Dirasah taqobuliyah baina ismul isyarah fi al-lughotaini al-tarbiyah wal Indonesia
دراﺳﺔ ﺗﻘﺎﺑﻠﯿﺔ ﺑﯿﻦ اﺳﻢ اﻹﺷﺎرة
ﻓﻰ اﻟﻠﻐﺘﯿﻦ اﻟﻌﺮﺑﯿﺔ واﻹﻧﺪوﻧﯿﺴﯿﺔ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻮﻓﲑ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ
ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺇﻋﺪﺍﺩ:
ﺃﻣﲑ ﺷﺮﻳـﻒ ﺍﻟﺪﻳـﻦ ﺗﺎﳒـﻮﻧﺦ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ 104012000210
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ﺍﻟﻌـﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ
ﺟـﺎﻣﻌﺔ ﺷﺮﻳـﻒ ﻫـﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴـﺔ ﺍﳊﻜﻮﻣﻴـﺔ
ﺟﺎﻛـﺮﺗﺎ
2007
ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ
ﺭﺳﺎﻟﺔ
ﻣﻘﺪﻡ ﻹﻋﺪﺍﺩ ﲝﺚ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ
ﰱ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺇﻋﺪﺍﺩ:
ﺃﻣﲑ ﺷﺮﻳـﻒ ﺍﻟﺪﻳـﻦ ﺗﺎﳒـﻮﻧﺦ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ 104012000210
ﲢﺖ ﺇﺷﺮﺍﻑ
)ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﳏﺒﺐ ﻋﺒﺪﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ(
)ﺍﳊﺎﺝ ﺃﲪﺪ ﺭﻳﺎﱏ ﺍﳌﺎﺟﺴﺘﲑ(
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ﺍﻟﻌـﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ
ﺟـﺎﻣﻌﺔ ﺷﺮﻳـﻒ ﻫـﺪﺍﻳﺔ ﺍﷲ
ﺍﻹﺳﻼﻣﻴـﺔ ﺍﳊﻜﻮﻣﻴـﺔ
ﺟﺎﻛـﺮﺗﺎ
2007
ﺷﻜﺮ وﺗﻘﺪﯾﺮ
ﺍﳊﻤﺪﷲ ﺍﻟﺬﻯ ﻋﻠﻢ ﺑﺎﻟﻘﻠﻢ ،ﻋﻠﻢ ﺍﻹﻧﺴﺎﻥ ﻣﺎﱂ ﻳﻌﻠﻢ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻟﻪ ﺍﻟـﺬﻯ
ﺑﻠﹼﻎ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺃﺩﻯ ﺍﻷﻣﺎﻧﺔ ﻭﻧﺼﺢ ﺍﻷﻣﺔ.
ﺍﻧﺘﻬﻰ ﺍﻟﻜﺎﺗﺐ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﻌﻮﻥ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺷـﻬﺎﺩﺓ
ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﻣﻦ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴـﺔ ﲜﺎﻛﺮﺗـﺎ ،ﻭﰲ ﻫـﺬﻩ
ﺍﻟﻔﺮﺻﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻠﻘﻲ ﻛﻠﻤﺔ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺇﱃ ﻣﻦ ﺃﻋﻄﺎﱐ ﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻟﻘـﻮﺓ ﻭﺍﻟﻔﺮﺻـﺔ
ﻟﻜﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ،ﻭﻫﻢ ﻛﻤﺎ ﻳﻠﻲ:
.1ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺍﳊﺎﺝ /ﺩﻳﺪﻯ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ
ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ.
.2ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ /ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺳﻜﺮﺗﲑﻩ
ﻓﻀﻴﻠﺔ ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ.
.3ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ /ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺭﻳﺎﱏ ﺍﳌﺎﺟﺴﺘﲑ ﳘﺎ ﺍﻟﻠﺬﺍﻥ
ﻗﺪ ﺃﺭﺷﺪﺍﱐ ﻣﻦ ﺑﺪﺍﻳﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﺎﻳﺘﻪ ،ﺷﻜﺮﺍ ﳍﻤﺎ ﻭﺃﺩﻋﻮ ﺍﷲ ﺃﻥ ﻳﺮﲪﻬﻤـﺎ,
ﻭﻳﻐﻔﺮﳍﻤﺎ ﻭﻳﺮﺯﻗﻬﻤﺎ ﻻﺳﺘﻤﺮﺍﺭ ﺍﻟﺰﻫﺪ ﻭﺍﻟﺘﻘﺪﻡ ﺍﻷﻣﺔ ﺍﳌﺴﺘﻘﺒﻞ.
.4ﺷﻜﺮ ﺍﻟﺒﺎﺣﺚ ﺑﻜﻞ ﺧﻀﻮﻉ ﻭﺧﻠﻮﺹ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﻟﺬﻯ ﻗﺪ ﺑﺬﻻ ﺟﻬـﺪﳘﺎ ﰲ
ﺗﺮﺑﻴﺔ ﺣﺴﻨﺔ ﻭﻗﺪ ﺷﺠﻊ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ،ﳘﺎ ﻗﻠﱯ ﻭﺣﻴﺎﰐ.ﳘﺎ ﺃﺳﻮﰐ.ﻛﺮﻣـﺎ
ﻭﺍﺣﺘﺮﺍﻣﺎ ﳍﻤﺎ ،ﺃﺩﻋﻮﺍﷲ ﺃﻥ ﻳﺮﲪﺎ ﻃﻮﻝ ﺣﻴﺎﻤﺎ .ﻭﻋﻠﻰ ﺃﺧﱴ ﺭﲪﺔ ﺗﺎﳒﻮﻧﺞ ﻭ ﺯﻭﺟﻬـﺎ،
ﺃﺧﻰ ﺍﻟﻜﺒﲑ ﺩﺭﻭﻳﺲ ﺳﺴﻮﻧﺘﻮ ﺗﺎﳒﻮﻧﺞ ﻭﺯﻭﺟﺘﻪ ،ﺃﺧﻰ ﺍﻟﺼﻐﲑ ﻓﻨﺶ ﺩﻳﺴـﺲ ﺳـﻮﻏﻴﻨﺘﻮ
ﺗﺎﳒﻮﻧﺞ ﻭﺯﻭﺟﺘﻪ ﺷﻜﺮﺍ ﳍﻢ ﻋﻠﻰ ﺍﻟﺘﺸﺠﻴﻊ ﺇﱄ ﺃﻧﺎ ،ﺍﻟﻠﻬﻢ ﺍﺟﻌﻞ ﺃﻫﻠﻨﺎ ﻣـﻦ ﺃﻫـﻞ ﺍﻟﺘﻘـﻰ
ﻭﺍﳉﻨﺔ .ﺁﻣﲔ.
.5ﻓﺆﺩﻱ ﻭﻗﺮﺓ ﺃﻋﻴﻮﱐ ﺳﱴ ﺭﺑﻴﻌﺔ ﻋﺪﺍﻭﻳﺔ ﻫﻲ ﺍﻟﱴ ﻗﺎﻣﺖ ﲟﺴﺎﻋﺪﺓ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛـﻞ ﺟﻬـﺪ
ﻭﻋﻠﻰ ﺇﻗﺘﺮﺍﺣﻬﺎ ﰎ ﻫﺬﺍ ﺍﻟﺒﺤﺚ .ﺇﻧﲏ ﺃﺣﺒﺒﺘﻬﺎ ﻟﻜﻮﻧﻪ "ﺍﻟﻠﻬﻢ ﺍﺟﻌﻠﻬﺎ ﻗﺮﺓ ﺃﻋﻴﻮﻧﺎ ﱄ ﻭﻣﻨﺒـﻊ
ﺍﶈﺒﺔ ﱄ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ" ﻟﻦ ﺗﻀﻴﻊ ﻣﻨﺎ ﺍﶈﺒﺔ ﻳﺄﺧﱵ ﺍﻻ ﺑﻌﺪ ﺃﻥ ﺁﺗﻨﺎ ﺍﳌﻤﺎﺕ
.6ﻓﻀﻴﻠﺔ ﺍﻟﻜﺮﺍﻡ ﺃﺧﻮﰐ ﻭﺃﺻﺪﻗﺎﺋﻲ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻨﻬﻢ ﲨﻴـﻊ
ﺃﻋﻀﺎﺀ ﻣﻨﻈﻤﺔ ﺍﻟﻄﻠﺒﺔ ﻣﻌﻬﺪ ﺩﺍﺭﺍﻟﻌﺮﻓﺔ ،ﺃﺧﻲ ﺧﲑ ﺍﻷﺿﺤﻰ ﺷﻜﺮﺍ ﻟﻠﺤﺎﺳـﻮﺏ.ﺃﺻـﺤﺎﰊ
ﺳﻼﻣﺔ ﻻﻫﺮ ﺑﺎﻃﻦ ﻭﻋﺒﺪﺍﻟﺮﲪﻦ ﻭﻣﻠﻜﺎ ﺩﺭﺟﺔ ﻭ ﺑﻮﺩﻱ ﺇﻣﺎﻣﻰ ﺃﻧﺘﻢ ﺃﺻﺤﺎﰊ ﺍﳊﻤﻴﻢ.ﻣﻠﻜﻲ
ﺃﺃﻥ ﻭﻋﺒﺪﺍﳉﻮﺍﺩ ﻭ ﺷﻴﺸﻨﺞ ﻭﺗﻮﻓﻴﻖ ﻭﺭﺑﻴﻌﺔ ﺍﻟﻌﺪﺍﻭﻳﺔ ﻭ ﺳﱴ ﻋﺎﺋﺸﺔ ﻭ ﺇﻳﺪﺍ ﻓﺮﻳﺪﺍ ﺷﻜﺮﺍ ﻟﻜﻢ
ﻟﻦ ﻳﻀﻴﻊ ﻣﻨﺎ ﺍﻟﺼﺤﺎﺑﺔ.
ﺟﺎﻛﺮﺗﺎ 20ﻧﻮﻓﻤﱪ 2008
ﺃﻣﲑ ﺷﺮﻳﻒ ﺍﻟﺪﻳﻦ ﺗﺎﳒﻮﻧﺞ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ......................... .......................................ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ..................................................................ﺏ
ﲡﺮﻳﺪ ﺍﻟﺒﺤﺚ ..................................................................ﺝ
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﻣﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ 1 ..................................................................
ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ4 .................................................................
.1
ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ4 .........................................................
.2
ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ 5 ...........................................................
.3ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ 5 ......................................................... ....
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ 5 ........................................ ..................
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ 6 ............................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ
ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ
ﺃ .ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ 7 ...............................................
(1
ﻣﻔﻬﻮﻡ
ﺍﺳﻢ
ﻭﺗﻘﺴﻴﻤﻪ
7 ...................................... ....................
ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ10 ......................................... ..............
(2
(3
ﺃﻧﻮﺍﻉ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 10 ........................................ ............
(4
ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ 15 ....................................
ﺏ.ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 17 ........................................
(1ﻣﻔﻬﻮﻡ ﺍﺳﻢ 17 .........................................................
(2ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 18 ..................................................
(3ﺃﻧﻮﺍﻉ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 19 ........................................ ..........
(4ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﻣﻮﻗﻌﻪ ﰲ ﺍﳉﻤﻠﺔ 21 ..................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ
ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ
ﺃ .ﻧﻮﻉ ﺍﻟﺒﺤﺚ 23 ............................................................
ﺏ .ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ 24 .......................................................
ﺝ .ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ 24 ..........................................
ﺩ .ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ 24 ...................................................
ﻫـ.ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ 26 ..................................... ..................
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ 27 .......................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ
ﺍﳌﻘﺎﺑﻠﺔ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﰲ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ
ﻭﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﻓﻴﻪ
ﺃ -ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 29 .....................
ﺏ -ﻭﺟﻮﻩ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 33 ...................
ﺝ-
ﺗﻴﺴﲑ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻣﺪﺭﺳﺔ ﻧﻮﺭ ﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗـﺎﳒﲑﺍﻧﺞ ................
34
ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ
ﺍﳋﺎﲤﺔ
ﺃ -ﺍﳋﻼﺻﺔ 44 .....................................................................
ﺏ -ﺍﻻﻗﺘﺮﺍﺣﺎﺕ 47 ..................................................................
ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ 48 .............................................................
ﺍﳌﻼﺣﻖ
اﻟﺒﺎب اﻷول
ﻣﻘﺪ ﻣ ﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ
ﺇﻥ ﺍﻟﻠﻐﺔ ﻇﺎﻫﺮﺓ ﲤﻴﺰ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻷﺧﺮﻯ ﻭﺍﺧﺘﺺ ﺎ ،ﻓﺄﺗﺎﺣﺖ ﻟﻪ ﺃﻥ ﻳﻜﻮﻥ
ﺍﺘﻤﻊ ﻭﺃﻥ ﻳﺘﻢ ﺍﳊﻀﺎﺭﺓ .ﻟﻘﺪ ﻋﺮﻑ ﺍﻟﻠﻐﻮﻱ ﺍﺑﻦ ﺟﲏ ﺗﻌﺮﻳﻒ ﺍﻟﻠﻐﺔ .ﺍﻟﻠﻐﺔ ﺑﻌﺒﺎﺭﺗﻪ" :ﺣﺪ ﺍﻟﻠﻐﺔ
ﺃﺻﻮﺍﺕ ﻳﻌﱪ ﺎ ﻛﻞ ﻗﻮﻡ ﻋﻦ ﺃﻏﺮﺍﺿﻬﻢ" .1ﻭﺗﻮﺿﺢ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻠﻐﺔ ﻛﻞ ﺷﻴﺊ ﺃﻥ ﺍﻟﻠﻐﺔ
ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ،ﻭﻣﻌﲎ ﻫﺬﺍ ﺃﻥ ﺍﻟﻠﻐﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺗﻜﻮﻥ ﻧﻈﺎﻣﺎ ﻣﺘﻜﺎﻣﻼ ﻭﺍﻟﻠﻐﺔ
ﺃﻛﺜﺮ ﺍﻟﺮﻣﻮﺯ ﺍﻟﱴ ﻳﺘﻌﺎﻣﻞ ﺎ ﺍﻹﻧﺴﺎﻥ ﺗﺮﻛﻴﺒﺎ ﻭﺗﻌﻘﻴﺪﺍ .ﻭﻟﺬﺍ ،ﻓﺎﻟﺮﻣﻮﺯ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ ﰲ
ﺇﻃﺎﺭ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻮﺍﺣﺪﺓ.
ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺃﺑﺴﻂ ﺗﻌﺮﻳﻔﻬﺎ ﻫﻮ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﻋﻠﻤﻲ ،ﻭﻳﻌﲎ ﻫﺬﺍ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ
ﺍﻟﻠﻐﻮﻳﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻭﻟﻴﺴﺖ ﺍﻧﻄﺒﺎﻋﻴﺔ ﺫﺍﺗﻴﺔ .ﻭﻗﺪ ﺃﺩﺕ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ ﺇﱃ ﺍﺳﺘﻘﺮﺍﺭ ﻛﺜﲑ ﻣﻦ
.1اﺑن ﺟﻧﻰ،اﻟﺧﺎﺻﺎﺋص )ﺑﯾروت -ﻟﺑﻧﺎن :داراﻟﻛﺗﺎب اﻟﻌرﺑﻰ ،دس( ،ص 23
ﺍﳊﻘﺎﺋﻖ ﻭﺗﻜﻮﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﻨﻬﺞ ﺃﻭ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺧﻠﻖ ﻣﻨﺎﺣﺎ ﻋﻠﻤﻰ ﻟﺪﻯ ﺍﻟﻠﻐﻮﻳﲔ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ.
ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳐﺘﻠﻒ ﺍﻟﻠﻐﺎﺕ ﺩﺭﺟﺔ ﳏﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺍﻟﺘﺒﺎﺩﻝ ﺍﳋﱪﺓ.
ﻫﺬﺍ ﲟﻌﲎ ﺃﻥ ﺍﻟﻠﻐﺔ ﻫﻰ ﺃﻫﻢ ﻭﺳﻴﻠﺔ ﰱ ﺍﺗﺼﺎﻝ ﺍﻟﻨﺎﺱ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﰱ ﺍﺘﻤﻊ ﺍﻟﺒﺸﺮﻯ ،ﻷﻥ
ﻳﺼﻌﺐ ﺘﻤﻊ ﻋﻠﻰ ﻓﻬﻢ ﺍﳌﻘﻮﺻﻮﺩ ﺑﺪﻭﻥ ﺍﻟﻠﻐﺔ ،ﻭﻟﻘﺪ ﻋﺮﻑ ﺍﺘﻤﻊ ﺍﻹﻧﺴﺎﱏ ﺍﻟﻠﻐﺔ ﰱ ﺃﻗﺪﻡ ﺍﻟﻠﻐﺔ،
ﻓﺎﻟﻠﻐﺔ ﻇﺎﻫﺮﺓ ﳝﻴﺰ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﻷﺧﺮﻯ.2
ﻭﺇﻥ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲣﺘﻠﻒ ﺑﺎﻟﻨﺴﺒﺔ ﻗﻮﺍﻋﺪ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﻭﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ
ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱴ ﺗﻘﺎﺑﻞ ﺑـ kata tunjuk -ﰱ ﻣﻔﻬﻮﳘﺎ ﻭﺃﻧﻮﺍﻋﻬﻤﺎ ﻭﻓﺎﺋﺪﻤﺎ
ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﻭﺗﺪﺭﻳﺴﻬﻤﺎ ﰱ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﺔ.
ﻭﻟﻘﺪ ﺃﺑﺮﺯ ﻻﺩﻭ ﻓﺎﺋﺪﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﻗﻲ ﻗﻮﻟﻪ :ﺇﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺃﺛﺒﺘﺖ ﺃﻥ ﺍﳌﻮﺩ
ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱴ ﰎ ﺇﻋﺪﺍﺩﻫﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻦ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳍﺎﺩﻓﺔ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺃﺩﺕ ﺇﱃ ﻧﺘﺎﺋﺞ
ﺇﳚﺎﺑﻴﺔ ﻭﻓﻌﺎﻟﻴﺔ ﰲ ﺗﺴﻬﻴﻞ ﺗﻨﺎﻭﻝ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻭﰲ ﺃﻗﺼﺮ ﻣﺪﺓ ﳑﻜﻨﺔ .ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ
ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﻋﻠﻰ ﻋﺪﺓ ﻣﺴﺘﻮﻳﺎﺕ ،ﻣﻨﻬﺎ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺼﻮﺗﻰ ،ﺍﻟﻨﺤﻮﻱ ،ﺍﻟﺘﺮﺍﻛﻴﺐ ،ﺍﻟﺼﺮﰲ،
ﺍﻟﺪﻻﱄ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ.
3
ﻭﺍﻟﺘﻘﺎﺑﻞ ﺍﻟﻠﻐﻮﻱ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺑﲔ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ
ﻟﻠﺘﺤﻠﻴﻞ ﻭﺍﻟﺒﺤﺚ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﺇﻇﻬﺎﺭ ﺍﳌﻈﺎﻫﺮ ﺍﻟﻌﺠﻴﺒﺔ ﺑﲔ ﻫﺎﺗﲔ ﺍﻟﻠﻐﺘﲔ .ﻷﻥﹼ ﺑﲔ ﻟﻐﱴ ﺍﻟﻌﺮﺑﻴﺔ
.2ﻣﺣﻣود ﻓﮭﻣﻰ ﺣﺟﺎزى ،ﻣدﺧل ﻓﻰ ﻋﻠم اﻟﻠﻐﺔ ،...ص .9
ﺳﺎﻟﯾﺑﮫ ) ،اﻟرﺑﺎط:
ﺗﻌ ﻠ ﯾم اﻟ ﻠﻐﺔ اﻟﻌرﺑﯾﺔ ﻟﻐﯾر ا ﻟﻧﺎطﻘﯾن ﺑﮭﺎ ﻣﻧﺎھﺟﮫ وأ
رﺷ ديأﺣﻣ د طﻌﯾﻣﺔ،
.3
إﯾﺳﯾﺳﻛو (1989،ص51.
ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﲣﺘﻠﻒ ﰲ ﺍﻟﻠﻔﻆ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺇﳕﺎ ﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﻌﲎ ،ﻓﻬﺬﺍ ﻇﺎﻫﺮ .ﻭﳜﺘﻠﻒ ﰲ ﺍﻟﻮﺿﻊ
ﻭﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﺮﺍﺩ .ﻭﳜﺘﻠﻒ ﰱ ﺍﳉﻨﺲ ﻭﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﻘﺼﻮﺩ ،ﻭﻳﺘﻐﲑ ﰲ ﺍﻟﻌﺪﺩ ﻭﻳﺜﺒﺖ ﰲ ﺍﻟﻐﺮﺽ،
ﻭﳍﺬﺍ ﻇﻬﺮﺕ ﺍﻟﻔﺎﺋﺪﺓ ﳌﻌﺮﻓﺔ ﻫﺬﻩ ﺍﻟﻮﺟﻮﻩ.
ﻭﻳﺮﺍﺩ ﺑﺎﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺎ ﻳﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﻮﺍﺳﻄﺔ ﺇﺷـﺎﺭﺓ ﺣﺴـﻴﺔ ﺑﺎﻟﻴـﺪ
ﻭﳓﻮﻫﺎ ،ﺇﻥ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺣﺎﺿﺮﺍ ،ﺃﻭ ﺇﺷﺎﺭﺓ ﻣﻌﻨﻮﻳﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻌﲎ ،ﺃﻭ ﺫﺍﺗـﺎ ﻏـﲑ
ﺣﺎﺿﺮﺓ.
4
ﻭﺃﻣﺎ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻓﻬﻰ ﺍﺳﻢ ﻳﺴﺘﺨﺪﻡ ﻟﻺﺷﺎﺭﺓ ﺍﻟﻌﺎﻣﺔ )ﻫﺬﺍ ،ﺫﻟﻚ ،ﻫﺆﻻﺀ،
ﺍﻭﻟﺌﻚ( ﻭﺍﻹﺷﺎﺭﺓ ﺩﻟﺖ ﻋﻠﻰ ﺇﺷﺎﺭﺓ ﺍﳌﻜﺎﻥ )ﻫﻨﺎ ،ﻫﻨﺎﻙ( ﻭﺍﻹﺷﺎﺭﺓ ﻟﻠﺤﺎﻝ )ﻣﺎﻫﻰ ،begini -ﻫﻜﺬﺍ-
.(begitu
5
ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ،ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﺑﻴﻨﻬﻤﺎ ،ﻳﻘﺼﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻌﺮﻑ
ﻋﻠﻰ ﺍﻻﺧﺘﻼﻑ ﻭﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﻟﻠﻐﱵ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻬﻤﺔ ﺟﺪﺍ ﺪﻑ
ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺃﺳﻬﻞ ﺻﻮﺭﺓ ﺍﻷﺟﻨﺒﻴﺔ .ﻣﻦ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﺤﺚ ﻋﻦ
ﻫﺬﺍ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻣﺸﺘﻤﻼ .ﻭﺬﻩ ﺍﳊﺎﺟﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺟﺚ ﺑﺎﻟﺒﺤﺚ ﻋﻨﻬﺎ.
. 4ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
س اﻟﻌﯾرﺑّﺔ ) ،اﻟﻘﺎھرة :دار اﻟﺣدﯾث (2005 ،ص 101
ﺟ ﺎﻣﻊاﻟدرو
Hasan Alwi dkk, Tata Bahasa Baku Bahasa Indonesia (Jakarta: Balai Pustaka, 2003), h.
5
260
ب .اﻟﻣﺷﻛﻼت
.1ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ
ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺃﻥ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺔ
ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺗﺸﺨﻴﺺ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ
ﺑﺎﳌﻮﺿﻮﻉ ﻓﻴﻤﺎ ﻳﻠﻰ:
ﻗﺎﻝ ﻋﺒﺪ ﺍﳋﲑ ﻹﻧﺪﻭﻧﺴﻴﺎ ﺛﻼﺙ ﻟﻐﺎﺕ ﻣﺘﻌﻠﻖ ﲟﺨﺘﻠﻒ ﺍﻷﻧﻮﺍﻉ ﻫﻰ :ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ
ﻭﺍﻟﻠﻐﺔ ﺍﶈﻠﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ .ﻛﺎﻧﺖ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰱ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﳍﺎ ﺩﻭﺭ ﺧﺎﺹ ﻟﺸﻌﺐ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ.
ﻳﻌﲎ ﻹﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﻭﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ .ﻭﺃﻥ
ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ.
ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ ,ﻧﺘﻔﻖ ﻋﻠﻰ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ .ﻻﺳﻴﻤﺎ ﺗﻌﻠﹼّﻢ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱴ ﻛﺎﻧﺖ ﻃﺮﻳﻘﺔ ﻧﻄﻘﻬﺎ ﻭ ﳐﺎﺭﺝ ﺣﺮﻓﻬﺎ ﻓﺮﻕ ﺑﻌﻴﺪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻐﺔ ﺍﻷﻡ .ﺣﲔ ﻧﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ
ﺍﻟﻌﺮﺑﻴﺔ ﺳﻨﺠﺪ ﺍﻟﺼﻌﻮﺑﺔ ﻭ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺎ .ﺑﺬﻟﻚ ﳒﺪ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻜﺜﲑﺓ ﰱ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻌﻠﺔ
ﺍﻟﺼﻌﻮﺑﺔ ﻭ ﺍﳌﺸﻜﻼﺕ.
ﻟﻨﻘﺺ ﺍﻷﺧﻄﺎﺀ ﻓﻴﻬﺎ ,ﻧﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﰱ ﺍﻟﻠﻐﺘﲔ.
ﺑﺎﳌﻨﺎﺳﺒﺔ ﺇﱃ ﺫﻟﻚ ,ﻋﻠﻴﻨﺎ ﺍﻟﺒﺤﺚ ﻭ ﺍﻟﺘﻔﺘﻴﺶ ﻭ ﺍﻟﻌﺮﻑ ﻃﺮﻕ ﰱ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺸﻜﻼﺕ ﺑﺎﻟﺘﻔﺮﻳﻖ ﺑﲔ
ﺍﻟﻠﻐﺘﲔ.
.2ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ
ﺇﻥ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻯ ﻳﺒﺤﺚ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ،ﻳﻠﺰﻣﲎ ﲢﺪﻳﺪ ﻋﻨﺎﺻﺮ ﺍﳌﻮﺿﻮﻉ
ﻭﻫﻮ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺬﻯ ﻛﺜﺮ ﺍﺳﺘﻌﻤﺎﻟﻪ ﰱ ﻫﺎﺗﲔ ﺍﻟﻠﻐﺘﲔ ،ﺍﻣﺎ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻓﻜﻤﺎ ﻳﻠﻲ:
(1ﻣﺎ ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﺗﻌﺮﻳﻒ ،ﺃﻧﻮﺍﻋﻪ ﻭﻓﺎﺋﺪﺗﻪ
ﻭﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ
(2ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻟﺘﻼﻣﻴﺬ ﰲ
ﻣﺪﺭﺳﺔ ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ.
.3ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ
ﻭﺑﻌﺪ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ ﺍﳌﺬﻛﻮﺭ ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﻣﺸﻜﻠﺔ ﲝﺜﻬﺎ ﻛﻤﺎ ﻳﻠﻰ:
(1ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻻﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ؟
(2ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﻻﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ؟
(3ﻭﻛﻴﻒ ﻳﺘﻢ ﺗﻴﺴﲑ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻣﺪﺭﺳﺔ ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ؟
ج .أھداف اﻟﺑﺣث
ﻭﻓﻘﺎ ﻟﻠﻤﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ ،ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﺍﻷﻫﺪﺍﻑ ﻛﺎﻵﰐ :
(1ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﺮﻳﻒ ،ﺃﻧﻮﺍﻉ
ﻭﻓﺎﺋﺪﺗﻪ.
(2ﻣﻌﺮﻓﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﻣﻮﺍﻃﻦ ﺍﻟﺘﺸﺎﺑﻪ
ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ؟
(3ﺇﳚﺎﺩ ﻛﻴﻔﻴﺔ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﰲ ﻣﺪﺭﺳﺔ
ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ؟
د .ﻓواﺋد اﻟﺑﺣث
وأﻣﺎ اﻟﻔواﺋد ﻣن ھذا اﻟﺑﺣث اﻟﻌﻠﻣﻰ ھﻰ
( 1ﺗﺴﻬﻴﻞ ﺍﳌﺪﺭﺱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ.
(2ﺗﺴﻬﻴﻞ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﺍﺳﺘﻌﻤﺎﻟﻪ ﺑﲔ ﺍﻟﻠﻐﺘﲔ.
(3ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻘﺎﺭﻧﺔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺗﺸﺎﻪ ﻭﺍﺧﺘﻼﻓﻪ.
ا ﻟ ﺒ ﺎب اﻟﺜﺎﻧﻰ
اﻹطﺎر اﻟﻨﻈﺮي
أ .إﺳﻢ اﻹﺷﺎرة ﻓ ﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ
.1ﻣﻔﮭﻮم اﻻﺳﻢ وﺗﻘﺴﯿﻤﮫ
ﻫﻨﺎﻙ ﺗﻌﺎﺭﻳﻒ ﻛﺜﲑﺓ ﻟﻸﺳﻢ ﺫﻛﺮﻫﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻨﺤﻮ ﻭﻣﻨﻬﺎ:
.1ﻗﺎﻝ ﻓﺆﺍﺩ ﻧﻌﻤﺔ ﺍﻻﺳﻢ ﻫﻮ ﻛﻞ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻰ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻣﻜﺎﻥ ﺃﻭ
ﺯﻣﺎﻥ ﺃﻭ ﺻﻔﺔ ﺃﻭ ﻣﻌﲎ ﳎﺮﺩ ﻣﻦ ﺍﻟﺰﻣﺎﻥ.
6
.2ﻭ ﻗﺎﻝ ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﻴﲎ ﺍﻻﺳﻢ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
7
.3ﻭ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﺍﻻﺳﻢ ﻫﻮ ﻛﻠﻤﺔ ﺩﻟﺖ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻬﺎ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
.4ﻭﻗﺎﻝ ﳏﻤﺪ ﳏﺮﻡ ﺍﳌﺼﺮﻯ ﻭﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﻟﻌﻤﺮﻯ ،ﺍﻻﺳﻢ ﻛﻞ ﻛﻠﻤﺔ ﻳﺴﻤﻰ ﺎ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ
ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻏﲑ ﺫﻟﻚ .ﻣﺜﻞ ﺻﺎﱀ ،ﺍﻟﺒﻘﺮﺓ ،ﺍﳌﺪﺭﺳﺔ.
8
ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﻻﺳﻢ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻭ ﱂ ﺗﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ ﺃﻭ
ﺣﺎﻝ ﺃﻭ ﺍﺳﺘﻘﺒﺎﻝ ﺇﻣﺎ ﰱ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻰ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﻏﲑ ﺫﻟﻚ.ﻣﺜﻞ:
ﺯﻫﺮﺓ ،ﻗﻠﻢ ،ﳏﻤﺪ.
6
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ) ،ﺑﯾرت :داراﻟﺛﺎﻗﻔﺔ اﻹﺳﻼﻣﯾﺔ( ص 17
س اﻟﻌﯾرﺑّﺔ) ،اﻟﻘﺎھرة :دار اﻟﺣدﯾث (2005 ،ص 9
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
ﻣﺣﻣد ﻣﺣرم اﻟﻣﺻرى وﻋﺑد اﻟرﺣﯾم اﻟﻌﻣرى ،ﻣﺑﺎدئ ﻓﻰ ﻋﻠم ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ )ﺟدة :دار اﻻﺻﻔﮭﺎﻧﻰ
(1981ص17
7
8
ﺗﻘﺴﻴﻢ ﺍﻻﺳﻢ
أ.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺑﻨﻴﺘﻪ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺑﻨﻴﺘﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﺻﺤﻴﺢ ﺍﻵﺧﺮ ﻭ ﻏﲑ ﺻﺤﻴﺢ ﺍﻵﺧﺮ .ﻓﻐﲑ
ﺍﻟﺼﺤﻴﺢ ﺍﻻﺧﺮ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ :
9
.1ﺍﻻ ﺳﻢ ﺍﳌﻘﺼﻮﺭ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﺃﻟﻒ ﺛﺎﺑﺘﺔ ،ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭﻣﺎ ﺃﻭﺗﻰ ﻣﻮﺳﻰ ﻭ
ﻋﻴﺴﻰ ﻭ ﺍﻟﻨﺒﻴﻮﻥ ﻣﻦ ﺭﻢ )ﺍﻝ ﻋﻤﺮﺍﻥ (84 :
.2ﺍﻻﺳﻢ ﺍﳌﻨﻘﻮﺹ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﻳﺎﺀ ﺛﺎﺑﺘﺔ ﻣﻜﺴﻮﺭﺓ ﻣﺎ ﻗﺒﻠﻬﺎ ،ﻣﺜﻞ :ﺣﻜﻢ ﺍﻟﻘﺎﺿﻰ
ﻋﻠﻰ ﺍﳉﺎﱏ.
.3ﺍﻻﺳﻢ ﺍﳌﻤﺪﻭﺩ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﳘﺰﺓ ﻗﺒﻠﻬﺎ ﺃﻟﻒ ﺯﺍﺋﺪﺓ ،ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭﺍﻟﺴﻤﺎﺀ
ﻭﺍﻟﻄﺎﺭﻕ )ﺍﻟﻄﺎﺭﻕ .(1:
ﻭﺻﺤﻴﺢ ﺍﻵﺧﺮ ﻫﻮ ﻟﻴﺲ ﻣﻘﺼﻮﺭﺍ ﻭﻻ ﻣﻨﻘﻮﺻﺎ ﻭﻻ ﳑﺪﻭﺩﺍ .ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭ ﺍﻃﻴﻌﻮﺍ ﺍﷲ
ﻭ ﺍﻟﺮﺳﻮﻝ ﻟﻌﻠﻜﻢ ﺗﺮﲪﻮﻥ )ﺍﻝ ﻋﻤﺮﺍﻥ.(132 :
ب.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ
ﻭﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﻧﻜﺮﺓ ﻭ ﻣﻌﺮﻓﺔ.
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 201
9
.1ﺍﻟﻨﻜﺮﺓ ﻫﻰ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻏﲑ ﻣﻌﲔ .ﻣﺜﻞ :ﻗﺎﻝ ﺍﻟﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺳﻠﻢ ﻃﻠﺐ ﺍﻟﻌﻠﻢ
ﻓﺮﻳﻀﺔ ﻋﻠﻰ ﻛﻞ ﻣﺴﻠﻢ ﻭ ﻣﺴﻠﻤﺔ )ﺭﻭﺍﻩ ﺍﺑﻦ ﻣﺎﺟﻪ(.
.2ﺍﳌﻌﺮﻓﺔ ﻫﻰ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲔ .ﻣﺜﻞ :ﺍﻷﺳﺘﺎﺫ.
ﺃﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ ﺳﺒﻌﺔ ،ﻭﻫﻲ ﺍﻟﻀﻤﲑ ،ﺍﻟﻌﻠﻢ ،ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ ،ﺍﳌﻌﺮﻑ ﺑﺄﻝ،
ﺍﳌﻀﺎﻑ ﺇﱃ ﻣﻌﺮﻓﺔ ﻭﺍﳌﻨﺎﺩﻯ ﺍﳌﻘﺼﻮﺩ ﺗﻌﻴﻴﻨﻪ.
ﻓﺎﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﺪﺧﻞ ﰲ ﺗﻘﺴﻴﻢ ﺍﻻﺳﻢ ﻣﻦ ﺣﻴﺚ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ.
ج.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻋﻪ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻋﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﻣﺬﻛﺮ ﻭ ﻣﺆﻧﺚ.
.1ﻣﺬﻛﺮ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﻟﻨﺎﺱ ﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ .ﻣﺜﻞ :ﺭﺟﻞ ،ﺃﺳﺪ.
.2ﻣﺆﻧﺚ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﻹﻧﺎﺙ ﻣﻦ ﺍﻟﻨﺎﺱ ﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ .ﻣﺜﻞ :ﴰﺲ ،ﺩﺍﺭ.
ﺩ .ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻋﺪﺩﻩ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻋﺪﺩﻩ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ :
.1ﺍﳌﻔﺮﺩ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻭﺍﺣﺪ ﺃﻭ ﻭﺍﺣﺪﺓ .ﻣﺜﻞ :ﺭﺟﻞ ،ﺭﺳﻮﻝ ،ﻣﺴﻠﻢ.
.2ﺍﳌﺜﲎ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﺛﻨﲔ ﺃﻭ ﺍﺛﺘﲔ ﺑﺰﻳﺎﺩﺓ ﺃﻟﻒ ﻭ ﻧﻮﻥ ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ ﻭ ﺯﻳﺎﺩﺓ ﻳﺎﺀ ﻭ ﻧﻮﻥ
ﰱ ﺣﺎﻟﺔ ﺍﻟﻨﺼﺐ ﻭ ﺍﳉﺮ .ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ ،ﻣﺜﻞ :ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﻼﻥ .ﻭ ﰱ ﺣﺎﻟﱵ ﺍﻟﻨﺼﺐ
ﻭﺍﳉﺮ ،ﻣﺜﻞ ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﻠﲔ.
.3ﺍﳉﻤﻊ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﺛﻨﲔ ﺃﻭ ﺍﺛﻨﺘﲔ ﺃﻭ ﺃﻛﺜﺮ .ﻭ ﻫﻮ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﻉ :ﲨﻊ ﺍﳌﺬﻛﺮ
ﺍﻟﺴﺎﱂ ﻫﻮ ﺑﺰﻳﺎﺩﺓ ﻭﺍﻭ ﻭ ﻧﻮﻥ ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ .ﻣﺜﻞ :ﻋﻠﻢ ﺻﺎﺭ ﻋﺎﳌﻮﻥ .ﻭ ﺑﺰﻳﺎﺩﺓ ﻳﺎﺀ ﻭ ﻧﻮﻥ
ﰱ ﺣﺎﻟﱵ ﺍﻟﻨﺼﺐ ﻭ ﺍﳉﺮ .ﻣﺜﻞ :ﻋﺎﱂ ﺻﺎﺭ ﻋﺎﳌﻮﻥ .ﲨﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻫﻮ ﺑﺰﻳﺎﺩﺓ ﺃﻟﻒ
ﻭ ﺗﺎﺀ ﺇﱃ ﺍﳌﻔﺮﺩ .ﻣﺜﻞ :ﻣﺴﻠﻢ ﺻﺎﺭ ﻣﺴﻠﻤﺎﺕ .ﲨﻊ ﺍﻟﺘﻜﺴﲑ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﺍﺛﻨﲔ ﺃﻭ
ﺍﺛﻨﺘﲔ ﻣﻊ ﺗﻐﻴﲑ ﺻﻮﺭﺓ ﺍﳌﻔﺮﺩ .ﻣﺜﻞ :ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﺎﻝ.
10
.2ﻣﻔﮭوم اﺳم اﻹﺷﺎرة
ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺗﻌﺎﺭﻳﻒ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﹼﱵ ﻳﻌﺮﺿﻬﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ:
ﺍﺳﻢ ﻣﺒﲏ ﻳﺪﻝ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺎﻹﺷﺎﺭﺓ ﺇﻟﻴﻪ.
11
.1ﻣﺎ ﻳﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﻮﺍﺳﻄﺔ ﺇﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺑﺎﻟﻴﺪ ﻭﳓﻮﻫﺎ ،ﺇﻥ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺣﺎﺿـﺮﺍ ،ﺃﻭ
ﺇﺷﺎﺭﺓ ﻣﻌﻨﻮﻳﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻌﲎ ،ﺃﻭ ﺫﺍﺗﺎ ﻏﲑ ﺣﺎﺿﺮﺓ.
.2ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺈﺷﺎﺭﺓ ﳏﺴﻮﺳﺔ ﺇﻟﻴﻪ.
12
13
.3ﺍﺳﻢ ﻳﻌﲔ ﻣﺪﻟﻮﻟﻪ ﺗﻌﻴﻴﻨﺎ ﻣﻘﺮﻭﻧﺎ ﺑﺈﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺇﻟﻴﻪ.
14
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 201
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 121
12
س اﻟﻌﯾرﺑّﺔ ،...ص 101
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
13
اﻟﻠﻐﺔ اﻟﻌﯾرﺑّﺔ) ,ﺑﯾرت :دار اﻟﻔﻛر( ص 49
ﻋﻠﻰ رﺿﺎ ،اﻟﻣرﺟﻊ ﻓﻲ
10
11
ﻳﺴﺘﻨﺒﻂ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺗﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥﹼ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻫﻰ ﺍﲰﺎﺀ ﺗﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﻣﺸﺎﺭ ﺍﻟﻴﻪ.
.3أﻧواع اﺳم اﻹﺷﺎرة
ﺗﻨﻘﺴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﲝﺴﺐ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺇﱄ ﻗﺴﻤﲔ :ﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ
ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻧﻪ ﻣﻔﺮﺩ ،ﺃﻭ ﻣﺜﲎ ،ﺃﻭ ﲨﻊ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺬﻛﲑ ،ﻭﺍﻟﺘﺄﻧﻴﺚ ،ﻭﺍﻟﻌﻘﻞ ,ﻭﻋﺪﻣﻪ ﰲ ﻛﻞ ﺫﻟﻚ،
ﻭﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺃﻳﻀﺎ ،ﻭﻟﻜﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ,ﺃﻭ ﺑﻌﺪﻩ ،ﺃﻭ ﺗﻮﺳـﻄﻪ ﺑـﲔ
ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ.
ﻓﺎﻟﻘﺴﻢ ﺍﻷﻭﻝ ﲬﺴﺔ ﺃﻧﻮﺍﻉ:
.1ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﺃﺷﻬﺮ ﺃﲰﺎﺋﻪ "ﺫﺍ" .ﻛﻤﺎ ﻗﺎﻝ
ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﺍ ﳌﻔﺮﺩ ﻣﺬﻛﺮ ﺍﹶﺷﺮ .15ﳓﻮ ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
.2ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻠﺔ ﺃﻭ ﻏﲑ ﻋﺎﻗﻠﺔ( .ﻭﻫﻮ ﻋﺸﺮﺓ ﺃﻟﻔﺎﻅ ،ﲬﺴـﺔ
ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺬﺍﻝ ﻫﻲ :ﺫﻯ ،ﺫﻩ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﻛﺴﺮﺎ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣـﻊ
14
ﻋﺑﺎس ﺣﺳن ،اﻟﻧﺣو اﻟواﻓﻰ) ،ﻗﺎھرة :دار اﻟﻣﻌﺎرف( ص 321
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ﻋﻠﻰ أﻟﻔﯾﺔ اﻹﻣﺎم اﺑن ﻣﺎﻟك) ،دار اﻟﻔﻛر ,ﺑﯾرت،
(2003ص 105
15
ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ ،ﺫﺍﺕ ،ﻭﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺘﺎﺀ ،ﻫﻲ ﺗﻰ ،ﺗﺎ ،ﺗﻪ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣـﻊ
ﺍﺧﺘﻼﺱ ﺍﻟﻜﺴﺮﺓ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﻯ ﻭﺫﻩ
ﺗﻰ ﺗﺎ ﻋﻠﻰ ﺍﻷﻧﺜﻰ ﺍﻗﺘﺼﺮ .16ﳓﻮ ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ.
.3ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺫﺍﻥ" ﺭﻓﻌﺎ
ﻭ ﺗﺼﲑ "ﺫﻳﻦ" ﻧﺼﺒﺎ ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺫﺍﻥ ﺗﺎﻥ ﻟﻠﻤﺜﲎ ﺍﳌﺮﺗﻔﻊ ﻭﰲ ﺳﻮﺍﻩ ﺫﻳﻦ
ﺗﲔ ﺍﺫﻛﺮ ﺗﻄﻊ .17ﳓﻮ ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ )ﻃﻪ ،(63 :ﺇﻥﹼ ﺫﻳﻦ ﺻﺎﳊﺎﻥ ﻭﺳﻠﻤﺖ ﻋﻠـﻰ
ﺫﻳﻦ ﺻﺎﳊﹶﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰲ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺫﺍﻥﹼ ﻭﺫﻳﻦ ،ﳓﻮ ﻗﺪ ﻗﺮﺉ ﻓﺬﺍﻧﻚ ﺑﺮﻫﺎﻧﺎﻧﺎ
)ﺍﻟﻘﺼﺺ(32:
18
.4ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﻣﻄﻠﻘﺎ ،ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺗﺎﻥ" ﺭﻓﻌﺎ ﻭ ﺗﺼﲑ "ﺗـﲔ" ﻧﺼـﺒﺎ
ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﰲ ﺷﻌﺮﻩ ﺍﻟﺴﺎﺑﻖ .ﳓﻮ ﺗﺎﻥ ﻣﺴـﻠﻤﺘﺎﻥ ،ﺇﻥﹼ ﺗـﲔ ﻣﺴـﻠﻤﺘﺎﻥ،
ﻓﺮﺣﺖ ﺑﺘﲔ ﺍﳌﺴﻠﻤﺘﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰲ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺗﺎﻥﹼ ﻭﺗﲔ ،ﳓـﻮ ﻗـﺪ ﻗـﺮﺉ
ﺇﺣﺪﻯ ﺍﺑﻨﱵ ﻫﺎﺗﲔ) ﺍﻟﻘﺼﺺ(27:
19
.5ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﺠﻤﻊ ﻣﻄﻠﻘﺎ)ﻣﺬﻛﺮﺍ ﻭﻣﺆﻧﺜﺎ ،ﻋﺎﻗﻼ ﻭﻏﲑ ﻋﺎﻗﻞ( ﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣـﺪﺓ "ﺃﻭﱃ"
ﻣﻘﺼﻮﺭﺓ ﺃﻭ "ﺃﻭﻻﺀ" ﳑﺪﻭﺩﺓ ﰲ ﺍﻷﻛﺜﺮ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺑﺄﻭﱃ ﺍﺷﺮ ﳉﻤﻊ ﻣﻄﻠﻘـﺎ
16
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ، ...ص 105
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 105
18
س اﻟﻌﯾرﺑّﺔ ،...ص 102
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻲ،
19
س اﻟﻌﯾرﺑّﺔ ،...ص 102
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻲ،
17
ﻭﺍﳌﺪ ﺍﻭﱃ ﻭﻟﺪﻯ ﺍﻟﺒﻌﺪ ﺍﻧﻄﻖ20ﺍ .ﳓـﻮ ﻫـﺎ ﺃﻧـﺘﻢ ﺃﻭﻻﺀ ﲢﺒـﻮﻢ ﻭﻻ ﳛﺒـﻮﻧﻜﻢ )ﺁﻝ
ﻋﻤﺮﺍﻥ(119:
ﺃﻣﺎ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱏ ﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻫﻮ ﺍﻟﹼﺬﻯ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ,ﺃﻭ ﺑﻌﺪﻩ،
ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﺪ ،ﻓﺈﻧﻪ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ:
.1ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﻗﺮﺑﻪ ﻫﻲ ﻛﻞ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻤﻔﺮﺩ ،ﻭﺍﳌﻔﺮﺩﺓ،
ﻭﺍﳌﺜﲎ ﻭﺍﳉﻤﻊ ﺑﻨﻮﻋﻬﻤﺎ ،ﻣﻦ ﻏﲑ ﺍﺧﺘﻼﻑ ﰲ ﺍﳊﺮﻛﺎﺕ ﺃﻭ ﺍﳊﺮﻭﻑ ﻭﻣﻦ ﻏﲑ ﺯﻳـﺎﺩﺓ
ﺷﻰﺀ ﰲ 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 ,ﻓﻼﳚﻮﺯ ﺃﻥ ﻳﻘـﺎﻝ
ﻫﺬﺍﻟﻚ ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺍﻟﻼﹼﻡ ﺍﻥ ﻗﺪﻣﺖ ﻫﺎ ﳑﺘﻨﻌﻪ 21.ﳓـﻮ ﺇﻥ ﻛـﺎﻥ ﻫـﺬﺍ ﻫـﻮ ﺍﳊـﻖ
)ﺍﻷﻧﻔﺎﻝ (32:ﻛﻜﺎﻑ ﺍﻟﻀﻤﲑ ﰲ ﺣﺮﻛﺘﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ
.2ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺗﻮﺳﻄﻪ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥﹼ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﺘﻮﺳﻂ ﺍﳌﻮﻗﻊ ﺑﲔ ﺍﻟﻘﺮﺏ
ﻭﺍﻟﺒﻌﺪ ،ﻫﻲ ﺑﻌﺾ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺸﺮﻁ ﺃﻥ ﻳﺰﺍﺩ ﰲ ﺁﺧﺮ ﻛﻞ ﺍﺳﻢ ﻣﻨﻬﺎ ﺍﳊﺮﻑ ﺍﻟـﺪﺍﻝ
ﻋﻠﻰ ﺍﻟﺘﻮﺳﻂ ،ﻭﻫﺬﺍ ﺍﳊﺮﻑ ﻫﻮ ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ﺍﳌﺘﺼﺮﻓﺔ ﻛﻜـﺎﻑ ﺍﻟﻀـﻤﲑ ﰲ
ﺣﺮﻛﺘﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ ﻭﺑﺸﺮﻁ ﺃﻥ ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ﻻ ﺗﺰﺍﺩ ﰲ ﺁﺧﺮ ﺍﻹﺷـﺎﺭﺓ
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
20
21
ﺍﳋﺎﺻﺔ ﺑﺎﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﺇﻻ ﰲ ﺛﻼﺛﺔ :ﺗﻰ ،ﻭﺗﺎ ،ﻭﺫﻯ ،ﻭﻻ ﺗﺪﺧﻞ ﰲ ﺍﻟﺴﺒﻌﺔ ﺍﻷﺧﺮﻯ .ﻛﻤﺎ
ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺎﻟﻜﺎﻑ ﺣﺮﻓﺎ ﺩﻭﻥ ﻻﻡ .22ﳓﻮ ﺫﺍﻙ ﺑﻴﱵ ﻭﺫﻟﻜﻢ ﺍﻟﺒﺴﺘﺎﻥ ﲨﻴﻞ ﻳﺎ ﺃﺧﻮﻱ
.3ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺑﻌﺪﻩ .ﻻ ﺳﺒﻴﻞ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥﹼ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺑﻌﻴﺪ ﺇﻻ ﺑﺰﻳـﺎﺩﺓ
ﺣﺮﻓﲔ ﻣﻌﺎ ﰲ ﺁﺧﺮ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﳘﺎ ﻻﻡ ﰲ ﺁﺧﺮﻩ ﺗﺴﻤﻰ ﻻﻡ ﺍﻟﺒﻌﺪ ،ﻳﻠﻴﻬﺎ ﻭﺟﻮﺑﺎ ﻛﺎﻑ
ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ،ﳓﻮ ﺫﻟﻚ ﺍﻟﻜﺘﺎﺏ ﻻ ﺭﻳﺐ ﻓﻴﻪ )ﺍﻟﺒﻘﺮﺓ.(2 :
ﻭﺗﺰﺍﺩ ﰲ ﺁﺧﺮ ﺛﻼﺛﺔ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱴ ﻹﺷﺎﺭﺓ ﺍﳌﻔﺮﺩﺓ ،ﳓﻮ ﺗﻠﻚ ﺍﳌﺪﺭﺳﺔ ﻭﺍﺳﻌﺔ .ﻭﺗﺰﺍﺩ ﰲ ﻵﺧﺮ
ﻛﻠﻤﺔ ﺃﻭﱃ ﺍﳌﻘﺼﻮﺭﺓ ﺩﻭﻥ ﺃﻭﻻﺀ ﺍﳌﻤﺪﻭﺩﺓ .ﳓﻮ ﺃﻭﻻﻟﻚ ﺍﻟﻄﻼﺏ ﺍﳌـﺎﻫﺮﻭﻥ .ﻭﻻ ﺗـﺰﺍﺩ ﰲ ﺍﺳـﻢ
ﺍﻹﺷﺎﺭﺓ ﺍﻟﺬﻯ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﺃﻭ ﺍﳌﺬﻛﺮ ،ﻭﻻ ﰲ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﳌﺒﺪﻭﺀ ﲝﺮﻑ ﺍﻟﺘﻨﺒﻴﻪ "ﻫﺎ" ﺍﳌﺨﺘـﻮﻡ
ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ،ﻓﻼ ﻳﺼﺢ ﺃﻥ ﻳﻘﺎﻝ ﻫﺬﺍﻟﻚ ,ﻭﻻ ﻫﺎﺗﺎﻟﻚ ﻛﻤﺎ ﺳﺒﻖ ﺷﺮﺣﻪ.
ﻗﺪ ﺗﺪﺧﻞ ﻛﺎﻑ ﺍﻟﺘﺸﺒﻴﻪ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ "ﺫﺍ" ﻓﻨﻘﻮﻝ "ﻛﺬﺍ" ﲟﻌﲎ ﻣﺜﻞ ,ﳓﻮ ﳛﺐ ﲪﺪﺍﻥ
ﺍﻟﻄﻌﺎﻡ ﻭﻛﺬﺍ ﻋﻠﻲ.
23
ﻭﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻣﺎ ﻫﻮ ﺧﺎﺹ ﺑﺎﳌﻜﺎﻥ ﻭﻫﻲ ﻫﻨﺎ ﻟﻠﻤﻜﺎﻥ ﺍﻟﻘﺮﻳﺐ ،ﻭﻗﺪ ﻳﺰﺍﺩ ﰲ ﺃﻭﳍـﺎ
ﺣﺮﻑ ﺍﻟﺘﻨﺒﻴﻪ "ﻫﺎ" ﳓﻮ ﻫﺎﻫﻨﺎ ﺍﻷﺑﻄﺎﻝ .ﻭﻫﻨﺎﻙ ﺃﻭ ﻫﺎﻫﻨﺎﻙ ﻟﻠﻤﺘﻮﺳﻂ ﳓـﻮ ﻫﻨـﺎﻙ ﰲ ﺍﻟﺒﻴـﺖ ﺍﻡ.
ﻭﻟﻠﻤﻜﺎﻥ ﺍﻟﺒﻌﻴﺪ ﻫﻲ ﻫﻨﺎﻟﻚ ﻛﻠﻬﻢ ﺗﻔﻴﺪ ﺍﻹﺷﺎﺭﺓ ﻣﻊ ﺍﻟﻈﺮﻓﻴﺔ ﻻ ﺗﺘﺼﺮﻑ.
ﻭﻗﺪ ﻳﺪﺧﻞ ﻋﻠﻰ ﺻﻴﻐﺘﻬﺎ ﺍﻷﺻﻠﻴﺔ ﺑﻌﺾ ﺗﻐﻴﲑ ،ﻓﺘﺼﲑ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻟﻠﻤﻜﺎﻥ ﺍﻟﺒﻌﻴﺪ ﻣﻦ ﻏﲑ
ﻭﺟﻮﺩ ﻻﻡ ﺍﻟﺒﻌﻴﺪ ﻭﻣﻦ ﺫﺍﻟﻚ ﻫﻨﺎ ،ﻫﻨﺎ ،ﻫﻨﺖ ،ﻫﻨﺖ ،ﺛﹶﻢ ﻭﺛﹶﻤﺔﹶ ،ﳓﻮ ﺗﺄﻣﻞ ﺍﻟﻨﺠـﻮﻡ ﻓـﺜﻢ ﺍﳉـﻼﻝ
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
ﻓؤاد ﻧﻌﻣﺔ ,ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 123
22
23
ﻭﺍﻟﻌﻈﻤﺔ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﻨﺎ ﺃﻭ ﻫﺎﻫﻨﺎ ﺍﺷﺮ ﺇﱃ ﺩﺍﱏ ﺍﳌﻜﺎﻥ ﺃﻭ ﺑﻪ ﺍﻟﻜﺎﻑ ﺻﻼ*ﰲ ﺍﻟﺒﻌﺪ ﺃﻭ
ﺑﺜﻢ ﻓﻪ ﺃﻭ ﻫﻨﺎ ﺃﻭ ﻨﺎﻟﻚ ﺍﻧﻄﻘﻦ ﺃﻭ ﻫﻨﺎ
24
.4ﻓﺎﺋدة اﺳم اﻹﺷﺎرة وﻣوﻗﻌﮫ ﻓﻲ اﻟﺟﻣﻠﺔ
.1ﻓﺎﺋﺪﺗﻪ
ﻭﺃﻣﺎ ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻋﻨﺪ ﻋﺒﺎﺱ ﺣﺴﻦ ﰲ ﻛﺘﺎﺑﻪ "ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﰱ" ﻛﺎﻵﺗﻰ:
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺫﺍ
ﻓﺎﺋﺪﺎ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﻔﺮﺩ ﺍﳌﺬﻛﺮ
ﺍﳌﺜﺎﻝ
ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
24
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص110
ﻋﺑﺎس ﺣﺳن ،اﻟﻧﺣو اﻟواﻓﻰ ،...ص 331
25
25
ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ
ﺫﻯ ،ﺗﻰ ،ﺗﺎ
،ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ
ﺫﻩ ،ﺫﻩ ،ﺫﺍﺕ ،ﺗﻪ ،ﺗﻪ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﻭﺍﳌﺘﻮﺳﻂ ﺍﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻫﺬﻩ ﺍﳊﺪﻳﻘﺔ ﲨﻴﻠﺔ
ﺫﺍﻥ ﻭ ﺫﹶﻳﻦﹺ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﺜﲎ ﺍﳌﺬﻛﺮ
ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ
ﺗﺎﻥ ﻭﺗﻴﻦﹺ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﺜﲎ ﺍﳌﺆﻧﺚ
ﺗﺎﻥ ﻣﺴﻠﻤﺘﺎﻥ
ﹸﺃﻭﻟ
ﻓﻰ اﻟﻠﻐﺘﯿﻦ اﻟﻌﺮﺑﯿﺔ واﻹﻧﺪوﻧﯿﺴﯿﺔ
ﲝﺚ
ﻣﻘﺪﻡ ﻟﺘﻮﻓﲑ ﺷﺮﻁ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻼﺯﻣﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ
ﰲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺇﻋﺪﺍﺩ:
ﺃﻣﲑ ﺷﺮﻳـﻒ ﺍﻟﺪﻳـﻦ ﺗﺎﳒـﻮﻧﺦ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ 104012000210
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ﺍﻟﻌـﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ
ﺟـﺎﻣﻌﺔ ﺷﺮﻳـﻒ ﻫـﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴـﺔ ﺍﳊﻜﻮﻣﻴـﺔ
ﺟﺎﻛـﺮﺗﺎ
2007
ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ
ﺭﺳﺎﻟﺔ
ﻣﻘﺪﻡ ﻹﻋﺪﺍﺩ ﲝﺚ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻷﻭﱃ
ﰱ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻜﻠﻴﺔ ﻋﻠﻮﻡ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ
ﺇﻋﺪﺍﺩ:
ﺃﻣﲑ ﺷﺮﻳـﻒ ﺍﻟﺪﻳـﻦ ﺗﺎﳒـﻮﻧﺦ
ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ 104012000210
ﲢﺖ ﺇﺷﺮﺍﻑ
)ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﳏﺒﺐ ﻋﺒﺪﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ(
)ﺍﳊﺎﺝ ﺃﲪﺪ ﺭﻳﺎﱏ ﺍﳌﺎﺟﺴﺘﲑ(
ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐـﺔ ﺍﻟﻌـﺮﺑﻴﺔ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ
ﺟـﺎﻣﻌﺔ ﺷﺮﻳـﻒ ﻫـﺪﺍﻳﺔ ﺍﷲ
ﺍﻹﺳﻼﻣﻴـﺔ ﺍﳊﻜﻮﻣﻴـﺔ
ﺟﺎﻛـﺮﺗﺎ
2007
ﺷﻜﺮ وﺗﻘﺪﯾﺮ
ﺍﳊﻤﺪﷲ ﺍﻟﺬﻯ ﻋﻠﻢ ﺑﺎﻟﻘﻠﻢ ،ﻋﻠﻢ ﺍﻹﻧﺴﺎﻥ ﻣﺎﱂ ﻳﻌﻠﻢ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺭﺳﻮﻟﻪ ﺍﻟـﺬﻯ
ﺑﻠﹼﻎ ﺍﻟﺮﺳﺎﻟﺔ ﻭﺃﺩﻯ ﺍﻷﻣﺎﻧﺔ ﻭﻧﺼﺢ ﺍﻷﻣﺔ.
ﺍﻧﺘﻬﻰ ﺍﻟﻜﺎﺗﺐ ﻣﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﻌﻮﻥ ﺍﷲ ﺳﺒﺤﺎﻧﻪ ﻭﺗﻌﺎﱃ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺷـﻬﺎﺩﺓ
ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﻣﻦ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴـﺔ ﲜﺎﻛﺮﺗـﺎ ،ﻭﰲ ﻫـﺬﻩ
ﺍﻟﻔﺮﺻﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻠﻘﻲ ﻛﻠﻤﺔ ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ ﺇﱃ ﻣﻦ ﺃﻋﻄﺎﱐ ﺍﻟﺘﺸﺠﻴﻊ ﻭﺍﻟﻘـﻮﺓ ﻭﺍﻟﻔﺮﺻـﺔ
ﻟﻜﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻟﺮﺳﺎﻟﺔ ،ﻭﻫﻢ ﻛﻤﺎ ﻳﻠﻲ:
.1ﻓﻀﻴﻠﺔ ﺍﻷﺳﺘﺎﺫ ﺍﳊﺎﺝ /ﺩﻳﺪﻯ ﺭﺷﺎﺩﺍ ﺍﳌﺎﺟﺴﺘﲑ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻟﺘﺮﺑﻴﺔ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ
ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ.
.2ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ /ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﺭﺋﻴﺲ ﻗﺴﻢ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺳﻜﺮﺗﲑﻩ
ﻓﻀﻴﻠﺔ ﺯﻳﻦ ﺍﳌﺘﻘﲔ ﺍﳌﺎﺟﺴﺘﲑ.
.3ﻓﻀﻴﻠﺔ ﺍﻟﺪﻛﺘﻮﺭ /ﳏﺒﺐ ﻋﺒﺪ ﺍﻟﻮﻫﺎﺏ ﺍﳌﺎﺟﺴﺘﲑ ﻭ ﺍﳊﺎﺝ ﺃﲪﺪ ﺭﻳﺎﱏ ﺍﳌﺎﺟﺴﺘﲑ ﳘﺎ ﺍﻟﻠﺬﺍﻥ
ﻗﺪ ﺃﺭﺷﺪﺍﱐ ﻣﻦ ﺑﺪﺍﻳﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﺎﻳﺘﻪ ،ﺷﻜﺮﺍ ﳍﻤﺎ ﻭﺃﺩﻋﻮ ﺍﷲ ﺃﻥ ﻳﺮﲪﻬﻤـﺎ,
ﻭﻳﻐﻔﺮﳍﻤﺎ ﻭﻳﺮﺯﻗﻬﻤﺎ ﻻﺳﺘﻤﺮﺍﺭ ﺍﻟﺰﻫﺪ ﻭﺍﻟﺘﻘﺪﻡ ﺍﻷﻣﺔ ﺍﳌﺴﺘﻘﺒﻞ.
.4ﺷﻜﺮ ﺍﻟﺒﺎﺣﺚ ﺑﻜﻞ ﺧﻀﻮﻉ ﻭﺧﻠﻮﺹ ﺍﻟﺸﻜﺮ ﻋﻠﻰ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﻟﺬﻯ ﻗﺪ ﺑﺬﻻ ﺟﻬـﺪﳘﺎ ﰲ
ﺗﺮﺑﻴﺔ ﺣﺴﻨﺔ ﻭﻗﺪ ﺷﺠﻊ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ،ﳘﺎ ﻗﻠﱯ ﻭﺣﻴﺎﰐ.ﳘﺎ ﺃﺳﻮﰐ.ﻛﺮﻣـﺎ
ﻭﺍﺣﺘﺮﺍﻣﺎ ﳍﻤﺎ ،ﺃﺩﻋﻮﺍﷲ ﺃﻥ ﻳﺮﲪﺎ ﻃﻮﻝ ﺣﻴﺎﻤﺎ .ﻭﻋﻠﻰ ﺃﺧﱴ ﺭﲪﺔ ﺗﺎﳒﻮﻧﺞ ﻭ ﺯﻭﺟﻬـﺎ،
ﺃﺧﻰ ﺍﻟﻜﺒﲑ ﺩﺭﻭﻳﺲ ﺳﺴﻮﻧﺘﻮ ﺗﺎﳒﻮﻧﺞ ﻭﺯﻭﺟﺘﻪ ،ﺃﺧﻰ ﺍﻟﺼﻐﲑ ﻓﻨﺶ ﺩﻳﺴـﺲ ﺳـﻮﻏﻴﻨﺘﻮ
ﺗﺎﳒﻮﻧﺞ ﻭﺯﻭﺟﺘﻪ ﺷﻜﺮﺍ ﳍﻢ ﻋﻠﻰ ﺍﻟﺘﺸﺠﻴﻊ ﺇﱄ ﺃﻧﺎ ،ﺍﻟﻠﻬﻢ ﺍﺟﻌﻞ ﺃﻫﻠﻨﺎ ﻣـﻦ ﺃﻫـﻞ ﺍﻟﺘﻘـﻰ
ﻭﺍﳉﻨﺔ .ﺁﻣﲔ.
.5ﻓﺆﺩﻱ ﻭﻗﺮﺓ ﺃﻋﻴﻮﱐ ﺳﱴ ﺭﺑﻴﻌﺔ ﻋﺪﺍﻭﻳﺔ ﻫﻲ ﺍﻟﱴ ﻗﺎﻣﺖ ﲟﺴﺎﻋﺪﺓ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛـﻞ ﺟﻬـﺪ
ﻭﻋﻠﻰ ﺇﻗﺘﺮﺍﺣﻬﺎ ﰎ ﻫﺬﺍ ﺍﻟﺒﺤﺚ .ﺇﻧﲏ ﺃﺣﺒﺒﺘﻬﺎ ﻟﻜﻮﻧﻪ "ﺍﻟﻠﻬﻢ ﺍﺟﻌﻠﻬﺎ ﻗﺮﺓ ﺃﻋﻴﻮﻧﺎ ﱄ ﻭﻣﻨﺒـﻊ
ﺍﶈﺒﺔ ﱄ ﰲ ﺍﻟﺪﻧﻴﺎ ﻭﺍﻵﺧﺮﺓ" ﻟﻦ ﺗﻀﻴﻊ ﻣﻨﺎ ﺍﶈﺒﺔ ﻳﺄﺧﱵ ﺍﻻ ﺑﻌﺪ ﺃﻥ ﺁﺗﻨﺎ ﺍﳌﻤﺎﺕ
.6ﻓﻀﻴﻠﺔ ﺍﻟﻜﺮﺍﻡ ﺃﺧﻮﰐ ﻭﺃﺻﺪﻗﺎﺋﻲ ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﺍ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻨﻬﻢ ﲨﻴـﻊ
ﺃﻋﻀﺎﺀ ﻣﻨﻈﻤﺔ ﺍﻟﻄﻠﺒﺔ ﻣﻌﻬﺪ ﺩﺍﺭﺍﻟﻌﺮﻓﺔ ،ﺃﺧﻲ ﺧﲑ ﺍﻷﺿﺤﻰ ﺷﻜﺮﺍ ﻟﻠﺤﺎﺳـﻮﺏ.ﺃﺻـﺤﺎﰊ
ﺳﻼﻣﺔ ﻻﻫﺮ ﺑﺎﻃﻦ ﻭﻋﺒﺪﺍﻟﺮﲪﻦ ﻭﻣﻠﻜﺎ ﺩﺭﺟﺔ ﻭ ﺑﻮﺩﻱ ﺇﻣﺎﻣﻰ ﺃﻧﺘﻢ ﺃﺻﺤﺎﰊ ﺍﳊﻤﻴﻢ.ﻣﻠﻜﻲ
ﺃﺃﻥ ﻭﻋﺒﺪﺍﳉﻮﺍﺩ ﻭ ﺷﻴﺸﻨﺞ ﻭﺗﻮﻓﻴﻖ ﻭﺭﺑﻴﻌﺔ ﺍﻟﻌﺪﺍﻭﻳﺔ ﻭ ﺳﱴ ﻋﺎﺋﺸﺔ ﻭ ﺇﻳﺪﺍ ﻓﺮﻳﺪﺍ ﺷﻜﺮﺍ ﻟﻜﻢ
ﻟﻦ ﻳﻀﻴﻊ ﻣﻨﺎ ﺍﻟﺼﺤﺎﺑﺔ.
ﺟﺎﻛﺮﺗﺎ 20ﻧﻮﻓﻤﱪ 2008
ﺃﻣﲑ ﺷﺮﻳﻒ ﺍﻟﺪﻳﻦ ﺗﺎﳒﻮﻧﺞ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ
ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ......................... .......................................ﺃ
ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ..................................................................ﺏ
ﲡﺮﻳﺪ ﺍﻟﺒﺤﺚ ..................................................................ﺝ
ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ
ﻣﻘﺪﻣﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ 1 ..................................................................
ﺏ .ﻣﺸﻜﻼﺕ ﺍﻟﺒﺤﺚ4 .................................................................
.1
ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ4 .........................................................
.2
ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ 5 ...........................................................
.3ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ 5 ......................................................... ....
ﺝ .ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ 5 ........................................ ..................
ﺩ .ﻓﻮﺍﺋﺪ ﺍﻟﺒﺤﺚ 6 ............................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱏ
ﺍﻹﻃﺎﺭ ﺍﻟﻨﻈﺮﻱ
ﺃ .ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ 7 ...............................................
(1
ﻣﻔﻬﻮﻡ
ﺍﺳﻢ
ﻭﺗﻘﺴﻴﻤﻪ
7 ...................................... ....................
ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ10 ......................................... ..............
(2
(3
ﺃﻧﻮﺍﻉ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 10 ........................................ ............
(4
ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ 15 ....................................
ﺏ.ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 17 ........................................
(1ﻣﻔﻬﻮﻡ ﺍﺳﻢ 17 .........................................................
(2ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 18 ..................................................
(3ﺃﻧﻮﺍﻉ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ 19 ........................................ ..........
(4ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﻣﻮﻗﻌﻪ ﰲ ﺍﳉﻤﻠﺔ 21 ..................................
ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ
ﻣﻨﺎﻫﺞ ﺍﻟﺒﺤﺚ
ﺃ .ﻧﻮﻉ ﺍﻟﺒﺤﺚ 23 ............................................................
ﺏ .ﻣﺼﺎﺩﺭ ﺍﻟﺒﻴﺎﻧﺎﺕ 24 .......................................................
ﺝ .ﺃﺳﻠﻮﺏ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺗﻔﺴﲑﻫﺎ 24 ..........................................
ﺩ .ﺃﺳﻠﻮﺏ ﲢﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ 24 ...................................................
ﻫـ.ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ 26 ..................................... ..................
ﻭ .ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ 27 .......................................................
ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ
ﺍﳌﻘﺎﺑﻠﺔ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﰲ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ
ﻭﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﻓﻴﻪ
ﺃ -ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 29 .....................
ﺏ -ﻭﺟﻮﻩ ﺍﺧﺘﻼﻑ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ 33 ...................
ﺝ-
ﺗﻴﺴﲑ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻣﺪﺭﺳﺔ ﻧﻮﺭ ﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗـﺎﳒﲑﺍﻧﺞ ................
34
ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ
ﺍﳋﺎﲤﺔ
ﺃ -ﺍﳋﻼﺻﺔ 44 .....................................................................
ﺏ -ﺍﻻﻗﺘﺮﺍﺣﺎﺕ 47 ..................................................................
ﻣﺮﺍﺟﻊ ﺍﻟﺒﺤﺚ 48 .............................................................
ﺍﳌﻼﺣﻖ
اﻟﺒﺎب اﻷول
ﻣﻘﺪ ﻣ ﺔ
ﺃ .ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ
ﺇﻥ ﺍﻟﻠﻐﺔ ﻇﺎﻫﺮﺓ ﲤﻴﺰ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﻷﺧﺮﻯ ﻭﺍﺧﺘﺺ ﺎ ،ﻓﺄﺗﺎﺣﺖ ﻟﻪ ﺃﻥ ﻳﻜﻮﻥ
ﺍﺘﻤﻊ ﻭﺃﻥ ﻳﺘﻢ ﺍﳊﻀﺎﺭﺓ .ﻟﻘﺪ ﻋﺮﻑ ﺍﻟﻠﻐﻮﻱ ﺍﺑﻦ ﺟﲏ ﺗﻌﺮﻳﻒ ﺍﻟﻠﻐﺔ .ﺍﻟﻠﻐﺔ ﺑﻌﺒﺎﺭﺗﻪ" :ﺣﺪ ﺍﻟﻠﻐﺔ
ﺃﺻﻮﺍﺕ ﻳﻌﱪ ﺎ ﻛﻞ ﻗﻮﻡ ﻋﻦ ﺃﻏﺮﺍﺿﻬﻢ" .1ﻭﺗﻮﺿﺢ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﳊﺪﻳﺜﺔ ﺍﻟﻠﻐﺔ ﻛﻞ ﺷﻴﺊ ﺃﻥ ﺍﻟﻠﻐﺔ
ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ،ﻭﻣﻌﲎ ﻫﺬﺍ ﺃﻥ ﺍﻟﻠﻐﺔ ﺗﺘﻜﻮﻥ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺗﻜﻮﻥ ﻧﻈﺎﻣﺎ ﻣﺘﻜﺎﻣﻼ ﻭﺍﻟﻠﻐﺔ
ﺃﻛﺜﺮ ﺍﻟﺮﻣﻮﺯ ﺍﻟﱴ ﻳﺘﻌﺎﻣﻞ ﺎ ﺍﻹﻧﺴﺎﻥ ﺗﺮﻛﻴﺒﺎ ﻭﺗﻌﻘﻴﺪﺍ .ﻭﻟﺬﺍ ،ﻓﺎﻟﺮﻣﻮﺯ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺳﻴﻠﺔ ﻟﻼﺗﺼﺎﻝ ﰲ
ﺇﻃﺎﺭ ﺍﳉﻤﺎﻋﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻮﺍﺣﺪﺓ.
ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺃﺑﺴﻂ ﺗﻌﺮﻳﻔﻬﺎ ﻫﻮ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﻋﻠﻤﻲ ،ﻭﻳﻌﲎ ﻫﺬﺍ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ
ﺍﻟﻠﻐﻮﻳﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻭﻟﻴﺴﺖ ﺍﻧﻄﺒﺎﻋﻴﺔ ﺫﺍﺗﻴﺔ .ﻭﻗﺪ ﺃﺩﺕ ﻫﺬﻩ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳌﻨﺸﻮﺩﺓ ﺇﱃ ﺍﺳﺘﻘﺮﺍﺭ ﻛﺜﲑ ﻣﻦ
.1اﺑن ﺟﻧﻰ،اﻟﺧﺎﺻﺎﺋص )ﺑﯾروت -ﻟﺑﻧﺎن :داراﻟﻛﺗﺎب اﻟﻌرﺑﻰ ،دس( ،ص 23
ﺍﳊﻘﺎﺋﻖ ﻭﺗﻜﻮﻥ ﻛﺜﲑﺍ ﻣﻦ ﺍﳌﻨﻬﺞ ﺃﻭ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺧﻠﻖ ﻣﻨﺎﺣﺎ ﻋﻠﻤﻰ ﻟﺪﻯ ﺍﻟﻠﻐﻮﻳﲔ ﰲ ﺃﳓﺎﺀ ﺍﻟﻌﺎﱂ.
ﺍﳌﺘﺨﺼﺼﲔ ﰲ ﳐﺘﻠﻒ ﺍﻟﻠﻐﺎﺕ ﺩﺭﺟﺔ ﳏﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺘﻌﺎﻭﻥ ﻭ ﺍﻟﺘﺒﺎﺩﻝ ﺍﳋﱪﺓ.
ﻫﺬﺍ ﲟﻌﲎ ﺃﻥ ﺍﻟﻠﻐﺔ ﻫﻰ ﺃﻫﻢ ﻭﺳﻴﻠﺔ ﰱ ﺍﺗﺼﺎﻝ ﺍﻟﻨﺎﺱ ﺑﻌﻀﻬﻢ ﺑﻌﻀﺎ ﰱ ﺍﺘﻤﻊ ﺍﻟﺒﺸﺮﻯ ،ﻷﻥ
ﻳﺼﻌﺐ ﺘﻤﻊ ﻋﻠﻰ ﻓﻬﻢ ﺍﳌﻘﻮﺻﻮﺩ ﺑﺪﻭﻥ ﺍﻟﻠﻐﺔ ،ﻭﻟﻘﺪ ﻋﺮﻑ ﺍﺘﻤﻊ ﺍﻹﻧﺴﺎﱏ ﺍﻟﻠﻐﺔ ﰱ ﺃﻗﺪﻡ ﺍﻟﻠﻐﺔ،
ﻓﺎﻟﻠﻐﺔ ﻇﺎﻫﺮﺓ ﳝﻴﺰ ﺍﻹﻧﺴﺎﻥ ﻋﻦ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﻷﺧﺮﻯ.2
ﻭﺇﻥ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲣﺘﻠﻒ ﺑﺎﻟﻨﺴﺒﺔ ﻗﻮﺍﻋﺪ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﻭﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ
ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻫﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱴ ﺗﻘﺎﺑﻞ ﺑـ kata tunjuk -ﰱ ﻣﻔﻬﻮﳘﺎ ﻭﺃﻧﻮﺍﻋﻬﻤﺎ ﻭﻓﺎﺋﺪﻤﺎ
ﺑﺎﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﻭﺗﺪﺭﻳﺴﻬﻤﺎ ﰱ ﺍﳌﺪﺍﺭﺱ ﺍﻹﺳﻼﻣﻴﺔ.
ﻭﻟﻘﺪ ﺃﺑﺮﺯ ﻻﺩﻭ ﻓﺎﺋﺪﺓ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﻗﻲ ﻗﻮﻟﻪ :ﺇﻥ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺃﺛﺒﺘﺖ ﺃﻥ ﺍﳌﻮﺩ
ﺍﻟﺪﺭﺍﺳﻴﺔ ﺍﻟﱴ ﰎ ﺇﻋﺪﺍﺩﻫﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﻣﻦ ﺍﳌﻘﺎﺭﻧﺔ ﺍﳍﺎﺩﻓﺔ ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻷﻡ ﻭﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﺃﺩﺕ ﺇﱃ ﻧﺘﺎﺋﺞ
ﺇﳚﺎﺑﻴﺔ ﻭﻓﻌﺎﻟﻴﺔ ﰲ ﺗﺴﻬﻴﻞ ﺗﻨﺎﻭﻝ ﺍﻟﻠﻐﺔ ﺍﳍﺪﻑ ﻭﰲ ﺃﻗﺼﺮ ﻣﺪﺓ ﳑﻜﻨﺔ .ﻭﻣﻦ ﺍﳌﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺪﺭﺍﺳﺎﺕ
ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﻋﻠﻰ ﻋﺪﺓ ﻣﺴﺘﻮﻳﺎﺕ ،ﻣﻨﻬﺎ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺼﻮﺗﻰ ،ﺍﻟﻨﺤﻮﻱ ،ﺍﻟﺘﺮﺍﻛﻴﺐ ،ﺍﻟﺼﺮﰲ،
ﺍﻟﺪﻻﱄ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﺜﻘﺎﰲ.
3
ﻭﺍﻟﺘﻘﺎﺑﻞ ﺍﻟﻠﻐﻮﻱ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺑﲔ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ
ﻟﻠﺘﺤﻠﻴﻞ ﻭﺍﻟﺒﺤﺚ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﺇﻇﻬﺎﺭ ﺍﳌﻈﺎﻫﺮ ﺍﻟﻌﺠﻴﺒﺔ ﺑﲔ ﻫﺎﺗﲔ ﺍﻟﻠﻐﺘﲔ .ﻷﻥﹼ ﺑﲔ ﻟﻐﱴ ﺍﻟﻌﺮﺑﻴﺔ
.2ﻣﺣﻣود ﻓﮭﻣﻰ ﺣﺟﺎزى ،ﻣدﺧل ﻓﻰ ﻋﻠم اﻟﻠﻐﺔ ،...ص .9
ﺳﺎﻟﯾﺑﮫ ) ،اﻟرﺑﺎط:
ﺗﻌ ﻠ ﯾم اﻟ ﻠﻐﺔ اﻟﻌرﺑﯾﺔ ﻟﻐﯾر ا ﻟﻧﺎطﻘﯾن ﺑﮭﺎ ﻣﻧﺎھﺟﮫ وأ
رﺷ ديأﺣﻣ د طﻌﯾﻣﺔ،
.3
إﯾﺳﯾﺳﻛو (1989،ص51.
ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﲣﺘﻠﻒ ﰲ ﺍﻟﻠﻔﻆ ﻭﺍﻟﻜﺘﺎﺑﺔ ﻭﺇﳕﺎ ﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﻌﲎ ،ﻓﻬﺬﺍ ﻇﺎﻫﺮ .ﻭﳜﺘﻠﻒ ﰲ ﺍﻟﻮﺿﻊ
ﻭﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﺮﺍﺩ .ﻭﳜﺘﻠﻒ ﰱ ﺍﳉﻨﺲ ﻭﻳﺘﺸﺎﺑﻪ ﰲ ﺍﳌﻘﺼﻮﺩ ،ﻭﻳﺘﻐﲑ ﰲ ﺍﻟﻌﺪﺩ ﻭﻳﺜﺒﺖ ﰲ ﺍﻟﻐﺮﺽ،
ﻭﳍﺬﺍ ﻇﻬﺮﺕ ﺍﻟﻔﺎﺋﺪﺓ ﳌﻌﺮﻓﺔ ﻫﺬﻩ ﺍﻟﻮﺟﻮﻩ.
ﻭﻳﺮﺍﺩ ﺑﺎﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﺎ ﻳﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﻮﺍﺳﻄﺔ ﺇﺷـﺎﺭﺓ ﺣﺴـﻴﺔ ﺑﺎﻟﻴـﺪ
ﻭﳓﻮﻫﺎ ،ﺇﻥ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺣﺎﺿﺮﺍ ،ﺃﻭ ﺇﺷﺎﺭﺓ ﻣﻌﻨﻮﻳﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻌﲎ ،ﺃﻭ ﺫﺍﺗـﺎ ﻏـﲑ
ﺣﺎﺿﺮﺓ.
4
ﻭﺃﻣﺎ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻓﻬﻰ ﺍﺳﻢ ﻳﺴﺘﺨﺪﻡ ﻟﻺﺷﺎﺭﺓ ﺍﻟﻌﺎﻣﺔ )ﻫﺬﺍ ،ﺫﻟﻚ ،ﻫﺆﻻﺀ،
ﺍﻭﻟﺌﻚ( ﻭﺍﻹﺷﺎﺭﺓ ﺩﻟﺖ ﻋﻠﻰ ﺇﺷﺎﺭﺓ ﺍﳌﻜﺎﻥ )ﻫﻨﺎ ،ﻫﻨﺎﻙ( ﻭﺍﻹﺷﺎﺭﺓ ﻟﻠﺤﺎﻝ )ﻣﺎﻫﻰ ،begini -ﻫﻜﺬﺍ-
.(begitu
5
ﻭﺑﻨﺎﺀ ﻋﻠﻰ ﺫﻟﻚ ،ﻗﺎﻡ ﺍﻟﺒﺎﺣﺚ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﺑﻴﻨﻬﻤﺎ ،ﻳﻘﺼﺪ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺘﻌﺮﻑ
ﻋﻠﻰ ﺍﻻﺧﺘﻼﻑ ﻭﺍﻟﺘﺸﺎﺑﻪ ﺑﲔ ﺍﻟﻠﻐﱵ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻣﻬﻤﺔ ﺟﺪﺍ ﺪﻑ
ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺃﺳﻬﻞ ﺻﻮﺭﺓ ﺍﻷﺟﻨﺒﻴﺔ .ﻣﻦ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻮﺍﻗﻌﻴﺔ ﻳﺮﻳﺪ ﺍﻟﺒﺎﺣﺚ ﺍﻟﺒﺤﺚ ﻋﻦ
ﻫﺬﺍ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻣﺸﺘﻤﻼ .ﻭﺬﻩ ﺍﳊﺎﺟﺔ ﻳﻘﻮﻡ ﺍﻟﺒﺎﺟﺚ ﺑﺎﻟﺒﺤﺚ ﻋﻨﻬﺎ.
. 4ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
س اﻟﻌﯾرﺑّﺔ ) ،اﻟﻘﺎھرة :دار اﻟﺣدﯾث (2005 ،ص 101
ﺟ ﺎﻣﻊاﻟدرو
Hasan Alwi dkk, Tata Bahasa Baku Bahasa Indonesia (Jakarta: Balai Pustaka, 2003), h.
5
260
ب .اﻟﻣﺷﻛﻼت
.1ﺗﺸﺨﻴﺺ ﺍﳌﺸﻜﻼﺕ
ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﻫﻨﺎ ﺃﻥ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺔ
ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ،ﺑﻨﺎﺀ ﻋﻠﻰ ﺧﻠﻔﻴﺎﺕ ﺍﻟﺒﺤﺚ ﺍﻟﺴﺎﺑﻘﺔ ﳝﻜﻦ ﺗﺸﺨﻴﺺ ﺑﻌﺾ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ
ﺑﺎﳌﻮﺿﻮﻉ ﻓﻴﻤﺎ ﻳﻠﻰ:
ﻗﺎﻝ ﻋﺒﺪ ﺍﳋﲑ ﻹﻧﺪﻭﻧﺴﻴﺎ ﺛﻼﺙ ﻟﻐﺎﺕ ﻣﺘﻌﻠﻖ ﲟﺨﺘﻠﻒ ﺍﻷﻧﻮﺍﻉ ﻫﻰ :ﺍﻟﻠﻐﺔ ﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ
ﻭﺍﻟﻠﻐﺔ ﺍﶈﻠﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ .ﻛﺎﻧﺖ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﰱ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ ﳍﺎ ﺩﻭﺭ ﺧﺎﺹ ﻟﺸﻌﺐ ﺇﻧﺪﻭﻧﻴﺴﻴﺎ.
ﻳﻌﲎ ﻹﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﻔﺎﻋﻞ ﺑﲔ ﺍﻟﺸﻌﻮﺏ ﻭﺍﻛﺘﺴﺎﺏ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ ﺍﳌﻜﺘﻮﺑﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ .ﻭﺃﻥ
ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ.
ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺒﻴﺎﻥ ﺍﻟﺴﺎﺑﻖ ,ﻧﺘﻔﻖ ﻋﻠﻰ ﺃﻥ ﺗﻌﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ ﻟﻴﺲ ﺃﻣﺮﺍ ﺳﻬﻼ .ﻻﺳﻴﻤﺎ ﺗﻌﻠﹼّﻢ
ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﱴ ﻛﺎﻧﺖ ﻃﺮﻳﻘﺔ ﻧﻄﻘﻬﺎ ﻭ ﳐﺎﺭﺝ ﺣﺮﻓﻬﺎ ﻓﺮﻕ ﺑﻌﻴﺪ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻐﺔ ﺍﻷﻡ .ﺣﲔ ﻧﺘﻌﻠﻢ ﺍﻟﻠﻐﺔ
ﺍﻟﻌﺮﺑﻴﺔ ﺳﻨﺠﺪ ﺍﻟﺼﻌﻮﺑﺔ ﻭ ﺍﳌﺸﻜﻼﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺎ .ﺑﺬﻟﻚ ﳒﺪ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻜﺜﲑﺓ ﰱ ﺗﻌﻠﻴﻤﻬﺎ ﻟﻌﻠﺔ
ﺍﻟﺼﻌﻮﺑﺔ ﻭ ﺍﳌﺸﻜﻼﺕ.
ﻟﻨﻘﺺ ﺍﻷﺧﻄﺎﺀ ﻓﻴﻬﺎ ,ﻧﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺑﺎﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﰱ ﺍﻟﻠﻐﺘﲔ.
ﺑﺎﳌﻨﺎﺳﺒﺔ ﺇﱃ ﺫﻟﻚ ,ﻋﻠﻴﻨﺎ ﺍﻟﺒﺤﺚ ﻭ ﺍﻟﺘﻔﺘﻴﺶ ﻭ ﺍﻟﻌﺮﻑ ﻃﺮﻕ ﰱ ﺍﺳﺘﻴﻌﺎﺏ ﺍﳌﺸﻜﻼﺕ ﺑﺎﻟﺘﻔﺮﻳﻖ ﺑﲔ
ﺍﻟﻠﻐﺘﲔ.
.2ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ
ﺇﻥ ﺍﳌﻮﺿﻮﻉ ﺍﻟﺬﻯ ﻳﺒﺤﺚ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺍﺳﻊ ﺍﻟﻨﻄﺎﻕ ،ﻳﻠﺰﻣﲎ ﲢﺪﻳﺪ ﻋﻨﺎﺻﺮ ﺍﳌﻮﺿﻮﻉ
ﻭﻫﻮ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺬﻯ ﻛﺜﺮ ﺍﺳﺘﻌﻤﺎﻟﻪ ﰱ ﻫﺎﺗﲔ ﺍﻟﻠﻐﺘﲔ ،ﺍﻣﺎ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﻓﻜﻤﺎ ﻳﻠﻲ:
(1ﻣﺎ ﻣﻔﻬﻮﻡ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﺗﻌﺮﻳﻒ ،ﺃﻧﻮﺍﻋﻪ ﻭﻓﺎﺋﺪﺗﻪ
ﻭﻣﻮﻗﻌﻪ ﰱ ﺍﳉﻤﻠﺔ
(2ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻟﺘﻼﻣﻴﺬ ﰲ
ﻣﺪﺭﺳﺔ ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ.
.3ﺗﻘﺮﻳﺮ ﺍﳌﺸﻜﻼﺕ
ﻭﺑﻌﺪ ﲢﺪﻳﺪ ﺍﳌﺸﻜﻼﺕ ﳍﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻰ ﺍﳌﺬﻛﻮﺭ ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﻣﺸﻜﻠﺔ ﲝﺜﻬﺎ ﻛﻤﺎ ﻳﻠﻰ:
(1ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻟﺘﺸﺎﺑﻪ ﻻﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ؟
(2ﻣﺎ ﻫﻲ ﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﻻﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ؟
(3ﻭﻛﻴﻒ ﻳﺘﻢ ﺗﻴﺴﲑ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻣﺪﺭﺳﺔ ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ؟
ج .أھداف اﻟﺑﺣث
ﻭﻓﻘﺎ ﻟﻠﻤﺸﻜﻼﺕ ﺍﳌﺬﻛﻮﺭﺓ ،ﻳﻘﺮﺭ ﺍﻟﺒﺎﺣﺚ ﺍﻷﻫﺪﺍﻑ ﻛﺎﻵﰐ :
(1ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﺍﻟﺘﻌﺮﻳﻒ ،ﺃﻧﻮﺍﻉ
ﻭﻓﺎﺋﺪﺗﻪ.
(2ﻣﻌﺮﻓﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻋﻦ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﻣﻦ ﺣﻴﺚ ﻣﻮﺍﻃﻦ ﺍﻟﺘﺸﺎﺑﻪ
ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﻤﺎ؟
(3ﺇﳚﺎﺩ ﻛﻴﻔﻴﺔ ﺗﻌﻠﻴﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﻨﺎﺟﺤﺔ ﰲ ﺍﻟﻠﻐﺘﲔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﻧﺪﻭﻧﻴﺴﻴﺔ ﰲ ﻣﺪﺭﺳﺔ
ﻧﻮﺭﺍﻹﺳﻼﻡ ﺍﻹﺳﻼﻣﻴﺔ ﺗﺎﳒﲑﺍﻧﺞ؟
د .ﻓواﺋد اﻟﺑﺣث
وأﻣﺎ اﻟﻔواﺋد ﻣن ھذا اﻟﺑﺣث اﻟﻌﻠﻣﻰ ھﻰ
( 1ﺗﺴﻬﻴﻞ ﺍﳌﺪﺭﺱ ﰲ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ.
(2ﺗﺴﻬﻴﻞ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻭ ﺍﺳﺘﻌﻤﺎﻟﻪ ﺑﲔ ﺍﻟﻠﻐﺘﲔ.
(3ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻣﻘﺎﺭﻧﺔ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰱ ﺍﻟﻠﻐﺘﲔ ﺗﺸﺎﻪ ﻭﺍﺧﺘﻼﻓﻪ.
ا ﻟ ﺒ ﺎب اﻟﺜﺎﻧﻰ
اﻹطﺎر اﻟﻨﻈﺮي
أ .إﺳﻢ اﻹﺷﺎرة ﻓ ﻲ اﻟﻠﻐﺔ اﻟﻌﺮﺑﯿﺔ
.1ﻣﻔﮭﻮم اﻻﺳﻢ وﺗﻘﺴﯿﻤﮫ
ﻫﻨﺎﻙ ﺗﻌﺎﺭﻳﻒ ﻛﺜﲑﺓ ﻟﻸﺳﻢ ﺫﻛﺮﻫﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻨﺤﻮ ﻭﻣﻨﻬﺎ:
.1ﻗﺎﻝ ﻓﺆﺍﺩ ﻧﻌﻤﺔ ﺍﻻﺳﻢ ﻫﻮ ﻛﻞ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻰ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻣﻜﺎﻥ ﺃﻭ
ﺯﻣﺎﻥ ﺃﻭ ﺻﻔﺔ ﺃﻭ ﻣﻌﲎ ﳎﺮﺩ ﻣﻦ ﺍﻟﺰﻣﺎﻥ.
6
.2ﻭ ﻗﺎﻝ ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﻴﲎ ﺍﻻﺳﻢ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
7
.3ﻭ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﺍﻻﺳﻢ ﻫﻮ ﻛﻠﻤﺔ ﺩﻟﺖ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻬﺎ ﻏﲑ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ.
.4ﻭﻗﺎﻝ ﳏﻤﺪ ﳏﺮﻡ ﺍﳌﺼﺮﻯ ﻭﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﺍﻟﻌﻤﺮﻯ ،ﺍﻻﺳﻢ ﻛﻞ ﻛﻠﻤﺔ ﻳﺴﻤﻰ ﺎ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ
ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻏﲑ ﺫﻟﻚ .ﻣﺜﻞ ﺻﺎﱀ ،ﺍﻟﺒﻘﺮﺓ ،ﺍﳌﺪﺭﺳﺔ.
8
ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺘﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﻻﺳﻢ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ ﻭ ﱂ ﺗﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ ﺃﻭ
ﺣﺎﻝ ﺃﻭ ﺍﺳﺘﻘﺒﺎﻝ ﺇﻣﺎ ﰱ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻰ ﺇﻧﺴﺎﻥ ﺃﻭ ﺣﻴﻮﺍﻥ ﺃﻭ ﲨﺎﺩ ﺃﻭ ﻧﺒﺎﺕ ﺃﻭ ﻏﲑ ﺫﻟﻚ.ﻣﺜﻞ:
ﺯﻫﺮﺓ ،ﻗﻠﻢ ،ﳏﻤﺪ.
6
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ) ،ﺑﯾرت :داراﻟﺛﺎﻗﻔﺔ اﻹﺳﻼﻣﯾﺔ( ص 17
س اﻟﻌﯾرﺑّﺔ) ،اﻟﻘﺎھرة :دار اﻟﺣدﯾث (2005 ،ص 9
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
ﻣﺣﻣد ﻣﺣرم اﻟﻣﺻرى وﻋﺑد اﻟرﺣﯾم اﻟﻌﻣرى ،ﻣﺑﺎدئ ﻓﻰ ﻋﻠم ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ )ﺟدة :دار اﻻﺻﻔﮭﺎﻧﻰ
(1981ص17
7
8
ﺗﻘﺴﻴﻢ ﺍﻻﺳﻢ
أ.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺑﻨﻴﺘﻪ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺑﻨﻴﺘﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﺻﺤﻴﺢ ﺍﻵﺧﺮ ﻭ ﻏﲑ ﺻﺤﻴﺢ ﺍﻵﺧﺮ .ﻓﻐﲑ
ﺍﻟﺼﺤﻴﺢ ﺍﻻﺧﺮ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ :
9
.1ﺍﻻ ﺳﻢ ﺍﳌﻘﺼﻮﺭ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﺃﻟﻒ ﺛﺎﺑﺘﺔ ،ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭﻣﺎ ﺃﻭﺗﻰ ﻣﻮﺳﻰ ﻭ
ﻋﻴﺴﻰ ﻭ ﺍﻟﻨﺒﻴﻮﻥ ﻣﻦ ﺭﻢ )ﺍﻝ ﻋﻤﺮﺍﻥ (84 :
.2ﺍﻻﺳﻢ ﺍﳌﻨﻘﻮﺹ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﻳﺎﺀ ﺛﺎﺑﺘﺔ ﻣﻜﺴﻮﺭﺓ ﻣﺎ ﻗﺒﻠﻬﺎ ،ﻣﺜﻞ :ﺣﻜﻢ ﺍﻟﻘﺎﺿﻰ
ﻋﻠﻰ ﺍﳉﺎﱏ.
.3ﺍﻻﺳﻢ ﺍﳌﻤﺪﻭﺩ ﻫﻮ ﺍﺳﻢ ﻣﻌﺮﺏ ﺁﺧﺮﻩ ﳘﺰﺓ ﻗﺒﻠﻬﺎ ﺃﻟﻒ ﺯﺍﺋﺪﺓ ،ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭﺍﻟﺴﻤﺎﺀ
ﻭﺍﻟﻄﺎﺭﻕ )ﺍﻟﻄﺎﺭﻕ .(1:
ﻭﺻﺤﻴﺢ ﺍﻵﺧﺮ ﻫﻮ ﻟﻴﺲ ﻣﻘﺼﻮﺭﺍ ﻭﻻ ﻣﻨﻘﻮﺻﺎ ﻭﻻ ﳑﺪﻭﺩﺍ .ﻣﺜﻞ ﻗﻮﻟﻪ ﺗﻌﺎﱃ :ﻭ ﺍﻃﻴﻌﻮﺍ ﺍﷲ
ﻭ ﺍﻟﺮﺳﻮﻝ ﻟﻌﻠﻜﻢ ﺗﺮﲪﻮﻥ )ﺍﻝ ﻋﻤﺮﺍﻥ.(132 :
ب.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ
ﻭﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﻧﻜﺮﺓ ﻭ ﻣﻌﺮﻓﺔ.
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 201
9
.1ﺍﻟﻨﻜﺮﺓ ﻫﻰ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻏﲑ ﻣﻌﲔ .ﻣﺜﻞ :ﻗﺎﻝ ﺍﻟﻨﱯ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭ ﺳﻠﻢ ﻃﻠﺐ ﺍﻟﻌﻠﻢ
ﻓﺮﻳﻀﺔ ﻋﻠﻰ ﻛﻞ ﻣﺴﻠﻢ ﻭ ﻣﺴﻠﻤﺔ )ﺭﻭﺍﻩ ﺍﺑﻦ ﻣﺎﺟﻪ(.
.2ﺍﳌﻌﺮﻓﺔ ﻫﻰ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻣﻌﲔ .ﻣﺜﻞ :ﺍﻷﺳﺘﺎﺫ.
ﺃﻧﻮﺍﻉ ﺍﳌﻌﺮﻓﺔ ﺳﺒﻌﺔ ،ﻭﻫﻲ ﺍﻟﻀﻤﲑ ،ﺍﻟﻌﻠﻢ ،ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﺍﺳﻢ ﺍﳌﻮﺻﻮﻝ ،ﺍﳌﻌﺮﻑ ﺑﺄﻝ،
ﺍﳌﻀﺎﻑ ﺇﱃ ﻣﻌﺮﻓﺔ ﻭﺍﳌﻨﺎﺩﻯ ﺍﳌﻘﺼﻮﺩ ﺗﻌﻴﻴﻨﻪ.
ﻓﺎﺳﻢ ﺍﻹﺷﺎﺭﺓ ﰲ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺗﺪﺧﻞ ﰲ ﺗﻘﺴﻴﻢ ﺍﻻﺳﻢ ﻣﻦ ﺣﻴﺚ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺗﻌﻴﻴﻨﻪ.
ج.
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻋﻪ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻧﻮﻋﻪ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﻗﺴﻤﲔ ﳘﺎ ﻣﺬﻛﺮ ﻭ ﻣﺆﻧﺚ.
.1ﻣﺬﻛﺮ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﻟﺬﻛﻮﺭ ﻣﻦ ﺍﻟﻨﺎﺱ ﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ .ﻣﺜﻞ :ﺭﺟﻞ ،ﺃﺳﺪ.
.2ﻣﺆﻧﺚ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﻹﻧﺎﺙ ﻣﻦ ﺍﻟﻨﺎﺱ ﻭ ﺍﳊﻴﻮﺍﻧﺎﺕ .ﻣﺜﻞ :ﴰﺲ ،ﺩﺍﺭ.
ﺩ .ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻋﺪﺩﻩ
ﺍﻻﺳﻢ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﻋﺪﺩﻩ ﻳﻨﻘﺴﻢ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ :
.1ﺍﳌﻔﺮﺩ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﻭﺍﺣﺪ ﺃﻭ ﻭﺍﺣﺪﺓ .ﻣﺜﻞ :ﺭﺟﻞ ،ﺭﺳﻮﻝ ،ﻣﺴﻠﻢ.
.2ﺍﳌﺜﲎ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﺛﻨﲔ ﺃﻭ ﺍﺛﺘﲔ ﺑﺰﻳﺎﺩﺓ ﺃﻟﻒ ﻭ ﻧﻮﻥ ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ ﻭ ﺯﻳﺎﺩﺓ ﻳﺎﺀ ﻭ ﻧﻮﻥ
ﰱ ﺣﺎﻟﺔ ﺍﻟﻨﺼﺐ ﻭ ﺍﳉﺮ .ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ ،ﻣﺜﻞ :ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﻼﻥ .ﻭ ﰱ ﺣﺎﻟﱵ ﺍﻟﻨﺼﺐ
ﻭﺍﳉﺮ ،ﻣﺜﻞ ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﻠﲔ.
.3ﺍﳉﻤﻊ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺍﺛﻨﲔ ﺃﻭ ﺍﺛﻨﺘﲔ ﺃﻭ ﺃﻛﺜﺮ .ﻭ ﻫﻮ ﻋﻠﻰ ﺛﻼﺛﺔ ﺃﻧﻮﻉ :ﲨﻊ ﺍﳌﺬﻛﺮ
ﺍﻟﺴﺎﱂ ﻫﻮ ﺑﺰﻳﺎﺩﺓ ﻭﺍﻭ ﻭ ﻧﻮﻥ ﰱ ﺣﺎﻟﺔ ﺍﻟﺮﻓﻊ .ﻣﺜﻞ :ﻋﻠﻢ ﺻﺎﺭ ﻋﺎﳌﻮﻥ .ﻭ ﺑﺰﻳﺎﺩﺓ ﻳﺎﺀ ﻭ ﻧﻮﻥ
ﰱ ﺣﺎﻟﱵ ﺍﻟﻨﺼﺐ ﻭ ﺍﳉﺮ .ﻣﺜﻞ :ﻋﺎﱂ ﺻﺎﺭ ﻋﺎﳌﻮﻥ .ﲨﻊ ﺍﳌﺆﻧﺚ ﺍﻟﺴﺎﱂ ﻫﻮ ﺑﺰﻳﺎﺩﺓ ﺃﻟﻒ
ﻭ ﺗﺎﺀ ﺇﱃ ﺍﳌﻔﺮﺩ .ﻣﺜﻞ :ﻣﺴﻠﻢ ﺻﺎﺭ ﻣﺴﻠﻤﺎﺕ .ﲨﻊ ﺍﻟﺘﻜﺴﲑ ﻫﻮ ﻣﺎ ﺩﻝ ﻋﻠﻰ ﺃﻛﺜﺮ ﻣﻦ ﺍﺛﻨﲔ ﺃﻭ
ﺍﺛﻨﺘﲔ ﻣﻊ ﺗﻐﻴﲑ ﺻﻮﺭﺓ ﺍﳌﻔﺮﺩ .ﻣﺜﻞ :ﺭﺟﻞ ﺻﺎﺭ ﺭﺟﺎﻝ.
10
.2ﻣﻔﮭوم اﺳم اﻹﺷﺎرة
ﻳﻘﺪﻡ ﺍﻟﺒﺎﺣﺚ ﺗﻌﺎﺭﻳﻒ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﻟﹼﱵ ﻳﻌﺮﺿﻬﺎ ﻋﻠﻤﺎﺀ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ،ﻓﻬﻲ ﻛﻤﺎ ﻳﻠﻲ:
ﺍﺳﻢ ﻣﺒﲏ ﻳﺪﻝ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺎﻹﺷﺎﺭﺓ ﺇﻟﻴﻪ.
11
.1ﻣﺎ ﻳﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﻮﺍﺳﻄﺔ ﺇﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺑﺎﻟﻴﺪ ﻭﳓﻮﻫﺎ ،ﺇﻥ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺣﺎﺿـﺮﺍ ،ﺃﻭ
ﺇﺷﺎﺭﺓ ﻣﻌﻨﻮﻳﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻌﲎ ،ﺃﻭ ﺫﺍﺗﺎ ﻏﲑ ﺣﺎﺿﺮﺓ.
.2ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﺑﺈﺷﺎﺭﺓ ﳏﺴﻮﺳﺔ ﺇﻟﻴﻪ.
12
13
.3ﺍﺳﻢ ﻳﻌﲔ ﻣﺪﻟﻮﻟﻪ ﺗﻌﻴﻴﻨﺎ ﻣﻘﺮﻭﻧﺎ ﺑﺈﺷﺎﺭﺓ ﺣﺴﻴﺔ ﺇﻟﻴﻪ.
14
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 201
ﻓؤاد ﻧﻌﻣﺔ ،ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 121
12
س اﻟﻌﯾرﺑّﺔ ،...ص 101
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻰ,
13
اﻟﻠﻐﺔ اﻟﻌﯾرﺑّﺔ) ,ﺑﯾرت :دار اﻟﻔﻛر( ص 49
ﻋﻠﻰ رﺿﺎ ،اﻟﻣرﺟﻊ ﻓﻲ
10
11
ﻳﺴﺘﻨﺒﻂ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺗﻌﺎﺭﻳﻒ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥﹼ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻫﻰ ﺍﲰﺎﺀ ﺗﺪﻝﹼ ﻋﻠﻰ ﻣﻌﻴﻦ ﻣﺸﺎﺭ ﺍﻟﻴﻪ.
.3أﻧواع اﺳم اﻹﺷﺎرة
ﺗﻨﻘﺴﻢ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﲝﺴﺐ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺇﱄ ﻗﺴﻤﲔ :ﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ
ﻣﻦ ﻧﺎﺣﻴﺔ ﺃﻧﻪ ﻣﻔﺮﺩ ،ﺃﻭ ﻣﺜﲎ ،ﺃﻭ ﲨﻊ ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺘﺬﻛﲑ ،ﻭﺍﻟﺘﺄﻧﻴﺚ ،ﻭﺍﻟﻌﻘﻞ ,ﻭﻋﺪﻣﻪ ﰲ ﻛﻞ ﺫﻟﻚ،
ﻭﻗﺴﻢ ﳚﺐ ﺃﻥ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺃﻳﻀﺎ ،ﻭﻟﻜﻦ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ,ﺃﻭ ﺑﻌﺪﻩ ،ﺃﻭ ﺗﻮﺳـﻄﻪ ﺑـﲔ
ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﻴﺪ.
ﻓﺎﻟﻘﺴﻢ ﺍﻷﻭﻝ ﲬﺴﺔ ﺃﻧﻮﺍﻉ:
.1ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﺃﺷﻬﺮ ﺃﲰﺎﺋﻪ "ﺫﺍ" .ﻛﻤﺎ ﻗﺎﻝ
ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﺍ ﳌﻔﺮﺩ ﻣﺬﻛﺮ ﺍﹶﺷﺮ .15ﳓﻮ ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
.2ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻠﺔ ﺃﻭ ﻏﲑ ﻋﺎﻗﻠﺔ( .ﻭﻫﻮ ﻋﺸﺮﺓ ﺃﻟﻔﺎﻅ ،ﲬﺴـﺔ
ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺬﺍﻝ ﻫﻲ :ﺫﻯ ،ﺫﻩ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺍﺧﺘﻼﺱ ﻛﺴﺮﺎ ،ﺫﻩ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣـﻊ
14
ﻋﺑﺎس ﺣﺳن ،اﻟﻧﺣو اﻟواﻓﻰ) ،ﻗﺎھرة :دار اﻟﻣﻌﺎرف( ص 321
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ﻋﻠﻰ أﻟﻔﯾﺔ اﻹﻣﺎم اﺑن ﻣﺎﻟك) ،دار اﻟﻔﻛر ,ﺑﯾرت،
(2003ص 105
15
ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ ،ﺫﺍﺕ ،ﻭﲬﺴﺔ ﻣﺒﺪﻭﺀﺓ ﺑﺎﻟﺘﺎﺀ ،ﻫﻲ ﺗﻰ ،ﺗﺎ ،ﺗﻪ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣـﻊ
ﺍﺧﺘﻼﺱ ﺍﻟﻜﺴﺮﺓ ،ﺗﻪ ﺑﻜﺴﺮ ﺍﳍﺎﺀ ﻣﻊ ﺇﺷﺒﺎﻉ ﺍﻟﻜﺴﺮﺓ ﻧﻮﻋﺎ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺬﻯ ﻭﺫﻩ
ﺗﻰ ﺗﺎ ﻋﻠﻰ ﺍﻷﻧﺜﻰ ﺍﻗﺘﺼﺮ .16ﳓﻮ ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ.
.3ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺬﻛﺮ ﻣﻄﻠﻘﺎ )ﺃﻯ ﻋﺎﻗﻼ ﺃﻭ ﻏﲑ ﻋﺎﻗﻞ( .ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺫﺍﻥ" ﺭﻓﻌﺎ
ﻭ ﺗﺼﲑ "ﺫﻳﻦ" ﻧﺼﺒﺎ ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺫﺍﻥ ﺗﺎﻥ ﻟﻠﻤﺜﲎ ﺍﳌﺮﺗﻔﻊ ﻭﰲ ﺳﻮﺍﻩ ﺫﻳﻦ
ﺗﲔ ﺍﺫﻛﺮ ﺗﻄﻊ .17ﳓﻮ ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ )ﻃﻪ ،(63 :ﺇﻥﹼ ﺫﻳﻦ ﺻﺎﳊﺎﻥ ﻭﺳﻠﻤﺖ ﻋﻠـﻰ
ﺫﻳﻦ ﺻﺎﳊﹶﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰲ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺫﺍﻥﹼ ﻭﺫﻳﻦ ،ﳓﻮ ﻗﺪ ﻗﺮﺉ ﻓﺬﺍﻧﻚ ﺑﺮﻫﺎﻧﺎﻧﺎ
)ﺍﻟﻘﺼﺺ(32:
18
.4ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﻣﻄﻠﻘﺎ ،ﻭﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣﺪﺓ "ﺗﺎﻥ" ﺭﻓﻌﺎ ﻭ ﺗﺼﲑ "ﺗـﲔ" ﻧﺼـﺒﺎ
ﻭﺟﺮﺍ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ﰲ ﺷﻌﺮﻩ ﺍﻟﺴﺎﺑﻖ .ﳓﻮ ﺗﺎﻥ ﻣﺴـﻠﻤﺘﺎﻥ ،ﺇﻥﹼ ﺗـﲔ ﻣﺴـﻠﻤﺘﺎﻥ،
ﻓﺮﺣﺖ ﺑﺘﲔ ﺍﳌﺴﻠﻤﺘﲔ .ﻭﳚﻮﺯ ﺗﺸﺪﻳﺪ ﺍﻟﻨﻮﻥ ﰲ ﻣﺜﲎ ﻓﻨﻘﻮﻝ ﺗﺎﻥﹼ ﻭﺗﲔ ،ﳓـﻮ ﻗـﺪ ﻗـﺮﺉ
ﺇﺣﺪﻯ ﺍﺑﻨﱵ ﻫﺎﺗﲔ) ﺍﻟﻘﺼﺺ(27:
19
.5ﻣﺎ ﻳﺸﺎﺭ ﺑﻪ ﻟﻠﺠﻤﻊ ﻣﻄﻠﻘﺎ)ﻣﺬﻛﺮﺍ ﻭﻣﺆﻧﺜﺎ ،ﻋﺎﻗﻼ ﻭﻏﲑ ﻋﺎﻗﻞ( ﻫﻮ ﻟﻔﻈﺔ ﻭﺍﺣـﺪﺓ "ﺃﻭﱃ"
ﻣﻘﺼﻮﺭﺓ ﺃﻭ "ﺃﻭﻻﺀ" ﳑﺪﻭﺩﺓ ﰲ ﺍﻷﻛﺜﺮ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺑﺄﻭﱃ ﺍﺷﺮ ﳉﻤﻊ ﻣﻄﻠﻘـﺎ
16
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ، ...ص 105
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 105
18
س اﻟﻌﯾرﺑّﺔ ،...ص 102
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻲ،
19
س اﻟﻌﯾرﺑّﺔ ،...ص 102
ﺟ ﺎﻣﻊاﻟدرو
ﻣﺻطﻔﻰ اﻟﻐﻼﯾﯾﻧﻲ،
17
ﻭﺍﳌﺪ ﺍﻭﱃ ﻭﻟﺪﻯ ﺍﻟﺒﻌﺪ ﺍﻧﻄﻖ20ﺍ .ﳓـﻮ ﻫـﺎ ﺃﻧـﺘﻢ ﺃﻭﻻﺀ ﲢﺒـﻮﻢ ﻭﻻ ﳛﺒـﻮﻧﻜﻢ )ﺁﻝ
ﻋﻤﺮﺍﻥ(119:
ﺃﻣﺎ ﺍﻟﻘﺴﻢ ﺍﻟﺜﺎﱏ ﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻭﻫﻮ ﺍﻟﹼﺬﻯ ﻳﻼﺣﻆ ﻓﻴﻪ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﻦ ﻧﺎﺣﻴﺔ ﻗﺮﺑﻪ ,ﺃﻭ ﺑﻌﺪﻩ،
ﺃﻭ ﺗﻮﺳﻄﻪ ﺑﲔ ﺍﻟﻘﺮﻳﺐ ﻭﺍﻟﺒﻌﺪ ،ﻓﺈﻧﻪ ﺛﻼﺛﺔ ﺃﻧﻮﺍﻉ:
.1ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﻗﺮﺑﻪ ﻫﻲ ﻛﻞ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﻤﻔﺮﺩ ،ﻭﺍﳌﻔﺮﺩﺓ،
ﻭﺍﳌﺜﲎ ﻭﺍﳉﻤﻊ ﺑﻨﻮﻋﻬﻤﺎ ،ﻣﻦ ﻏﲑ ﺍﺧﺘﻼﻑ ﰲ ﺍﳊﺮﻛﺎﺕ ﺃﻭ ﺍﳊﺮﻭﻑ ﻭﻣﻦ ﻏﲑ ﺯﻳـﺎﺩﺓ
ﺷﻰﺀ ﰲ 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 ,ﻓﻼﳚﻮﺯ ﺃﻥ ﻳﻘـﺎﻝ
ﻫﺬﺍﻟﻚ ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﺍﻟﻼﹼﻡ ﺍﻥ ﻗﺪﻣﺖ ﻫﺎ ﳑﺘﻨﻌﻪ 21.ﳓـﻮ ﺇﻥ ﻛـﺎﻥ ﻫـﺬﺍ ﻫـﻮ ﺍﳊـﻖ
)ﺍﻷﻧﻔﺎﻝ (32:ﻛﻜﺎﻑ ﺍﻟﻀﻤﲑ ﰲ ﺣﺮﻛﺘﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ
.2ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺗﻮﺳﻄﻪ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥﹼ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﻣﺘﻮﺳﻂ ﺍﳌﻮﻗﻊ ﺑﲔ ﺍﻟﻘﺮﺏ
ﻭﺍﻟﺒﻌﺪ ،ﻫﻲ ﺑﻌﺾ ﺍﻻﲰﺎﺀ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺸﺮﻁ ﺃﻥ ﻳﺰﺍﺩ ﰲ ﺁﺧﺮ ﻛﻞ ﺍﺳﻢ ﻣﻨﻬﺎ ﺍﳊﺮﻑ ﺍﻟـﺪﺍﻝ
ﻋﻠﻰ ﺍﻟﺘﻮﺳﻂ ،ﻭﻫﺬﺍ ﺍﳊﺮﻑ ﻫﻮ ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ﺍﳌﺘﺼﺮﻓﺔ ﻛﻜـﺎﻑ ﺍﻟﻀـﻤﲑ ﰲ
ﺣﺮﻛﺘﻬﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺍﳌﺨﺎﻃﺐ ﻭﺑﺸﺮﻁ ﺃﻥ ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ﻻ ﺗﺰﺍﺩ ﰲ ﺁﺧﺮ ﺍﻹﺷـﺎﺭﺓ
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
20
21
ﺍﳋﺎﺻﺔ ﺑﺎﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﺇﻻ ﰲ ﺛﻼﺛﺔ :ﺗﻰ ،ﻭﺗﺎ ،ﻭﺫﻯ ،ﻭﻻ ﺗﺪﺧﻞ ﰲ ﺍﻟﺴﺒﻌﺔ ﺍﻷﺧﺮﻯ .ﻛﻤﺎ
ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﺑﺎﻟﻜﺎﻑ ﺣﺮﻓﺎ ﺩﻭﻥ ﻻﻡ .22ﳓﻮ ﺫﺍﻙ ﺑﻴﱵ ﻭﺫﻟﻜﻢ ﺍﻟﺒﺴﺘﺎﻥ ﲨﻴﻞ ﻳﺎ ﺃﺧﻮﻱ
.3ﺍﻻﲰﺎﺀ ﺍﻟﱴ ﺗﺴﺘﻌﻤﻞ ﰲ ﺣﺎﻟﺔ ﺑﻌﺪﻩ .ﻻ ﺳﺒﻴﻞ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥﹼ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﺑﻌﻴﺪ ﺇﻻ ﺑﺰﻳـﺎﺩﺓ
ﺣﺮﻓﲔ ﻣﻌﺎ ﰲ ﺁﺧﺮ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ،ﳘﺎ ﻻﻡ ﰲ ﺁﺧﺮﻩ ﺗﺴﻤﻰ ﻻﻡ ﺍﻟﺒﻌﺪ ،ﻳﻠﻴﻬﺎ ﻭﺟﻮﺑﺎ ﻛﺎﻑ
ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ،ﳓﻮ ﺫﻟﻚ ﺍﻟﻜﺘﺎﺏ ﻻ ﺭﻳﺐ ﻓﻴﻪ )ﺍﻟﺒﻘﺮﺓ.(2 :
ﻭﺗﺰﺍﺩ ﰲ ﺁﺧﺮ ﺛﻼﺛﺔ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺍﻟﱴ ﻹﺷﺎﺭﺓ ﺍﳌﻔﺮﺩﺓ ،ﳓﻮ ﺗﻠﻚ ﺍﳌﺪﺭﺳﺔ ﻭﺍﺳﻌﺔ .ﻭﺗﺰﺍﺩ ﰲ ﻵﺧﺮ
ﻛﻠﻤﺔ ﺃﻭﱃ ﺍﳌﻘﺼﻮﺭﺓ ﺩﻭﻥ ﺃﻭﻻﺀ ﺍﳌﻤﺪﻭﺩﺓ .ﳓﻮ ﺃﻭﻻﻟﻚ ﺍﻟﻄﻼﺏ ﺍﳌـﺎﻫﺮﻭﻥ .ﻭﻻ ﺗـﺰﺍﺩ ﰲ ﺍﺳـﻢ
ﺍﻹﺷﺎﺭﺓ ﺍﻟﺬﻯ ﻟﻠﻤﺜﲎ ﺍﳌﺆﻧﺚ ﺃﻭ ﺍﳌﺬﻛﺮ ،ﻭﻻ ﰲ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﺍﳌﺒﺪﻭﺀ ﲝﺮﻑ ﺍﻟﺘﻨﺒﻴﻪ "ﻫﺎ" ﺍﳌﺨﺘـﻮﻡ
ﻛﺎﻑ ﺍﳋﻄﺎﺏ ﺍﳊﺮﻓﻴﺔ ،ﻓﻼ ﻳﺼﺢ ﺃﻥ ﻳﻘﺎﻝ ﻫﺬﺍﻟﻚ ,ﻭﻻ ﻫﺎﺗﺎﻟﻚ ﻛﻤﺎ ﺳﺒﻖ ﺷﺮﺣﻪ.
ﻗﺪ ﺗﺪﺧﻞ ﻛﺎﻑ ﺍﻟﺘﺸﺒﻴﻪ ﻋﻠﻰ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ "ﺫﺍ" ﻓﻨﻘﻮﻝ "ﻛﺬﺍ" ﲟﻌﲎ ﻣﺜﻞ ,ﳓﻮ ﳛﺐ ﲪﺪﺍﻥ
ﺍﻟﻄﻌﺎﻡ ﻭﻛﺬﺍ ﻋﻠﻲ.
23
ﻭﻣﻦ ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ ﻣﺎ ﻫﻮ ﺧﺎﺹ ﺑﺎﳌﻜﺎﻥ ﻭﻫﻲ ﻫﻨﺎ ﻟﻠﻤﻜﺎﻥ ﺍﻟﻘﺮﻳﺐ ،ﻭﻗﺪ ﻳﺰﺍﺩ ﰲ ﺃﻭﳍـﺎ
ﺣﺮﻑ ﺍﻟﺘﻨﺒﻴﻪ "ﻫﺎ" ﳓﻮ ﻫﺎﻫﻨﺎ ﺍﻷﺑﻄﺎﻝ .ﻭﻫﻨﺎﻙ ﺃﻭ ﻫﺎﻫﻨﺎﻙ ﻟﻠﻤﺘﻮﺳﻂ ﳓـﻮ ﻫﻨـﺎﻙ ﰲ ﺍﻟﺒﻴـﺖ ﺍﻡ.
ﻭﻟﻠﻤﻜﺎﻥ ﺍﻟﺒﻌﻴﺪ ﻫﻲ ﻫﻨﺎﻟﻚ ﻛﻠﻬﻢ ﺗﻔﻴﺪ ﺍﻹﺷﺎﺭﺓ ﻣﻊ ﺍﻟﻈﺮﻓﻴﺔ ﻻ ﺗﺘﺼﺮﻑ.
ﻭﻗﺪ ﻳﺪﺧﻞ ﻋﻠﻰ ﺻﻴﻐﺘﻬﺎ ﺍﻷﺻﻠﻴﺔ ﺑﻌﺾ ﺗﻐﻴﲑ ،ﻓﺘﺼﲑ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻟﻠﻤﻜﺎﻥ ﺍﻟﺒﻌﻴﺪ ﻣﻦ ﻏﲑ
ﻭﺟﻮﺩ ﻻﻡ ﺍﻟﺒﻌﻴﺪ ﻭﻣﻦ ﺫﺍﻟﻚ ﻫﻨﺎ ،ﻫﻨﺎ ،ﻫﻨﺖ ،ﻫﻨﺖ ،ﺛﹶﻢ ﻭﺛﹶﻤﺔﹶ ،ﳓﻮ ﺗﺄﻣﻞ ﺍﻟﻨﺠـﻮﻡ ﻓـﺜﻢ ﺍﳉـﻼﻝ
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص 106
ﻓؤاد ﻧﻌﻣﺔ ,ﻣﻠﺧص ﻗواﻋد اﻟﻠﻐﺔ اﻟﻌرﺑﯾﺔ ،...ص 123
22
23
ﻭﺍﻟﻌﻈﻤﺔ .ﻛﻤﺎ ﻗﺎﻝ ﺍﺑﻦ ﻣﺎﻟﻚ ،ﻭﻨﺎ ﺃﻭ ﻫﺎﻫﻨﺎ ﺍﺷﺮ ﺇﱃ ﺩﺍﱏ ﺍﳌﻜﺎﻥ ﺃﻭ ﺑﻪ ﺍﻟﻜﺎﻑ ﺻﻼ*ﰲ ﺍﻟﺒﻌﺪ ﺃﻭ
ﺑﺜﻢ ﻓﻪ ﺃﻭ ﻫﻨﺎ ﺃﻭ ﻨﺎﻟﻚ ﺍﻧﻄﻘﻦ ﺃﻭ ﻫﻨﺎ
24
.4ﻓﺎﺋدة اﺳم اﻹﺷﺎرة وﻣوﻗﻌﮫ ﻓﻲ اﻟﺟﻣﻠﺔ
.1ﻓﺎﺋﺪﺗﻪ
ﻭﺃﻣﺎ ﻓﺎﺋﺪﺓ ﺍﺳﻢ ﺍﻹﺷﺎﺭﺓ ﻋﻨﺪ ﻋﺒﺎﺱ ﺣﺴﻦ ﰲ ﻛﺘﺎﺑﻪ "ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﰱ" ﻛﺎﻵﺗﻰ:
ﺃﲰﺎﺀ ﺍﻹﺷﺎﺭﺓ
ﺫﺍ
ﻓﺎﺋﺪﺎ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﻔﺮﺩ ﺍﳌﺬﻛﺮ
ﺍﳌﺜﺎﻝ
ﺫﺍ ﻃﺎﻟﺐ ﻣﺎﻫﺮ
24
ﯾوﺳف اﻟﺷﯾﺦ ﻣﺣّ ﻣد اﻟﺑﻘﺎﻋﻲ ،ﺷرح اﺑن ﻋﻘﯾل ،...ص110
ﻋﺑﺎس ﺣﺳن ،اﻟﻧﺣو اﻟواﻓﻰ ،...ص 331
25
25
ﺫﻯ ﺍﻟﻔﺘﺎﺓ ﳏﺴﻨﺔ
ﺫﻯ ،ﺗﻰ ،ﺗﺎ
،ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ
ﺫﻩ ،ﺫﻩ ،ﺫﺍﺕ ،ﺗﻪ ،ﺗﻪ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﻭﺍﳌﺘﻮﺳﻂ ﺍﳌﻔﺮﺩﺓ ﺍﳌﺆﻧﺜﺔ ﻫﺬﻩ ﺍﳊﺪﻳﻘﺔ ﲨﻴﻠﺔ
ﺫﺍﻥ ﻭ ﺫﹶﻳﻦﹺ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﺜﲎ ﺍﳌﺬﻛﺮ
ﺇﻥ ﻫﺬﺍﻥ ﻟﺴﺎﺣﺮﺍﻥ
ﺗﺎﻥ ﻭﺗﻴﻦﹺ
ﺇﺷﺎﺭﺓ ﻟﻠﻘﺮﻳﺐ ﺍﳌﺜﲎ ﺍﳌﺆﻧﺚ
ﺗﺎﻥ ﻣﺴﻠﻤﺘﺎﻥ
ﹸﺃﻭﻟ