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All Journal Tadris al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Ahmad Suhaili
Universitas Islam Negeri Sultan Maulana Hasanuddin Banten
Arts Education Languange, Linguistic, Communication & Media Other

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Comparison Between the Development of Arabic Linguistics and Modern Linguistics Yulia Zulpathul Aizza; Moch Mu'izzuddin; Ahmad Suhaili; Rohanda Rohanda
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 4 No. 1 (2025): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v4i1.44830

Abstract

Arabic linguistics is a branch of science that focuses on the study of Arabic from various fields, namely phonology, morphology, syntax, and semantics. Since classical times, Muslim scholars have developed linguistic theories that have contributed greatly to understanding the structure of the Arabic language. In its further development, Arabic linguistics began to interact with modern linguistic approaches, which offer more systematic and comprehensive analysis methods. Modern linguistics, which includes various branches such as structuralism, sociolinguistics, psycholinguistics, and discourse analysis, provides a new perspective in understanding Arabic, both in theoretical and applied aspects. The influence of this modern approach not only enriches the study of Arabic linguistics, but also supports the development of language technology, translation, and Arabic language learning for foreign speakers. This article aims to examine the development of Arabic linguistics from traditional to modern perspectives and to explore the scope of modern linguistics that has an impact on Arabic language studies in the contemporary era. Through a descriptive and analytical approach, this article identifies the role of modern linguistics in expanding the scope of Arabic language studies, resulting in a deeper understanding of the structure and function of the language in various contexts.
The Utilization of Sketch Engine in Concordance Studies: A Corpus Linguistics Perspective Faiza Nur Khalida; Mochamad Mui'zzudin; Ahmad Suhaili
Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban Vol. 5 No. 1 (2026): Tadris Al-'Arabiyyah: Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/ta.v5i1.52011

Abstract

Corpus linguistics has developed rapidly in recent years; however, its application in Arabic language studies in Indonesia remains limited, particularly in examining the semantic distinctions of key educational terms. This study aims to investigate the distribution, collocational patterns, and semantic functions of three central terms تعليم (taʿlīm), تدريس (tadrīs), and تربية (tarbiyah) in a modern Arabic corpus, as well as their implications for conceptual meaning and language pedagogy. The novelty of this study lies in integrating corpus-based analysis of authentic linguistic data with semantic interpretation within a pedagogical framework. This research employs a qualitative descriptive approach with a corpus-based discourse analysis design, using data derived from the arTenTen24 corpus through Sketch Engine. The analysis applies frequency, concordance, and collocation techniques to identify lexical distributions and relationships. The findings reveal that تعليم is the most dominant term, primarily associated with educational systems and policy contexts; تدريس relates to instructional practices in classroom settings; while تربية encompasses broader dimensions, including values, character formation, and institutional contexts. These distinctions indicate systematic differences in semantic functions that reflect the conceptual structure of modern Arabic educational discourse. Theoretically, this study contributes to corpus-based lexical-semantic research in Arabic, while pedagogically, it supports data-driven learning to improve learners’ accuracy in using educational terminology.
Co-Authors Faiza Nur Khalida Moch Mu'izzuddin Mochamad Mui'zzudin Rohanda Rohanda Yulia Zulpathul Aizza