝ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺘﻌﻠﻢ ﻫﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ ﻫﻲ :ﺍﳌﻔﺮﺩﺍﺕ
ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ١.ﻭﻳﻘﺼﺪ ﺑﺎﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻨﺤﻮﻳﺔ ،ﺇﺫ ﺇﻥ ﻣﻦ ﻣﻬﻤﺎﺕ
ﺍﳌﻄﺎﻟﺐ ﺎ ﻣﻌﻠﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻥ ﻳﻌﻠﻢ ﻃﻼﺑﻪ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺑﺼﺮﻓﻬﺎ ﻭﳓﻮﻫﺎ ٢.ﻭﺃﻣﺎ ﺍﻟﻨﺤﻮ ﻣﻨﻬﺎ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻓﻬﻲ ﻣﻦ ﺇﺣﺪﻯ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻠﻐﺔ ﺍﻟﱴ ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺴﻴﻄﺮﻭﻫﺎ ﻟﻠﺴﻬﻮﻟﺔ ﻋﻠﻰ
ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺷﻔﻮﻳﺔ ﻛﺎﻧﺖ ﺃﻡ ﲢﺮﻳﺮﻳﺔ.
ﻭﻛﺜﲑ ﻣﻦ ﺍﻟﻄﻼﺏ ﳚﻴﺪ ﺑﺎﻟﺼﻌﻮﺑﺎﺕ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻫﻨﺎﻙ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻷﺧﺮﻯ ﺍﻟﱴ
ﻳﺆﺛﺮ ﰱ ﺻﻌﻮﺑﺔ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﻓﻬﻤﻬﺎ .ﻛﻌﺪﻡ ﺗﻨﺎﺳﺐ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻭﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ ﲟﺎﺩﺓ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﺣﱴ ﻻ ﻳﻔﻬﻤﻮﻫﺎ .ﻋﺪﻡ ﺳﻴﻄﺮﺓ ﺍﻟﺘﻼﻣﻴﺬ ﻋﻠﻰ ﺃﳕﺎﻁ ﺍﳉﻤﻠﺔ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺣﱴ ﻻﻳﺴﺘﻄﻴﻊ
١ﻨﺎﺼﺭ ﻋﺒﺩ ﺍﷲ ﺍﻝﻐﺎﻝﻲ ﻭﻋﺒﺩ ﺍﻝﺤﻤﻴﺩ ﻋﺒﺩ ﺍﷲ ،ﺃﺴﺱ ﺇﻋﺩﺍﺩ ﺍﻝﻜﺘﺏ ﺍﻝﺘﻌﻠﻴﻤﻴﺔ ﻝﻐﻴﺭ ﺍﻝﻨﺎﻁﻘﻴﻥ ﺒﺎﻝﻌﺭﺒﻴﺔ،
)ﺍﻝﺭﻴﺎﺽ :ﺩﺍﺭ ﺍﻝﻐﺎﻝﻲ ﻝﻠﻁﺒﻊ ﻭﺍﻝﻨﺸﺭ ﻭﺍﻝﺘﻭﺯﻴﻊ( ،ﺹ .٣٩
٢ﻓﺨﺭ ﺍﻝﺭﺍﺯﻱ ،ﻋﺯﻴﺯ ﻭ ﻤﺤﺼﻥ ﻨﻭﻭﻱ ،ﺃﺴﺎﻝﻴﺏ ﺘﺩﺭﻴﺱ ﺍﻝﻤﻬﺎﺭﺍﺕ ﺍﻝﻠﻐﻭﻴﺔ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺠﺎﻜﺭﺘﺎ :
ﻗﺴﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻜﻠﻴﺔ ﺍﻝﺘﺭﺒﻴﺔ ﻭﺍﻝﺘﻌﻠﻴﻡ ﺠﺎﻤﻌﺔ ﺸﺭﻴﻑ ﻫﺩﺍﻴﺔ ﺍﷲ ﺍﻹﺴﻼﻤﻴﺔ ﺍﻝﺤﻜﻭﻤﻴﺔ ﺠﺎﻜﺭﺘﺎ
١٤٢٧ﻫـ٢٠٠٦/ﻡ( ،ﺹ ٦١
١
ﺍﻟﺘﻼﻣﻴﺬ ﺃﻥ ﻳﻔﺮﻗﻮﺍ ﻳﱭ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ ﻭﺑﲔ ﺍﳌﺆﻧﺚ ﻭﺍﳌﺬﻛﺮ ﻭﺍﳌﻔﺮﺩ ﻭﺍﳉﻤﻊ ،ﱂ
ﻟﻴﺴﺘﻌﻤﻠﻮﺍ ﻫﺎ ﰱ ﺍﳉﻤﻠﺔ.
ﺑﻨﺎﺀ ﻋﻠﻰ ﺃﳘﻴﺔ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻷﻫﺪﺍﻑ ﺍﳌﻨﺸﻮﺩﺓ ،ﻓﺘﻌﺘﻘﺪ
ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺷﻲﺀ ﻫﺎﻡ ﻟﻴﺴﺎﻋﺪ ﺍﳌﻌﻠﻢ ﰱ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺘﻪ .ﺇﺿﺎﻓﺔ ﺇﱃ
ﺫﻟﻚ ،ﺣﺴﺐ ﻣﺎ ﻣﻌﺮﻓﺔ ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﺑﻌﺾ ﻣﺪﺭﺳﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﱂ ﻳﻄﺒﻘﻮﺍ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ
ﺣﲔ ﻳﻌﻠﻤﻮﻢ ﲟﺎ ﻓﻴﻬﺎ ﺣﲔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
ﻓﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻌﻨﺎﺻﺮ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﲟﺎ ﻓﻴﻬﺎ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﻭﻫﻲ ﲟﻔﻬﻮﻣﻬﺎ
ﺍﻟﻮﺍﺳﻊ ﺗﻌﲏ ﳎﻤﻮﻋﺔ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﱵ ﻳﺘﻢ ﺑﻮﺍﺳﻄﺘﻬﺎ ﺗﻨﻈﻴﻢ ﺍﺎﻝ ﺍﳋﺎﺭﺟﻲ ﻟﻠﻤﺘﻌﻠﻢ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ
ﺃﻫﺪﺍﻑ ﺗﺮﺑﻮﻳﺔ ﻣﻌﻴﻨﺔ.
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ﻭﻃﺮﻕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﺜﲑﺓ ﻣﻨﻬﺎ :ﻃﺮﻳﻘﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺘﺮﲨﺔ ﻭﻃﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻘﺮﺍﺀﺓ
ﻭﻃﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﻃﺮﻳﻘﺔ ﺍﻟﻔﻬﻢ ﻓﻌﻞ ﺍﻟﺮﻣﻮﺯ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻣﺎ ﺇﱃ ﺫﻟﻚ.
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ﻓﻴﻨﺒﻐﻲ ﻋﻠﻰ ﺍﳌﻌﻠﹼﻢ ﺃﻥ ﳜﺘﺎﺭ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻊ ﺣﺎﺟﺔ ﺍﻟﻄﻼﺏ ﻭﺍﳌﺎﺩﺓ
ﺍﻟﺪﺭﺍﺳﻴﺔ .ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﱵ ﺗﺴﺎﻋﺪ ﰱ ﲢﻘﻴﻖ ﺍﳍﺪﻑ ﺍﳌﺮﺟﻮ ﰱ ﺍﻟﻈﺮﻭﻑ
ﺍﳋﺎﺻﺔ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ .ﻭﰲ ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﻨﺎﺳﺒﺔ ،ﻳﻨﺒﻐﻲ ﻋﻠﻰ ﻣﻌﻠﻢ ﺃﻥ ﳛﻜﻢ ﲟﺠﻤﻮﻋﺔ ﻣﻦ
ﺍﻟﻌﻮﺍﻣﻞ ،ﻫﻲ:
.١ﺍﺘﻤﻊ ﺍﻟﺬﻱ ﺗﺪﺭﺱ ﻓﻴﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ.
.٢ﺃﻫﺪﺍﻑ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻛﻠﻐﺔ ﺛﺎﻧﻴﺔ.
.٣ﻣﺴﺘﻮﻯ ﺍﻟﺪﺍﺭﺳﲔ ﻭ ﺧﺼﺎﺋﺼﻬﻢ.
.٤ﺍﻟﻠﻐﺔ ﺍﻟﻘﻮﻣﻴﺔ ﻟﻠﺪﺍﺭﺳﲔ.
٣ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ﻝﻐﻴﺭ ﺍﻝﻨﺎﻁﻘﻴﻥ ﺒﻬﺎ :ﻤﻨﺎﻫﺠﻪ ﻭﺃﺴﺎﻝﻴﺒﻪ) ،ﺍﻝﺭﺒﺎﻁ :ﻤﻨﺸﻭﺭﺍﺕ
ﺍﻝﻤﻨﻅﻤﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻝﻠﺘﺭﺒﻴﺔ ﻭﺍﻝﻌﻠﻭﻡ ﻭﺍﻝﺜﻘﺎﻓﺔ ،(١٩٤٩ ،ﺹ٦٩ .
٤ﺍﻝﻌﺭﺒﻲ ،ﺼﻼﺡ ﻋﺒﺩ ﺍﻝﻤﺠﻴﺩ ،ﺘﻌﻠﻡ ﺍﻝﻠﻐﺎﺕ ﺍﻝﺤﻴﺔ ﻭﺘﻌﻠﻴﻤﻬﺎ ﺒﻴﻥ ﺍﻝﻨﻅﺭﻴﺔ ﻭﺍﻝﺘﻁﺒﻴﻕ) ،ﺍﻝﻘﺎﻫﺭﺓ:
ﻤﻜﺘﺒﺔ ﻝﺒﻨﺎﻥ ،(١٩٨١ ،ﺹ .٤٠
٢
.٥ﺇﻣﻜﺎﻧﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ.
.٦ﻣﺴﺘﻮﻯ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﺮﺍﺩ ﺗﻌﻠﻴﻤﻬﺎ.
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ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﳝﻜﻦ ﻟﻠﻤﻌﻠﻢ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻬﺎ ﰱ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻇﻬﺮﺕ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﺳﺘﺠﺎﺑﺔ ﻷﻣﺮﻳﻦ ﻣﻬﻤﲔ ﰲ ﲬﺴﻴﻨﺎﺕ ﻭﺳﺘﻴﻨﺎﺕ ﻗﺮﻥ
ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ،ﳘﺎ :ﻗﻴﺎﻡ ﻋﺪﺩ ﻣﻦ ﻋﻠﻤﺎﺀ ﺍﻟﻨﻔﺲ ﻭﺍﻟﻠﻐﻮﻳﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺎﺕ ﺍﳍﻨﺪﻳﺔ ﻏﲑ ﺍﳌﻜﺘﻮﺑﺔ
ﺑﺎﻟﻮﻻﻳﺎﺕ ﺍﳌﺘﺤﺪﺓ ﺍﻷﻣﺮﻳﻜﻴﺔ ،ﻭﺗﻄﻮﺭ ﻭﺳﺎﺋﻞ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﳑﺎ ﻗﺮﺏ ﺍﳌﺴﺎﻓﺎﺕ ﺑﲔ
ﺃﻓﺮﺍﺩﻫﺎ.
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ﻭﻗﺪ ﺃﲨﻞ ﻣﻮﻟﺘﻮﻥ ) (١٦ﻣﺒﺎﺩﺋﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ ﰱ ﲬﺲ ﻓﺮﺿﻴﺎﺕ ﻧﻌﺮﺿﻬﺎ ﻓﻴﻤﺎ ﻳﻠﻲ:
.١ﺍﻟﻠﻐﺔ ﻫﻲ ﺍﻟﻜﻼﻡ ﺍﳌﻨﻄﻮﻕ ،ﻻ ﺍﻟﻜﻼﻡ ﺍﳌﻜﺘﻮﺏ.
.٢ﺍﻟﻠﻐﺔ ﳎﻤﻮﻋﺔ ﻋﺎﺩﺍﺕ
.٣ﻋﻠﻰ ﺍﳌﻌﻠﻢ ﺃﻥ ﻳﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺫﺍﺎ ،ﻻ ﺃﻥ ﻳﻌﻠﻢ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻠﻐﺔ
.٤ﺍﻟﻠﻐﺔ ﻫﻲ ﺗﻠﻚ ﺍﻟﱴ ﻳﺴﺘﺨﺪﻣﻬﺎ ﻷﳕﺎﻁ ﺍﻟﻐﻮﻳﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﺍﻟﱵ ﻳﻔﺮﺿﻬﺎ ﻋﻠﻴﻬﻢ ﺁﺧﺮﻭﻥ.
.٥ﺍﻟﻠﻐﺎﺕ ﲣﺘﻠﻒ ﻓﻴﻤﺎ ﺑﻴﻨﻬﺎ.
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ﺑﻨﺎﺀ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻈﺮ ،ﺗﺮﻯ ﺍﻟﺒﺎﺣﺜﺔ ﺃ ﹼﻥ ﻣﻦ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆﺛﺮﺓ ﰱ ﳒﺎﺡ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ
ﻭﺗﻌﻠﻤﻬﺎ ﻛﻠﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻫﻲ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ .ﻭﺫﻟﻚ ﻣﺎ
ﺗﺪﻓﻊ ﺍﻟﺒﺎﺣﺜﺔ ﺇﱃ ﺍﺧﺘﻴﺎﺭ "ﺃﺳﻠﻮﺏ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ"
ﻣﻮﺿﻮﻋﺎ ﻟﺒﺤﺜﻬﺎ.
٥ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ .٧٠
٦ﺭﺸﺩﻱ ،ﺃﺤﻤﺩ ﻁﻌﻴﻤﺔ ،ﺘﻌﻠﻴﻡ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ ١٣٣
٧ﺨﺭﻤﺎ ،ﻨﺎﻴﻑ ﻭ ﻋﻠﻰ ﻫﺠﺎﺝ ،ﺍﻝﻠﻐﺔ ﺍﻷﺠﻨﺒﻴﺔ :ﺘﻌﻠﻴﻤﻬﺎ ﻭ ﺘﻌﻠﹼﻤﻬﺎ) ،ﺍﻝﺼﻔﺎﺓ ﺍﻝﻜﻭﻴﺕ :ﺍﻝﻤﺠﻠﺱ ﻭ
ﺍﻝﻭﻁﻨﻲ ل ﺍﻝﺜﻘﺎﻓﺔ ﻭ ﺍﻝﻔﻨﻭﻥ ﻭ ﺍﻷﺩﺍﺏ ،ﺹ ١٨٠-١٧٦
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ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ
.١ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ
ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳋﻠﻔﻴﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﻟﻠﺒﺎﺣﺜﺔ ﺃﻥ ﲢﺪﺩ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ
ﲟﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﻭﻫﻲ ﺗﺸﺘﻤﻞ ﻋﻠﻰ:
(١ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ ﺑﺘﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺣﱴ ﱂ ﻳﻔﻬﻤﻮﺍ ﰱ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
(٢ﻧﻘﺼﺎﻥ ﻗﺪﺭﺓ ﺍﻟﺘﻼﻣﻴﺬ ﰱ ﻓﻬﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ
ﺍﻟﺸﻔﻮﻳﺔ
(٣ﻗﻠﺔ ﺍﻫﺘﻤﺎﻡ ﺍﳌﺪﺭﺱ ﺑﺄﳘﻴﺔ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ
(٤ﻗﻠﺔ ﻛﻔﺎﺀﺓ ﺍﳌﺪﺭﺱ ﰱ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ
.٢ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ
ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻫﻮ:
ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
.٣ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ
ﻧﻈﺮﺍ ﺇﱃ ﻣﺎﺳﺒﻖ ﻣﻦ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﺍﻵﺗﻴﺔ:
ﻛﻴﻒ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ
ﺃﻣﺎ ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ ﻓﻬﻲ :ﻣﻌﺮﻓﺔ ﺇﺟﺮﺍﺀ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ
ﺗﺮﺟﻮ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﻳﺄﺗﻰ ﲝﺜﻬﺎ ﺑﺎﻟﻔﻮﺍﺋﺪ ﳌﺪﺭﺱ ﺍﻟﹼﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﺘﻼﻣﻴﺬ ﰱ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
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.١ﻣﺴﺎﻋﺪﺓ ﻃﻼﺏ ﻗﺴﻢ ﺍﻟﻠﹼﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﻡ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
.٢ﺯﻳﺎﺩﺓ ﺍﻟﻌﻠﻤﻴﺔ ﻋﻦ ﻃﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﻫـ.ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ
ﺗﻮﺩ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﻀﻊ ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺃﺳﺎﻟﻴﺐ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﻃﺮﻳﻘﺔ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻛﻤﺎ
ﻳﻠﻲ:
.١ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ
ﺃ .ﺍﳌﺼﺎﺩﺭ ﺍﻷﺳﺎﺳﻴﺔ
ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﻜﺘﺐ ﻋﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻛﺎﻟﻜﺘﺎﺏ "ﻣﻠﺨﺺ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ
ﺍﻟﻌﺮﺑﻴﺔ ،ﺃﻣﺜﻠﱴ ﻭ ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﻭ ﻛﺘﺎﺏ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﰱ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻭ
ﺍﻟﻨﺤﻮ ﺍﻟﻮﰱ"
ﺏ .ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ
ﺃﻣﺎ ﺍﳌﺼﺎﺩﺭ ﺍﻟﺜﺎﻧﻮﻳﺔ ﺍﻟﱴ ﺗﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ﻓﻬﻲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺒﺤﺚ ،ﻣﺜﻞ:
ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ ،ﺗﻌﻠﹼﻢ ﺍﻟﻠﻐﺔ ﺍﳊﻴﺔ ﻭﺗﻌﻠﻤﻬﺎ ﺑﲔ ﺍﻟﻨﻈﺮﻳﺔ
ﻭﺍﻟﺘﻄﺒﻴﻖ ،ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ،ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﳌﻌﻤﻞ ﺍﻟﻠﻐﻮﻯ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻭﺍﳉﺰﺀ ﺍﻟﺜﺎﻟﺚ ،ﺍﻟﻌﺮﺑﻴﺔ
ﺍﳌﻴﺴﺮﺓ ،ﺃﺳﺎﺳﻴﺎﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻠﻐﺎﺕ ﺍﺧﺮﻯ ،ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳋﲑﺍﺕ ﺍﻟﱴ
ﲤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻣﻦ ﺍﻟﻮﺳﺎﺋﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ.
.٢ﺃﺳﺎﻟﻴﺐ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ
ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﰱ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲟﻄﺎﻟﻌﺔ ﺍﻟﻜﺘﺐ ﺍﳌﺒﺎﺷﺮ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﳌﻌﻠﻮﻣﺎﺕ
ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﳋﱪﺍﺕ ﺍﻟﱴ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺒﺎﺣﺜﺔ ،ﻭﺍﻟﻜﺘﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ.
.٣ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ
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ﰱ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﺴﺘﺨﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻷﺳﻠﻮﺏ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ ﻭﺍﻟﺘﻔﺴﲑ ﰱ ﺃﺳﺎﻟﻴﺐ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﻭﻟﺬﻟﻚ ﺗﻘﻮﻡ ﺍﻟﺒﺎﺣﺜﺔ
ﺑﺎﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ:
.١ﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺄﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺘﻌﺮﻓﻬﺎ ﻭﻓﻬﻤﻬﺎ
ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
.٢ﻭﺗﺼﻨﻴﻒ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻄﺮﻳﻘﺔ ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ،ﻗﺎﻣﺖ ﺍﻟﺒﺎﺣﺜﺔ
ﺑﺘﻌﺮﻓﻬﺎ ﻭﻓﻬﻤﻬﺎ ﻟﺘﻜﻮﻥ ﻭﺍﺿﺤﺔ.
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ
ﻻﲡﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﺗﻌﻠﻴﻢ ﺍﻟﺘﺮﺍﻛﻴﺐ ﻋﻦ ﺃﲰﺎﺀ
ﺍﻹﺷﺎﺭﺓ ﻫﻮ ﲝﺚ ﲡﺮﰊ ﻻﻳﻘﻮﻡ ﺃﺣﺪ ﺑﺎﻟﺒﺤﺚ ﻋﻨﻪ .ﻗﺪ ﻗﺎﻡ ﺑﻌﺾ ﺍﻟﺒﺎﺣﺜﲔ ﺑﺎﻟﺒﺤﺚ ﻋﻦ
ﺍﻟﻄﺮﻳﻘﺔ ﺍﳌﺒﺎﺷﺮﺓ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻭﻗﺎﻡ ﺑﻌﻀﻬﺎ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ
ﻭﻣﻦ ﻫﺆﻻﺀ ﺍﻟﺒﺎﺣﺜﲔ ﻫﻲ:
.١ﺳﺎﺭﻯ ﺳﺮﻯ ﻣﻮﻟﻴﺎﱏ" ،ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ
ﺍﻟﺜﺎﻣﻦ ﻣﻦ ﺍﳌﺪﺭﺳﺔ ﺍﳌﺘﻮﺳﻄﺔ ﲟﻌﻬﺪ "ﺩﺍﺭ ﺍﻟﻌﻤﻞ" ﺳﻮﻛﺎﺑﻮﻣﻲ" .ﺟﺎﻭﻯ ﺍﻟﻐﺮﺑﻴﺔ .ﰱ
ﺳﻨﺔ .٢٠٠٩ﻭﺧﻼﺻﺔ ﲝﺜﻬﺎ ﺍﻟﻨﻈﺮ ﺇﱃ ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ ﻭﺗﻘﺪﱘ ﺍﳌﺪﻟﻮﻝ ﺑﻌﻤﻞ
ﺍﻟﺒﺤﺚ ﰱ ﻣﻴﺪﺍﻥ ﺍﻟﺒﺤﺚ ﻭﲢﻠﻴﻠﻪ ،ﺗﻠﺨﺺ ﺍﻟﺒﺎﺣﺜﺔ ﺍﳋﻼﺻﺔ ﺍﻵﺗﻴﺔ.
ﺃﻥ ﺗﻄﺒﻴﻖ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺟﻴﺪ ﻷﺎ ﺗﻮﺍﻓﻖ ﲟﺮﺍﺣﻞ
ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ ﰱ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ .ﺗﻌﺘﱪ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻃﺮﻳﻘﺔ ﻣﻨﺎﺳﺔ ﰱ
ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺍﺀﺓ ﻷﺎ ﺗﺆﺛﺮ ﻛﺜﲑﺍ ﰱ ﺗﺮﻗﻴﺔ ﻧﺘﻴﺠﺔ ﺗﻌﻠﻴﻢ ﺍﻟﺘﻼﻣﻴﺬ.
.٢ﺇﺻﻼﺡ ﺍﻷﻧﺎﻡ" ،ﻓﻌﺎﻟﻴﺔ ﺍﻟﻄﹼﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ
)(The Audiolingual method
ﰱ
ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﻟﺪﻯ ﺗﻼﻣﻴﺬ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﲟﺪﺭﺳﺔ "ﻓﺘﺢ ﺍﻟﻠﹼﻪ" ﺍﳌﺘﻮﺳﻄﺔ
ﺍﻹﺳﻼﻣﻴﺔ ﻓﺎﻧﺘﺸﻮﺭﺍﻥ ﺟﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ .ﰱ ﺳﻨﺔ .٢٠٠٨ﺍﳋﻼﺻﺔ.
ﺇﻥ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﻨﺤﻮﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﰱ
ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻓﻌﺎﻝ .ﻭﺫﻟﻚ ﺑﻮﺟﻮﺩ ﺍﻟﻘ ﻮﺓ ﰱ ﻧﻔﻮﺱ ﺍﻟﺘﻼﻣﻴﺬ
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ﻭﺍﻟﻨﺘﻴﺠﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺗﺪﻝ ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﻫﺬﺍ ﺍﻻﺳﺘﺨﺪﺍﻡ ﻭﻫﻲ ﰱ ﺍﻟﺪﺭﺟﺔ ﺟﻴﺪ ﺟﺪﺍ ﺑﺎﻟﻘﻴﻤﺔ
ﺍﻟﻔﻌﺎﻝ. ٨٠:
.٣ﺗﺮﻯ ﻛﻤﺎﻟﻴﺔ "ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻟﺪﻯ ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ
ﻣﻦ ﻣﺪﺭﺳﺔ ﺍﻟﻔﻼﺡ ﺍﳌﺘﻮﺳﻄﺔ ﺍﻹﺳﻼﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ ﺍﳉﻨﻮﺑﻴﺔ
ﺍﳋﻼﺻﺔ
.١ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﰱ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ .ﻻﻳﻨﺎﺳﺐ ﺍﻟﻄﺮﻳﻘﺔ
ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﻷﻥ ﺍﳌﺪﺭﺱ ﰱ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﻳﺘﻜﻔﻰ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻣﻦ ﺧﻼﻝ
ﲤﺜﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻻﺳﺘﻤﺎﻉ ﻭﺍﻹﺗﺒﺎﻉ ﻋﺪﺓ ﻣﺮﺍﺕ ﰒ ﻳﻘﻮﻯ ﺑﺎﻟﺘﺪﺭﻳﺒﺎﺕ
.٢ﺇﻥ ﺗﻌﻠﻴﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ ﺍﻟﱵ ﺳﻠﻜﻬﺎ ﺍﳌﺪﺭﺱ
ﰱ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻣﻦ ﻫﺬﻩ ﺍﳌﺪﺭﺳﺔ ﺃﻗﻞ ﻓﻌﺎﻟﻴﺔ .ﻭﺫﻟﻚ ﻟﻌﺪﺓ ﺃﺳﺒﺎﺏ ﻣﻨﻬﺎ ﻧﻘﺺ
ﺧﱪﺓ ﺍﳌﺪﺭﺱ ﻭﻣﻌﺮﻓﺘﻪ ﻟﻠﻄﺮﻳﻘﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻭﻧﻘﺺ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻢ ﺍﳌﻨﺎﺳﺒﺔ ﻹﺟﺮﺍﺀ
ﻋﻤﻠﻴﺘﻪ
ﻭﱂ ﲡﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺍﻟﺒﺤﺚ ﻣﺜﻞ ﻣﺎ ﺗﺒﺤﺚ ﻋﻨﻪ ﺍﻟﺒﺎﺣﺜﺔ .ﺳﺘﺒﺤﺚ ﺍﻟﺒﺎﺣﺜﺔ ﻋﻦ :ﺃﺳﻠﻮﺏ
ﺗﻌﻠﻴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﰱ ﺿﻮﺀ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺸﻔﻮﻳﺔ.
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اب ا
أ
ء ارة
ﺃ .ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ
ﺗﻘﺪﻡ ﺍﻟﺒﺎﺣﺜﺔ ﺗﻌﺎﺭﻳﻒ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱵ ﻳﻌﺮﺿﻬﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻓﻬﻲ ﻛﻤﺎﻳﻠﻲ:
.١ﺍﺳﻢ ﻣﺒﲏ ﻳﺪﻝ ﻣﻌﲔ ﺑﺎﻹﺷﺎﺭﺓ ﺇﻟﻴﻪ.
١
.٢ﻣﺎ ﺩ ﹼﻝ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺈﺷﺎﺭﺓ ﳏﺴﻮﺳﺔ ﺇﻟﻴﻪ
٢
.٣ﺍﺳﻢ ﻳﻌﲔ ﻣﺪﻟﻮﻟﻪ ﺗﻌﻴﻴﻨﺎ ﻣﻘﺮﻭﻧﺎ ﺑﺈﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺇﻟﻴﻪ
.٤ﺍﺳﻢ ﻳﺸﺎﺭ ﺇﱃ ﺇﻧﺴﺎﻥ ﺃﻭﺷﻲﺀ ﺁﺧﺮ
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.٥ﻭﻗﺎﻝ ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﻴﲎ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻫﻲ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
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١ﻨﻌﻤﺔ ،ﻓﺅﺍﺩ ،ﻤﻠﺨﺹ ﻗﻭﺍﻋﺩ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺒﻴﺭﻭﺕ :ﺩﺍﺭ ﺍﻝﺜﻘﺎﻓﺔ ﺍﻹﺴﻼﻤﻴﺔ( ،ﺹ ١٢١
٢ﺭﻀﺎ ،ﻋﻠﻰ ﺍﻝﻤﺭﺠﻊ ﻓﻰ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻨﺤﻭﻫﺎ ﻭﺼﺭﻓﻬﺎ ﺍﻝﺠﺯﺀ ﺍﻷﻭل) ،ﺒﻴﺭﻭﺕ :ﺩﺍﺭ ﺍﻝﻔﻜﺭ( ،ﺹ
٤٩
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ﻋﺒﺎﺱ ﺤﺴﻥ ،ﺍﻝﻨﺤﻭ ﺍﻝﻭﺍﻓﻰ ﺍﻝﺠﺯﺀ ﺍﻷﻭل) ،ﺍﻝﻘﺎﻫﺭﺓ :ﺩﺍﺭ ﺍﻝﻤﻌﺎﺭﻑ( ﺹ ٣٢١
٤ﺍﻝﺤﺎﻤﺩ ،ﻋﺒﺩ ﺍﷲ ،ﺴﻠﺴﻠﺔ ﺘﻌﻠﻴﻡ ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺜﺎﻨﻲ ﺍﻝﻨﺤﻭ )،ﺍﻝﻤﻤﻠﻜﺔ ﺍﻝﻌﺭﺒﻴﺔ ﺍﻝﺴﻌﻭﺩﻴﺔ :
ﺠﺎﻤﻌﺔ ﺍﻹﻤﺎﻡ ﻤﺤﻤﺩ ﺒﻥ ﺴﻌﻭﺩ ﺍﻹﺴﻼﻤﻴﺔ( ﺹ.١٤١
٥ﺍﻝﻐﻼﻴﻴﻨﻲ ،ﻤﺼﻁﻔﻰ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ) ،ﺍﻝﻘﺎﻫﺭﺓ :ﺩﺍﺭ ﺍﻝﺤﺩﻴﺙ (٢٠٠٥ ،ﺹ٩ .
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ﺏ .ﺃﻧﻮﺍﻉ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺗﻨﻘﺴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﲝﺴﺐ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺇﱃ ﻗﺴﻤﲔ :ﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ
ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻧﻪ ﻣﻔﺮﺩ ﺃﻭ ﻣﺜﲎ ﺃﻭ ﲨﻊ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺬﻛﲑ ﻭﺍﻟﺘﺄﻧﻴﺚ ﻭﺍﻟﻌﻘﻞ ﻭﻋﺪﻣﻪ ﰱ ﻛﻞ ﺫﻟﻚ،
ﻭﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺃﻳﻀﺎ ،ﻭﻟﻜﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ،ﺃﻭ ﺑﻌﺪﻩ ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ
ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ.
ﻓﺎﻟﻘﺴﻢ ﺍﻷﻭﻝ ﲬﺴﺔ ﺃﻧﻮﺍﻉ:
.١ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻱ ﻋﺎﻗﻼ ﺍﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﺍﺷﻬﺮ ﺃﲰﺎﺋﻪ "ﺫﺍ" .ﻛﻤﺎ
ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﺍ ﳌﻔﺮﺩ ﻣﺬﻛﺮ ﺍﹶﺷﺮ .٦ﳓﻮ ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
.٢ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻣﻄﻠﻘﺎ )ﺃﻱ ﻋﺎﻗﻠﺔ ﺃﻭ ﻏﲑ ﻋﺎﻗﻠﺔ( .ﻭﻫﻮ ﻋﺸﺮﺓ ﺃﻟﻔﺎﻅ،
ﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺬﺍﻝ ﻫﻲ :ﺫﻱ ،ﺫﻩ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﻛﺴﺮﺎ ،ﺫﻩ ﺑﻜﺴﺮ
ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ ،ﺫﺍﺕ ،ﻭﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺘﺎﺀ ،ﻫﻲ ﺗﻰ ،ﺗﺎ ،ﺗﻪ ،ﺗﻪ
ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﺍﻟﻜﺴﺮﺓ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ .ﻛﻤﺎ ﻗﺎﻝ
ﺍﺑﻦ ﻣﺎﻟﻚ ﺑﺬﻯ ﻭﺫﻩ ﺗﻰ ﺗﺎ ﻋﻠﻰ ﺍﻷﻧﺜﻰ ﺍﻗﺘﺼﺮ ٧.ﳓﻮ ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ.
.٣ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﻫﻮ ﻟﻔﻈﺎ ﻭﺍﺣﺪﺓ "ﺫﺍﻥ"
ﺭﻓﻌﺎ ﻭﺗﺼﲑ "ﺫﻳﻦ" ﻧﺼﺒﺎ ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺫﺍﻥ ﺗﺎﻥ ﻟﻠﻤﺜﲎ ﺍﳌﺮﺗﻔﻊ ﻭﰱ
ﺳﻮﺍﻩ ﺫﻳﻦ ﺗﲔ ﺍﺫﻛﺮ ﺗﻄﻊ .ﳓﻮ ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ )ﻃﻪ ،(٦٣:ﺇﻥ ﺫﻳﻦ ﺻﺎﳊﺎﻥ
ﻭﺳﻠﻤﺖ ﻋﻠﻰ ﺫﻳﻦ ﺻﺎﳊﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰱ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺫﺍﻥ ﻭﺫﻳﻦ ،ﳓﻮ ﻗﺪ
ﻗﺮﺉ ﻓﺬﺍﻧﻚ ﺑﺮﻫﺎﻧﺎﻧﺎ )ﺍﻟﻘﺼﺺ(٢٣:
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٦ﻴﻭﺴﻑ ،ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ﻋﻠﻰ ﺃﻝﻔﻴﺔ ﺍﻹﻤﺎﻡ ﺍﺒﻥ ﻤﺎﻝﻙ) ،ﺩﺍﺭ ﺍﻝﻔﻜﺭ ،ﺒﻴﺭﻭﺕ،
(٢٠٠٣ﺹ ١٠٥
٧ﻴﻭﺴﻑ ،ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ،...ﺹ١٠٥ .
٨ﺍﻝﻐﻼﻴﻨﻲ ،ﻤﺼﻁﻔﻰ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ ،...ﺹ١٠٢ .
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.٤ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﻣﻄﻠﻘﺎ ،ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺗﺎﻥ" ﺭﻓﻌﺎ ﻭﺗﺼﲑ "ﺗﲔ" ﻧﺼﺒﺎ
ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﰱ ﺷﻌﺮﻩ ﺍﻟﺴﺎﺑﻖ .ﳓﻮ ﺗﺎﻥ ﻣﺴﻠﻤﺘﺎﻥ ،ﺍ ﹼﻥ ﺗﲔ ﻣﺴﻠﻤﺘﺎﻥ،
ﻓﺮﺣﺖ ﺑﺘﲔ ﺍﳌﺴﻠﻤﺘﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰱ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺗﺎ ﹼﻥ ﻭﺗﲔ ،ﳓﻮ ﻗﺪ ﻗﺮﺉ
ﺇﺣﺪﻯ ﺍﺑﻨﱵ ﻫﺎﺗﲔ )ﺍﻟﻘﺼﺺ(٢٧:
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.٥ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﺠﻤﻊ ﻣﻄﻠﻘﺎ )ﻣﺬﻛﺮﺍ ﻭﻣﺆﻧﺜﺎ ،ﻋﺎﻗﻼ ﻭﻏﲑ ﻋﺎﻗﻞ( ﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺃﻭﱃ"
ﻣﻘﺼﻮﺭﺓ ﺃﻭ "ﺃﻭﻻﺀ" ﳑﺪﻭﺩﺓ ﰱ ﺍﻷﻛﺜﺮ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺑﺄﻭﱃ ﺍﺷﺮ ﳉﻤﻴﻊ ﻣﻄﻠﻘﺎ
ﻭﺍﳌ ﺪ ﺃﻭﱃ ﻭﻟﺪﻯ ﺍﻟﺒﻌﺪ ﺍﻧﻄﻘﺎ .ﳓﻮ ﻫﺎ ﺃﻧﺘﻢ ﺃﻭﻻﺀ ﲢﺒﻮﻢ ﻭﻻ ﳛﺒﻮﻧﻜﻢ )ﺁﻝ
ﻋﻤﺮﺍﻥ(١١٩:
ﺃﻣﺎ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱏ ﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻫﻮ ﺍﻟﹼﺬﻱ ﻳﻼﺣﻈﺔ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﻳﺒﻪ،
ﺃﻭ ﺑﻌﻴﺪﻩ ،ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ ،ﻓﺈﻧﻪ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ:
.١ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﻗﺮﻳﺒﻪ ﻫﻲ ﻛﻞ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻤﻔﺮﺩ
ﻭﺍﳌﻔﺮﺩﺓ ،ﻭﺍﳌﺜﲎ ﻭﺍﳉﻤﻊ ﺑﻨﻮﻋﻬﺎ ،ﻣﻦ ﻏﲑ ﺍﺧﺘﻼﻑ ﰱ ﺍﳊﺮﻛﺎﺕ ﺃﻭ ﺍﳊﺮﻭﻑ ﻭﻣﻦ
ﻏﲑ ﺯﻳﺎﺩﺓ ﺷﻰﺀ ﰱ ﺁﺧﺮ ﺗﻠﻚ ﺍﻻﲰﺎﺀ .ﳓﻮ ﺫﺍ ﻣﺴﺠﺪ ﻛﺒﲑ.
ﻳﺼﺢ ﺃﻥ ﺗﺪﺧﻞ "ﻫﺎ" ﺍﻟﱴ ﻫﻲ ﺣﺮﻑ ﺗﻨﺒﻴﻪ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﳋﺎﱃ ﻣﻦ ﻛﺎﻑ
ﺍﳋﻄﺎﺏ ،ﳓﻮ ﻫﺬﺍ ،ﻫﺬﺍﻥ ،ﻫﺆﻻﺀ ،ﻭﻗﺪ ﲡﺘﻤﻊ ﻣﻊ ﺍﻟﻜﺎﻑ ﺑﺸﺮﻁ ﻋﺪﻡ ﺍﻟﻔﺼﻞ ﺑﺸﻰﺀ -
ﻛﺎﻟﻀﻤﲑ -ﺑﲔ "ﻫﺎ" ﻭﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﳓﻮ ﻫﺬﺍﻙ ،ﻫﺎﺗﺎﻙ ،ﻟﻜﻨﻬﺎ ﺇﺫﺍ ﺍﺟﺘﻤﻌﺎ ﱂ ﻳﺼﺢ
ﳎﻰﺀ ﻻﻡ ﺍﻟﺒﻌﺪ ﻣﻌﻬﻤﺎ ،ﻓﻼ ﳚﻮﺯ ﺃﻥ ﻳﻘﺎﻝ ﻫﺬﺍﻟﻚ ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺍﻟﹼﻠﺎﻡ ﺍﻥ ﻗﺪﻣﺖ
ﻫﺎ ﳑﺘﻨﻌﻪ ١٠.ﳓﻮ ﺇﻥ ﻛﺎﻥ ﻫﺬﺍ ﻫﻮ ﺍﳊ ﻖ )ﺍﻷﻧﻔﺎﻝ (٣٢:ﻛﻜﺎﻑ ﺍﻟﻀﻤﲑ ﰱ ﺣﺮﻛﺘﻬﺎ
ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ
٩ﻤﺼﻁﻔﻰ ﺍﻝﻌﻼﻴﻴﻨﻲ ،ﺠﺎﻤﻊ ﺍﻝﺩﺭﻭﺱ ﺍﻝﻌﺭﺒﻴﺔ ،....ﺹ١٠٢ .
١٠ﻴﻭﺴﻑ ﺍﻝﺸﻴﺦ ﻤﺤﻤﺩ ﺍﻝﺒﻘﺎﻋﻲ ،ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ،....ﺼﺯ١٠٦
١٠
.٢ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺗﻮﺳ