ﺕﺎﺳﺍﺭﺩﻭ ﺙﻮﲝ
The system of Etymological Derivation and the Derived Words Sistem Terbitan Kata dan Perbendaharaan Kata Produktif
دواد ةوﺪﻧ و *
ءﺎﻤﺳأ ﺖﻨﺑ يزﻮﻓ ﻧو**
ﺊ ﻰﻔﻄﺼﻣ نﺎﻨﺣ
***
ثﺣﺑﻟا صﺧﻠﻣ
ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﰲ ﻲﻗﺎﻘﺘﺷﻻا مﺎﻈﻨﻟا ﺎﻤﻴﺳ ﻻو ،ﻞﻣﺎﺷ ٌ
ﰲ لﺎﻌﻓﻷا ذإ ؛ ءﺎﻨﺑ ﻢﻠﻌﺘﳌا ﻊﻴﻄﺘﺴﻳ
ماﺪﺨﺘﺳﺎﺑ ﺔﻴﻠﺻﻷا فﺮﺣﻷا ﻦﻣ ﺔﻳﻮﻐﻟ تادﺮﻔﻣ اﺬﻫ
مﺎﻈﻨﻟا ﻓ ، بﺎﻌﻴﺘﺳا دﺎﺟأ نإ ﻢﻠﻌﺘﳌﺎ
ﺔﻳﻮﻐﻟ تادﺮﻔﻣ دﺎﳚإ ﰲ ﺔﺑﻮﻌﺻ ﺪﳚ ﱂ قﺎﻘﺘﺷﻻا سرد ؛
ﺬﻟا رﻮﻄﺗ ﺔﺳارﺪﺑ نﺎﺘﺜﺣﺎﺒﻟا ﺖﻣﺎﻗ
ﳌا بﻼﻄﻟا ﻦﻣ ﺔﻋﻮﻤﳎ ىﺪﻟ ﺔﺑﺎﺘﻜﻟا ﰲ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﺘ
ﺨ ﺼ ﲔﺼ ﺎﺑ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟ
ﺎ ادآو ﻦﳑ ، ﰊﺮﻌﻟا فﺮﺼﻟا ةدﺎﻣ نﻮﺳرﺪﻳ
، ﻮﺼﺗ فﺎﺸﺘﻛا ﱃإ ﺔﺳارﺪﻟا ﻩﺬﻫ فﺪ و ﱡ مﺎﻋ ر
ﻮﳓ ﲔﻛرﺎﺸﳌا ىﺪﻟ إ
ىﺪﻣو ،ﺔﺑﺎﺘﻜﻟا ﰲ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﻰﻠﻋ لﻮﺼﺤﻠﻟ ﻢ ﺎﻴﺠﻴﺗاﱰﺳ
ﺛﺄﺗﱡ ﻮﻄﺗو تادﺮﻔﳌا بﺎﺴﺘﻛا ﻞﺋﺎﺳو ﻦﻣ ﺔﻠﻴﺳو ﺔﻴﻗﺎﻘﺘﺷﻻﺎﺑ ﻢﻫﺮﱡ ً ﺎﻫر
، و ﺪﻗ ﺔﺳارﺪﻟا ﺖﺠﺘﻨﺘﺳا
أ ﻮﻄﺗ ﰲ ﻲﻗﺎﻘﺘﺷﻻا مﺎﻈﻨﻟﺎﺑ اوﺮﺛﺄﺗ ﲔﻛرﺎﺸﳌا ﻢﻈﻌﻣ نﱡ ﺖﻗﻮﻟا روﺮﻣ ﻊﻣ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ر
،
ﻦﻣ ﺚﻴﺣ : ﻮﻨﺗو ،تادﺮﻔﳌا ﻢﺠﺣ ﱡ ﺔﺑﺎﺘﻜﻟا ﰲ ﺎﳍ ﺢﻴﺤﺼﻟا ماﺪﺨﺘﺳﻻاو ،ﺎﻬﻋ
.
ﻟا تﺎﻤﻠﻜ ﺋﺮﻟا ﻴ ﺴ ﺔ : ﻲﻗﺎﻘﺘﺷﻻا مﺎﻈﻨﻟا ،
ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﰊﺮﻌﻟا فﺮﺼﻟا ،
.
ﺑ ﺔﻛرﺎﺸﻣ ةذﺎﺘﺳأ*
ﻢﺴﻘ ﺎ ادآو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻢﺴﻗ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ،ﺔﻴﻧﺎﺴﻧﻹا مﻮﻠﻌﻟاو ﻲﺣﻮﻟا فرﺎﻌﻣ ﺔﻴﻠﻛ ،
،ﺎﻳﺰﻴﻟﺎﻣ ﱐوﱰﻜﻟﻹا ﺪﻳﱪﻟا :
my . edu . iium
@ nadwah
ﺿﺎﳏ **
ةﺮ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺑ
ﺪﻳﱪﻟا ،ﺎﻴﺟﻮﻟﻮﻨﻜﺘﻠﻟ ارﺎﻣ ﺔﻌﻣﺎﺟ ،ﺔﻳﻮﻐﻠﻟا تﺎﺳارﺪﻟا ﺔﻴﳝدﺎﻛﺄ ﱐوﱰﻜﻟﻹا
:
asfauzi88@gmail.com
ﺑ ﺔ ﻛرﺎﺸﻣ ةذﺎﺘﺳأ***
ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ،ﺔﻴﻧﺎﺴﻧﻹا مﻮﻠﻌﻟاو ﻲﺣﻮﻟا فرﺎﻌﻣ ﺔﻴﻠﻛ ،ﺎ ادآو ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻢﺴﻗ ﻢﺴﻘ
ﱐوﱰﻜﻟﻹا ﺪﻳﱪﻟا ،ﺎﻳﺰﻴﻟﺎﻣ :
hanan@iium.edu.my
ﺔظﻮﻔﺤﻣ ﻊﺒﻄﻟا قﻮﻘﺣ ـﻟ
IIUM Press
ﺎﯾﺰﯿﻟﺎﻣ ﺔﯿﻤﻟﺎﻌﻟا ﺔﯿﻣﻼﺳﻹا ﺔﻌﻣﺎﺠﻟا ISSN 1823-1926 (Print)
Abstract
The system of etymological derivation of Arabic language is perfect, not least the verbs. For a student can easily make words using the basic letters with the system of derivation, particularly when the student is well-versed in the etymology.
Therefore, the researchers ventured to study the process of derivation of words in the writing of a group of students who specialize the Arabic language and literature. The study further aims at exploring a general perception of its subjects towards the strategies that they employ to derive the words while writing. It also tries to find the influence of derivation process on them as a way of acquiring words and its development. The study has found that a majority of the subjects have been influenced with the system of derivation in the development of words with the course of time, in terms of abundance of the words, their varieties and their appropriate usage in the writing.
Keywords: the system of etymological derivation, the derived words, the Arabic etymology.
Abstrak
Sistem terbitan kata dalam bahasa Arab bersifat komprehensif, lebih-lebih lagi pada kata kerja; yang mana guru boleh membina perkataan daripada huruf-huruf asal dengan menggunakan sistem ini. Sekiranya guru menguasai pemahaman sistem terbitan kata Arab, mereka tidak akan mengalami kesukaran untuk membuat perkataan Arab; maka dua penulis ini mengkaji perkembangan kosa kata produktif pada penulisan sekumpulan pelajar pengkhususan bahasa dan kesusasteraan Arab yang mengambil subjek Morfologi Arab. Kajian ini dilakukan bertujuan untuk mengetahui gambaran am dalam kalangan peserta kajian tentang strategi mereka memperoleh kosa kata produktif dalam penulisan dan sejauh mana terkesannya mereka dengan sistem terbitan kata pada metode perolehan perbendaharaan kata dan perkembangannya. Dapatan kajian menunjukkan bahawa sebahagian besar peserta kajian terkesan dengan sistem terbitan kata dalam peningkatan kosa kata produktif mereka selari dengan peredaran masa, daripada segi: keluasan perbendaharaan kata, kepelbagaiannya dan ketepatan penggunaan kata dalam penulisan.
Kata kunci: Sistem terbitan kata, kosa kata produktif, morfologi Arab
ﻣُ
ﺪﻘﱢ ﺔﻣ قﻮــﻌﺗ ﺔــﻠﻗ بﺎﻌﻴﺘــﺳا ﺔــﻳﻮﻐﻠﻟا تادﺮــﻔﳌا َ ُ ﺔــﻳﻮﻐﻠﻟا تارﺎــﻬﳌا
ﺎﻤﻴــﺳ ﻻو ، ــﻠﻌﺗ ﰲ ﱡ
ــﻐﻠﻟا ﻢ تﺎ
؛ﺔﻴﺒﻨﺟﻷا ا نﻷ
يﻮـﻐﻠﻟا لﺎﺼـﺗﻻا ﺐﻧاﻮﺟ ﻢﻫأ ﻦﻣ ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌ
، و تﺎـﺳارد ﺖـﺿﺮﻋ ﺪـﻗ
ـــﻐﻠﻟا ﰲ ﺔـــﻳﻮﻐﻠﻟا تادﺮـــﻔﳌا بﺎﻌﻴﺘـــﺳا ﺔـــﻴﻔﻴﻛ ةﲑـــﺜﻛ ،ﺔـــﻴﺒﻨﺟﻷا تﺎ
ﺮﻄﺑ ﺎـــﻬﻤﻈﻌﻣ ﻖـــﻠﻌﺘﻳو ـــﺋا
ﻖ
إو ﺲﻳرﺪﺘﻟا ﻠﻌﺘﻟا تﺎﻴﺠﻴﺗاﱰﺳ
ﱡﻢ
؛ يأ إ ﺔﺳارﺪﻟا تاﲑﻐﺘﻣ ن نﻮﻜﺗ
ﺔﻐﻠﻟا جرﺎﺧ ﺔﻴﺒﻨﺟﻷا
ﺎﲟرو ،
ﺐﺒﺴﻟا دﻮﻌﻳ إ
ﻷا ﺔـﻐﻠﻟا ﺔﻌﻴﺒﻃ ﱃ ﻨﺟ
ـﻴﺒ ﺎـ اذ ﺔ
؛ ﻦـﻜﳝ ﺔـﻴﻟآ ﺎـﳍ ﻦـﻜﺗ ﱂ ﱵـﻟا ﺔـﻳﺰﻴﻠﳒﻹا ﺔـﻐﻠﻟﺎﻛ
ﻻا ﻢﻠﻌﺘﻤﻠﻟﱢ ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌا بﺎﺴﺘﻛا ﰲ ﺎﻬﻨﻣ ةدﺎﻔﺘﺳ
ا ﺎـﻣأ ، ﺘﻓ ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟ ﺘ
ﺰـﻴﻤ ﻦـﻣ ﺎـﳍ ﺎـﲟ
ﺔﻴﻟآ ﺗ ﺔﻴﻌﻴﺒﻃ ،ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌا بﺎﺴﺘﻛا ﰲ ﻢﻠﻌﺘﳌا ﲔﻌُ ﺔﻴﻟآ يأ
قﺎﻘﺘﺷﻻا .
ﻟدﱠ ةﲑﺜﻛ ﺔﻘﺑﺎﺳ ثﻮﲝ ﺖ إ
دﺮﻔﳌا ﺔﻠﻗ نأ ﱃ ﺗ ﺔـﻳﻮﻐﻠﻟا تا
ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا بﺎﺴـﺘﻛا ﻞـﻗﺮﻌُ ﺪـﻘﻓ ،
ﺪـﺟو ُ
ﺔـﻐﻟ ﺔـﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻲﻤﻠﻌﺘﻣ ﻢﻈﻌﻣ نأ
ً ّ
ﺔـﻴًﺒﻨﺟأ ،ﺔﻴـﺳرﺪﻟا ةﺮـﺠﳊا ﰲ ﻢـﻬﺋارآ ﻦـﻋ ﲑـﺒﻌﺘﻟا ﻰـﻠﻋ ﻦﻳردﺎـﻗ ﲑـﻏ
ﺔـﻳﻮﻐﻠﻟا تادﺮـﻔﳌا ﺔـﻠﻗ ﻚـﻟذ ﱃإ تدأ ﱵـﻟا بﺎﺒﺳﻷا ﻦﻣ نأ ﺮﻛذوُ
1، ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا تاﺰـﻴﳑ ﻦـﻣ ،ﻦـﻜﻟو
ـــﺻﺄﺘﺗ ﺔﻴﻗﺎﻘﺘـــﺷا ﺔـــﻐﻟ ﺎــ أﱠ ﺔﻴﻠـــﺻأ فﺮـــﺣأ ﻦـــﻣ نﻮــﻜﺘﺗ ﺔـــﻳرﺬﺟ تﺎـــﻤﻠﻛ ﻦـــﻣ ﺎـــ ادﺮﻔﻣ ﻢــﻈﻌﻣ ﻞ
، ﻦـــﻤﻓ
ﻣ ﺪﳚ ﻻأ ضﱰﻔﳌا ﻠﻌﺘﱢُ ّ
ةﺪـﻴﻔﻣ ﻞـﲨ ﻦﻳﻮـﻜﺘﻟ ﺔـﻳﻮﻐﻠﻟا تادﺮـﻔﳌا بﺎﻌﻴﺘـﺳا ﰲ ﺔﺑﻮﻌﺻ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻢ
؛ نﻷ
ﺔــﻴﺑﺮﻌﻟا ﺔــﻐﻠﻟا ﺔﻴﻗﺎﻘﺘــﺷا
ُــﻴّ
ﺊ ﺎــﻬﻤﻠﻌﺘﻣ ىﺪــﻟ ﺔــﻳﻮﻐﻠﻟا تادﺮــﻔﳌا بﺎﺴــﺘﻛا ﰲ رﻮــﻄﺘﻟا
، ﻦــﻜﻟو ﺎــﻣ اﺬــﻫ ﱂ
ﻳ ﺪــﻟ ﺮﻓﻮــﺘ ى ﺮــﺜﻛأ ﲔــﻤﻠﻌﺘﳌا ءاﻮــﺳ
ﺔــﺛدﺎﶈا ﰲ مأ
ﺔــﺑﺎﺘﻜﻟا ذإ ؛ ﻟُ
ﲑــﺒﻌﺘﻟا ﰲ تﺎﺑﻮﻌﺼــﻟا ﻢﻬﻳﺪــﻟ ﺖــﻈﺣﻮ
و ،ﻢﻫرﺎـﻜﻓأ ﻦـﻋ ﺪــﳚ ﱂُ
ﺢﻴﺤـﺻ يﻮــﻐﻟ قﺎﻴـﺳ ﰲ تادﺮـﻔﳌا ماﺪﺨﺘــﺳا ﻢﻬﻀـﻌﺑ
2؛ نﺎــﺘﺜﺣﺎﺒﻟا ﺮـﻈﻨﺗ اﺬــﻟ
ﻦـــﻣ لﻼـــﺧ اﺬـــﻫ ﺚـــﺤﺒﻟا ﺛﺄـــﺗ ىﺪـــﻣ ﱃإ ﺚـــﻴﺣ ﻦـــﻣ ﻲﻗﺎﻘﺘـــﺷﻻا مﺎـــﻈﻨﻟﺎﺑ ﻢﻠﻌﺘـــﳌا ﺮﱡ
: ﻮـــﻄﺗ ﱡ تادﺮـــﻔﳌا ر
ﺔﻴﺟﺎﺘﻧﻹا ﻮﻨﺗو ﺎﻤﺠﺣﱡ ً
ﺎﻋً،
ﺔﺑﺎﺘﻜﻟا ﰲ ﺎﻬﻣاﺪﺨﺘﺳا ﺔﺤﺻو .
.1
ﺷا ﺘ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺔﻴﻗﺎﻘ :
ﺔﻴﻗﺎﻘﺘﺷﻻﺎﺑ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺰﻴﻤﺘﺗّ
؛ ـﻤﻠﻛ ﻦـﻣ لﺎـﻌﻓﻷاو ءﺎﲰﻷا ﻖﺘﺸﺗ ُذإ تﺎ
ﺪـﻗو ،ﺔـﻳرﺬﺟ
ﺔــﻌﺑرأ وأ فﺮــﺣأ ﺔــﺛﻼﺛ ﻦــﻣ نﻮــﻜﺘﺗ ــﻳُ ؛
ﻟإ فﺎﻀ ﺎــﻬﻴ
فﺮــﺣأ ﺾــﻌﺑ ﻟا
ةدﺎــﻳﺰ ــﺘُ ؛ ﻟ ﻜﺸﱢ تﺎــﻤﻠﻛ ﻞ
،ةﺪــﻳﺪﺟ ﰒ ﻦــﻣو
رﺬــﳉا ﻦــﻣ عﺮــﻔﺘﺗ ةﺪــﻋ تادﺮــﻔﻣ ﺪــﺣاﻮﻟا
3، إ يأ ﺔــﻳﻮﻐﻠﻟا ةوﺮــﺜﻠﻟ ن ﺔــﻴﺑﺮﻌﻟا
ﺎــ اذ ﺔــﻐﻠﻟا ﺔــﻌﻴﺒﻄﺑ ﺔــﻗﻼﻋ ــﺗ ُذإ ؛
ﺔــﻳﺮﺜﻟا ﺔــﻳﻮﻐﻠﻟا ﺎــ ادﺮﻔﻣ ءﺎــﻨﺑ ﰲ ﺔﻴﻗﺎﻘﺘــﺷﻻا ﺎــﻬﺘﻌﻴﺒﻃ ﻢﻬﺴ ،
ﻟا ﺪــﺒﻋ 1
،ﺔﻠــﺿﺎﻧ ،ﻞﺼــﻴﻔ تﺎــﻐﻠﻟا ﺰــﻛﺮﻤﺑ ﺔﻣﺪﺨﺘﺴــﻤﻟا مﻼــﻜﻟا ةرﺎــﻬﻣ ﻢــﻠﻌﺗ تﺎﻴﺠﻴﺗاﺮﺘــﺳإ
:
،ﺔــﻴﻧاﺪﻴﻣ ﺔــﺳارد )
ﺔﻟﺎــﺳر
،ﺎﻳﺰﻴﻟﺎﲟ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ،ةرﻮﺸﻨﻣ ﲑﻏ ﱰﺴﻴﺟﺎﻣ م(2012
ص ، .143
،ﻰﻔﻄﺼﻣ نﺎﺣﺮﻓ ﺊﻧ 2
ﺮﻴﺛﺄﺗ ىﺪـﻣو ﺔـﻳﺰﻴﻟﺎﻤﻟا اﺮـﺘﻓ ﺔـﻌﻣﺎﺟ ﻲـﻓ ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟا ﺔﺒﻠﻃ ىﺪﻟ ةءاﺮﻘﻟا تﺎﻴﺠﻴﺗاﺮﺘﺳإ ﻰـﻠﻋ ﺎـﻫ
،ﻲﺋاﺮﻘﻟا ﻢﻬﺑﺎﻌﻴﺘﺳا ىﻮﺘﺴﻣ )
،ﺎﻳﺰﻟﺎﲟ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا ﺔﻌﻣﺎﳉا ،ةرﻮﺸﻨﻣ ﲑﻏ ﻩارﻮﺘﻛد ﺔﻟﺎﺳر م(2011
، ص .141
3 Belkredim, F.Z., & El Sebai, A., An Ontology Based Formalism for the Arabic Language Using Verbs and their Derivatives, Communications of the International Business Information Management Association IBIMA, 11, (2009), pp. 44-52.
ﻼﺜﻣ ﺔﻳﺰﻴﻠﻜﻧﻹا ﻦﻣ ﺎﻫﺰﻴﳝ ﺎﻣ اﺬﻫو
1 ً.
ﻻو ﻮـــﻄﺗ ﰲ ﻢـــﻬﻣ رود ﺔـــﻴﺑﺮﻌﻟا ﺔـــﻐﻠﻟا ﺔﻴﻗﺎﻘﺘـــﺷﱡ تادﺮـــﻔﳌا نإ ﺚـــﻴﺣ ﻦـــﻣ ﺔـــﻴﺑﺮﻌﻟا ﺔـــﻐﻠﻟا ر
ﺔﻳﻮﻐﻠﻟا ﺎﻬﻴﻓ - ﻟ ﺔﻴﻗﺎﻘﺘﺷﻻا ﺎﻬﺘﻌﻴﺒﻄ -
ﺔﻔﻠﺘﳐ تﺎﻤﻠﻛ ﱃإ ﺔﻤﻠﻜﻟا رﺬﺟ ﻦﻣ ﺎﻫداﺪﺘﻣا ﻦﻜﳝ
،ةﺮﺸﺘﻨﻣ أو
ا ﻼﻘﺘﺳ ﺎﳍ ﻧﺎﻴﺣأ ﺔﻟﻻدو ﺎﻈﻔﻟ ﻲﻠﺻﻷا ﺎﻫرﺬﺟ ﻦﻋ ًﺎ
ً ً
2، ﺎﳑ ﻦﻣ ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﻞﻌﺟ
ﳌا تﺎﻐﻠﻟا ﻘﻌﱠُ
ﻠﻌﺗ ﺪ ﺎﻬﻤﱡ
؛ ﲑﻐﺘﻟا نﻷ ﱡ يﻮﻐﻠﻟا ﺐﻴﻛﱰﻟا ﰲ ﺮﺛﺆﻳ ﰲﺮﺼﻟا
.
ﺔﻘﺑﺎﺴﻟا تﺎﺳارﺪﻟا ﺖﻔﺸﺘﻛا ﰲ ﺪـﻴﻔﺗ ﺎـ إ ﺚـﻴﺣ ﻦـﻣ ﺔـﻴﺑﺮﻌﻟا ةﺰـﻴﻣ زﱪﺗ ﺔﻴﻗﺎﻘﺘﺷﻻا نأ
ﺎــﻬﺋاﺮﺛإو ﺔــﻳﻮﻐﻠﻟا تادﺮــﻔﳌا راﺪــﺻإ
، ﺎــﻬﻨﻜﻟو
ُﺗ ﱂ ﺖـــﺒﺜ اﺮــﺛأ ﺔﻴﻗﺎﻘﺘــﺷﻼﻟً ــﻠﻌﺗ لﺎــﳎ ﰲﱡ
ﻢ ﺔـــﻐﻠﻟا
ﺔﻴﺑﺮﻌﻟا ﺔﺳارﺪﻟا ﻩﺬﻫ ﻩاﺮﺤﺘﺗ ﺎﻣ اﺬﻫو ،ﺔﻴﺒﻨﺟأ ﺔﻐﻟﱠ ً ً .
.2
ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﻤﻟا ﺔﺒﺴﺘﻜﻤﻟا تادﺮﻔﻤﻟاو
:
ﻲــﻫ ﺔــﻴﺟﺎﺘﻧﻹا تادﺮــﻔﳌا ﻠﻌﺘــﳌا ﺎﻬﻣﺪﺨﺘﺴــﻳ ﱵــﻟا تادﺮــﻔﳌا
ﺎﺤﻴﺤــﺻ ﺎﻣاﺪﺨﺘــﺳا ﻢً ً ﱢ
، ﻊﻴﻄﺘﺴــﻳو
ﺔﻔﻠﺘﳐ ﻒﻗاﻮﻣ ﰲ ﺔﻴﻟﺎﺼﺗا ضاﺮﻏﻷ ﻩرﺎﻜﻓأ ﻦﻋ ﲑﺒﻌﺘﻟا ﺎ
3، ﺗو ﺘﺗﺄ ﻰ ﺪـﻌﺑ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا
ــــﲢ ﺼ ﻴ تادﺮــــﻔﳌا ﻞ
؛ﺔﺒﺴــــﺘﻜﳌا ﱵــــﻟا يأ 4
ﻂــــﻘﻓ ﺎــــﻬﻣﻮﻬﻔﻣ كرﺪــــﻳ ُ ﻦــــﻣ
ﰲ ﺎﻬﻣاﺪﺨﺘــــﺳا نود
ﺔــﻔﻠﺘﳐ ﺔــﻳﻮﻐﻟ تﺎﻗﺎﻴــﺳ
، ﻚــﻟذ ﻰــﻠﻋ ءﺎــﻨﺑو ً ﺒﺗﺮــﺗ
ﻂ مﻼــﻜﻟا ﰐرﺎــﻬﲟ ةدﺎــﻋ ﺔــﻴﺟﺎﺘﻧﻹا تادﺮــﻔﳌا ً
ﺔﺑﺎﺘﻜﻟاو
، تادﺮﻔﳌا ﺎﻣأ ﺔﺒﺴﺘﻜﳌا
ﺐﺴﺘﻜﺘﻓ ُ ﻦﻣ
ةءاﺮﻘﻟاو عﺎﻤﺘﺳﻻا ﰐرﺎﻬﻣ لﻼﺧ ؛ﺎﳘﺎﺘﻠﻛو ،
يأ ﺎﺘﻧﻹا ﺟ ﺔﻴ ؛ﺔﺒﺴﺘﻜﳌاو ﻻإ ﺔـﻴﺟﺎﺘﻧﻹا تادﺮـﻔﳌا جﺎـﺘﻧإ ﻦـﻜﳝ ﻻ ﻞـﺑ ؛ﻒﻳﺮﻌﺘﻟا ﰲ نﺎﺘﺑرﺎﻘﺘﻣ
تادﺮــﻔﳌا بﺎﻌﻴﺘــﺳا ﺪــﻌﺑ و ،ﺔﺒﺴــﺘﻜﳌا
ﺎــﳎ ﻒــﻠﺘﺧا ﺪــﻗ مﺎــﻤﺘﻫﻻا ل
،ﺎــﻤ ﻻ ﱵــﻟا تادﺮﻔﳌﺎــﻓ
1 Alotaiby, F. A., Alkharashi, I. A. & Foda, S.G., Processing Large Arabic text Corpora: Preliminary Analysis and Results. Proceedings of the Second International Conference on Arabic Language Resources and Tools. (Cairo, Egypt: MEDAR Consortium, 22-23 April 2009).
2 Shaalan, K., Rule-based Aproach in Arabic Natural Language Processing, International Journal on Information and Communication Technologies, 3 (3), (2010), pp.11-19.
3 Belisle, A. B. Developing Vocabulary Knowledge in the Immersion Classroom, The Bridge: From Research to Practice, (Edina, Minnesota: Normandale French Immersion School. 1997), p. 1.
4 Shahov, V.P., Measuring L2 Receptive and Productive Vocabulary Knowledge, Language Studies Working Papers, 4,(2012), p. 37-45.
ﻠﻌﺘﳌا ﺎﻬﻣﺪﺨﺘﺴﻳ ﻻ ﺔﺛدﺎﶈاو ﺔﺑﺎﺘﻜﻟا ﰲ ﻢﱢ
ﻔﺗ ـﻴﺪ ﻩ ﺔـﻐﻠﻟا ﺔـﺳرﺎﳑ ﰲ ﺔـﻴﺒﻨﺟﻷا
ـﻜﲤ ﺎـﻤﻬﻣ ﱠ ﻦـﻣ ﻦ
بﻮـــﺘﻜﳌا ةءاﺮـــﻗو ءوﺮـــﻘﳌاو عﻮﻤﺴـــﳌا بﺎﻌﻴﺘـــﺳا ﰲ ﺪـــﺑ ﻻ اﺬـــﻟ ؛ﱠ ُ
ﻹا ﺔـــﺳارد ﺔـــﻟﺎﻌﻔﻟا ﺔﻴﺠﻴﺗاﱰـــﺳ
ﺘﻧﻹا تادﺮﻔﳌا ﺔﺳارد ﻦﻣ ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌا بﺎﺴﺘﻛﻻ ﺔﻴﺟﺎ
؛ نﻷ ﻩﺬﻫ ﺔﺳرﺎﻤﲟ ﻢﺘ ةﲑﺧﻷا
ﺔﻐﻠﻟا
، ﺬـﻛو ا ﺔﺒﺴـﻨﻟﺎﺑ إ
ﱃ ا ـﺑ ﻻ ﺔـﻴﺟﺎﺘﻧﻹا تادﺮـﻔﳌ ﺎـﳍ ُﺪﱠ
تادﺮﻔﳌﺎـﺑ ﻖـﻠﻌﺘﺗ ﺔـﻴﻠﺧاد ﺔـﻴﻠﻤﻋ ﻦـﻣ
ﺔﺒﺴﺘﻜﳌا و ، ،ﺔـﻳﻮﻐﻠﻟا تادﺮـﻔﳌا بﺎﺴـﺘﻛا قﻮﻌﺗ ﺔﻔﻴﻌﻀﻟا ةﺮﻛاﺬﻟا نأ تﺎﺳارﺪﻟا ﺖﺘﺒﺛأ ﺎﻤﻬﻣْ
ـﻓ نﺈ ﻹا ﺗ ﱂ ﺔـﺣﱰﻘﳌا ﺔﻴﺠﻴﺗاﱰــﺳ ﺴـﻨﻟﺎﺑ ﺔــﻟﺎﻌﻓ ﺔـﺠﻴﺘﻧ ﺖــﺒﺜُ
ﺔﺒ إ ﱃ ا ﺔـﻴﺟﺎﺘﻧﻹا تادﺮــﻔﳌ
1، نأ ﻊــﻣ
ﺎﻨﻫ ﻟ تادﺮﻔﳌا ﲔﺑ ﺔﻗﻼﻋ ﻚ ﺔﺒﺴﺘﻜﳌا
ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌاو .
و تﺎـــﺳارﺪﻟا ىﺪـــﺣإ ﰲ ﻒﺸـــﺘﻛا ﺪـــﻗُ ﰲ ﺔﻣﺪﺨﺘﺴـــﳌا ﺔـــﻴﺟﺎﺘﻧﻹا تادﺮـــﻔﳌا دﺪـــﻋ نأ 2
ةءاﺮـﻘﻟاو عﺎﻤﺘـﺳﻻا ءﺎـﻨﺛأ ﺔﺒﺴـﺘﻜﳌا تادﺮـﻔﳌا دﺪـﻌﺑ ﺮﺛﺄـﺘﻳ ﺪـﻗ ﺔﺑﺎﺘﻜﻟاو مﻼﻜﻟا ،
و نأ تادﺮـﻔﳌا
ﺔﺒﺴــﺘﻜﳌا ﺮــﺜﻛأ
ﻦــﻣ تادﺮــﻔﳌا ﺔــﻴﺟﺎﺘﻧﻹا
؛ جرﺎــﺧ ﺔــﻳﻮﻐﻠﻟا تادﺮــﻔﳌا ﺐﺴــﺘﻜﻳ ﺪــﻗ ﻢﻠﻌﺘــﳌا نﻷ
ﺔﺑﺎﺘﻜﻟاو مﻼﻜﻟا ﻖﻳﺮﻃ ﻦﻋ ﺔﻐﻠﻟا سرﺎﳝ ﺎﻤﻨﻴﺑ ،ةءاﺮﻘﻟاو عﺎﻤﺘﺳﻻا ﻖﻳﺮﻃ ﻦﻋ ﺔﻴﺳرﺪﻟا ةﺮﺠﳊا ﺔﻴﺳرﺪﻟا ةﺮﺠﳊا ﻞﺧاد ﺎﺒﻟﺎﻏً.
.3
ﺔﻳﻮﻐﻠﻟا تادﺮﻔﻤﻟا ﻲﻓ ﺔﺴﻴﺋﺮﻟا ﺐﻧاﻮﺠﻟا :
كﺎﻨﻫ ﺮﻔﳌا رﻮﻄﺗ ﰲ ﺔﺴﻴﺋر ﺐﻧاﻮﺟ ﺔﺛﻼﺛ ﺎﻬﺘﻴﺟﺎﺘﻧإو ﺎ ﺎﺴﺘﻛا ﺚﻴﺣ ﻦﻣ ﺔﻳﻮﻐﻠﻟا تاد
؛
ﻲﻫ : ﻮﻨﺗو ،تادﺮﻔﳌا ﻢﺠﺣ ﱡ ،ﺎﻬﻋ
ﺔﺤﺻو ﺎﻬﻣاﺪﺨﺘﺳا
3.
- تادﺮﻔﻤﻟا ﻢﺠﺣ :
ﻠﻌﺗ ﰲ ﺔﻴﺳﺎﺳﻷا تﺎﺒﻠﻄﺘﳌا ﻦﻣ تادﺮﻔﳌا ﺔﻓﺮﻌﻣ نإ ﺔـﻳﻮﻐﻠﻟا تارﺎﻬﳌا ﻢﱡ
ﰲ ﺔـﻐﻟ ـﻴﺒﻨﺟأ ،ﺔ
ﻲــﻫو ﰲ ﺮﺛﺆــﺗ ﺎﺤﻴﺤــﺻ ﺎﻣاﺪﺨﺘــﺳا ﺔــﻐﻠﻟا ماﺪﺨﺘــﺳا ً ً لﻼــﺧ ﻦــﻣ
ﺔــﻳﻮﻐﻠﻟا تاﲑــﺒﻌﺘﻟا ﺔﻏﺎﻴــﺻ
،
،قازﺮـﻟا ﺪﺒﻋ ةﺪﻴﻔﻣ1
ﺔـﻴﺑﺮﻌﻟا تادﺮـﻔﻤﻟا بﺎﺴـﺘﻛا ﻲـﻓ ﺔـﻴﺣﺎﺘﻔﻤﻟا ﺔـﻤﻠﻜﻟا ﺔـﻘﻳﺮﻃ ﺔﻴﻟﺎﻌﻓ ،
) ﺔـﻌﻣﺎﳉا ﰲ ﲑﺘﺴـﺟﺎﻣ ﺔﻟﺎـﺳر
ﻮﻴﻧﻮﻳ ،رﻮﺒﳌﻻاﻮﻛ ،ﺎﻳﺰﻴﻟﺎﲟ ﺔﻴﳌﺎﻌﻟا ﺔﻴﻣﻼﺳﻹا م(2008
ص ، .4
2 Zhou, S., Comparing Receptive and Productive Academic Vocabulary Knowledge of Chinese EFL learners, Asian Social Science, 6(10), (2010), p. 14-19.
3 Liu, R., The development of second language productive vocabulary in an intensive ESL classroom. Unpublished Master Dissertation, Concordia University Montreal, Quebec, Canada.
(2012), p. 60. Retrieved: http://spectrum.library.concordia.ca/36305/1/Liu_MA_S2012.pdf
ﻢﻠﻌﺘــﳌا ﺎــﻬﻓﺮﻌﻳ ﱵــﻟا تادﺮــﻔﳌا ﻢــﺠﺣ لﺪــﻳو ﱃإ
ﺔــﻳﻮﻐﻠﻟا ةءﺎــﻔﻜﻟا ﻦــﻣ ﲔــﻌﻣ ىﻮﺘﺴــﻣ
1، و ﺪــﻗ
ـــﺑ ﻻ ﻢﻠﻌﺘـــﳌا نأ ﱃإ ﺔﻴﻀـــﻘﻟا ﻩﺬـــﻫ ﰲ ﺔـــﺳارد ترﺎـــﺷأُﺪﱠ ﻮـــﻜﺘﺗ نأ ﻦـــﻣ ﱠ
ﻪـــﻳﺪﻟ ن ةدﺮـــﻔﻣ 2000
ﺎﻣاﺪﺨﺘﺳا ﺮﺜﻛﻷا تادﺮﻔﳌا ﻦﻣ ﺮﺜﻛأ وأ ﺔﻳﻮﻐﻟً ﻟ ؛
ﺐﻋﻮﺘﺴـﻴ
80
ﻩأﺮـﻗ ﺎـﳑ %
2،
، ﻦـﻣ ﺎـﻫﲑﻏ ﰒ
ﺔـــﻳﻮﻐﻠﻟا تادﺮــﻔﳌا ﺎﻣاﺪﺨﺘـــﺳا ﻞــﻗﻷا ً َ
3، ﺎــﻣأ ا تادﺮـــﻔﳌ ﺔﺒﺴــﺘﻜﳌا
ﻦـــﻣ ﺮـــﺜﻛأ ﺎــﻬﻤﺠﺣ نﻮـــﻜﻴﻓ
ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا
؛ تادﺮﻔﳌا ﻚﻠﺗ لﺎﺒﻘﺘﺳا ﻦﻣ ﻦﻜﻤﺘﻳ عﺎﻤﺘﺳﻻاو ةءاﺮﻘﻟا ﺪﻨﻋ ﻢﻠﻌﺘﳌا نﻷ
ﺎ ﺎﻌﻴﺘﺳاو مﺪـﻋ ﺐﺒﺴـﺑ ﺔـﺑﺎﺘﻜﻟا وأ ﺔـﺛدﺎﶈا ﰲ ﺎﳍﺎﻤﻌﺘﺳاو ﺎﻬﻣاﺪﺨﺘﺳا ﻪﻨﻣ ﻊﻗﻮﺘﻳ ﻻ ﻦﻜﻟو ،ُ
و ﺎﻬﻘﻴﺒﻄﺗ ﰲ ﻢﻠﻌﺘﳌا ةدﺎﺟإ ﺎﻬﻣاﺪﺨﺘﺳا
4.
- ﻮﱡﻨﺗ تادﺮﻔﻤﻟا ع :
ﺎ ﺪﺼﻘﻳ ﺺﻨﻟا ﰲ ﺔﻣﺪﺨﺘﺴﳌا ﺔﻔﻠﺘﺨﳌا تادﺮﻔﳌا ﺔﻴﻤﻛ
وﳝُ ، ﺎﻫﺪـﻳﺪﲢ ﻦﻜ ﻦـﻣ
لﻼـﺧ
ءوﺮــﻘﳌا ﺺﻨــﻟا ﰲ تادﺮــﻔﳌا عاﻮــﻧأ
، ﻰــﻠﻋ ﺪــﻤﺘﻌﻳ ﺺﻨــﻟا ﰲ تادﺮــﻔﳌا دﺪــﻋ نأ ﺢــﺿاﻮﻟا ﻦــﻤﻓ
ــﻟﻮﻃ
،ﻪ و ﺑ لﺎــﳊا ﺔــﻌﻴﺒﻄ يﻮــﺘﳛ
ﺔــﻔﻠﺘﳐو ةﲑــﺜﻛ تادﺮــﻔﻣ ﻰــﻠﻋ ﻞــﻳﻮﻄﻟا ﺺﻨــﻟا
5، ﳝو ُ سﺎــﻴﻗ ﻦــﻜ
ﻮﻨﺗ ﰲ رﻮﻄﺘﻟاﱡ ىﺪﻣ ﻰﻠﻋ ﺔﺑﺎﺘﻜﻟا ﰲ تادﺮﻔﳌا ع
14 - 28 ﺎﻋﻮﺒﺳأ ً،
ﻮﻨﺗ ﻰﻠﺠﺘﻳو ﱡ ّ 6
تادﺮﻔﳌا ع
ا ﺔﻐﻠﻟا ماﺪﺨﺘﺳا ﰲ ﺒﻨﺟﻷ
رﻮﻄﺘﻟا ﺚﻴﺣ ﻦﻣ ﺔﻴ و
ﻗﺎﻄﻧ ﻪ ﻢﻠﻌﺘﳌا ىﺪﻟ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﰲ
7.
1 Nation, I. S. P., Learning Vocabulary in another language, (Cambridge: Cambridge University Press, 2001), p. 126.
2 Nemati, A., Proficiency and Size of Receptive Vocabulary: Comparing EFL and ESL Environments, International Journal of Educational Research and Technology. 1 (1), (2010), p. 46-53.
3 Nation, P., Waring. R., Vocabulary Size, Text Coverage and Word Lists In Schmitt, N.
and M. McCarthy (Eds.): Vocabulary: Description, Acquisition and Pedagogy, (Cambridge: Cambridge University Press, 1997), p.6-19.
4 Zhong, Z. Learning a Word: From Receptive to Productive Vocabulary Use, The Asian Conference on Language Learning Official Conference Proceedings. (Osaka, Japan. 2006), p. 116-126.
5 Siskova, Z. Lexical Richness in EFL Students’ Narrative, University of Reading Language Studies Working Papers, 4 (2012), p. 26-36.
6 Laufer, B., Nation, P. Vocabulary Size and Use: Lexical Richness in L2 Written Production, Applied Linguistic, 16 (3) (Oxford University Press, 1995), p. 308.
7 Lu, X., The Relationship of Lexical Richness to the Quality of ESL Learners’ Oral
Narratives, The Pennsylvania State University.
http://www.personal.psu.edu/~users/x/x/xxl13/papers/Lu_ inpress_mlj.pdf, accessed on September 2014.
- ماﺪﺨﺘﺳﻻا ﺔﺤﺻ :
يأ ﻦﻣ ﺚﻴﺣ : ﺤﻨﻟاو ،ﺔﻴﻓﺮﺼﻟاو ،ﺪﻳدﱰﻟاو ،ﻞﻴﺠﺴﺘﻟاو ،ﲎﻌﳌاو ،ﺔﺌﺠﻬﺘﻟاو ،ﻖﻄﻨﻟا ،ﺔﻳﻮ
تﺎﻤﻠﻜﻟا ﺺﺋﺎﺼﺧو
1،
ُﻳو ﺪﺼﻘ ﺎ اﺬـﻫو ،تادﺮـﻔﳌا ﻚﻠﺘﺑ ﺔﺤﻴﺤﺻ ﻞﲨ ءﺎﻨﺑ ﻰﻠﻋ ةرﺪﻘﻟا
تادﺮـﻔﳌا ﻚـﻠﺗ ﻢﻠﻌﺘـﳌا بﺎﻌﻴﺘـﺳا ﻰـﻠﻋ ﻞﻴﻟد
2، ﺪـﻗو دﻮـﻌﺗ إ تﺎـﻤﻠﻜﻟا رﺎـﻴﺘﺧا ﰲ ﻦﻜﻤﺘـﻟا ﱃ
ﺎﻘﻓو ﺎﻫﺎﻨﻌﻣوً ﻟ
ﺔﻠﻤﳉا ﰲ قﺎﻴﺴﻠ
3.
.4
ﻮﻄﺗ ﻞﻣاﻮﻋﱡ تادﺮﻔﻤﻟا ر
:
ﲔــﺒﺗﱠ ﻦــﻣ ﺔـــﻴﺟﺎﺘﻧﻹا تادﺮـــﻔﳌا ﻦـــﻋ ﺔـــﺳارد ﰲ ﺖـــﻗﻮﻟا روﺮـــﻣ ﻊـــﻣ ﺎـــﻫرﻮﻄﺗ ﺔـــﻴﺣﺎﻧ ّ
4؛ نأ
ﻓﺮﻌﻣ ﺎﻬﺘ ﺔﻴﻨﻣز ةﺪﲟ ﺔﻄﺒﺗﺮﻣ
، ﻓ ﺟﺎﺘﻧﺈ ﺎﻬ ﻦﻣﺰﻟا ﻦﻣ ﺔﻨﻴﻌﻣ ةﺪﻣ ﱃإ جﺎﺘﳛ
؛ ذإ ةﺪـﳌا ةدﺎـﻳز يدﺆـﺗ ّ
ﺔـﻴﺟﺎﺘﻧﻹا تادﺮـﻔﳌا ﻦـﻣ ﺪـﻳﺰﳌا ﱃإ ﺔﻴﻨﻣﺰﻟا ؛
تادﺮـﻔﳌا نﻷ ﺔﺒﺴـﺘﻜﳌا
ﻮـﻄﺘﺑ رﻮـﻄﺘﺗ ﺔـﻴﺟﺎﺘﻧﻹاو ﱡ ر
تادﺮــﻔﳌا ﻚــﻠﺗ ﻦــﻋ ﺔــﻓﺮﻌﳌا ﺚــﻴﺣ ﻦــﻣ ﻦﻣﺰــﻟا
، ﺎــﻤﻛ نأ ــﳍ قﺎﻘﺘــﺷﻻا ﺔــﻓﺮﻌﲟ ﺔــﻗﻼﻋ ﺎ
؛نذإ ؛
ﻮﻄﺗ ﰲ ﻢﻬﻣ رود ﺔﻴﻨﻣﺰﻟا ةﺪﻤﻠﻟﱡ ﺔﻐﻠﻟا ر
وﻳُ
ﺛﺆﱢ ﻠﻌﺘﻟا ﺔﻴﻠﻤﻋ ﰲ ﺮ ﱡﻢ
5.
ﻒﻴﻀــﺗوُ
ﺔــﺳارد ىﺮــﺧُأ ــﻠﻌﺗ نأ ﱡ ﺢﻨــﻤﻴﻟ ﺔــﻨﻴﻌﻣ ﺔــﻴﻨﻣز ةﺪــﻣ ﰲ ﻢﺘــﻳ ﺎ ﺎﺴــﺘﻛاو تادﺮــﻔﳌا ﻢُ
،ﻖﻴﺒﻄﺘﻠﻟ لﺎﳎ ﻢﻠﻌﺘﻤﻠﻟ ﰒ 6
نﻮﻜﻳ ﻠﻌﺗ ﻚﻟذ ﺪﻌﺑ ﺔـﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﻢﱡ
يأ ؛ ﻌﺗ ﺔـﻴﻠﻤﻋ نإ ـﻠﱡ
ﻢ
ــــﺘﺗ تادﺮـــﻔﳌاﱠ ﺞﻳرﺪــــﺘﻟﺎﺑ ﻒﺼ
؛ ﺔــــﻴﻨﻣﺰﻟا ةﺪـــﳌﺎﺑ ﻖــــﻠﻌﺘﺗ ﺎــــ ﻷ
7، ﰒ ﻦــــﻣو ةدﺎــــﻳز
ا يﺬــــﻟا ﺖــــﻗﻮﻟ
1 Qian, D., Demystifying Lexical Inferencing: The Role of Aspects of Vocabulary Knowledge, TESL Canada Journal, 22 (2), (2005), p. 34-54.
2 Shen, Z., The Roles of Depth and Breadth of Vocabulary Knowledge in EFL Reading Performance, Journal of Asian Social Science, 4 (12), (2008), p. 135-137.
3 Shen, Z., The Roles of Depth and Breadth of Vocabulary Knowledge in EFL Reading Performance, Asian Social Science Journal, 4 (12), (2008), p. 135-137.
4 Liu, R., The development of second language productive vocabulary in an intensive ESL classroom. Unpublished master dissertation, Concordia University Montreal,
Quebec, Canada. (2012), p. 60. Retrieved:
http://spectrum.library.concordia.ca/36305/1/Liu_MA_S2012.pdf
5 Schmitt, N., Tracking the Incremental Acquisition of Second Language Vocabulary: A Longitudinal Study, Language Learning, 48 (2), (1998), pp. 281-317.
6 Schmitt, N. & Meara, P., Researching Vocabulary Through a Word Knowledge Framework, SSLA, 20, (Cambridge University Press, 1997), p.17-36.
7 Laufer, B., The Development of Passive and Active Vocabulary in second Language:
Same or Different?, Applied Linguistics, 19 (2), (1998), pp. 255-271.
ــﺳ تادﺮــﻔﳌا ﻢــﻠﻌﺗ ﰲ سراﺪــﻟا ﻪﻗﺮﻐﺘﺴــﻳّ تادﺮــﻔﳌا ﻦــﻣ ﻪﺘﻠﻴﺼــﺣ ﺔــﻴﻤﻨﺗ ﱃإ يدّﺆﺘ
، رﻮﻄﺘﺘــﺳو
ﲔﺣ ﻦﻣ تادﺮﻔﳌا ﻩﺬﻫ لﺎﻤﻌﺘﺳا ﰲ ﻪﺗارﺪﻗ إ
ﱃ ﺮﺧآ .
ـــﻠﻌﺗ ﰲ ﻪـــﺗﱪﺧو ﻢﻠﻌﺘـــﳌا ىﻮﺘﺴـــﻣ نأ ﺎـــﻤﻛﱡ ﺔـــﻐﻠﻟا ﻢ
ﻷا ﺔـــﻴﺒﻨﺟ ﻳ ﺪـــﻗ دﺆﱢُ ـــﻤﻬﻣ ارود نﺎـــﻳً ﰲ ﺎ
ﻮﻄﺗﱡ ﻤﺠﺣ ﺚﻴﺣ ﻦﻣ تادﺮﻔﳌا ر ﺎﻬ
ﻢﻠﻌﺘـﳌا ىﺪـﻟ ﻪﺘﻳراﺮﻤﺘﺳاو
1، و اﺬـﻛ ﺔـﻗﻼﻋ تادﺮـﻔﳌا ﻮـﻤﻨﻟ
ﻠﻌﺘﳌا ﺎﻬﺒﺴﺘﻛا نأ ﻖﺒﺳ ﱵﻟا تادﺮﻔﳌا دﺪﻌﺑ ﻦﻣﺰﻟا ﻦﻣ ﺔﻨﻴﻌﻣ ةﺪﻣ ﰲ ﻢﱢ
.
ﺮﻛذوُ
ﺔﺳارد ﰲ ﻄﺑ ﺔـﻗﻼﻋ ﺔـﻴﺒﻨﺟﻷا ﺔـﻐﻠﻟا ﻢﻠﻌﺘﻣ ىﺪﻟ ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌا رﻮﻄﺘﻟ نأ
ﺔـﻘﻳﺮ
ﺎ ﻮﻠﺳأو ﺔﻐﻠﻟا ﻚﻠﺘﻟ ﻢﻠﻌﺘﻟا
2، و ﺪﻗ ـﻃ ﻦﻣ نأ ﺢﻀﺗا ﻠﻌﺘـﻟا قُﺮُ
تاذ مﻼـﻓأ ةﺪﻫﺎﺸـﻣ ﺔـﻟﺎﻌﻔﻟا ﻢﱡ
ثاﺪــــﺣأ ﲑــــﺳ ﺢــــﺿﻮﺗ ﺔــــﻴﻋﺮﻓ ﻦﻳوﺎــــﻨﻋ ا
ﺔﺼــــﻘﻟ ذإ ؛ ــــﺗُ
ﻓﻮﱢ ةرﻮــــﻄﺘﳌا تادﺮــــﻔﳌا مﻼــــﻓﻷا ﻩﺬــــﻫ ﺮ
ﺔﻴﺒﻨﺟأ ﺔﻐﻟ بﺎﺴﺘﻛﻻ .
و دﺆـﺗ ﺪـﻗ ﻚﻟﺬﻛ ﻮـﻄﺗ ﱃإ ةرﺮـﻜﺘﳌا ةءاﺮـﻘﻟا يﱡ ﱢ
ﺔـﻳﻮﻐﻠﻟا تادﺮـﻔﳌا ر
3؛ ذإ
ﺪﻌـﺗﱡَُ
ﺎـﻫرﻮﻄﺗو ﺔـﻳﻮﻐﻠﻟا تادﺮﻔﳌا ﻮﻤﻨﻟ ردﺎﺼﳌا ﻢﻫأ ةءاﺮﻘﻟا
، ـﺗو ُ ﻠﻌﺘـﳌا ةرﺮـﻜﺘﳌا ةءاﺮـﻘﻟا ﺪﻋﺎﺴ ﻢﱢ
ﺎﻬﺟﺎﺘﻧإو تادﺮﻔﳌا لﺎﺒﻘﺘﺳا ﰲ .
ةرﻮﻛﺬﳌا ﻞﻣاﻮﻌﻟا ﻩﺬﻫ ﺎـﻬﻠﻛ
ﺔـﻐﻠﻟا جرﺎـﺧ ﺔـﻴﺒﻨﺟﻷا
ـﻟو ، نأ ﺎـﻬﻴﻓ ﺲﻴ ﺔـﻐﻠﻟ
ﺄـﺗ ﺔـﻴﺒﻨﺟﻷا ﺛﲑًا
ﻮـﻄﺗ ﰲ ﱡ ر
بﺎﺴﺘﻛا ادﺮﻔﻣ
اﺬﻟ ؛ﺎ ﺚﺤﺒﺗ ﻩﺬﻫ ﻞﻣﺎﻋ ﰲ ﺔﺳارﺪﻟا ﻷا ﺔﻐﻠﻟا ﻞﺧاد
ﻴﺒﻨﺟ ﺎ اذ ﺔ
، ﻫو ﻮ ﻌﻴﺒﻃ ﺎﻬﺘ .
ﰐﻵﺎﻛ ﺔﺳارﺪﻟا ﻩﺬﻫ ﰲ مﺪﺨﺘﺴﳌا ﺞﻬﻨﳌاو :
1
ﺚﺤﺒﻟا تاودأ .
:
- ﺔﻳﻮﻐﻟ تﺎﺒﻳرﺪﺗ :
وُزﱢ ﺖــﻋ ﻦــﻣ ﺔﺘــﺳ ﺔــﻳﻮﻐﻠﻟا تﺎﺒﻳرﺪــﺘﻟا
ﻰــﻠﻋ تﺎﻋﻮــﺿﻮﻣ ﺔﺘــﺳ ﺺﺘــﲣ
ﺑ قﺎﻘﺘــﺷﻻﺎ
؛ ﻲــﻫ :
1 Gallego, M. T. & Llach. M. P. A., Exploring the Increase of Receptive Vocabulary Knowledge in The Foreign Language: A longitudinal Study, International Journal of English Studies, 9(1), (2009), p. 113-133.
2 Yuksel, D. & Tanriverdi, B., Effects of Watching Captioned Movie Clip on Vocabulary Development of EFL Learners, The Turkish Online Journal of Educational Technology, 8(2), (2009), p. 48-52.
3 Han, Z. H. & Chen, C.A., Repeated-reading-based in Instructional Strategy and Vocabulary Acquisition: A Case Study of a Heritage Speaker of Chinese, Reading in a Foreign Language, 22(2), (2010), p. 242-262.
ا ،ﻞــﻋﺎﻔﻟا ﻢــﺳ ،ﻞــﻋﺎﻔﻟا ﻢــﺳﺎﺑ ﺔﻬﺒﺸــﳌا ﺔﻔﺼــﻟاو ،ﺔــﻟﻵا ﻢــﺳاو
و ﻢــﺳا ،لﻮــﻌﻔﳌا ﺎــﲰاو
ﺎــﻣﺰﻟا ن
نﺎﻜﳌاو ﻢﺳاو ، ،ﻞﻴﻀﻔﺘﻟا ا ﻩﺬﻫ عﻮﻤﳎو
ﺎﻬﻠﻛ تﺎﺒﻳرﺪﺘﻟ ﻻاﺆﺳ 30
ً.
- ﻦﻴﻛرﺎﺸﻤﻟا تﺎﻴﻣﻮﻳ )
ﺔﺣﻮﺘﻔﻣ ﻪﺒﺷ :(
ﻞﻛ مﻮﻘﻳﱡ ﻳ تﺎﻴﻣﻮﻳ ﺔﺑﺎﺘﻜﺑ كرﺎﺸﻣ ﱪﻌﱢُ
ﱵـﻟا قﺎﻘﺘـﺷﻻا سورد ﻮﳓ ﻩرﺎﻜﻓأو ﻩرﻮﻌﺷ ﻦﻋ ﺎﻬﻴﻓ
يﺪﺒﻳو ،ﺎﻫﺮﻀﺣُ ﺎـﻬﻴﻓ ﻪﻳأر
، و ﺮﻛﺬـﻳ ﺎـ ﻪﺗدﺎﻔﺘـﺳا ىﺪـﻣ
، و ﺎﻤﻴـﺳ ﻻ ﻠﻟا تﺎﺒﻳرﺪـﺘﻟا زﺎـﳒإ ﰲ ،ﺔـﻳﻮﻐ
قﺮﻐﺘﺴﺗو تﺎﻴﻣﻮﻴﻟا ﻩﺬﻫ ﻋﻮﺒﺳأ ﺮﺸﻋ ﲏﺛا ﱄاﻮﺣ
؛ﻳًﺎ ﱢﺪﻘُ ﻣ ﺎﻬ عﻮﺒﺳأ ﻞﻜﻟ ةﺪﺣاو ةﺮﻣ ﻢﻠﻌﺘﳌا .
تﺎﺒﻳرﺪﺗ /
ﻊﻴﺑﺎﺳأ تﺎﻋﻮﺿﻮﻣ
ﻞﻜﻟ ﺔﻠﺌﺳﻷا دﺪﻋ عﻮﺿﻮﻣ
1
ﻞﻋﺎﻔﻟا ﻢﺳا
6
2
ﺔﻟﻵا ﻢﺳا
3
3
ﺔﻬﺒﺸﳌا ﺔﻔﺼﻟا
ﻞﻋﺎﻔﻟا ﻢﺳﺎﺑ
5
4
لﻮﻌﻔﳌا ﻢﺳا
5
5
نﺎﻜﳌاو نﺎﻣﺰﻟا ﺎﲰا
6
6
ﻞﻴﻀﻔﺘﻟا ﻢﺳا
5
لوﺪﺟ
) 1
(
ﱃإ ﺔﺒﺴـﻨﻟﺎﺑ ﺎﻬﻣاﺪﺨﺘــﺳا رﺮــﻜﺗ ﱵــﻟا تادﺮــﻔﳌا ﺺـﲢ ﱂوُ
،تادﺮــﻔﳌا ﻢــﺠﺣ ﻮﻨﺗ ﺎــﻣأﱡﻋ
ﺎــﻬ
ﻴﻓُ
تﺎﺒﻳرﺪــﺘﻟا ﰲ ﻢﻠﻌﺘــﳌا ﺎــﻬﺠﺘﻧأ ﱵــﻟا تﺎﻘﺘﺸــﳌا عاﻮــﻧأ ﻰــﻠﻋ ءﺎــﻨﺑ سﺎــﻘ
،
ُﺗو ﻦــﻣ ﺔــﻗﺪﻟا سﺎــﻘ
ﺔﻴﻗﺎﻴﺴﻟاو ﺔﻳﻮﺤﻨﻟا ﺔﺤﺼﻟا ﺚﻴﺣ .
ﺔـــﺳارﺪﻟا ﻩﺬـــﻫ ﰲ كﱰـــﺷا ﺔﺴـــﲬ
ﻠﺠﺴـــﻣ بﻼـــﻃ ﲔ
فﺮﺼـــﻟا ﻢـــﻠﻋ ةدﺎـــﻣ ﰲ )
ﱐﺎـــﺜﻟا (؛
ﲑﺘﺧا او سﺎﺳأ ﻰﻠﻋ ﺗ
ﳌا ﻦـﻣ ﻲﻋﻮﻄ ﺘ
ﺨ ـﺼ ﲔﺼ ﺑ ﺎـ ادآو ﺔـﻴﺑﺮﻌﻟا ﺔـﻐﻠﻟﺎ
؛ مﺰﻠﺘﺴـﺗ ﺔـﺳارﺪﻟا نﻷ
ةﺪﻣ ﺪﻬﻌﺘﻟاو ماﺰﺘﻟﻻا ﺔﺘﺳ
ﻊﻴﺑﺎﺳأ .
2
ﻟا ﻞﻴﻠﺤﺗ .
تﺎﺒﻳرﺪﺘ ﻟا
ﺔﻳﻮﻐﻠ :
- تادﺮﻔﻤﻟا ﻢﺠﺣ :
تﺎﺒﻳرﺪﺘﻟا وأ ﻊﻴﺑﺎﺳﻷا
نﻮﻛرﺎﺸﳌا
أ
أ 1
2
أ 3
أ 4
أ 5
أ 6 عﻮﻤ ا
ﻲﻠﻜﻟا
م 1
1 / 6 ) 17 (%
2 / 3 ) 67 (%
3 / 5 ) 60 (%
5 / 5 ) 100 (%
4 / 6 ) 66 (%
4 / 5 ) 80 (%
19 / 30 ) 63 (%
م
2
1 / 6 ) 17 (%
2 / 3 ) 67 (%
5 / 5 ) 100 (%
5 / 5 ) 100 (%
3 / 6 ) 50 (%
4 / 5 ) 80 (%
20 / 30 ) 67 (%
م
3
3 / 6 ) 50 (%
3 / 3 ) 100 (%
3 / 5 ) 60 (%
5 / 5 ) 100 (%
3 / 6 ) 100 (%
3 / 5 ) 60 (%
20 / 30 ) 67 (%
م
4
6 / 6 ) 100 (%
3 / 3 ) 100 (%
4 / 5 ) 80 (%
5 / 5 ) 100 (%
5 / 6 ) 83 (%
5 / 5 ) 100 (%
28 / 30 ) 93 (%
م
5
1 / 6 ) 17 (%
1 / 3 ) 33 (%
1 / 5 ) 20 (%
1 / 5 ) 20 (%
5 / 6 ) 83 (%
1 / 5 ) 20 (%
10 / 30 ) 33 (%
لوﺪﺟ
) 2
(
ﻳُ
اﻮﻠﺼــﺣ ﱵـﻟا تادﺮــﻔﳌا دﺪـﻋ ﻦﻳﺎــﺒﺗ ﺪـﻗ ﲔﻛرﺎﺸــﳌا نأ ﻖﺑﺎﺴـﻟا لوﺪــﳉا ﻦـﻣ ﻆـﺣﻼ ﻊﻴﺑﺎـــﺳأ لﻼـــﺧ تﺎﺒﻳرﺪـــﺘﻟا ﻦـــﻣ ﻞـــﻛ ﰲ ﺎـــﻬﻴﻠﻋ ﺔـــﺳارﺪﻟا
، ﻢـــﺠﺣ نأ ﻰـــﻠﻋ ﻞـــﻴﻟد اﺬـــﻫو
ﻠﻌﺘــﳌا ىﺪــﻟ رﻮــﻄﺘﻳ تادﺮــﻔﳌا ــﻣ ﻊــﻣ ﻢﱢ
ﺮ ﻞــﺑ ،ﺖــﻗﻮﻟا رو نإ
ﻞــﻣاﻮﻋ ﻢــﻫأ ﻦــﻣ ﺔــﻴﻨﻣﺰﻟا ةﺪــﳌا
ﺔـــﻴﺟﺎﺘﻧﻹا تادﺮـــﻔﳌا بﺎﺴـــﺘﻛا
1؛ ﺎﻬﻣاﺪﺨﺘـــﺳاو تادﺮـــﻔﳌا ﻖـــﻴﺒﻄﺗ ﲏـــﻌﺗ ﺎـــ ﻷ
، ﰒ ﻦـــﻣو
ﺘﻗو ﺔـــﻴﺟﺎﺘﻧﻹا تادﺮـــﻔﳌا بﺎﺴـــﺘﻛا ﺔـــﻴﻠﻤﻋ قﺮﻐﺘﺴـــﺗ تادﺮـــﻔﳌا ﻦـــﻣ لﻮـــﻃأ ﺎـــً
،ﺔﺒﺴـــﺘﻜﳌا
2
و ــﻜﻟ ﱂ ﺔــﺳارﺪﻟا ﻩﺬــﻫ ﰲ رﻮــﻄﺘﻟا ﻦ ،نﺎــﺘﺜﺣﺎﺒﻟا ﺖــﻌﻗﻮﺗ ﺎــﻤﻛ ﺎﻴﳚرﺪــﺗ ﻦــﻜﻳﱠ
ﺎــﳕإو ثﺪــﺣ
1 Goya, H., Cai, J., Ding, Q., Fecher, A., Development of Vocabulary Use in ESL Composition, ITJ, 8 (1), (2011), p. 59-73.
2 Laufer, B., The Development of L2 Lexis in the Expression of the Advanced Learner, The Modern Language Journal, 77 (1998), p.440-448.
زﻮﻣﺮﻟا ﻞﻴﺻﺎﻔﺗ
أ1 : لوﻷا عﻮﺒﺳﻷا
م 1 : لوﻷا كرﺎﺸﳌا
1 / 6 : ﳊا ﻦﻣ ﺔﺤﻴﺤﺻ ةﺪﺣاو ﺔﺑﺎﺟإ ﻰﻠﻋ لﻮﺼ ﺔﺘﺳ
أ ﺔﻠﺌﺳ
ﻊﺟاﺮﺗ ﻪﻴﻓُ ﻊﺑاﺮﻟا عﻮﺒﺳﻷا ﺪﻌﺑ
ﻊﻴـﺿاﻮﻣ سورد زﺎـﳒإ ﺪـﻌﺑ يأ ؛ :
ﺔﻔﺼـﻟاو ،ﻞـﻋﺎﻔﻟا ﻢـﺳا
،لﻮــﻌﻔﳌا ﻢــﺳاو ،ﺔــﻟﻵا ﻢــﺳاو ،ﺔﻬﺒﺸــﳌا ﻰــﻠﻋ ﲔﻛرﺎﺸــﳌا ﻦــﻣ ﺔــﻌﺑرأ ﻪــﻴﻓ ﻞﺼــﺣ ﺎــﻫﺮﺧآو
ﺔﺒﺴـــﻧ
100
،ﺔـــﻴﺟﺎﺘﻧﻹا تادﺮـــﻔﳌا ﻦـــﻣ %
ﺎﻋﻮـــﺿﻮﻣ ﺎـــﻣأ :
ﻢـــﺳاو ،نﺎـــﻜﳌاو نﺎـــﻣﺰﻟا ﻲـــﲰا
ﻦــﻤﻓ ،ﻞﻴﻀــﻔﺘﻟا تﺎﻋﻮــﺿﻮﳌا
ﲔﻛرﺎﺸــﳌا لﻮﺼــﺣ ﺔﺒﺴــﻧ ﺖــﺣواﺮﺗ اﺬــﻟ ؛ﺎﻬﺘﺑﻮﻌــﺻ ﻊــﻗﻮﺘﳌا
ﲔﺑ ﺎﻣ ﺎﻤﻬﻴﻓ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ﻰﻠﻋ
20 - 83
.%
ﻮﻨﺗﱡ - تادﺮﻔﻤﻟا ع :
تﺎﺒﻳرﺪﺘﻟا وأ ﻊﻴﺑﺎﺳﻷا
نﻮﻛرﺎﺸﳌا
أ
أ 1
2
أ 3
أ 4
أ 5
أ 6 عﻮﻤ ا
ﻲﻠﻜﻟا
م 1
1 / 6 ) 17 (%
2 / 3 ) 67 (%
3 / 5 ) 60 (%
5 / 5 ) 100 ( 6 / 6 ) 100 (%
5 / 5 ) 100 (%
22 / 30 ) 73 (%
م 2
1 / 6 ) 17 (%
3 / 3 ) 100 (%
5 / 5 ) 100 (%
5 / 5 ) 100 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
25 / 30 ) 83 (%
م 3
4 / 6 ) 67 (%
3 / 3 ) 100 (%
3 / 5 ) 60 (%
5 / 5 ) 100 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
26 / 30 ) 87 (%
م 4
6 / 6
) 100 3 (%
/ 3 ) 100 (%
4 / 5 ) 80 (%
5 / 5 ) 100 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
29 / 30 ) 97 (%
م 5
1 / 6 ) 17 (%
1 / 3 ) 33 (%
1 / 5 ) 20 (%
1 / 5 ) 20 (%
6 / 6 ) 100 (%
2 / 5 ) 40 (%
12 / 30 ) 40 (%
لوﺪﺟ
) 3
(
ﻳُ
ﰲ ﻦﻳﺎﺒﺘﻟا ﲑﺸ ﱃإ لوﺪﳉا
ﻮﻨﺗ ﱡ ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ع ﺖﻌﻔﺗرا ﺪﻘﻓ ،
ﻦـﻣ ﺔـﻳﻮﺌﳌا ﺔﺒﺴﻨﻟا
ﺪﻋﺎﺼﻓ لوﻷا عﻮﺒﺳﻷاً ﺎﺸﳌا ﻢﻈﻌﻣ ىﺪﻟ ا
ﲔﻛر ﻳ ﺎﳑ ، ﻰﻠﻋ ﺪ ُﻛﺆﱢ ﺔﻴﳘأ رﻮﻄﺗ ﰲ ﲏﻣﺰﻟا ﻞﻣﺎﻌﻟا
ﻮﻨﺗو ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌاﱡ ﺎﻬﻋ
1؛ ذإ ﺎـﻫﲑﻏ ﱃإ تﺎـﻤﻠﻜﻟا ﲑـﻴﻐﺗ ﻰـﻠﻋ ﻦﻳردﺎـﻗ نﻮﻛرﺎﺸﳌا ﺢﺒﺻأ
ﻦﻣ بﻮﻠﻄﳌا ﺐﺴﺣ تﺎﻘﺘﺸﳌا ﻦﻣ تﺎﺒﻳرﺪﺘﻟا
ﺔﻳﻮﻐﻠﻟا .
1 Schmitt, N. & Meara, P., Researching Vocabulary through a Word Knowledge Framework, SSLA, 20, (Cambridge University Press, 1997), p.17-36.
- ﺔﺤﺻ ماﺪﺨﺘﺳا ا
تادﺮﻔﻤﻟ :
تﺎﺒﻳرﺪﺘﻟا وأ ﻊﻴﺑﺎﺳﻷا
نﻮﻛرﺎﺸﳌا
أ
أ 1
2
أ 3
أ 4
أ 5
أ 6 عﻮﻤ ا
ﻲﻠﻜﻟا
م 1
6 / 6 ) 100 (%
2 / 3 ) 67 (%
5 / 5 ) 100 (%
4 / 5 ) 80 (%
3 / 6 ) 50 (%
5 / 5 ) 100 (%
25 / 30 ) 83 (%
م 2
6 / 6 ) 100 (%
3 / 3 ) 100 (%
4 / 5 ) 80 (%
2 / 5 ) 40 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
26 / 30 ) 87 (%
م 3
3 / 6 ) 50 (%
2 / 3 ) 67 (%
5 / 5 ) 100 (%
5 / 5 ) 100 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
26 / 30 ) 87 (%
م 4
6 / 6 ) 100 (%
3 / 3 ) 100 (%
5 / 5 ) 100 (%
5 / 5 ) 100 (%
6 / 6 ) 100 (%
5 / 5 ) 100 (%
30 / 30 ) 100 (%
م 5
1 / 6 ) 17 (%
3 / 3 ) 100 (%
0 / 5 ) 0 (%
0 / 5 ) 0 (%
2 / 6 ) 33 (%
1 / 5 ) 20 (%
7 / 30 ) 23 (%
لوﺪﺟ
) 4 (
ﻳُ
ﻆــــﺣﻼ ﰲ ﲔﻛرﺎﺸــــﳌا نأ ﻖﺑﺎﺴــــﻟا لوﺪــــﳉا )م
م ،1
م ،2
م ،3
(4
ﻢﻬﻣاﺪﺨﺘــــﺳا دادزا
ﺢﻴﺤﺼــﻟا ﻟ
ﺔــﻳﻮﻐﻠﻟا تادﺮــﻔﻤﻠ ﺔــﺳارﺪﻟا ﻦــﻣ ﲑــﺧﻷا عﻮﺒــﺳﻷا ﱃإ لوﻷا عﻮﺒــﺳﻷا ﺪــﻌﺑ
، ﺎــﻤﻨﻴﺑ
ﲑــــﺧﻷا كرﺎﺸــــﳌا )م
(5
ﺴــــﲢ ﺮــــﻬﻈﻳ ﱂﱡ ﺐــــﻧﺎﳉا اﺬــــﻫ ﰲ ﻪﻨ
ﺎــــﳑ ، ﻳُ
ﺰــــﻌﱢ بﺎﺴــــﺘﻛا ز تادﺮــــﻔﳌا
ﲔﻛرﺎﺸــﳌا ىﺪــﻟ ﺔــﻴﺟﺎﺘﻧﻹا
1؛ ﻮــﻠﲣ ﻻ ﺔــﻴﺟﺎﺘﻧﻹا تادﺮــﻔﳌا نﻷ ــﻣ
ﻣاﺪﺨﺘــﺳا ﺎﻬﻣاﺪﺨﺘــﺳا ﻦً ﺎ
ﺤﻴﺤﺻًﺎ
، و ﺪﻗ ﻟدﱠ ﺔﺳارﺪﻟا ﻩﺬﻫ ﺔﺠﻴﺘﻧ ﺖ إ
أ ﱃ ﺎﻨﻫ ن ﻟ ﻼﻣﺎﻋ ﻚ ﺮﺧآ ً
ﰲ تادﺮﻔﳌا بﺎﻌﻴﺘﺳا
ﺘﳌا ﺔﻴﺑﺮﻌﻟا ﺔﻐﻠﻟا ﺔﻌﻴﺒﻃ ﻮﻫ ﺔﻴﺟﺎﺘﻧﻹا ﻤ
ةﺰﻴ ﺑ ﻴﻗﺎﻘﺘﺷﺎ ﺎﻬﺘ .
3
تﺎﻴﻣﻮﻳ ﻞﻴﻠﺤﺗ .
ﻦﻴﻛرﺎﺸﻤﻟا :
نﻮﻛرﺎﺸﳌا ﺪﻛأ )م
م ،1
م ،2
م ،3
(4
ﻢ دﺎﻓأ قﺎﻘﺘﺷﻻا سورد نأ ﻰﻠﻋ ﺔﺳارﺪﻟا لاﻮﻃ
ﺔﻳﻮﻐﻟ تادﺮﻔﻣ جﺎﺘﻧإ ﰲ
، ﰒ ﻦﻣو ﻢ ﺪﻋﺎﺳ ﱠ ﻰﻠﻋ
ةﺪـﻴﻔﻣ ﻞـﲨ ءﺎﻨﺑ
؛ أ ﻻإ كرﺎﺸـﳌا ﺎﻧﺪـﺟو ﺎـﻨﻧ
ﲑﺧﻷا )م (5
ﰲ ﱐﺎﺜﻟاو لوﻷا ﲔﻋﻮﺒﺳﻷا ) أ
أ ،1
(2
ـﻳ نﺎـﻛ ﺮﺼﱢ ُ ،سورﺪـﻟا ﻦـﻣ ةدﺎﻔﺘـﺳﻻﺎﺑ ح
ﻠﲣ ﻚﻟذ ﺪﻌﺑ ﻪﻨﻜﻟو ﻒﱠ
، ﻜﺒﺗﺮﻣ رﺎﺻ ﻞﺑ ًﺎ ﰲ
ءﺎﻨﺛأ ﱂ ذإ ؛تﺎﺒﻳرﺪﺘﻟا ﺬﻴﻔﻨﺗ ﻣ ﻦﻜﻳ
ﻴﻬﺘُ ءادﻷ ﺎﱢﺌً
1 Liu, R., The Development of Second Language Productive Vocabulary in an Intensive ESL Classroom, Unpublished Master Thesis Dissertation Concordia University Canada, (2012), pp. 14.
ﺔﻤﻬﳌا ، ﰲو ﺲﻣﺎـﳋا عﻮﺒـﺳﻷا ) أ
(5
حار ﻠﻌﺘﻟا ﻪـﺗﱪﺧ ﻰـﻠﻋ ﻂـﻘﻓ ﺪـﻤﺘﻌﻳ ﺔـﻴﻤﱡ
ﺔـﻴﻔﻠﳋا ﻪـﺘﻓﺮﻌﻣو
ﺎﻤﻬﻣو ،قﻼﻃﻹا ﻰﻠﻋ سورﺪﻟا ﺮﻀﳛ ﻦﻜﻳ ﱂ ﻪﻧﺄﻛو ،ﺔﻴﻧﺪﺘﳌا ﻦﻜﻳ
ﻌـﻳ َُ
ﺪﱡ ﺔﻟﺎﺣ كرﺎﺸﳌا اﺬﻫ
ارﺎﻴﻣو ﺚﻴﴰ ﻚﻟذ ﺖﺒﺛأ ،ﺔﻟوﺰﻌﻣ تﻻﺎﺣ ﻦﻣ
1؛ يأ إ ﻠﻌﺘﳌا ن سورد ﻦﻣ ﺪﻔﺘﺴﻳ ﱂ يﺬﻟا ﻢﱢ
ﻻ قﺎﻘﺘﺷﻻا سورﺪﻟا ﻦﻣ ﺔﺻﺮﻔﻟا ﻪﻣﺎﻨﺘﻏا مﺪﻌﻟ ةﺪﻳﺪﳉا تادﺮﻔﳌا جﺎﺘﻧإ ﻦﻣ ﻦﻜﻤﺘﻳ
.
ﺔﻤﺗﺎﺧ
ــﻟدﱠ ﺖ تاءﺎﺼــﺣﻹا ﲔﻛرﺎﺸــﳌا ةدﺎﻔﺘــﺳا ﻰــﻠﻋ ﺔﻘﺑﺎﺴــﻟا
ﰲ قﺎﻘﺘــﺷﻻا سورد ﰲ
ﺔــﻴﻤﻨﺗ
ﺔﻴﺟﺎﺘﻧﻹا تادﺮﻔﳌا ذإ ؛
ُأ ﱵـﻟا ﺔﻴﻨﻣﺰﻟا ةﺪﳌا لﻼﺧ ﻢﻬﻳﺪﻟ تدادزا تﺰـﳒ
ﺎـﻬﻴﻓ ﺔـﺳارﺪﻟا ﻩﺬـﻫ
،
ﻮﻧ ﻢــــﻬﻤﻈﻌﻣوﱠ ــــﻋ
اﻮ تادﺮــــﻔﻣ جﺎــــﺘﻧإ ﰲ ﺔــــﻔﻠﺘﳐ
- قﺎﻘﺘــــﺷﻻا سورد ﻰــــﻠﻋ ءﺎــــﻨﺑ -
ﺰــــﳒأو او ﰲ
ﺳا ﺎﻬﻣاﺪﺨﺘﺳا ﻣاﺪﺨﺘً
ﺤﻴﺤﺻ ﺎً ﻳﻮﳓ ﺎ
،ﺎ ﻳُﻛﺆﱢ و تﺎﻋﻮـﺿﻮﻣ بﺎﻌﻴﺘـﺳا ﲔﺑ ﺔﻗﻼﻌﻟا ﻰﻠﻋ اﺬﻫ ﺪ
ﺔﻴﺟﺎﺘﻧﻹا ﺔﻳﻮﻐﻠﻟا تادﺮﻔﳌا جﺎﺘﻧإ ﻰﻠﻋ ةرﺪﻘﻟاو قﺎﻘﺘﺷﻻا .
References: :ﻊﺟاﺮﳌا
Alotaiby, F. A., Alkharashi, I. A. & Foda, S.G., Processing Large Arabic text Corpora:
Preliminary Analysis and Results. Proceedings of the Second International Conference on Arabic Language Resources and Tools. (Cairo, Egypt: MEDAR Consortium, 22-23 April 2009).
Belisle, A. B. Developing Vocabulary Knowledge in the Immersion Classroom, The Bridge:
From Research to Practice, (Edina, Minnesota: Normandale French Immersion School. 1997).
Belkredim, F.Z., & El Sebai, A., An Ontology Based Formalism for the Arabic Language Using Verbs and their Derivatives, Communications of the International Business Information Management Association IBIMA, 11, (2009).
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