Al fi'lu al-lazimu wal muta'adi fi illughoti al- arobi yati wal injlizi yati dirosah taqobuliyah

‫ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫)ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ(‬
‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ )‪(S.S.‬‬

‫ﺇﻋﺪﺍﺩ‬
‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٧٠٢١٠٠١٥٠٨ :‬‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁ ﺩ ﺍ ‪‬ﺎ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺟﺎﻣﻌ ﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊ ﻜ ﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪ ٢٠١١‬ﻡ ‪ ١٤٣٣ /‬ﻫ ـ‬

‫ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ‬

‫ﲝﺚ‬
‫ﻣﻘﺪﻡ ﺇﱃ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ )‪(S.S‬‬

‫ﺇﻋﺪﺍﺩ‪:‬‬
‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ‬
‫ﺭﻗﻢ ﺍﻟﺘﺴﺠﻴﻞ‪١٠٧٠٢١٠٠١٥٠٨:‬‬
‫ﲢﺖ ﺇﺷﺮﺍﻑ‬

‫)ﻋﺮﻓﺎﻥ ﺃﺑﻮ ﺑﻜﺮ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬
‫ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‬
‫‪٢٠١١‬ﻡ‪ ١٤٣٣ /‬ﻫـ‬
‫ﺃ‬

‫ﺗﺼﺮﻳﺢ ﺍﻟﺒﺎﺣﺚ‬

‫ﰲ ﻫﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ ﺻﺮﺡ ﺍﻟﺒﺎﺣﺚ ﺑﺄﻥ‪:‬‬
‫‪.١‬‬

‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻛﺘﺒﻪ ﺍﻟﺒﺎﺣﺚ ﻟﺘﻜﻤﻠﺔ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬

‫‪.٢‬‬

‫ﻛﻞ ﺍﳌﺮﺍﺟﻊ ﺍﻟﱵ ﺍﺳﺘﻌﻤﻠﻬﺎ ﺍﻟﺒﺎﺣﺚ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻗﺪ ﻭﺿﻌﻬﺎ‬
‫ﺣﺴﺐ ﺍﻟﻘﺮﺍﺭﺍﺕ ﺍﳌﻮﺟﻮﺩﺓ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ‪.‬‬

‫‪.٣‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺒﺤﺚ ﻣﻦ ﻏﲑ ﺇﻋﺪﺍﺩﻱ ﻭﻳﻮﺟﺪ ﻓﻴﻪ ﺍﻧﺘﺤﺎﻝ ﻵﺭﺍﺀ ﺍﻟﻐﲑ ﺩﻭﻥ‬
‫ﺫﻛﺮﻩ ﻓﺎﺳﺘﻌﺪ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﺴﺘﻠﻢ ﻛﻞ ﺍﻟﻌﻘﻮﺑﺎﺕ ﺍﻟﱵ ﻗﺮﺭ‪‬ﺎ ﺟﺎﻣﻌﺔ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ‪.‬‬
‫ﺟﺎﻛﺮﺗﺎ‪ ٠٢ ،‬ﺩﻳﺴﻤﺒﲑ ‪٢٠١١‬ﻡ‬
‫‪ ٠٦‬ﳏﺮﻡ ‪١٤٣٣‬ﻫـ‬
‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ‬

‫ﺏ‬

‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ‬
‫ﲤﺖ ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﻋﻨﻮﺍﻧﻪ‪ :‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ‪:‬‬

‫ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﺃﻣﺎﻡ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬
‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‪ ،‬ﻭﻧﻮﻗﺶ ﰲ ‪ ١٥‬ﺩﻳﺴﻤﺒﲑ ‪٢٠١١‬ﻡ‪ ،‬ﺍﳌﻮﺍﻓﻖ ‪ ٢٤‬ﳏﺮﻡ‬
‫‪١٤٣٣‬ﻫـ‪ .‬ﻭﻗﺪ ﰎ ﻗﺒﻮﻟﻪ ﺷﺮﻃﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩ‪‬ﺎ‬
‫)‪.(S.S‬‬

‫ﺟﺎﻛﺮﺗﺎ‪ ١٥ ،‬ﺩﻳﺴﻤﺒﲑ ‪٢٠١١‬ﻡ‬
‫‪ ٢٨‬ﳏﺮﻡ ‪١٤٣٣‬ﻫـ‬
‫ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ‬
‫ﺳﻜﺮﺗﲑﺓ ﺍﻟﻠﺠﻨﺔ‬

‫ﺭﺋﻴﺲ ﺍﻟﻠﺠﻨﺔ‬

‫)ﺍﻟﺪﻛﺘﻮﺭﺓ ﺷﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٧٥٠٦٣٠٢٠٠٣١٢٢٠٠ :‬‬

‫)ﺍﻟﺪﻛﺘﻮﺭﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺍﺭﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩٠٥١٠١٩١٠٣٠٠١ :‬‬

‫ﺍﳌﺸﺮﻑ‬

‫) ﳏﻤﺪ ﻋﺮﻓﺎﻥ ﺃﺑﻮﺑﻜﺮ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٦٧٠٥٠٧١٩٩٧٠٣١٠٠١:‬‬
‫ﺍﻷﻋﻀﺎﺀ‬
‫ﺍﳌﻨﺎﻗﺶ ﺍﻟﺜﺎﱐ‬

‫ﺍﳌﻨﺎﻗﺶ ﺍﻷﻭﻝ‬
‫)ﳏﻤﺪ ﺣﺴﲏ ﲤﺮﻳﻦ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪٩٧١٠٨١٠١٩٩٨٠٣١٠٠٢:‬‬

‫)ﺍﻟﺪﻛﺘﻮﺭﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺍﺭﻱ ﺍﳌﺎﺟﺴﺘﲑ(‬
‫ﺭﻗﻢ ﺍﻟﺘﻮﻇﻴﻒ‪١٩٥٩٠٥١٠١٩١٠٣٠٠١ :‬‬

‫ﺝ‬

‫ﲡﺮﻳﺪ ﺍﻟﺒﺤﺚ‬
‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ‪ :‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﺩﺭﺍﺳﺔ‬
‫ﺗﻘﺎﺑﻠﻴﺔ(‬
‫ﻟﻜﻞﹼ ﺷﻌﺐ ﰲ ﺍﻟﻌﺎﱂ ﻟﻐﺔ‪ ،‬ﻭﺍﻟﻠﻐﺎﺕ ﻛﺜﲑﺓ ﻣﻨﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﳘﺎ ﳐﺘﻠﻔﺘﺎﻥ ﻣﻦ ﺣﻴﺚ ﺍﻟﻠﹼﻔﻆ ﻣﺘ‪‬ﺤﺪﺗﺎﻥ ﻣﻦ ﺣﻴﺚ ﺍﳌﻌﲎ‪ .‬ﻭﻟﻜﻞ ﻟﻐﺔ ﰲ ﺍﻟﻌﺎﱂ ﻗﻮﺍﻋﺪ‬

‫ﺧﺎﺻﺔ ﰲ ﺍﻷﺻﻮﺍﺕ ﻭﰲ ﺑﻨﺎﺀ ﺍﻟﻜﻠﻤﺔ ﻭﰲ ﺍﳉﻤﻠﺔ ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﹼﻖ ﺑﺎﻟﻠﻐﺔ‪ .‬ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﺃﻥ‬
‫ﺗﻜﻮﻥ ﻫﻨﺎﻙ ﻣﻮﺍﻃﻦ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻠﻐﺎﺕ ﰱ ﺍﻟﻌﺎﱂ ﻛﻤﺎ ﻳﻜﻮﻥ ﺑﲔ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻟﻠﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﺗﺸﺎﺑﻪ ﻭﺍﺧﺘﻼﻑ ﺇﻣﺎ ﻣﻦ‬
‫ﺗﻌﺮﻳﻔﻬﻤﺎ ﻭﻋﻼﻣﺘﻬﻤﺎ ﻭﻧﻮﻋﻬﻤﺎ ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻣﺘﻌﺪﻳﺎ ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ‬
‫ﲡﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ‪.‬‬
‫ﻭﻟﺬﺍ ﻳﺮﻯ ﺍﻟﺒﺎﺣﺚ ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻹﳒﻠﻴﺰﻳﺔ ﻭﻓﺼﻞ ﺍﻟﺒﺎﺣﺚ ﺗﻔﺼﻴﻼ ﻋﻨﻬﻤﺎ ﰱ ﲝﺚ ﻋﻠﻤﻲ ﲢﺖ ﺍﳌﻮﺿﻮﻉ "ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ‬
‫ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ )ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ("‪.‬‬
‫ﻭﺃﻣﺎ ﻃﺮﻳﻘﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻘﺪ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ‬
‫ﺃﺻﺪﺭﺗﻪ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ ﻭ ﻗﺴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﻛﻠﻴﺔ ﺍﻷﺩﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

‫ﺩ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫﴿ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ﴾‬
‫ﺍﳊﻤﺪ ﷲ ﺭﺏ ﺍﻟﻌﺎﳌﲔ ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﻋﺒﺪﻩ ﻭﺭﺳﻮﻟﻪ ﺍﻷﻣﲔ‬
‫ﺳﻴﺪﻧﺎ ﻭﻧﺒﻴﻨﺎ ﳏﻤﺪ ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﲨﻌﲔ ﻭﺍﻟﺘﺎﺑﻌﲔ ﳍﻢ ﻭﻣﻦ ﺳﻠﻚ ﺳﺒﻴﻠﻬﻢ‬
‫ﻭﺍﻫﺘﺪﻯ ‪‬ﺪﺍﻳﺘﻬﻢ ﺇﱃ ﻳﻮﻡ ﺍﻟﺪﻳﻦ‪.‬‬

‫ﺃﻣﺎ ﺑﻌﺪ‪ .‬ﻓﻘﺪ ﲤﺖ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻟﻮﻻ ﻋﻨﺎﻳﺔ ﺍﷲ ﻭﺗﻮﻓﻴﻘﻪ ﻟﻜﺎﻥ‬
‫ﺍﻟﺒﺎﺣﺚ ﻏﲑ ﻗﺎﺩﺭ ﻋﻠﻰ ﺇﲤﺎﻣﻬﺎ ﺍﻟﱵ ﺗﻜﻮﻥ ﺷﺮﻃﺎ ﻣﻦ ﺍﻟﺸﺮﻭﻁ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﳉﺎﻣﻌﻴﺔ ﺍﻷﻭﱃ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ‬
‫ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ‪.‬‬
‫ﻭ‪‬ﺬﻩ ﺍﳌﻨﺎﺳﺒﺔ‪ ،‬ﻗﺪ‪‬ﻡ ﺍﻟﺒﺎﺣﺚ ﺷﻜﺮﻩ ﻭﺗﻘﺪﻳﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ ﺃﺭﺷﺪﻩ‬
‫ﺑﺎﻟﺘﻮﺟﻴﻬﺎﺕ ﺍﻟﺜﻤﻴﻨﺔ‪ ،‬ﻭﺍﻟﻨﺼﺎﺋﺢ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﻭﺃﻋﺎﻧﻪ ﺑﻌﻨﺎﻳﺔ ﻛﺒﲑﺓ ﺣﱴ ﺃﰎ ﺍﻟﺒﺎﺣﺚ‬
‫ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻓﻤﻦ ﻫﺆﻻﺀ‪:‬‬
‫‪.١‬‬

‫ﻓﻀﻴﻠﺔ ﺍﻟﻌﻤﻴﺪ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﳊﻜﻮﻣﻴﺔ ﺟﺎﻛﺮﺗﺎ ﺍﻟﺪﻛﺘﻮﺭ ﺍﳊﺎﺝ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﻫﺎﺷﻢ ﺍﳌﺎﺟﺴﺘﲑ ﻭﲨﻴﻊ‬

‫ﻩ‬

‫ﻣﺴﺎﻋﺪﻳﻪ‪ ،‬ﻭﲨﻴﻊ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻟﻜﺮﺍﻡ ﺍﻟﺬﻳﻦ ﺑﺬﻟﻮﺍ ﺟﻬﻮﺩﻫﻢ ﰲ ﺃﺣﺴﻦ‬
‫‪‬ﺬﻳﺐ ﻭﺗﻌﻠﻴﻢ ﺣﱴ ﻳﺘﻤﻜﻦ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﺇﲤﺎﻡ ﺩﺭﺍﺳﺘﻪ ﰲ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ‬
‫ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬
‫‪.٢‬‬

‫ﻓﻀﻴﻠﺔ ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺍﻟﺪﻛﺘﻮﺭﺍﻧﺪﻭﺱ ﺃﺩﺍﻧﺞ ﺃﺳﺪﺍﺭﻱ‬

‫ﺍﳌﺎﺟﺴﺘﲑ ﻭ ﺳﻜﺮﻳﺘﲑﻩ ﺍﻟﺪﻛﺘﻮﺭﺓ ﺟﻬﻴﺎ ﺑﻮﺍﻧﺎ ﺍﳌﺎﺟﺴﺘﲑ ﺳﺎﻋﺪﺍ ﺍﻟﺒﺎﺣﺚ‬
‫ﰲ ﻧﻴﻞ ﺍﻹﻋﻼﻣﺎﺕ ﺍﳌﻬﻤﺔ ﻋﻦ ﺍﻟﻜﻠﻴﺔ ﻭﻛﺘﺎﺑﺔ ﺍﻟﺒﺤﺚ ﻭﺇﻗﺎﻣﺘﻪ‪.‬‬

‫‪.٣‬‬

‫ﻓﻀﻴﻠﺔ ﺍﳌﺸﺮﻑ ﻋﺮﻓﺎﻥ ﺃﺑﻮ ﺑﻜﺮ ﺍﳌﺎﺟﺴﺘﲑ ﻋﻠﻰ ﺗﻔﻀﻠﻪ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ‬
‫ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻣﻦ ﺍﻟﺒﺪﺍﻳﺔ ﺇﱃ ﺍﻟﻨﻬﺎﻳﺔ‪ ،‬ﻭ ﻋﺴﻰ ﺍﷲ ﺃﻥ ﳚﺰﻳﻪ ﺧﲑ ﺍﳉﺰﺍﺀ‪.‬‬

‫‪.٤‬‬

‫ﺭﺋﻴﺲ ﺍﳌﻜﺘﺒﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﲜﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‬
‫ﺟﺎﻛﺮﺗﺎ ﻭﺍﳌﻜﺘﺒﺔ ﺑﻜﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺭﺋﻴﺲ ﻣﻜﺘﺒﺔ ﻣﻌﻬﺪ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ ﻭﺍﻟﻌﺮﺑﻴﺔ ﺑﺈﻧﺪﻭﻧﺴﻴﺎ ﻭ ﺍﳌﻜﺘﺒﺔ ﺇﳝﺎﻥ ﲨﻊ ﻭﻣﻜﺘﺒﺔ ﺃﲤﺎﺟﺎﻳﺎ‬
‫ﻭﺳﺎﺋﺮ ﻣﻮﻇﻔﻴﻬﺎ ﺍﻟﺬﻳﻦ ﺃﺗﺎﺣﻮﺍ ﻟﻪ ﻓﺮﺻﺔ ﲦﻴﻨﺔ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﻟﱵ‬
‫ﺻﺎﺭﺕ ﻣﺮﺍﺟﻊ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫ﻭ‬

‫‪.٥‬‬

‫ﻓﻀﻴﻠﺔ ﺍﻟﻮﺍﻟﺪﻳﻦ ﺍﶈﺒﻮﺑﲔ ﺃﰊ "ﳏﻤﺪ ﻧﺴﺎﻥ" ﻭﺃﻣﻲ "ﺳﺮﺍﻩ ﺭﺣﺎﻳﱵ" ﺭﺑﻴﺎﱐ‬
‫ﺗﺮﺑﻴﺔ ﺇﺳﻼﻣﻴﺔ ﻭﺳﺎﻋﺪﺍﱐ ﻣﺴﺎﻋﺪﺓ ﻛﺎﻣﻠﺔ ﻭﺃﻋﻄﻴﺎﱐ ﻧﻔﻘﺎ‪‬ﻤﺎ ﺍﳌﺎﻟﻴﺔ‬
‫ﻭﺍﳌﻌﻨﻮﻳﺔ ﻣﻨﺬ ﺻﻐﺮﻱ ﺣﱴ ﺍﺳﺘﻄﻴﻊ ﺃﻥ ﺃﰎ ﺩﺭﺍﺳﱵ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪،‬‬
‫ﻭﺇﺿﺎﻓﺔ ﺇﱃ ﺃﺧﻮﻳﻦ ﺻﻐﲑﻳﻦ "ﻋﺒﺪ ﺍﻟﻜﺮﱘ" ﻭ "ﺗﺮﺳﻨﺎ ﺃﺧﻴﺎﺭ"‪.‬‬

‫‪.٦‬‬

‫ﲨﻴﻊ ﺍﻷﺻﺪﻗﺎﺀ ﻣﻦ ﻃﻠﺒﺔ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﺧﺼﻮﺻﺎ ﺇﱃ‬
‫ﺃﺻﺤﺎﰊ ﺍﻟﺜﻼﺛﺔ )ﻓﻴﺠﺎﺭ ﺍﻟﺪﻳﻦ ﻭﺗﺎﺝ ﺍﻟﺪﻳﻦ ﻭ ﺃﻏﻮﺱ ﳏﻤﺪ ﺍﻟﺸﺎﻃﺮﻱ‬
‫ﺃﺧﺮﺍﻟﺪﻳﻦ( ﺍﻟﺬﻳﻦ ﺳﺎﻋﺪﻭﱐ ﻭﺷﺠﻌﻮﱐ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫‪.٧‬‬

‫ﺍﻷﺻﺪﻗﺎﺀ ﺍﻷﻋﺰﺍﺀ ﰲ ﻣﻌﻬﺪ ﺳﺒﻴﻞ ﺍﻟﺴﻼﻡ ﻭﰲ ﻛﻠﻴﺔ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻹﺳﻼﻣﻴﺔ‬
‫ﻭﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﻣﺴﺎﻋﺪ‪‬ﻢ ﰲ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﻳﺮﺟﻮ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻧﺎﻓﻌﺎ ﻟﻪ ﰲ ﺧﺪﻣﺔ ﺍﻟﻌﻠﻢ ﻭﳉﻤﻴﻊ‬

‫ﺍﳌﻬﺘﻤﲔ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺃﺧﲑﺍ‪ ،‬ﻗﺪ‪‬ﻡ ﺍﻟﺒﺎﺣﺚ ﻏﺎﻳﺔ ﺷﻜﺮﻩ ﺇﱃ ﻛﻞ ﻣﻦ‬
‫ﺳﺎﻋﺪﻩ ﻭﺟﺰﺍﻫﻢ ﺍﷲ ﺧﲑ ﺍﳉﺰﺍﺀ‪ ،‬ﻭﺍﳊﻤﺪ ﷲ ﺭﺏ‪ ‬ﺍﻟﻌﺎﳌﲔ‪.‬‬
‫ﺍﻟﺒﺎﺣﺚ‬

‫ﻋﺒﺪ ﺍﳊﻤﻴﺪ‬

‫ﺯ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ﻣﻮﺍﻓﻘﺔ ﺍﳌﺸﺮﻑ ‪..................................................‬‬

‫ﺃ‬

‫ﺗﺼﺮﻳﺢ ﺍﻟﺒﺤﺚ ‪ ...................................................‬ﺏ‬
‫ﻗﺮﺍﺭ ﳉﻨﺔ ﺍﳌﻨﺎﻗﺸﺔ ﻭﺍﳊﻜﻢ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ‪.............................‬‬

‫ﺝ‬

‫ﲡﺮﻳﺪ ﺍﻟﺒﺤﺚ ‪.....................................................‬‬

‫ﺩ‬

‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ ‪.....................................................‬‬

‫ﻩ‬

‫ﳏﺘﻮﻳﺎﺕ ﺍﻟﺒﺤﺚ ‪..................................................‬‬

‫ﻭ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‪ :‬ﻣﻘﺪﻣﺔ‬
‫ﺃ‪ .‬ﺧﻠﻔﻴﺔ ﺍﳌﺸﻜﻠﺔ ‪...............................................‬‬

‫‪١‬‬

‫ﺏ‪ .‬ﲢﺪﻳﺪ ﺍﳌﺸﻜﻠﺔ ‪...............................................‬‬

‫‪٧‬‬

‫ﺝ‪ .‬ﻏﺮﺽ ﺍﻟﺒﺤﺚ ‪..............................................‬‬

‫‪٧‬‬

‫ﺩ‪ .‬ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ ‪................................................‬‬

‫‪٩‬‬

‫ﻫـ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ‪١٠ ... .......................................‬‬

‫ﻭ‬

‫ﻭ‪ .‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ ‪١٠ ................................................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‪ :‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺃ‪ .‬ﺍﻟﻔﻌﻞ ‪١٢ ......................................................‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ‪١٢ ............................................‬‬
‫‪ .٢‬ﺃﻗﺴﺎﻡ ﺍﻟﻔﻌﻞ ‪١٥ .............................................‬‬
‫ﺏ‪ .‬ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪١٦ ...............................................‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪١٦ .....................................‬‬
‫‪ .٢‬ﻋﻼﻣﺎﺕ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪١٨ ...................................‬‬
‫‪ .٣‬ﺃﻧﻮﺍﻉ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪٢١ ......................................‬‬
‫‪ .٤‬ﺍﳌﺘﻌﺪﻱ ﺑﻨﻔﺴﻪ ﻭﺍﳌﺘﻌﺪﻱ ﺑﻐﲑﻩ ‪٢٤ .............................‬‬
‫‪ .٥‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ ‪٢٥ ....................‬‬
‫‪ .٦‬ﺳﻘﻮﻁ ﺣﺮﻑ ﺍﳉﺮ ﻣﻦ ﺍﳌﺘﻌﺪﻯ ﺑﻮﺍﺳﻄﺔ ‪٢٦ ....................‬‬
‫ﺝ‪ .‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٢٨ ...............................................‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٢٨ ......................................‬‬

‫ﺯ‬

‫‪ .٢‬ﻋﻼﻣﺎﺕ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٣٠ .....................................‬‬
‫‪ .٣‬ﺃﻧﻮﺍﻉ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٣٣ .......................................‬‬
‫‪ .٤‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻣﺘﻌﺪﻳﺎ ‪٣٤ .....................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺃ‪ .‬ﺍﻟﻔﻌﻞ )‪٣٧ .. ........................................... (Verb‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ‪٣٧ ..........................................‬‬
‫‪ .٢‬ﺃﻗﺴﺎﻡ ﺍﻟﻔﻌﻞ ‪٣٨ ...........................................‬‬
‫ﺏ‪ .‬ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ )‪٣٩ .... ..................... (Transitive Verb‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪٣٩ ..................................‬‬
‫‪ .٢‬ﺃﻧﻮﺍﻉ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪٤٠ ....................................‬‬
‫‪ .٣‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﱴ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ﻻﺯﻣﺎ ‪٤٣ ..................‬‬
‫ﺝ‪ .‬ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ )‪٤٤ ......................... (Intransitive Verb‬‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٤٤ ....................................‬‬
‫‪ .٢‬ﺃﻗﺴﺎﻡ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٤٤ .....................................‬‬
‫‪ .٣‬ﺍﻷﺳﺒﺎﺏ ﺍﻟﱴ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻣﺘﻌﺪﻳﺎ ‪٤٦ ..................‬‬
‫ﺡ‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‪ :‬ﻣﻘﺎﺑﻠﺔ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺃ‪ .‬ﰱ ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ‪٤٩ ...............................................‬‬
‫ﺏ‪ .‬ﰱ ﺃﻗﺴﺎﻡ ﺍﻟﻔﻌﻞ ‪٥٠ ..............................................‬‬
‫ﺝ‪ .‬ﰱ ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪٥٣ .....................................‬‬
‫ﺩ‪ .‬ﰱ ﻋﻼﻣﺎﺕ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ‪٥٤ .....................................‬‬
‫ﻩ‪ .‬ﰱ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻱ ﻻﺯﻣﺎ ‪٥٥ ......................‬‬
‫ﻭ‪ .‬ﰱ ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٦٤ ........................................‬‬
‫ﺯ‪ .‬ﰱ ﻋﻼﻣﺎﺕ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٦٧ .......................................‬‬
‫ﺡ‪ .‬ﰱ ﺃﻧﻮﺍﻉ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ‪٧١ ........................................‬‬
‫ﻁ‪ .‬ﰱ ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻣﺘﻌﺪﻳﺎ ‪٧٤ ......................‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‪ :‬ﺧﺎﲤﺔ‬
‫ﺃ‪ .‬ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ‪٨٢ ................................................‬‬
‫ﺏ‪ .‬ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ‪٨٣ ..................................................‬‬
‫ﺍﳌﺮﺍﺟﻊ ﻭﺍﳌﺼﺎﺩﺭ ‪٨٤ ..................................................‬‬
‫ﻁ‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ‬
‫ﻣﻘﺪ‪‬ﻣﺔ‬

‫ﺃ‪ .‬ﺧﻠﻔﻴﺔ ﺍﻟﺒﺤﺚ‬
‫ﻟﻜﻞﹼ ﺷﻌﺐ ﰲ ﺍﻟﻌﺎﱂ ﻟﻐﺔ‪ ،‬ﻭﺍﻟﻠﻐﺎﺕ ﻛﺜﲑﺓ ﻭﻫﻲ ﳐﺘﻠﻔﺔ ﻣﻦ ﺣﻴﺚ‬
‫ﺍﻟﻠﹼﻔﻆ ﻣﺘ‪‬ﺤﺪﺓ ﻣﻦ ﺣﻴﺚ ﺍﳌﻌﲎ ﺃﻱ ﺃﻥﹼ ﺍﳌﻌﲎ ﺍﻟﻮﺍﺣﺪ ﺍﻟﺬﻱ ﳜﺎﰿ ﺿﻤﺎﺋﺮ‬
‫ﺍﻟﻨﺎﺱ ﻭﺍﺣﺪ‪ .‬ﻭﻟﻜﻦ‪ ‬ﻛﻞ ﻗﻮﻡ ﻳﻌﺒ‪‬ﺮﻭﻥ ﻋﻨﻪ ﺑﻠﻔﻆ‪ ‬ﻏﲑ ﻟﻔﻆ ﺍﻵﺧﺮﻳﻦ‪ .‬ﻭﻟﻜﻞ‬
‫ﻟﻐﺔ ﰲ ﺍﻟﻌﺎﱂ ﻗﻮﺍﻋﺪ ﺧﺎﺻﺔ ﰲ ﺍﻷﺻﻮﺍﺕ ﻭﰲ ﺑﻨﺎﺀ ﺍﻟﻜﻠﻤﺔ ﻭﰲ ﺍﳉﻤﻠﺔ‬
‫ﻭﻓﻴﻤﺎ ﻳﺘﻌﻠﹼﻖ ﺑﺎﻟﻠﻐﺔ‪ .‬ﺇﺫﻥ ﺍﻟﻠﻐﺔ ﻫﻲ ﺃﻟﻔﺎﻅ ﻳﻌﺒ‪‬ﺮ ‪‬ﺎ ﻛﻞ ﻗﻮﻡ ﻋﻦ‬
‫ﻣﻘﺎﺻﺪﻫﻢ‪.‬‬

‫‪١‬‬

‫ﻭﻳﻔﺼﻞ ﺃﻧﻴﺲ ﻓﺮﳛﺔ ﻋﻦ ﺍﻟﻠﻐﺔ ﺃﻧ‪‬ﻬﺎ ﻇﺎﻫﺮﺓ ﺑﺴﻴﻜﻮﻟﻮﺟﻴﺔ ﺍﺟﺘﻤﺎﻋﻴﺔ‪،‬‬
‫ﺛﻘﺎﻓﻴﺔ‪ ،‬ﻣﻜﺘﺴﺒﺔ‪ ،‬ﻻ ﺻﻔﺔ ﺑﻴﻮﻟﻮﺟﻴﺔ ﻣﻼﺯﻣﺔ ﻟﻠﻔﺮﺩ‪ ،‬ﺗﺘﺄﻟﹼﻒ ﻣﻦ ﳎﻤﻮﻋﺔ‬

‫‪ ١‬ﻣﺼﻄﻔﻰ ﺍﻟﻔﻼﻳﲔ‪ ،‬ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ )ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﻟﻠﻄﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪(٢٠٠٦ ،‬‬
‫ﻁ‪ ،١‬ﺹ‪٧‬‬

‫‪١‬‬

‫‪٢‬‬

‫ﺭﻣﻮﺯ ﺻﻮﺗﻴﺔ ﻟﻐﻮﻳﺔ‪ ،‬ﺍﻛﺘﺴﺒﺖ ﻋﻦ ﻃﺮﻳﻖ ﺍﻻﺧﺘﺒﺎﺭ‪ .‬ﻣﻌﺎﱐ ﺍﻟﻠﻐﺔ ﻣﻘﺮ‪‬ﺭﺓ ﰲ‬
‫ﺍﻟﺬﻫﻦ ﻭ‪‬ﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺮﻣﺰ ﺍﻟﺼﻮﰐ ﺗﺴﺘﻄﻴﻊ ﲨﺎﻋﺔ ﻣﺎ ﺃﻥ ﺗﺘﻔﺎﻫﻢ ﻭﺗﺘﻔﺎﻋﻞ‪.‬‬

‫‪٢‬‬

‫ﻭﻗﺎﻝ ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﺃﻥﹼ ﺍﻟﻠﻐﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﺍﻟﱵ ﳛﻜﻤﻬﺎ ﻧﻈﺎﻡ ﻣﻌﲔ ﻭﺍﻟﱵ ﻳﺘﻌﺎﺭﻑ ﺃﻓﺮﺍﺩ ﳎﺘﻤﻊ ﺫﻱ ﺛﻘﺎﻓﺔ ﻣﻌﻴﻨﺔ ﻋﻠﻰ‬
‫ﺩﻻﻻ‪‬ﺎ ﻣﻦ ﺃﺟﻞ ﲢﻘﻴﻖ ﺍﻻﺗﺼﺎﻝ ﺑﲔ ﺑﻌﻀﻬﻢ ﻭﺑﻌﺾ‪.‬‬

‫‪٣‬‬

‫ﻭﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﻟﺘﻌﺮﻳﻒ ﳝﻜﻦ ﺍﳊﺪﻳﺚ ﻋﻦ ﺍﻟﻠﻐﺔ ﻣﻮﺟﺰﺍ ﺃﻧ‪‬ﻬﺎ ﺃﺩﺍﺓ‬
‫ﺍﺗﺼﻞ ‪‬ﺎ ﺍﻟﻨﺎﺱ ﺃﻓﺮﺍﺩ‪‬ﺍ ﻭﲨﺎﻋﺔﹰ ﻭﺍﻛﺘﺴﺒﻮﺍ ﻗﻴﻤﺘﻬﺎ ﺑﻘﺪﺭ‪‬ﻢ ﻋﻠﻰ ﺍﻟﺘﻌﺒﲑ ﻋﻦ‬
‫ﺣﺎﺟﺎﺕ ﺍﻷﻓﺮﺍﺩ ﻭﺍﻟﻮﻓﺎﺀ ﲟﻄﻠﺒﺎ‪‬ﻢ‪.‬‬
‫ﻭﰱ ﺍﻟﻌﺎﱂ ﻟﻐﺎﺕ ﻛﺜﲑﺓ ﻣﻨﻬﺎ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻫﻲ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﻳﻌﺒ‪‬ﺮ ‪‬ﺎ ﺍﻟﻌﺮﺏ ﻋﻦ ﺃﻏﺮﺍﺿﻬﻢ‪ ،‬ﻭﻗﺪ ﻭﺻﻠﺖ‬
‫ﺇﻟﻴﻨﺎ ﻣﻦ ﻃﺮﻳﻖ ﺍﻟﻨﻘﻞ ﻭﺣﻔﻈﻬﺎﻟﻨﺎ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻷﺣﺎﺩﻳﺚ ﺍﻟﺸﺮﻳﻔﺔ ﻭﻣﺎ‬
‫ﺭﻭﺍﻩ ﺍﻟﺜﻘﺎﺕ ﻣﻦ ﻣﻨﺜﻮﺭ ﺍﻟﻌﺮﺏ ﻭﻣﻨﻈﻮﻣﻬﻢ‪.‬‬

‫‪٤‬‬

‫‪ ٢‬ﺇﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ‪ ،‬ﻣﻮﺳﻮﻋﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻹﻋﺮﺍﺏ‪ ،‬ﻁ ‪)١‬ﺩﺍﺭﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪١٩٨٨‬ﻡ( ‪.١٣‬‬
‫‪ ٣‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪) ،‬ﺭﺑﺎﻁ‪ :‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻨﻈﻤﺔ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﻟﻠﺘﺮﺑﻴﺔ ﻭﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺜﻘﺎﻓﺔ – ﺍﻳﺴﻴﺴﻜﻮ‪ ١٩٨٩ -‬ﻡ( ﺹ‪٢١‬‬
‫‪ ٤‬ﻣﺼﻄﻔﻰ ﺍﻟﻔﻼﻳﲔ‪ ،‬ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺹ‪٧‬‬

‫‪٣‬‬

‫ﻟﻘﺪ ﺍﺳﺘﻮﻋﺒﺖ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺪﺍﺭﺓ ﻛﻼ ﻣﻦ ﺍﻟﺘﺮﺍﺛﲔ ﺍﻟﻌﺮﰊ ﻭﺍﻹﺳﻼﻣﻲ‪.‬‬
‫ﻭﻟﻘﺪ ﻋﺒ‪‬ﺮ ﻋﻦ ﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ ﺍﻧﻮﺭ ﺷﺤﻨﺔ ﺑﻘﻮﻟﻪ‪" :‬ﻣﻨﺬ ﺍﻟﻌﺼﻮﺭ ﺍﻟﻮﺳﻄﻰ‪،‬‬
‫ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺘﻤﺘﻊ ﺑﻌﺎﳌﻴﺔ ﺟﻌﻠﺖ ﻣﻨﻬﺎ ﺇﺣﺪﻯ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﺍﻟﻌﻈﻤﻲ ﻋﻠﻰ‬
‫ﻧﻔﺲ ﺍﳌﺴﺘﻮﻯ ﺍﻟﺬﻱ ﺣﻈﻴﺖ ﺑﻪ ﻛﻞ ﻣﻦ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ ﻭﺍﻟﻼﺗﻴﻨﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‬
‫ﻭﺍﻟﻔﺮﻧﺴﻴﺔ ﻭﺍﻹﺳﺒﺎﻧﻴﺔ ﻭﺍﻟﺮﻭﺳﻴﺔ‪ ،‬ﻭﻻ ﻳﻌﺰﻯ ﻫﺬﺍ ﺇﱃ ﻋﺪﺩ ﻣﺘﻜﻠﻤﻴﻬﺎ‬
‫ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﺃﻳﻀﺎ ﺇﱃ ﺍﳌﻜﺎﻧﺔ ﺍﻟﹼﱵ ﺗﺸﻐﻠﻬﺎ ﰲ ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﻟﺪﻭﺭ ﺍﻟﺬﻱ ﻟﻌﺒﺘﻪ‬
‫ﻓﻴﻪ"‬

‫‪٥‬‬

‫ﻭﻟﻠﻌﺎﳌﻴﺔ ﺍﻟﹼﱵ ﺃﺷﺎﺭ ﺇﻟﻴﻬﺎ ﺃﻧﻮﺭ ﺷﺤﻨﺔ ﻣﻈﺎﻫﺮ ﻛﺜﲑﺓ‪ ،‬ﻟﻌﻞ ﻣﻦ ﺃﻫﻢ‪‬‬
‫ﻣﻈﺎﻫﺮﻫﺎ ﺍﻧﺘﺸﺎﺭﻫﺎ ﰲ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺩﻭﻝ ﺍﻟﻌﺎﱂ ﺣﻴﺚ ﻛﺎﻧﺖ ﻟﻐﺔ ﺍﻟﻌﺎﱂ‬
‫ﺍﻹﺳﻼﻣﻲ ﻣﻦ ﲣﻮﻡ ﺍﻟﺼﲔ ﺇﱃ ﺳﻮﺍﺣﻞ ﺍﳌﻐﺮﺏ ﻭﺷﺒﻪ ﺟﺰﻳﺮﺓ ﺇﻳﺒﲑﻳﺎ‪ ،‬ﻭﻣﻦ‬
‫ﺳﻮﺍﺣﻞ ﺍﻟﺒﺤﺮ ﺍﻷﺳﻮﺩ ﻭﻣﺸﺎﺭﻑ ﺟﻨﻮﺏ ﺃﻭﺭﺑﺎ ﺇﱃ ﺳﻮﺍﺣﻞ ﺍﶈﻴﻂ ﺍﳍﻨﺪﻱ‬
‫ﻭﺃﻭﺳﻂ ﺇﻓﺮﻳﻘﻴﺎ‪ .‬ﻭﻣﻦ ﻣﻈﺎﻫﺮ ﻋﺎﳌﻴﺘﻬﺎ ﺃﻳﻀﺎ‪ ،‬ﺗﺄﺛﲑﻫﺎ ﺍﻟﻜﺒﲑ ﰲ ﻋﺪﺩ ﻛﺒﲑ‬
‫ﻣﻦ ﺍﻟﻠﻐﺎﺕ ﻭﻫﻮ ﺗﺄﺛﲑ ﻳﺘﻌﺪﻯ ﺍﳌﻔﺮﺩﺍﺕ ﺇﱃ ﺍﻟﺼﻴﻎ ﻭﺍﻟﺪﻻﻻﺕ‪ .‬ﺑﻞ ﻳﺘﻌﺪﻯ‬

‫‪٥‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺹ‪٣٢‬‬

‫‪٤‬‬

‫ﻫﺬﺍ ﻛﻠﻪ ﺇﱃ ﺍﻟﺪﺭﺟﺔ ﺍﻟﱵ ﺟﻌﻠﺖ ﺑﻌﺾ ﺍﻟﻠﻐﺎﺕ ﺗﺘﺨﺬ ﺷﻜﻠﻬﺎ ﻣﻦ ﺍﳊﺮﻑ‬
‫ﺍﻟﻌﺮﰊ‪.‬‬

‫‪٦‬‬

‫ﺍﺷﺮﺑﺖ ﻗﻠﻮﺏ ﺍﳌﺴﻠﻤﲔ ﺣﺐ‪ ‬ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻟﻐﺎ‪‬ﻢ‬
‫ﻭﺗﺒﺎﻳﻦ ﻣﺸﺎﺭ‪‬ﻢ ﰲ ﻣﺸﺎﺭﻕ ﺍﻷﺭﺽ ﻭﻣﻐﺎﺭ‪‬ﺎ‪ ،‬ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﻭﺍﻟﺴﻨﺔ ﺍﻟﻨﺒﻮﻳﺔ ﺍﻟﺸﺮﻳﻔﺔ‪ ،‬ﺎ ﻳﺘﻮﺟﻬﻮﻥ ﺇﱃ ﺭﺑ‪‬ﻬﻢ ﻋﻨﺪ ﺃﺩﺍﺀ ﺻﻼ‪‬ﻢ‪ .‬ﻭﻗﺪ‬
‫ﺍﺳﻬﻤﺖ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺗﺪﻓﻖ ﳎﺮﺩ ﺍﳊﻀﺎﺭﺓ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺗﻌﻤﻴﻘﻪ ﺑﺮﺍﻓﺪ‬
‫ﻣﺘﻤﻴﺰ ﺑﻮﺻﻔﻬﺎ ﻟﻐﺔ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻹﺳﻼﻣﻴﺔ‪.‬‬
‫ﺃﻣ‪‬ﺎ ﺍﻟﻠﻐﺔ ﺍﻹﳒﻠﻴﺰﻳﺔ ﻓﺈﻧ‪‬ﻬﺎ ﻻ ﻳﺘﺮﺩ‪‬ﺩ ﺃﺣﺪ ﺍﻵﻥ ﰲ ﺃﻥ ﻳﻌﺪ‪‬ﻫﺎ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺎﳌﻴﺔ ﺍﻷﻭﱃ ﻭﻫﻲ ﻟﻐﺔ ﺍﻟﻌﻠﻮﻡ ﺍﳌﺘﻨﻮﻋﺔ ﰲ ﻫﺬﺍ ﺍﻟﻌﺼﺮ‪ ،‬ﻓﺘﻜﺎﺩ ﺑﻌﺾ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻟﹼﱵ ﻭﺟﺪﻧﺎﻫﺎ ﺗﻜﺘﺐ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ ﻛﻌﻠﻢ ﺍﳍﻨﺪﺳﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻳﺔ ﻭﺍﻟﻄﺒﻴﻌﻴﺔ‬
‫ﻭﺍﻟﻜﻴﻤﻴﺎﺀ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﳓﻦ ﺍﻵﻥ ﰲ ﺣﺎﺟﺔ ﻣﺎﺳﺔ ﺇﱃ ﻧﻘﻞ ﺍﻟﻌﻠﻮﻡ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻲ ﻣﻦ ﺃﻳﺪﻱ‬
‫ﺍﻟﻐﺮﺏ ﻭﻣﻦ ﺇﺣﺪﻯ ﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﹼﱵ ﺗﺴﺘﺨﺪﻡ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﻫﺬﺍ ﺍﻟﻐﺮﺽ ﻫﻲ‬
‫ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬
‫‪ ٦‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺹ‪٣٣-٣٢‬‬

‫‪٥‬‬

‫ﻭﳍﺬﻩ ﺍﻷﺳﺒﺎﺏ ﻛﻠﻬﺎ ﻓﺈﻥ ﺍﻟﺒﺎﺣﺚ ﻳﺒﺤﺚ ﻋﻦ ﺍﳌﻘﺎﺑﻠﺔ ﺍﻟﻨﺤﻮﻳﺔ ﺑﲔ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺃﺑﺴﻂ ﺗﻌﺮﻳﻔﺎﺗﻪ ﻫﻮ ﺩﺭﺍﺳﺔ ﺍﻟﻠﻐﺔ ﻋﻠﻰ ﳓﻮ ﻋﻠﻤﻲ‪،‬‬
‫ﻭﺗﺪﺭﺱ ﺍﻟﻠﻐﺔ ﰲ ﺇﻃﺎﺭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻶﺗﻴﺔ‪ :‬ﺍﻷﺻﻮﺍﺕ ﻭﺑﻨﺎﺀ‬
‫ﺍﻟﻜﻠﻤﺔ )ﺍﻟﺼﺮﻑ( ﻭﺑﻨﺎﺀ ﺍﳉﻤﻠﺔ )ﺍﻟﻨﺤﻮ( ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﺩﻻﻟﺘﻬﺎ‪ ٧.‬ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﺘﻘﺎﺑﻠﻲ ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳊﺪﻳﺚ‪.‬‬
‫ﻳﻘﻮﻡ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﰲ ﺭﺃﻱ ﺍﻟﺒﺎﺣﺜﲔ ﺍﳌﻌﺎﺻﺮﻳﻦ ﻋﻠﻰ ﻋﺪ‪‬ﺓ ﺃﺳﺲ‬
‫ﻣﻦ ﺃﳘﹼﻬﺎ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻘﺎﺑﻠﻲ‪ .‬ﻭﻣﻮﺿﻮﻉ ﺍﻟﺒﺤﺚ ﰲ ﻋﻠﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﺘﻘﺎﺑﻠﻲ –ﺃﺣﺪﺙ ﻣﻨﺎﻫﺞ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‪ -‬ﻫﻮ ﻣﻘﺎﺑﻠﺔ ﺑﲔ ﻟﻐﺘﲔ ﺍﺛﻨﺘﲔ ﺃﻭ‬
‫ﳍﺠﺘﲔ ﺍﺛﻨﺘﲔ ﺃﻭ ﻟﻐﺔ ﻭﳍﺠﺔ ﺃﻱ ﺑﲔ ﻣﺴﺘﻮﻳﲔ ﻣﺘﻌﺎﺻﺮﻳﻦ‪.‬‬

‫‪٨‬‬

‫ﻇﻬﺮ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻘﺎﺑﻠﻲ ﻟﻴﻘﺎﺭﻥ ﺑﲔ ﻟﻐﺘﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻋﺎﺋﻠﺔ ﻟﻐﻮﻳﺔ‬
‫ﻭﺍﺣﺪﺓ ﺃﻭ ﻋﺎﺋﻼﺕ ﻟﻐﻮﻳﺔ ﳐﺘﻠﻔﺔ ‪‬ﺪﻑ ﺗﻴﺴﲑ ﺍﳌﺸﻜﻼﺕ "ﺍﻟﻌﻠﻤﻴﺔ" ﺍﻟﹼﱵ‬
‫ﺗﻨﺸﺄ ﻋﻨﺪ ﺍﻟﺘﻘﺎﺀ ﻫﺬﻩ ﺍﻟﻠﻐﺎﺕ ﻛﺎﻟﺘﺮﲨﺔ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺟﻨﺒﻴﺔ‪.‬‬

‫‪٩‬‬

‫‪ ٧‬ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﻛﻮﻳﺖ‪ :‬ﻭﻛﺎﻟﺔ ﺍﳌﻄﺒﻮﻋﺎﺕ‪ ،‬ﺩ‪.‬ﺱ(‪ ،‬ﺹ‪٣١‬‬
‫‪ ٨‬ﳏﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺹ‪٤٠‬‬
‫‪ ٩‬ﻋﺒﺪ ﺍﻟﺮﺍﺟﺤﻲ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ )ﺩ‪.‬ﻡ‪ :‬ﺩﺍﺭ ﺍﳌﻌﺮﻓﺔ ﺍﳉﺎﻣﻌﻴﺔ‪ ١٩٩٨،‬ﻡ( ﺹ‪٤٥‬‬

‫‪٦‬‬

‫ﻭﻗﺎﻝ ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺘﻘﺎﺑﻠﻲ ﻫﻲ "ﺩﺭﺍﺳﺔ ﻳﻘﺎﺭﻥ‬
‫ﻓﻴﻬﺎ ﺍﻟﺒﺎﺣﺚ ﺑﲔ ﻟﻐﺘﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﺒﻴﻨﺎﹰ ﻋﻨﺎﺻﺮ ﺍﻟﺘﻤﺎﺛﻞ ﻭﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ‬
‫ﺑﲔ ﺍﻟﻠﻐﺎﺕ‪ ،‬ﺪﻑ ﺍﻟﺘﻨﺒﺆ ﺑﺎﻟﺼﻌﻮﺑﺎﺕ ﺍﻟﹼﱵ ﻳﺘﻮﻗﻊ ﺃﻥ ﻳﻮﺍﺟﻬﻬﺎ ﺍﻟﺪﺍﺭﺳﻮﻥ‬
‫ﻋﻨﺪ ﺗﻌﻠﹼﻤﻬﻢ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ"‪.‬‬

‫‪١٠‬‬

‫ﻭﺫﻫﺐ ﺗﺮﻏﺎﻥ ﺃﻥﹼ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻘﺎﺑﻠﻲ ﻣﻦ ﺇﺣﺪﻯ ﻓﺮﻭﻉ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﻭﻫﻮ ﻋﻠﻢ ﻳﺒﺤﺚ ﻋﻦ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﻟﻐﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬

‫‪١١‬‬

‫ﻭﺧﻼﺻﺔ ﺍﻟﺒﺎﺣﺚ ﺃﻥ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﻘﺎﺑﻠﻴﺔ ﻫﻲ ﺩﺭﺍﺳﺔ ﻳﻘﺎﺭﻥ ﻓﻴﻬﺎ‬
‫ﺍﻟﺒﺎﺣﺚ ﺑﲔ ﻟﻐﺘﲔ ﺃﻭ ﺃﻛﺜﺮ ﰲ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ ﻛﺎﻷﺻﻮﺍﺕ ﻭﺍﻟﺼﺮﻑ‬
‫ﻭﺍﻟﻨﺤﻮ ﻭﺍﳌﻔﺮﺩﺍﺕ ﻭﺩﻻﻟﺘﻬﺎ ‪‬ﺪﻑ ﺇﳚﺎﺩ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﻓﺄﺭﺍﺩ ﺍﻟﺒﺎﺣﺚ ﰱ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺃﻥ ﻳﻘﺎﺑﻞ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ‬
‫ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻹﳒﻠﻴﺰﻳﺔ‪.‬‬

‫‪ ١٠‬ﺭﺷﺪﻱ ﺃﲪﺪ ﻃﻌﻴﻤﺔ‪ ،‬ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﻣﻨﺎﻫﺠﻪ ﻭﺃﺳﺎﻟﻴﺒﻪ‪ ،‬ﺹ‪٥١‬‬
‫;‪(bandung‬‬

‫‪Tarigan,henri Guntur, pengajaran Analisis Kontrastif Bahasa,‬‬

‫‪١١‬‬

‫‪Angkasa,١٩٩٢), hal.٢٢٦.‬‬

‫‪٧‬‬

‫ﺏ‪ .‬ﲢﺪﻳﺪ ﺍﻟﺒﺤﺚ‬
‫ﺗﺴﻬﻴﻼ ﻟﺪﺭﺍﺳﺔ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻻ ﺑﺪ ﻣﻦ ﲢﺪﻳﺪ ﺍﻟﺒﺤﺚ ﻭﻫﻮ ﻛﻤﺎ‬
‫ﻇﻬﺮ ﰱ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﻫﻲ‪:‬‬
‫‪ .١‬ﻣﺎ ﻫﻮ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺎ ﻋﻼﻣﺎﺗﻪ ﻭﺃﻧﻮﺍﻋﻪ‬
‫ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ ﻭﻋﻜﺴﻪ؟‬
‫‪ .٢‬ﻣﺎ ﻫﻮ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﻭﻣﺎ ﻋﻼﻣﺎﺗﻪ‬
‫ﻭﺃﻧﻮﺍﻋﻪ ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ ﻭﻋﻜﺴﻪ؟‬
‫‪ .٣‬ﻣﺎ ﻫﻲ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ؟‬

‫ﺝ‪ .‬ﻏﺮﺽ ﺍﻟﺒﺤﺚ‬
‫ﻭﺛﺒﺖ ﳑﺎ ﺳﺒﻖ ﺷﺮﺣﻪ ﺃﻥ ﻟﻠﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ‪ ،‬ﻓﻠﺬﻟﻚ ﺗﻜﻮﻥ ﺃﻏﺮﺍﺽ‬
‫ﺍﻟﺒﺤﺚ ﻫﻲ‪:‬‬

‫‪٨‬‬

‫‪ .١‬ﻣﻌﺮﻓﺔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻼﻣﺎﺗﻪ ﻭﺃﻧﻮﺍﻋﻪ ﻭ‬
‫ﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ ﻭﻋﻜﺴﻪ‪.‬‬
‫‪ .٢‬ﻣﻌﺮﻓﺔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﻭﻋﻼﻣﺎﺗﻪ ﻭﺃﻧﻮﺍﻋﻪ‬
‫ﻭﺍﻷﺳﺒﺎﺏ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﻻﺯﻣﺎ ﻭﻋﻜﺴﻪ‪.‬‬
‫‪ .٣‬ﻣﻌﺮﻓﺔ ﻣﻮﺍﺿﻊ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ‬
‫ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﺃﻣﺎ ﻓﻮﺍﺋﺪﻩ ﻓﻬﻲ‪:‬‬
‫‪ .١‬ﺯﻳﺎﺩﺓ ﻣﻌﺎﺭﻑ ﺍﻟﻜﺎﺗﺐ ﻋﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻟﺘﻮﺳﻴﻊ ﻣﻌﺎﺭﻓﻪ ﺍﻟﻔﻜﺮﻳﺔ‬
‫‪ .٢‬ﺍﻹﺳﻬﺎﻡ ﻋﻠﻰ ﺇﺛﺮﺍﺀ ﺍﻟﻜﺘﺐ ﰲ ﺻﻮﺭﺓ ﺍﳌﺮﺟﻊ ﻟﻘﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺁﺩﺍ‪‬ﺎ ﰲ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ‬
‫ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬
‫‪ .٣‬ﺍﻹﺳﻬﺎﻡ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺧﺼﻮﺻﺎ ﰲ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻘﺴﻢ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﰲ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺟﺎﻣﻌﺔ‬
‫ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬

‫‪٩‬‬

‫‪ .٤‬ﳌﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺮﻳﺪﻭﻥ ﺃﻥ ﻳﺘﻌﻤﻘﻮﺍ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ‬
‫ﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫‪ .٥‬ﻟﺘﻌﺮﻳﻒ ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ ﺧﺼﻮﺻﺎ ﻟﻄﻼﺏ ﺍﳉﺎﻣﻌﺔ ﺷﺮﻳﻒ‬
‫ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ‪.‬‬

‫ﺩ‪ .‬ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬
‫ﻳﻘﻮﻡ ﺍﻟﺒﺎﺣﺚ ﰲ ﺇﻋﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺑﺎﻟﺒﺤﺚ ﺍﳌﻜﺘﱯ‪ ،‬ﺣﻴﺚ ﺍﻋﺘﻤﺪ‬
‫ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﻜﺘﺐ ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﺘﺐ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‬
‫ﺧﺼﻮﺻﺎ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﻜﺘﺐ ﺍﻟﻨﺤﻮﻳﺔ‪.‬‬
‫ﻭﺩﺭﺱ ﺍﻟﺒﺎﺣﺚ ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﻋﻦ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﻭﺃﻣﺎ ﻃﺮﻳﻘﺔ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻓﻘﺪ ﺍﻋﺘﻤﺪ ﺍﻟﺒﺎﺣﺚ ﻋﻠﻰ ﺍﻟﻜﺘﺎﺏ‬
‫ﺍﻟﺬﻱ ﺃﺻﺪﺭﺗﻪ ﺟﺎﻣﻌﺔ ﺷﺮﻳﻒ ﻫﺪﺍﻳﺔ ﺍﷲ ﺍﻹﺳﻼﻣﻴﺔ ﺍﳊﻜﻮﻣﻴﺔ ﲜﺎﻛﺮﺗﺎ ﻭ‬
‫ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭ ﺁﺩﺍ‪‬ﺎ ﻛﻠﻴﺔ ﺍﻵﺩﺍﺏ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‪.‬‬

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‫ﻭﳘﺎ ﺩﻟﻴﻼﻥ ﻟﻜﺘﺎﺑﺔ ﺍﻟﺒﺤﻮﺙ ﻭﺍﻟﺮﺳﺎﺋﻞ ﺍﻟﻌﺎﻣﻴﺔ ﺑﻌﻨﻮﺍﻥ‬
‫‪“Pedoman Penulisan Skripsi, Tesis dan Disertasi IAIN Syarif Hidayatullah‬‬
‫‪Jakarta 2008 ”.‬‬
‫‪“Pedoman Penulisan Skripsi Bahasa dan Sastra Arab Fakultas Adab dan‬‬
‫‪Humaniora UIN Syarif Hidayatullah Jakarta 2008 ”.‬‬

‫ﻫـ‪ .‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﻗﺪ ﺣﺎﻭﻝ ﻋﺪﺩ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺃﻥ ﻳﺒﺤﺜﻮﺍ ﻋﻦ ﺍﳌﻘﺎﺑﻠﺔ ﺑﲔ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻷﺧﺮﻯ‪ .‬ﻭﻻ ﺃﺣﺪ ﻣﻨﻬﻢ ﻳﺒﺤﺚ ﻋﻦ ﺍﳌﻘﺎﺑﻠﺔ ﺑﲔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭﺍﻻﳒﻠﻴﺰﻳﺔ ﺣﻮﻝ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ‪ .‬ﻓﻤﻨﻬﻢ ﻋﺒﺪ ﺍﷲ ﻫﺪﺭﻯ ﻗﺪ ﲝﺚ‬
‫ﻋﻦ "ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻻﻧﺪﻭﻧﻴﺴﻴﺔ ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ‪.‬‬
‫ﻭ ﻗﺪ ﲝﺚ ﺃﻳﻀﺎ ﻓﺮﻳﺪ ﻣﻌﺮﻭﻑ ﻋﻦ "ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻭ‪ kalimat verbal‬ﰲ ﺍﻟﻠﻐﺔ ﺍﻻﻧﺪﻭﻧﻴﺴﻴﺔ ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ‪.‬‬
‫ﻭ‪ .‬ﺧﻄﺔ ﺍﻟﺒﺤﺚ‬
‫ﻭﺗﺴﻬﻴﻼ ﻟﻜﺘﺎﺑﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻓﻘﺪ ﺍﻧﻘﺴﻢ ﺍﻟﺒﺤﺚ ﺇﱃ ﲬﺴﺔ‬
‫ﺃﺑﻮﺍﺏ‪ ،‬ﻭﻫﻲ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬

‫‪١١‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻷﻭﻝ ‪ :‬ﻣﻘﺪﻣﺔ‪ ،‬ﲢﺘﻮﻱ ﻋﻠﻰ ﺧﻠﻔﻴﺔ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺍﻟﻐﺮﺽ ﻣﻦ‬
‫ﺍﻟﺒﺤﺚ ﻭﻓﻮﺍﺋﺪﻩ‪ ،‬ﻭﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‪،‬‬
‫ﻭﺧﻄﺔ ﺍﻟﺒﺤﺚ‪.‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ ‪ :‬ﶈﺔ ﻋﻦ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﶈﺔ ﻋﻦ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﻟﻔﻌﻞ ﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺩﺭﺍﺳﺔ ﺗﻘﺎﺑﻠﻴﺔ ﺑﲔ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ ﰲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‪ ،‬ﻭﻳﺸﻤﻞ ﻋﻠﻰ ﺍﻟﺒﺤﺚ ﻋﻦ‬
‫ﻭﺟﻮﻩ ﺍﻟﺘﺸﺎﺑﻪ ﻭﺍﻹﺧﺘﻼﻑ ﰲ ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻯ‬
‫ﺑﲔ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‪.‬‬
‫ﺍﻟﺒﺎﺏ ﺍﳋﺎﻣﺲ‪ :‬ﺧﺎﲤﺔ ﺗﺸﻤﻞ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﻭﺍﻻﺧﺘﺘﺎﻡ‬
‫ﻭﺍﳌﺮﺍﺟﻊ‪.‬‬

‫ﺍﻟﺒﺎﺏ ﺍﻟﺜﺎﱐ‬
‫ﺍﻟﻔﻌﻞ ﺍﻟﻼﺯﻡ ﻭﺍﳌﺘﻌﺪﻱ ﰱ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺃ‪ .‬ﺍﻟﻔﻌﻞ‬
‫‪ .١‬ﺗﻌﺮﻳﻒ ﺍﻟﻔﻌﻞ‬
‫ﻗﺎﻝ ﺇﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ ﺍﻥ ﺍﻟﻔﻌﻞ ﻫﻮ ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﻣﻌﲎ ﰱ‬
‫ﻧﻔﺴﻪ ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ‪ .‬ﳓﻮ ‪ :‬ﳒﺢ‪ ،‬ﻳﺪﺭﺱ‪ ،‬ﺃﻛﺘﺐ‬

‫‪١‬‬

‫ﻭﻋﺮ‪‬ﻑ ﳏﻤﺪ ﲪﺎﺳﺔ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﻭﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ‬
‫ﻭﻣﺼﻄﻔﻰ ﺍﻟﻨﺤﺎﺱ ﺯﻫﺮﺍﻥ ﺗﻌﺮﻳﻔﺎ ﻋﻦ ﺍﻟﻔﻌﻞ ﺃ‪‬ﺎ ﻛﻠﻤﺔ ﺗﺪﻝﹼ ﻋﻠﻰ‬
‫ﺣﺪﺙ ﻣﻘﺘﺮﻥ ﺑﺰﻣﻦ‪ .‬ﻣﺜﻞ )ﻛﹶﺘ‪‬ﺐ‪ (‬ﻓﺈ‪‬ﺎ ﺗﺪﻝﹼ ﻋﻠﻰ ﺣﺪﺙ ﻭﻫﻮ‬
‫"ﺍﻟﻜﺘﺎﺑﺔ" ﻭﺯﻣﻦ ﻭﻫﻮ ﺯﻣﻦ ﺍﳌﺎﺿﻰ‪ ،‬ﻭ )ﻳ‪‬ﻘﹾﺮ‪‬ﺃﹸ( ﻓﺈ‪‬ﺎ ﺗﺪﻝﹼ ﻋﻠﻰ ﺣﺪﺙ‬
‫ﻭﻫﻮ "ﺍﻟﻘﺮﺍﺀﺓ" ﻭﺯﻣﻦ ﻭﻫﻮ ﺯﻣﻦ ﺍﳊﺎﻝ‪ ،‬ﻭ)ﺍﻗﹾﺮ‪‬ﺃﹾ( ﻓﺈ‪‬ﺎ ﺗﺪﻝ ﻋﻠﻰ‬
‫ﺣﺪﺙ ﻭﻫﻮ "ﺍﻟﻘﺮﺍﺀﺓ" ﻭﺯﻣﻦ ﻭﻫﻮﺍﳌﺴﺘﻘﺒﻞ‪.‬‬
‫‪١‬‬

‫‪٢‬‬

‫ﺇﻣﻴﻞ ﺑﺪﻳﻊ ﻳﻌﻘﻮﺏ‪ ،‬ﻣﻮﺳﻮﻋﺔ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻹﻋﺮﺍﺏ‪) ،‬ﺩﺍﺭﺍﻟﻌﻠﻢ ﻟﻠﻤﻼﻳﲔ‪١٩٨٨‬ﻡ(‪ ،‬ﻁ ‪،١‬‬

‫ﺹ ‪.٤٨٨‬‬
‫‪ ٢‬ﳏﻤﺪ ﲪﺎﺳﺔ ﻋﺒﺪ ﺍﻟﻠﻄﻴﻒ ﻭﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ ﻭﻣﺼﻄﻔﻰ ﺍﻟﻨﺤﺎﺱ ﺯﻫﺮﺍﻥ‪ ،‬ﺍﻟﻨﺤﻮ ﺍﻷﺳﺎﺳﻲ ‪)،‬ﺍﻟﻘﺎﻫﺮﺓ‬
‫‪ :‬ﺩﺍﺭﺍﻟﻔﻜﺮ ﺍﻟﻌﺮﰊ‪١٩٩٧ ،‬ﻡ( ﺹ‪.١٢٤.‬‬

‫‪١٢‬‬

‫‪١٣‬‬

‫ﻗﺎﻝ ﻓﺆﺍﺩ ﻧﻌﻤﺔ ﺃﻥﹼ ﺍﻟﻔﻌﻞ ﻫﻮ ﻛﻞ ﻛﻠﻤﺔ ﺗﺪﻝ ﻋﻠﻰ ﺣﺪﻭﺙ ﺷﻴﺊ ﰱ‬
‫ﺯﻣﻦ ﺧﺎﺹ‪ .‬ﻣﺜﻞ ‪ :‬ﻛﺘﺐ – ﳚﺮﻯ – ﺍﲰﻊ‪.‬‬

‫‪٣‬‬

‫ﺍﻟﻔﻌﻞ ﻋﻨﺪ ﺍﻟﻠﻐﻮﻳﲔ ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﺍﳊﺪﺙ‪ ،‬ﻭﻋﻨﺪ ﺍﻟﻨﺤﻮﻳﲔ ﻣﺎ ﺩﻝﹼ‬
‫ﺑﻨﻔﺴﻪ ﻋﻠﻰ ﺣﺪﺙ ﻣﻘﺘﺮﻥ‪ ‬ﻭﺿﻌﺎﹰ ﺑﺄﺣﺪ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺜﻼﺛﺔ )ﺍﳌﺎﺿﻰ ﻭﺍﳊﺎﻝ‬
‫ﻭﺍﳌﺴﺘﻘﺒﻞ(‬

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‫ﺍﻟﻔﻌﻞ ﻋﻨﺪ ﺍﻟﺰﺟﺎﺟﻲ ‪ :‬ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﺣﺪﺙ ﻭﺯﻣﺎﻥ ﻣﺎﺽ ﺃﻭ‬
‫ﻣﺴﺘﻘﺒﻞ ﳓﻮ ‪ :‬ﻗﺎﻡ ﻳﻘﻮﻡ‪ ،‬ﻗﻌﺪ ﻳﻘﻌﺪ ﻭﻣﺎ ﺃﺷﺒﻪ ﺫﻟﻚ‪ .‬ﻭﺍﻻﻓﻌﺎﻝ ﻋﻨﺪﻩ ‪:‬‬
‫ﻋﺒﺎﺭﺓ ﻋﻦ ﺣﺮﻛﺎﺕ ﺍﻟﻔﺎﻋﻠﲔ‪ ،‬ﻭﻟﻴﺴﺖ ﰱ ﺍﳊﻘﻴﻘﺔ ﺍﻓﻌﺎﻻﹰ ﻟﻠﻔﺎﻋﻠﲔ ﻭﺇﳕﺎ ﻫﻮ‬
‫ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻓﻌﺎﳍﻢ‪ ،‬ﻭﺃﻓﻌﺎﻝ ﺍﳌﻌﱪﻳﻦ ﻋﻦ ﺗﻠﻚ ﺍﻷﻓﻌﺎﻝ‪.‬‬

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‫ﻭﺫﻫﺐ ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﲔ ﺃﻥ ﺍﻟﻔﻌﻞ ﻫﻮ ﻣﺎ ﺩﻝﹼ ﻋﻠﻰ ﻣﻌﲎ ﰱ ﻧﻔﺴﻪ‬
‫ﻣﻘﺘﺮﻥ ﺑﺰﻣﺎﻥ‪ ،‬ﻛـ "ﺟﺎﺀ ﻭﳚﻲﺀ ﻭﺟﻲﺀَ"‪.‬‬

‫‪٣‬ﻓﺆﺍﺩ ﻧﻌﻤﺔ‪ ،‬ﻣﻠﺨﺺ ﻗﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ ﺍﻹﺳﻼﻣﻴﺔ(‪ ،‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱏ ﺹ‪.١٨‬‬
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‫ﺃﲪﺪ ﺍﳍﺎﴰﻰ‪ ،‬ﺍﻟﻘﻮﺍﻋﺪ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﺴﺐ ﻣﻨﻬﺞ ﻣﱳ ﺍﻷﻟﻔﻴﺔ ﻻﺑﻦ ﻣﺎﻟﻚ ﻭﺧﻼﺻﺔ‬

‫ﺍﻟﺸﺮﺡ ﻻﺑﻦ ﻫﺸﺎﻡ ﻭﺍﺑﻦ ﻋﻘﻴﻞ ﻭﺍﻷﴰﻮﱏ‪ ،‬ﻁ‪) ٢‬ﻣﺆﺳﺴﺔ ﺍﳌﺨﺘﺎﺭ ﺍﻟﻨﺸﺮ ﻭﺍﻟﺘﻮﺯﻳﻊ‪٢٠٠٦ ،‬ﻡ(‪،‬ﺹ‪.٢٤.‬‬
‫‪٥‬ﻣﻬﺪﻱ ﺍﳌﺨﺰﻭﻣﻲ‪ ،‬ﰱ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻁ ‪) ١‬ﺑﲑﻭﺕ‪ :‬ﻣﻨﺸﻮﺭﺍﺕ ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺼﺮﻳﺔ‪،‬‬
‫‪،(١٩٦٦‬ﺹ‪.١٠٠‬‬

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‫ﻭﻋﻼﻣﺘﻪ ﺃﻥﹾ ﻳﻘﺒﻞﹶ "ﻗﺪ"‪ ٦‬ﺃﻭ "ﺍﻟﺴﲔ" ﺃﻭ "ﺳﻮﻑ"‪ ٧‬ﺃﻭ "ﺗﺎﺀ ﺍﻟﺘﺄﻧﻴﺚ‬
‫ﺍﻟﺴﺎﻛﻨﺔ"‪ ٨‬ﺃﻭ "ﺿﻤﲑ ﺍﻟﻔﺎﻋﻞ" ﺃﻭ "ﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ" ﻣﺜﻞ ‪" :‬ﻗﺪ ﻗﺎﻡ‪،‬‬
‫ﺳﺘﺬﻫﺐ‪ ،‬ﺳﻮﻑ ﺗﺬﻫﺐ‪ ،‬ﻗﺎﻣﺖ‪ ،‬ﻗﻤﺖ‪ ،‬ﻗﻤﺖ‪ ،‬ﻟﻴﻜﺘﱭ‪ ،‬ﻟﻴﻜﺘﱭ‪ ،‬ﺍﻛﺘﱭ‪،‬‬
‫ﺍﻛﺘﱭ‪."‬‬

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‫‪ .٢‬ﺃﻗﺴﺎﻡ ﺍﻟﻔﻌﻞ‬
‫ﺗﻘﺴﻴﻢ ﺍﻟﻔﻌﻞ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻳﺸﻤﻞ ﺳﺘﺔ ﻓﺼﻮﻝ ﻭﻫﻲ‪:‬‬
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‫ﻳﻨﻘﺴﻢ ﺍﻟﻔﻌﻞ ﺑﺎﻋﺘﺒﺎﺭ ﺑﻨﻴﺘﻪ ﺇﱃ ﺻﺤﻴﺢ ﻭﻣﻌﺘﻞ‬

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‫ﻳﻨﻘﺴﻢ ﺍﻟﻔﻌﻞ ﺑﺎﻋﺘﺒﺎﺭ ﺗﺮﻛﻴﺒﻪ ﺇﱃ ﳎﺮﺩ ﻭﻣﺰﻳﺪ‬

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‫ﻳﻨﻘﺴﻢ ﺍﻟﻔﻌﻞ ﺑﺎﻋﺘﺒﺎﺭ ﺯﻣﻦ ﻭﻗﻮﻋﻪ ﺇﱃ ﻣﺎﺽ ﻭﻣﻀﺎﺭﻉ ﻭﺃﻣﺮ‬

‫‪٦‬ﺇﻥ ﺩﺧﻠﺖ "ﻗﺪ" ﻋﻠﻰ ﺍﳌﺎﺿﻰ ﻓﻬﻲ ﺣﺮﻑ ﲢﻘﻴﻖ‪ ،‬ﻭﺇﻥ ﺩﺧﻠﺖ ﻋﻠﻰ ﺍﳌﻀﺎﺭﻉ ﻓﻬﻲ ﺣﺮﻑ ﺗﻘﻠﻴﻞ‬
‫ﻏﺎﻟﺒﺎ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻟﻠﺘﺤﻘﻴﻖ ﺇﻥ ﺩ ﹼﻝ ﺳﻴﺎﻕ ﺍﻟﻜﻼﻡ ﻋﻠﻰ ﺫﻟﻚ‪ .‬ﻛﻘﻮﻟﻪ ﺗﻌﺎﱃ ‪ :‬ﻗﺪ ﻳﻌﻠﻢ ﻣﺎ ﺍﻧﺘﻢ ﻋﻠﻴﻪ )ﺍﻟﻨﻮﺭ‪.(٦٤ :‬‬
‫‪٧‬ﺍﻟﺴﲔ ﻭﺳﻮﻑ‪ :‬ﺣﺮﻓﺎ ﺍﺳﺘﻘﺒﺎﻝ ﳐﺘﺼﺎﻥ ﺑﺎﳌﻀﺎﺭﻉ‪ ،‬ﻏﲑ ﺃﻥ ﺍﻟﺴﲔ ﻟﻠﻤﺴﺘﻘﺒﻞ ﺍﻟﻘﺮﻳﺐ‪ ،‬ﻭﺳﻮﻑ‬
‫ﻟﻠﻤﺴﺘﻘﺒﻞ ﺍﻟﺒﻌﻴﺪ‪.‬‬
‫‪٨‬ﺃﻣﺎ ﺗﺎﺀ ﺍﻟﺘﺎﻧﻴﺚ ﺍﳌﺘﺤﺮﻛﺔ ﻓﻼ ﺗﻠﺤﻖ ﺇﻻ ﺍﻻﲰﺎﺀ ﻭﺑﻌﺾ ﺍﳊﺮﻭﻑ ﻣﺜﻞ‪ :‬ﺭ‪‬ﺑﺖ‪ ‬ﻭﺛﹶ ‪‬ﻤﺖ‪ ‬ﻭﻻﺕ‪ .‬ﻭﺗﺘﺤﺮﻙ‬
‫ﺍﻟﺘﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﺑﺎﻟﻔﺘﺤﺔ ﺇﺫﺍ ﻻﺣﻘﻬﺎ ﺿﻤﲑ ﺍﻟﺘﺜﻨﻴﺔ‪ .‬ﻣﺜﻞ‪ :‬ﻗﺎﻟﺘﺎ ﻭ ﻗﺎﻣﺘﺎ‪ ،‬ﻭﺑﺎﻟﻜﺴﺮﺓ ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺘﻘﺎﺀ ﺍﻟﺴﺎﻛﻨﲔ‪.‬‬
‫ﻣﺜﻞ‪ :‬ﻗﺪ ﻗﺎﻣﺖ‪ ‬ﺍﻟﺼﻼﺓ‪.‬‬
‫ﺍ ‪٩‬ﻣﺼﻄﻔﻰ ﺍﻟﻐﻼﻳﻴﲏ‪ ،‬ﺟﺎﻣﻊ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻌﺮﺑﻴﺔ‪) ،‬ﺑﲑﻭﺕ‪:‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪ ،(٢٠٠٦،‬ﺹ‪.١٠-٩‬‬

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‫ﻳﻨﻘﺴﻢ ﺍﻟﻔﻌﻞ ﺑﺎﻋﺘﺒﺎﺭ ﻣﻌﻤﻮﻟﻪ ﺇﱃ ﻻﺯﻡ ﻭﻣ�