‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‪،‬‬

‫)ﺃﳘﻴﺘﻬﺎ ﻭﻗﻀﺎﻳﺎﻫﺎ(‬

‫ﺩ‪ .‬ﻣﺖ ﻃﻴﺐ ﺑﻦ ﻓﺎ‪ ،‬ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻟﻐﺎﺕ ﺍﻟﺸﺮﻕ ﺍﻷﻭﺳﻂ ﺑﻜﻠﻴﺔ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺟﺎﻣﻌﺔ‬
‫ﻣﺎﻻﻳﺎ‪ ،‬ﻛﻮﺍﻻ ﻟﻮﻣﺒﻮﺭ‪ - 50603 -‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫ﺍﳋﻼﺻﺔ‬
‫ﺇﻥ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﻣﻬﻤﺔ ﻟﻠﻐﺎﻳﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻴﺲ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‬
‫ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻳﺸﻤﻞ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ ﺃﻳﻀﺎ‪ ،‬ﻭﳑﺎ ﻳﺆﺳﻒ ﻋﻠﻴﻪ ﺃﻥ ﺍﻟﻘﻮﺍﺋﻢ ﺍﳌﻮﺟﻮﺩﺓ ﻣﻊ ﻛﺜﺮ‪‬ﺎ‬
‫ﺍﻟﻨﺴﺒﻴﺔ ﻻ ﺗﺴﺘﻐﻞ ﺍﺳﺘﻐﻼﻻ ﺟﻴﺪﺍ‪ ،‬ﻭﻻ ﺗﻄﺒﻖ ﰲ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻮﺍﻗﻌﻲ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﺤﺘﻢ ﻋﻠﻰ‬
‫ﺍﳌﻌﻨﻴﲔ ﺍﲣﺎﺫ ﺍﳋﻄﻮﺍﺕ ﺍﻟﻼﺯﻣﺔ ﺇﺯﺍﺀﻫﺎ‪.‬‬
‫ﻛﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢ ﻧﻔﺴﻬﺎ ﺗﻔﺘﻘﺮ ﺇﱃ ﺇﻋﺎﺩﺓ ﺍﻟﻨﻈﺮ ﻓﻴﻬﺎ ﻭﻻ ﺳﻴﻤﺎ ﰲ ﺯﺍﻭﻳﺔ ﳎﺮﺩ‬
‫ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻣﺒﺪﺃ ﺍﻟﺘﻜﺮﺍﺭ ﻣﻌﻴﺎﺭﺍ ﻟﻠﺸﻴﻮﻉ ﻭﺍﻻﺧﺘﻼﻑ ﺍﻟﻜﺜﲑ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﻟﻌﻞ ﺍﳊﺎﺟﺔ ﺍﻵﻥ‬
‫ﻣﺎﺳﺔ ﺇﱃ ﺍﳌﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺗﻨﺴﻴﻘﻬﺎ ﺑﺎﲣﺎﺫ ﺃﴰﻠﻬﺎ ﻭﺃﻋﻤﻬﺎ ﻣﻨﻄﻠﻘﺎ ﻭﺃﺳﺎﺳﺎ ﰒ ﺍﳌﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ ﻭﺑﲔ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﺍﻷﺧﺮﻯ ﻭﺩﺭﺍﺳﺘﻬﺎ ﺩﺭﺍﺳﺔ ﻣﺴﺘﻔﻴﻀﺔ ﺗﺮﺍﻋﻲ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻷﺳﺲ ﺍﻟﱵ ﻣﻦ ﺷﺄ‪‬ﺎ ﺃﻥ ﲢﻘﻖ‬
‫ﺍﻟﻐﺎﻳﺔ ﺍﳌﻨﺸﻮﺩﺓ‪.‬‬

‫‪ -١‬ﺃﳘﻴﺔ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‬

‫ﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻥ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﻣﻬﻤﺔ ﻟﻠﻐﺎﻳﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﻮﻗﺖ‪ ،‬ﺫﻟﻚ ﻷﻥ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﻟﻠﺪﺍﺭﺳﲔ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺘﻢ ﻋﺸﻮﺍﺋﻴﺎ ﻻ ﺿﻮﺍﺑﻂ ﻭﻻ ﻗﻮﺍﻋﺪ‬
‫ﻟﻪ‪ ،‬ﺑﻞ ﳚﺐ ﺃﻥ ﻳﺘﺒﲎ ﻋﻠﻰ ﻣﺒﺎﺩﺉ ﻭﺃﺳﺲ ﻣﻌﻴﻨﺔ‪ ،‬ﺣﱴ ﺗﻜﻮﻥ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻌﺎﻟﺔ ﻣﺆﺛﺮﺓ ﺗﺆﰐ‬
‫ﺃﻛﻠﻬﺎ ﺍﳌﻨﺸﻮﺩ‪.‬‬

‫‪-١-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﻗﺪ ﺫﻛﺮ ﻋﺒﺪ ﺍﳊﻤﻴﺪ ﻋﺒﺪ ﺍﷲ ﻭﻧﺎﺻﺮ ﻋﺒﺪ ﺍﷲ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ﻭﺍﻷﺳﺲ‪ ،١‬ﻣﻨﻬﺎ‪:‬‬
‫‪ -١‬ﺍﻟﺸﻴﻮﻉ‬
‫‪ -٢‬ﺻﻠﺔ ﺍﳌﻔﺮﺩﺍﺕ ﲝﻴﺎﺓ ﺍﳌﺪﺭﺳﲔ‬
‫‪ -٣‬ﺍﺷﺘﺮﺍﻙ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻊ ﻟﻐﺔ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﺑﻌﺾ ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪ -٤‬ﺩﻻﻟﺔ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻓﺘﻘﺪﻡ ﺍﳌﻔﺮﺩﺍﺕ ﺍﶈﺴﻮﺳﺔ ﻭﺍﳊﻘﻴﻘﺔ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﺍ‪‬ﺮﺩﺓ‬
‫ﻭﺍ‪‬ﺎﺯﻳﺔ ﻣﺜﻼ‪.‬‬
‫‪ -٥‬ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﻓﺘﻘﺪﻡ ﻣﺜﻼ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺜﻘﺎﻓﺔ ﺍﻻﺳﻼﻣﻴﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﳌﺴﻠﻤﲔ‬
‫ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻟﺰﺭﺍﻋﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﺬﻳﻦ ﻳﻌﻴﺸﻮﻥ ﰲ ﺑﻴﺌﺔ ﺯﺭﺍﻋﻴﺔ‪.‬‬
‫‪ -٦‬ﺍﻟﺘﺪﺭﺝ ﻭﺍﻟﺘﻨﻮﻉ ﻭﺍﻟﺘﻜﺮﺍﺭ‪.‬‬
‫‪ -٧‬ﺳﻬﻮﻟﺔ ﻧﻄﻖ ﺍﳌﻔﺮﺩﺍﺕ ﻭﻛﺘﺎﺑﺘﻬﺎ‬
‫‪ -٨‬ﻓﺼﺎﺣﺔ ﺍﳌﻔﺮﺩﺍﺕ‬
‫‪ -٩‬ﳎﺎﻝ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺍﺳﻊ‬
‫ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﳌﺬﻛﻮﺭﺓ ﺃﻳﻀﺎ ﻣﺒﺪﺃ ﺍﻟﺸﻤﻮﻝ‪ ،‬ﻭﻫﻮ )ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﳌﻔﺮﺩﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻣﻌﺎﱐ‬
‫ﻣﺘﻌﺪﺩﺓ ﲝﻴﺚ ﺗﻐﲏ ﻛﻠﻤﺔ ﻋﻦ ﺗﻌﻠﻢ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻣﺜﻞ ﻛﻠﻤﺔ "ﻓﺎﻛﻬﺔ" ﻓﻬﻲ‬
‫ﺗﺸﻤﻞ ﺍﻟﱪﺗﻘﺎﻝ ﻭﺍﻟﺘﻔﺎﺡ ﻭﺍﳌﻮﺯ(‪٢.‬‬

‫ﻭﻣﻊ ﻣﺎ ﻳﺒﺪﻭ ﺃ‪‬ﻤﺎ ﻗﺪ ﲢﻔﻈﺎ ﰲ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺬﺍ ﺍﳌﺒﺪﺃ ﺫﺍﻛﺮﻳﻦ ﺑﻌﺾ ﳏﺎﺫﻳﺮ‬
‫ﺍﻻﻋﺘﻤﺎﺩ ﺍﻟﻜﻠﻲ‪ ،‬ﺇﻻ ﺃﻥ ﻋﺒﺎﺭ‪‬ﻤﺎ "ﺗﻐﲏ ﻋﻦ ﺗﻌﻠﻢ ﻋﺪﺩ ﻛﺒﲑ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ" ﺗﻮﺣﻲ ﺑﺎﻻﻛﺘﻔﺎﺀ‬
‫ﺑﺘﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﻣﻠﺔ ﻋﻠﻰ ﺣﺴﺎﺏ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺰﺋﻴﺔ ﻭﺍﻻﺳﺘﻐﻨﺎﺀ ﻋﻨﻬﺎ‪ ،‬ﻓﻬﺬﺍ ﺃﻣﺮ ﻳﻨﺒﻐﻲ‬
‫ﺍﻟﺘﺤﺎﺷﻲ ﻋﻨﻪ ﺇﺫﺍ ﻛﺎﻥ ﻣﻘﺼﻮﺩﺍ ﻟﺪﻳﻬﻤﺎ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳﻜﻦ ﻣﻘﺼﻮﺩﺍ‪ ،‬ﻓﺈﻥ ﻣﺒﺪﺃ ﺍﻟﺸﻤﻮﻝ ﻧﻔﺴﻪ‬

‫‪ ١‬ﺃﻧﻈﺮ "ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ"‪ ،‬ﺹ‪٨٨-٨٠ :‬‬
‫‪ ٢‬ﻧﻔﺲ ﺍﳌﺮﺟﻊ‬

‫‪-٢-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻳﻨﺒﻐﻲ ﺃﺧﺬﻩ ﺑﺸﻲﺀ ﻣﻦ ﺍﻟﺘﺤﻔﻆ ﻭﻭﺿﻊ ﻣﺒﺎﺩﺉ ﺃﺧﺮﻯ ﲜﺎﻧﺒﻪ‪ ،‬ﻷﻥ ﺍﻟﺪﺍﺭﺳﲔ ﻗﺪ ﳛﺘﺎﺟﻮﻥ ﺇﱃ‬
‫ﻣﻔﺮﺩﺍﺕ ﺑﻌﻴﻨﻬﺎ ﻟﻠﺘﻌﺒﲑ ‪‬ﺎ ﻟﺼﻠﺘﻬﺎ ﲝﻴﺎ‪‬ﻢ ﻭﺇﻥ ﱂ ﺗﻜﻦ ﺷﺎﻣﻠﺔ‪.‬‬
‫ﻭﻣﻬﻤﺎ ﻳﻜﻦ ﻣﻦ ﺃﻣﺮ ﻓﺈﻥ ﺃﻫﻢ ﺍﳌﺒﺎﺩﺉ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﻭﺟﻬﺔ ﻧﻈﺮﻧﺎ ﻫﻮ ﻣﺒﺪﺃ ﺍﻟﺸﻴﻮﻉ‪،‬‬
‫ﻣﻊ ﻣﻼﺣﻈﺔ ﺃﻥ ﺑﻌﺾ ﺍﳌﺒﺎﺩﺉ ﺍﻷﺧﺮﻯ ﰲ ﺣﻘﻴﻘﺘﻬﺎ ﻟﻴﺴﺖ ﲟﻌﺰﻝ ﻋﻨﻪ‪ ،‬ﺑﻞ ﺗﻘﺘﻀﻲ ﺍﻟﺪﻗﺔ‬
‫ﻭﺿﻌﻬﺎ ﲢﺖ ﻣﺒﺪﺃ ﺍﻟﺸﻴﻮﻉ ﺑﻮﺻﻔﻬﺎ ﺗﺎﺑﻌﺔ ﻟﻪ‪ ،‬ﻣﺜﻞ ﺻﻠﺔ ﺍﳌﻔﺮﺩﺍﺕ ﲝﻴﺎﺓ ﺍﻟﺪﺍﺭﺳﲔ ﻭﺩﻻﻟﺔ‬
‫ﺍﻟﻜﻠﻤﺔ ﻭﻣﺒﺪﺃ ﺍﻟﺜﻘﺎﻓﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻫﻨﺎ ﺗﻜﻤﻦ ﺃﳘﻴﺔ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﺎﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﺮﺍﺩ ﺗﻘﺪﳝﻬﺎ ﻟﻠﺪﺍﺭﺳﲔ ﻻﺑﺪ ﺃﻥ ﻳﺮﺍﻋﻰ ﰲ ﺍﺧﺘﻴﺎﺭﻫﺎ ﺃﻭﻝ ﻣﺎ ﻳﺮﺍﻋﻰ‬
‫ﻣﺒﺪﺃ ﺍﻟﺸﻴﻮﻉ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻷﳘﻴﺔ ﻻ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﻏﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ‬
‫ﺗﺘﻌﺪﻯ ﺍﱃ ﺍﻟﺪﺍﺭﺳﲔ ﻣﻦ ﺍﻟﻌﺮﺏ ﺍﻧﻔﺴﻬﻢ‪ ،‬ﻭﻟﻴﺲ ﺃﺩﻝ ﻋﻠﻰ ﺫﻟﻚ ﻣﻦ )ﺗﻮﺻﻴﺔ ﺍﳌﺆﲤﺮ ﺍﻷﻭﻝ‬
‫ﻟﻠﺘﻌﺮﻳﺐ ﺍﳌﻨﻌﻘﺪ ﰲ ﻣﺪﻳﻨﺔ ﺍﻟﺮﺑﺎﻁ ﺑﺎﳌﻤﻠﻜﺔ ﺍﳌﻐﺮﺑﻴﺔ‪١٩٦١ ،‬ﻡ‪ ،‬ﺇﺫ ﺃﻭﺻﻰ ﲝﺼﺮ ﺍﻷﻟﻔﺎﻅ ﺍﻟﱵ‬

‫ﻳﺸﻴﻊ ﺗﺪﺍﻭﳍﺎ ﺑﲔ ﺗﻼﻣﻴﺬ ﺍﳌﺮﺣﻠﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﰲ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ(‪ ،٣‬ﻭﻗﺪ ﺟﺎﺀﺕ ﻫﺬﻩ ﺍﻟﺘﻮﺻﻴﺔ‬
‫ﺑﻨﺎﺀﺍ ﻋﻠﻰ ﻣﺎ ﻟﻮﺣﻆ ﺃﻥ ﻣﺎ ﻗﺪﻡ ﻣﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﳌﺪﺭﺳﻴﺔ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﺇﳕﺎ )ﻳﺘﺼﻒ ﻋﻤﻮﻣﺎ‬
‫ﺑﺼﻔﺘﲔ ﺟﻮﻫﺮﻳﺘﲔ‪ :‬ﺃﻭﳍﻤﺎ ﺍﻹﻓﺮﺍﻁ ﻭﺍﻟﺘﻔﺮﻳﻂ‪ ،‬ﺃﻱ ﻛﺜﺮﺓ ﺍﳌﻔﺮﺩﺍﺕ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺼﻒ ﺍﻟﻮﺍﺣﺪ‬
‫ﻭﺣﺸﻮ ﺫﻫﻦ ﺍﻟﻄﻔﻞ ﺑﻜﺜﲑ ﻣﻦ ﺍﳌﺘﺮﺍﺩﻓﺎﺕ ﻏﲑ ﺍﻟﻮﻇﻴﻔﻴﺔ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﻨﺪﻩ ﻋﺠﻤﺔ‬
‫ﻟﻐﻮﻳﺔ ﺗﺘﺠﺎﻭﺯ ﻗﺪﺭﺗﻪ ﻋﻠﻰ ﺍﻻﺳﺘﻴﻌﺎﺏ‪ ،‬ﻫﺬﺍ ﻫﻮ ﺍﻹﻓﺮﺍﻁ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﺘﻔﺮﻳﻂ ﻓﻼ ﳚﺪ ﺍﳌﺘﻌﻠﻢ ﺑﲔ‬
‫ﺗﻠﻚ ﺍﳌﻔﺮﺩﺍﺕ ﻣﺎ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﻣﻦ ﻣﺴﻤﻴﺎﺕ ﻳﻌﱪ ‪‬ﺎ ﻋﻦ ﻛﺜﲑ ﳑﺎ ﻳﻜﺘﻨﻔﻪ ﻭﻳﺴﺘﺎﻧﺲ ﺑﻪ ﰲ‬
‫ﺣﻴﺎﺗﻪ ﺍﻟﻴﻮﻣﻴﺔ ﻭﻛﻞ ﻣﺎ ﻳﻨﺘﻔﻊ ﺑﻪ ﳑﺎ ﻇﻬﺮ ﰲ ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺼﺮﻳﺔ‪ ...‬ﻭﺛﺎﻧﻴﺔ ﺍﻟﺼﻔﺘﲔ ﺍﻟﻔﻮﺿﻰ‬

‫‪ ٣‬ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ‪ ،‬ﺹ ‪٨‬‬

‫‪-٣-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﻋﺪﻡ ﺍﻟﺘﺪﺭﺝ ﺍﻟﺬﻱ ﻳﺒﺪﻭ ﰲ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻔﺮﺩﺍﺕ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﻭﻋﺪﻡ ﻣﺮﺍﻋﺎﺓ ﺗﺮﺑﻴﺒﻬﺎ ﻭﺗﺪﺭﺟﻬﺎ‬
‫ﻭﺍﳉﻤﻊ ﰲ ﺍﻟﺪﺭﺱ ﺍﻟﻮﺍﺣﺪ ﺑﲔ ﺃﻛﺜﺮ ﻣﻦ ﺻﻌﻮﺑﺔ‪٤.‬‬
‫ﻭﻛﺎﻧﺖ ﲦﺮﺓ ﺫﻟﻚ ﺃﻥ ﻇﻬﺮ ﺇﱃ ﺣﻴﺰ ﺍﻟﻮﺟﻮﺩ ﻛﺘﺎﺏ ﻃﺒﻊ ﺳﻨﺔ ‪١٩٨٩‬ﻡ ﳛﻤﻞ‬
‫ﻋﻨﻮﺍﻥ‪" :‬ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ ﻟﺘﻼﻣﻴﺬ ﻣﻦ ﺻﻔﻮﻑ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻷﺳﺎﺳﻲ ﻣﻘﻤﺴﺎ ﺇﱃ ﺳﺘﺔ ﺃﻗﺴﺎﻡ ﺣﺴﺐ ﺍﻟﺼﻔﻮﻑ‪ ،‬ﻭﻣﺒﻮﺑﺎ ﺣﺴﺐ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺇﱃ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫‪ -١‬ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‬
‫‪ -٢‬ﺍﳊﻴﺎﺓ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‬
‫‪ -٣‬ﺍﳊﻴﺎﺓ ﺍﻻﻗﺘﺼﺎﺩﻳﺔ‬
‫‪ -٤‬ﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫‪ -٥‬ﺍﻟﻜﻮﻥ ﻭﺍﻟﻄﺒﻴﻌﺔ ﻭﺍﻟﺰﻣﺎﻥ‬
‫‪ -٦‬ﺍﻟﺪﻭﻟﺔ ﻭﻣﺆﺳﺴﺎ‪‬ﺎ‬
‫‪ -٧‬ﺍﻟﻌﺪ ﻭﺍﻟﺘﻘﺪﻳﺮ‬
‫‪ -٨‬ﺃﺩﻭﺍﺕ ﺍﳌﻌﺎﱐ‬
‫‪ -٩‬ﺍﳌﺸﺘﺮﻙ ﰲ ﺍﻷﻓﻌﺎﻝ ﻭﺍﻷﲰﺎﺀ‬
‫ﻣﻊ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﻔﺮﻕ ﺍﻟﺰﻣﲏ ﺑﲔ ﺍﻟﺘﻮﺻﻴﺔ )ﺳﻨﺔ ‪١٩٦١‬ﻡ( ﻭﻃﺒﻊ ﺍﻟﻜﺘﺎﺏ )ﺳﻨﺔ‬
‫‪١٩٨٩‬ﻡ( ﻃﻮﻳﻞ ﺟﺪﺍ‪ ،‬ﻭﻫﻮ ‪ ٢٨‬ﺳﻨﺔ‪.‬‬
‫ﻭﺃﻣﺎ ﺃﳘﻴﺔ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﻓﻬﻲ ﻭﺍﺿﺤﺔ ﻻ ﻳﺄﺗﻴﻬﺎ‬
‫ﺍﻟﺸﻚ ﻣﻦ ﺑﲔ ﻳﺪﻳﻬﺎ ﻭﻻ ﺧﻠﻔﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻨﺎﻃﻘﻮﻥ ﺑﺎﻟﻌﺮﺑﻴﺔ ﳛﺘﺎﺟﻮﻥ ﺇﱃ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢ‬
‫ﻓﻤﺎ ﺑﺎﻟﻚ ﺑﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﺫﻟﻚ ﻷﻥ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳍﻢ ﻟﻐﺔ ﺃﺟﻨﺒﻴﺔ ﻏﺮﻳﺒﺔ‪ .‬ﳍﺬﺍ ﻓﺈ‪‬ﻢ‬
‫ﰲ ﺃﻣﺲ ﺍﳊﺎﺟﺔ ﺇﱃ ﻃﺮﻳﻘﺔ ﻓﻌﺎﻟﺔ ﺟﺬﺍﺑﺔ ﻣﻼﺋﻤﺔ ﰲ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﳍﻢ‪ ،‬ﺣﱴ ﻳﻜﻮﻥ ﺗﺬﻛﺮﻫﻢ‬

‫‪ ٤‬ﻧﻔﺲ ﺍﳌﺼﺪﺭ ‪٨-٧‬‬

‫‪-٤-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﳍﺎ ﻣﻴﺴﺮﺍ ﻭﺭﺍﺳﺨﺎ ﻓﻴﺸﻌﺮﻭﻥ ﺑﺄ‪‬ﻢ ﻗﺪ ﺍﻛﺘﺴﺒﻮﺍ ﺃﺷﻴﺎﺀ ﺟﺪﻳﺪﺓ ﻣﻨﻬﺎ ﻭﺃﻥ ﻣﺴﺘﻮﺍﻫﻢ ﻓﻴﻬﺎ‬
‫ﻳﺘﺤﺴﻦ ﻭﻣﻌﺮﻓﺘﻬﻢ ‪‬ﺎ ﺗﺰﺩﺍﺩ ﻳﻮﻣﺎ ﺑﻌﺪ ﻳﻮﻡ ﻣﻦ ﺣﻴﺚ ﻻ ﻳﺸﻌﺮﻭﻥ ﺑﺼﻌﻮﺑﺔ ﺣﻔﻈﻬﺎ ﻭﺗﻌﺐ‬
‫ﺩﺭﺍﺳﺘﻬﺎ ﻭﻣﻦ ﰒ ﻳﺮﻏﺒﻮﻥ ﻭﻳﺘﺤﻤﺴﻮﻥ ﰲ ﺩﺭﺍﺳﺘﻬﺎ‪.‬‬
‫ﻓﻼ ﳚﺪﻱ ﻧﻔﻌﺎ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﳍﻢ ﲟﺠﺮﺩ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺘﻘﺪﻳﺮﺍﺕ‬
‫ﺍﻟﺸﺨﺼﻴﺔ – ﺇﻥ ﱂ ﻳﻜﻦ ﻋﺸﻮﺍﺋﻴﺎ‪ ،-‬ﻟﻌﺪﻡ ﻣﺮﺍﻋﺎﺓ ﺍﳌﺒﺎﺩﺉ ﻭ ﺍﻷﺳﺲ ﺍﻟﱵ ﺳﺒﻘﺖ ﺍﻹﺷﺎﺭﺓ‬
‫ﺇﻟﻴﻬﺎ ﺑﺸﻜﻞ ﺟﺪﻱ‪ .‬ﻭﻗﺪ ﻗﺎﻡ )ﻫﺎﺭﲤﻮﺕ ﺑﻮﺑﺘﺴﲔ( ﲟﻘﺎﺭﻧﺔ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺛﻼﺛﺔ ﻛﺘﺐ‬
‫‪ (Krahl‬ﻭﻓﻴﺸﺮ‬ ‫)‪Reuschel‬‬ ‫ﺗﻌﻠﻴﻤﻴﺔ ﻟﻜﻞ ﻣﻦ ﺍﻣﱪﻭﺱ )‪ (Ambros‬ﻭﻛﺮﺍﻝ ﺭﻭﻳﺸﻞ‬
‫ﻳﺎﺳﺘﺮﻭ )‪ (Fischer Yastrow‬ﺑﺄﻥ ﺍﻷﻓﻌﺎﻝ ﺍﳌﺸﺘﺮﻛﺔ ﺑﻴﻨﻬﺎ ﻗﻠﻴﻠﺔ ﻭﻫﻲ ‪ ١٥٥‬ﻓﻌﻼ ﺑﺎﳌﻘﺎﺭﻧﺔ‬
‫ﻣﻊ ﳎﻤﻞ ﺍﻷﻓﻌﺎﻝ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻴﻬﺎ‪ ،٥‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﺍﻋﺘﻤﺎﺩﻫﻢ ﻋﻠﻰ ﺃﺳﺲ ﻣﻌﻴﻨﺔ ﰲ‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﳌﻔﺮﺩﺍﺕ‪.‬‬
‫ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻓﺈﻥ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻔﺲ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﻟﻠﺪﺍﺭﺳﲔ‬
‫ﺍﻟﻌﺮﺏ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ﺍﻟﺸﺄﻥ ﰲ ﺑﻌﺾ ﺍﻟﺪﻭﻝ ﺍﻹﺳﻼﻣﻴﺔ ﻏﲑ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻗﻠﻴﻞ‬
‫ﺍﳉﺪﻭﻯ ﻻﺧﺘﻼﻑ ﺍﻟﺒﻴﺌﺔ ﻭﺍﻷﺫﻭﺍﻕ ﻭﺍﳊﺎﺟﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻏﲑﻫﺎ ﺑﲔ ﺍﻟﻌﺮﺏ ﻭﻏﲑﻫﻢ‪ ،‬ﻓﺄﻳﻦ‬
‫ﺍﻟﺼﺤﺮﺍﺀ ﻭﺍﳉﻤﻞ ﻭﺍﻟﻨﺎﻗﺔ‪ ...‬ﻣﻦ ﺍﻟﺒﻴﺌﺔ ﺍﳌﺎﻟﻴﺰﻳﺔ ﻣﺜﻼ؟ ﻭﻫﺬﺍ ﻻ ﻳﻌﲏ ﻋﺪﻡ ﺇﻣﻜﺎﻥ ﺗﻘﺪﱘ ﻣﺜﻞ‬
‫ﻫﺬﻩ ﺍﳌﻔﺮﺩﺍﺕ ﳍﻢ ﺇﻃﻼﻗﺎ ﺑﻘﺪﺭ ﻣﺎ ﻳﻌﲏ ﻋﺪﻡ ﺗﻘﺪﳝﻬﺎ ﰲ ﺑﺪﺍﻳﺔ ﺃﻣﺮﻩ‪.‬‬
‫ﻓﻬﺎﺗﺎﻥ ﺍﻟﻄﺮﻳﻘﺘﺎﻥ )ﺍﻟﺘﻘﺪﻳﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ ﻭﺍﻟﻜﺘﺐ ﺍﳌﺴﺘﻌﻤﻠﺔ ﻟﻠﻌﺮﺏ( ﰲ ﺗﻘﺪﱘ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ ﻏﲑ ﻓﻌﺎﻟﺘﲔ ﻭﻏﲑ ﻣﺆﺛﺮﺗﲔ ﻣﻦ ﺷﺄ‪‬ﻤﺎ ﺃﻥ ﺗﺆﺩﻳﺎ ﺇﱃ ﺷﻌﻮﺭﻫﻢ‬
‫ﺑﺎﳌﻠﻞ ﻭﺍﻟﺴﺂﻣﺔ ﻭﺑﺄﻥ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﺔ ﳍﺎ ﻭﺿﻊ ﺧﺎﺹ ﻳﺘﻌﻠﻖ ﺑﺒﻴﺌﺔ ﻣﻌﻴﻨﺔ ﻭﻧﺼﻮﺹ ﺧﺎﺻﺔ ﻭﻻ ﳝﻜﻦ‬
‫ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﺣﻴﺎ‪‬ﻢ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﻗﺪ ﻳﺼﻞ ﺍﻷﻣﺮ ‪‬ﻢ ﺇﱃ ﺍﻟﻌﺰﻭﻑ ﻋﻦ ﺩﺭﺍﺳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﺮﻛﻬﺎ‬
‫ﺑﺎﳌﺮﺓ‪.‬‬

‫‪ ٥‬ﺍﻧﻈﺮ )ﻫﺎﺭﲤﻮﺕ ﺑﻮﺑﺘﺴﲔ(‪ :‬ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺹ ‪١٨-١٦‬‬

‫‪-٥-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﺗﺘﻤﺜﻞ ﺃﳘﻴﺔ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻫﺬﻩ ﰲ ﺛﻼﺛﺔ ﺃﺷﻴﺎﺀ‪:‬‬

‫‪ -١‬ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ‬
‫ﺫﻟﻚ ﻷﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﺮﺍﺩ ﺫﻛﺮﻫﺎ ﻓﻴﻬﺎ ﻻﺑﺪ ﺃﻥ ﺗﻜﻮﻥ ﻣﻨﺎﺳﺒﺔ ﳌﺴﺘﻮﻯ ﺍﻟﻄﻠﺒﺔ ﺍﻟﻔﻜﺮﻱ‬
‫ﻭﺍﻟﺜﻘﺎﰲ ﻭﻏﲑﳘﺎ‪ ،‬ﺍﻷﻣﺮ ﺍﻟﺬﻱ ﻳﺘﺤﺘﻢ ﺃﻥ ﻳﻜﻮﻥ ﺍﺧﺘﻴﺎﺭ ﻣﻔﺮﺩﺍ‪‬ﺎ ﻣﺒﻨﻴﺎ ﺃﻭﻝ ﻣﺎ ﻳﺒﲎ ﻋﻠﻰ ﻣﺒﺪﺃ‬
‫ﺷﻴﻮﻋﻬﺎ‪.‬‬
‫‪ -٢‬ﺍﳌﻌﺠﻤﺎﺕ ﻭﺍﻟﻘﻮﺍﻣﻴﺲ‬
‫ﻓﺎﳌﻌﺠﻤﺎﺕ ﺍﳉﻴﺪﺓ ﺍﻟﻔﻌﺎﻟﺔ ﻫﻲ ﺍﻟﱵ ﺗﺮﺍﻋﻲ ﻗﺎﺭﺋﻴﻬﺎ‪ ،‬ﻭﳑﺎ ﻻ ﺷﻚ ﻓﻴﻪ ﺃﻥ ﺍﳌﻌﺠﻢ ﺍﻟﺬﻱ ﻳﺆﻟﻒ‬
‫ﻟﻄﻠﺒﺔ ﺍﳌﺪﺍﺭﺱ ﻻﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﺧﺘﻴﺎﺭ ﻣﻔﺮﺩﺍﺕ ﺍﳌﻌﺠﻤﺎﺕ ﻗﺎﺋﻤﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺷﻴﻮﻋﻬﺎ ﻟﺪﻯ‬
‫ﺍﻷﻭﺳﺎﻁ ﺍﳌﺴﺘﻬﺪﻓﺔ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ ﻗﺒﻞ ﺃﺳﺲ ﺃﺧﺮﻯ‪.‬‬
‫‪ -٣‬ﺣﺼﺺ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ‬
‫ﰲ ﺍﳊﻘﻴﻘﺔ ﺃﻥ ﺍﳌﻔﺮﺩﺍﺕ ﻳﻨﺒﻌﻲ ﺃﻥ ﺗﺪﺭﺱ ﰲ ﺣﺼﺺ ﺧﺎﺻﺔ ﻣﺴﺘﻘﻠﺔ ﺷﺄ‪‬ﺎ ﺷﺄﻥ ﺍﳌﻮﺍﺩ‬
‫ﺍﻷﺧﺮﻯ ﻣﻦ ﺍﻟﺼﺮﻑ ﻭﺍﻟﻨﺤﻮ ﻭﺍﻟﺒﻼﻏﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻓﻠﻤﺎﺫﺍ ﻳﻬﻤﻞ ﺗﺪﺭﻳﺲ ﺍﳌﻔﺮﺩﺍﺕ ﻣﻊ ﺃﳘﻴﺘﻬﺎ‬
‫ﳊﺴﺎﺏ ﺍﳌﻮﺍﺩ ﺍﻷﺧﺮﻯ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻷﻣﺮ ﻛﺬﻟﻚ ﻓﺈﻥ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﱵ ﻳﻨﺒﻐﻲ ﺗﻘﺪﳝﻬﺎ ﺃﻭﻻ ﻫﻲ ﻣﺎ‬
‫ﺷﺎﻉ ﻣﻨﻬﺎ ﺑﲔ ﺍﻟﺪﺍﺭﺳﲔ‪.‬‬

‫‪ -٢‬ﺑﻌﺾ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ‬

‫ﺗﻨﺒﻪ ﻛﺜﲑ ﻣﻦ ﺍﻟﺒﺎﺣﺜﲔ ﺍﱃ ﺃﳘﻴﺔ ﻣﺒﺪﺃ ﺍﻟﺸﻴﻮﻉ ﰲ ﺗﻘﺪﱘ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻓﻘﺎﻣﻮﺍ ﺑﺈﺣﺼﺎﺀ‬
‫ﺍﳌﻔﺮﺍﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻟﺪﻯ ﺍﻷﻭﺳﺎﻁ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻭﺿﻌﻮﻫﺎ ﰲ ﻗﻮﺍﺋﻢ ﺧﺎﺻﺔ‪.‬‬
‫ﻭﻗﺪ ﻇﻬﺮﺕ ﺣﱴ ﺍﻷﻥ ﻋﺪﺓ ﻗﻮﺍﺋﻢ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺳﻮﺍﺀ ﰲ ﺍﻟﺒﻼﺩ ﺍﻟﻌﺮﺑﻴﺔ ﺃﻭ‬
‫ﺍﻷﺟﻨﺒﻴﺔ ﻭﺑﻮﺳﻌﻨﺎ ﺗﻘﺴﻴﻤﻬﺎ ﺇﱃ ﻗﺴﻤﲔ‪:‬‬

‫‪-٦-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﺃﻭﻻ‪ :‬ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺍﻟﻌﺎﻣﺔ‬

‫ﻭﻧﻌﲏ ‪‬ﺎ ﺗﻠﻚ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﱵ ﺗﺴﺮﺩ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺃﻧﻮﺍﻋﻬﺎ ﺍﻟﺼﺮﻓﻴﺔ‬
‫ﻭﺍﻟﻨﺤﻮﻳﺔ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺍﲰﺎ ﺃﻭ ﻓﻌﻼ ﺃﻭ ﺣﺮﻓﺎ‪ ،‬ﻭﻣﻦ ﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢ‪ ٦‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻻ‬
‫ﺍﳊﺼﺮ‪:‬‬
‫ﻗﺎﺋﻤﺔ ﻣﻜﺔ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ‪ :‬ﺃﺻﺪﺭﻫﺎ ﻣﻌﻬﺪ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺃﻡ‬ ‫‪-١‬‬
‫ﺍﻟﻘﺮﻯ‪.‬‬
‫ﻗﺎﺋﻤﺔ ﳏﻤﺪ ﻗﺪﺭﻱ ﻟﻄﻔﻲ‪ :‬ﻭﻛﺎﻧﺖ ﺟﺰﺀ ﻣﻦ ﺭﺳﺎﻟﺘﻪ ﻟﻠﺪﻛﺘﻮﺭﺍﻩ ﺍﻟﱵ ﻗﺪﻣﻬﺎ‬ ‫‪-٢‬‬
‫ﳉﺎﻣﻌﺔ ﺷﻴﻜﺎﻏﻮ‪.‬‬
‫ﻗﺎﺋﻤﺔ ﺭﺿﻮﺍﻥ‪ :‬ﻭﻛﺎﻧﺖ ﺟﺰﺀﺍ ﻣﻦ ﺭﺳﺎﻟﺘﻪ ﻟﻠﻤﺎﺟﺴﺘﲑ ﺍﻟﱵ ﻗﺪﻣﻬﺎ ﳌﻌﻬﺪ ﺍﻟﺘﺮﺑﻴﺔ‬ ‫‪-٣‬‬
‫ﺑﻠﻨﺪﻥ‪.‬‬
‫ﻗﺎﺋﻤﺔ ﺧﺎﻃﺮ‬ ‫‪-٤‬‬
‫ﻗﺎﺋﻤﺔ ﺍﻟﺸﺎﻓﻌﻲ‪ :‬ﻭﲢﺘﻮﻱ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﳌﺬﻛﺮﺍﺕ ﺍﻟﺸﺨﺼﻴﺔ‬ ‫‪-٥‬‬
‫ﻟﺘﻼﻣﻴﺬ ﺍﻷﻭﱃ ﺍﻹﻋﺪﺍﺩﻳﺔ ﲟﺪﻳﻨﺔ ﺍﻹﺳﻜﻨﺪﺭﻳﺔ ﻭﺍﺳﺘﻐﻼﳍﺎ ﰲ ﺍﻟﻘﺮﺍﺀﺓ‪.‬‬
‫ﻗﺎﺋﻤﺔ ﻣﻜﺎﺭﻳﻮﺱ ﻭﺭﻭﻣﻮﱐ‪.‬‬ ‫‪-٦‬‬
‫ﻗﺎﺋﻤﺔ ﺻﻼﺡ ﺣﻮﻃﺮ‪.‬‬ ‫‪-٧‬‬
‫ﻗﺎﺋﻤﺔ ﻣﻮﺷﻲ ﺑﺮﻳﻞ )‪ :(Moshe Brill‬ﻭﻗﺪ ﺃﺻﺪﺭﺕ ﺳﻨﺔ ‪١٩٤٠‬ﻡ ﺑﻌﻨﻮﺍﻥ‪:‬‬ ‫‪-٨‬‬
‫"ﻗﺎﺋﻤﺔ ﺑﺎﻟﻜﻠﻤﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﰲ ﺍﻟﺼﺤﻒ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻴﻮﻣﻴﺔ"‪.‬‬
‫ﻗﺎﺋﻤﺔ ﻳﻌﻘﻮﺏ ﻻﻧﺪﺍﻭ )‪ ،(Jacob Landau‬ﻭﻗﺪ ﺃﺻﺪﺭﺕ ﺳﻨﺔ ‪١٩٥٩‬ﻡ‪.‬‬ ‫‪-٩‬‬
‫‪ -١٠‬ﻗﺎﺋﻤﺔ ﻳﻮﻧﺲ‪ :‬ﻭﻗﺪ ﺃﻋﺪﻫﺎ ﻓﺘﺤﻲ ﻳﻮﻧﺲ ﻛﺠﺰﺀ ﻣﻦ ﺭﺳﺎﻟﺘﻪ ﻟﻠﺪﻛﺘﻮﺭﺍﻩ ‪١٩٧٤‬ﻡ‬
‫ﻭﺍﺷﺘﻤﻠﺖ ﻋﻠﻰ ﺃﺭﺑﻌﲔ ﺃﻟﻒ ﻛﻠﻤﺔ ﻣﺴﺘﻘﺎﺓ ﻣﻦ ﺃﺣﺎﺩﻳﺚ ﺍﻟﺘﻼﻣﻴﺬ‪.‬‬

‫‪ ٦‬ﺍﻧﻈﺮ "ﺃﺳﺲ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻴﻤﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ"‪ ،‬ﺹ ‪ ،٨٢-٨١‬ﻭﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳌﻌﺎﺻﺮ‪ ،‬ﺹ ‪ ،١٣‬ﻭﻭﻗﺎﺋﻊ ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ‪ ،‬ﺹ ‪٢٨٠‬‬

‫‪-٧-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪ -١١‬ﻗﺎﺋﻤﺔ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﻛﺘﺐ ﺍﻷﻃﻔﺎﻝ ‪١٩٧٦‬ﻡ‪.‬‬

‫‪ -١٢‬ﻗﺎﺋﻤﺔ ﺩﺍﻭﺩ ﻋﺒﺪﻩ‪ :‬ﺃﺻﺪﺭﻫﺎ ﻣﻌﻬﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﲜﺎﻣﻌﺔ ﺍﻟﺮﻳﺎﺽ ‪١٩٧٩‬ﻡ‪ ،‬ﻭ ﻗﺪ‬
‫ﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﺃﺭﺑﻊ ﻗﻮﺍﺋﻢ‪ :‬ﻓﺎﺧﺮ ﻋﺎﻗﻞ ﻭﻻﻧﻨﺎ ﻭﺑﺮﻳﻞ ﻭﻋﺒﺪﻩ‬
‫‪ -١٣‬ﻗﺎﺋﻤﺔ ﻣﻌﻬﺪ ﺍﳋﺮﻃﻮﻡ ‪١٩٨١‬ﻡ‬
‫‪ -١٤‬ﻗﺎﺋﻤﺔ ﻃﻌﻴﻤﺔ ‪١٩٨٢‬ﻡ‬
‫‪ -١٥‬ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ ﻟﺘﻼﻣﻴﺬ ﺍﻟﺼﻔﻮﻑ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ‬
‫ﺍﻷﺳﺎﺳﻲ ‪١٩٨٩‬ﻡ‪.‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﻗﻮﺍﺋﻢ ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ‬

‫ﻭﻣﻦ ﺑﲔ ﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢ‪:‬‬
‫‪ -١‬ﻗﺎﺋﻤﺔ ﻫﺎﺭﲤﻮﺕ ﺑﻮﺑﺘﺴﲔ‪ :‬ﻭﻗﺪ ﺃﺻﺪﺭﺕ ﺳﻨﺔ ‪١٩٨٠‬ﻡ ﺑﻌﻨﻮﺍﻥ‪ " :‬ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ‬
‫ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ"‪.‬‬
‫‪ -٢‬ﻗﺎﺋﻤﺔ ﻫﺎﺭﲤﻮﺕ ﺑﻮﺑﺘﺴﲔ‪ :‬ﻭﻗﺪ ﺃﺻﺪﺭﺕ ﺳﻨﺔ ‪١٩٨٣‬ﻡ ﺑﻌﻨﻮﺍﻥ‪" :‬ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ‬
‫ﰲ ﺍﻟﺼﺤﻒ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ"‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻟﻘﻮﺍﺋﻢ ﻣﻊ ﻛﺜﺮ‪‬ﺎ ﺍﻟﻨﺴﺒﻴﺔ ‪ -‬ﻓﻴﻤﺎ ﻧﻌﻠﻢ‪ -‬ﻻ ﺗﺴﺘﻐﻞ ﺍﺳﺘﻐﻼﻻ ﺟﻴﺪﺍ ﻭﻻ ﺗﻄﺒﻖ‬
‫ﺗﻄﺒﻴﻘﺎ ﻋﻤﻠﻴﺎ ‪ -‬ﺳﻮﻯ ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﻋﻠﻰ ﻣﺎ ﻧﻌﻠﻢ ‪ -‬ﻭﺑﺸﻜﻞ ﺟﺪﻱ ﻓﻌﺎﻝ‪ ،‬ﺭﲟﺎ ﺑﻌﺪﻡ‬
‫ﺍﺗﻔﺎﻗﻬﺎ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻭﻋﺪﻡ ﺗﻨﺴﻴﻘﻬﺎ‪ ،‬ﻓﺎﳊﺎﺟﺔ ﺇﺫﻥ ﻣﺎﺳﺔ ﻣﻠﺤﺔ ﺇﱃ ﺗﻮﺣﻴﺪ ﻫﺬﻩ‬
‫ﺍﻟﻘﻮﺍﺋﻢ ﻭﺗﻨﺴﻴﻘﻬﺎ‪ ،‬ﻭﻣﻦ ﰒ ﺗﻄﺒﻴﻘﻬﺎ ﻓﻌﻼ ﻟﺘﺤﻘﻖ ﻓﻮﺍﺋﺪﻫﺎ ﻭﻻ ﺗﺬﻫﺐ ﻫﺒﺎﺀﺍ ﻣﻨﺜﻮﺭﺍ‪.‬‬

‫‪ -٣‬ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﻭﺑﻌﺾ ﻗﻀﺎﻳﺎﻫﺎ‬

‫ﺃ‪ -‬ﻣﻔﻬﻮﻡ ﺍﻟﺸﻴﻮﻉ ﻭﻣﺼﺎﺩﺭﻩ‬

‫‪-٨-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻟﻌﻞ ﺃﻭﻝ ﻣﺎ ﻳﺘﺒﺎﺩﺭ ﺇﱃ ﺫﻫﻨﻨﺎ ﻭﳓﻦ ﻧﺘﺤﺪﺙ ﻋﻦ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ ﻫﻮ‪ :‬ﻣﺎ ﻫﻮ ﻣﻔﻬﻤﻮﻡ‬
‫ﺍﻟﺸﻴﻮﻉ؟ ﻭﻣﺎ ﻫﻲ ﻣﻌﺎﻳﲑﻩ ﻭﻣﻘﺎﻳﻴﺴﻪ؟ ﻭﻛﻢ ﻣﺮﺓ ﺗﺘﺮﺩﺩ ﺍﻟﻜﻠﻤﺔ ﰲ ﺍﻻﺳﺘﻌﻤﺎﻝ ﺣﱴ ﺗﻌﺪ‬
‫ﺷﺎﺋﻌﺔ؟ ﻭﺇﺫﺍ ﺗﺮﺩﺩﺕ ﻣﺮﺓ ﺃﻭ ﻣﺮﺗﲔ ﻓﻬﻞ ﺗﻌﺪ ﻣﻦ ﻗﺒﻴﻞ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ؟‬
‫ﻭﺍﳌﻄﻠﻊ ﻋﻠﻰ ﻗﺎﺋﻤﱵ )ﻫﺎﺭﲤﻮﺕ ﺑﻮﺑﺘﺴﲔ( ﺍﳌﺬﻛﻮﺭﺗﲔ ﻣﺜﻼ ﳚﺪ ﺃﻥ ﺑﻮﺑﺘﺴﲔ ﻗﺪ ﻋﺪ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺘﺮﺩﺩ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﺃﻭ ﻣﺮﺗﲔ ﻣﻦ ﻗﺒﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﻭﻳﺒﲔ ﺫﻟﻚ‬
‫ﺍﳉﺪﻭﻝ ﺍﻵﰐ ﺍﻟﺬﻱ ﻧﺬﻛﺮ ﻓﻴﻪ ﻣﺎ ﺧﺮﺟﻨﺎ ﺑﻪ ﻣﻦ ﻧﺘﻴﺠﺔ ﺑﻌﺪ ﺇﺟﺮﺍﺀ ﺍﻹﺣﺼﺎﺀ ﻋﻠﻰ‬
‫ﻛﻠﻤﺎﺕ ﺍﳌﺒﺪﻭﺀﺓ ﲝﺮﰲ ﺍﳍﻤﺰﺓ ﻭﺍﻟﺒﺎﺀ ﻣﻦ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﰲ ﻫﺎﺗﲔ ﺍﻟﻘﺎﺋﻤﺘﲔ‪:‬‬

‫ﳎﻤﻮﻉ ﻛﻠﻲ ﺍﻟﻨﺴﺒﺔ‬ ‫ﳎﻤﻮﻉ‬ ‫ﳎﻤﻮﻉ‬ ‫ﺍﳊﺮﻑ‬ ‫ﺍﺳﻢ ﺍﻟﻘﺎﺋﻤﺔ‬

‫ﺍﳌﺌﻮﻳﺔ‬ ‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬ ‫ﺍﻟﻜﻠﻤﺎﺕ‬
‫ﻟﻠﻜﻠﻤﺎﺕ‬ ‫ﺍﳌﺘﺮﺩﺩﺓ‬ ‫ﺍﳌﺘﺮﺩﺩﺓ ﻣﺮﺓ‬
‫ﺍﳌﺘﺮﺩﺩﺓ‬ ‫ﻣﺮﺗﲔ‬
‫ﻣﺮﺓ ﻭﻣﺮﺗﲔ‬
‫‪%٤٠,٩٦‬‬ ‫‪٨٣‬‬ ‫‪١٠‬‬ ‫‪٢٤‬‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ‪١‬‬
‫‪%٤٠,٢٨‬‬ ‫‪١٣٩‬‬ ‫‪١٩‬‬ ‫‪٣٧‬‬ ‫ﺍﻟﻌﺮﺑﻴﺔ ﺏ‬ ‫ﰲ‬
‫ﺍﳌﻌﺎﺻﺮﺓ‬
‫‪%٤٥,٦٥‬‬ ‫‪٤٦‬‬ ‫‪١٠‬‬ ‫‪١١‬‬ ‫ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ‪١‬‬
‫‪%٤٨,١٠‬‬ ‫‪٧٩‬‬ ‫‪١٢‬‬ ‫‪٢٦‬‬ ‫ﺍﻟﺼﺤﻒ ﺏ‬ ‫ﰲ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‬

‫‪-٩-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﻟﱵ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺗﻜﺮﺍﺭﻫﺎ ﻣﺮﺓ ﻭﺍﺣﺪﺓ ﰲ ﻗﺎﺋﻤﺔ )ﺑﻮﺑﺘﺴﲔ( ﺍﻷﻭﱃ ﻫﻲ‪:‬‬
‫ﺗﺄﺑﻂ‪ ،‬ﺍﺑ‪‬ﻦ‪ ،‬ﺃﹶﺛﺮ‪ ،‬ﺃﰒ‪ ،‬ﺗﺄﺟﺢ‪ ،‬ﺍﺳﺘﺄﺟﺮ‪ ،‬ﺃﺩ‪‬ﺏ‪ ،‬ﺃﺫﹼﻥ‪ ،‬ﺃﺭ‪‬ﻕ‪ ،‬ﺗﺄﺯﻡ‪ ،‬ﺃﺳﺮ‪ ،‬ﺗﺄﻗﻠﻢ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﰲ ﻗﺎﺋﻤﺘﻪ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺁﰐ‪ ،‬ﺁﺛﺮ‪ ،‬ﺁﺫﻯ‪ ،‬ﺗﺄﺭﺟﺢ‪ ،‬ﺗﺄﺳﺲ‪ ،‬ﺁﺳﻒ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻣﻦ ﺍﻷﻓﻌﺎﻝ ﺍﻟﱵ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺗﺮﺩﺩﻫﺎ ﻣﺮﺗﲔ ﰲ ﻗﺎﺋﻤﺘﻪ ﺍﻷﻭﱃ‪ :‬ﺗﺄﰉ‪ ،‬ﺗﺄﺗﻰ‪،‬‬
‫ﺍﺳﺘﺄﺫﻥ‪ ،‬ﺍﺳﺘﺄﺻﻞ‪ ،‬ﺁﻧﺲ‪ ،‬ﺍﺳﺘﺄﻧﺲ‪ ،‬ﺗﺄﻫﺐ‪ ،‬ﺗﺒﺎﺩﺭ‪ ،‬ﺑﺮﺩ‪ ،‬ﺑﻠﻎ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﰲ ﻗﺎﺋﻤﺘﻪ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺍﺳﺘﺄﺛﺮ‪ ،‬ﺃﺳﺲ‪ ،‬ﺃﺳﺮ‪ ،‬ﺁﺳﻒ‪ ،‬ﺃﻟﻒ‪ ،‬ﲞﻞ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻟﻨﺎ ﺇﺯﺍﺀ ﻫﺬﻩ ﺍﻟﻘﻀﻴﺔ ﺁﺭﺍﺀ ﻭﻣﻼﺣﻈﺎﺕ‪:‬‬
‫‪ -١‬ﻟﻴﺲ ﻣﻦ ﺍﻹﻧﺼﺎﻑ ﻋﺪ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺗﻜﺮﺍﺭﻫﺎ ﻭﺗﺮﺩﺩﻫﺎ ﻣﺮﺓ ﺃﻭ‬
‫ﻣﺮﺗﲔ ﻣﻦ ﻗﺒﻴﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ‪ ،‬ﺇﺫﺍ ﺍﻛﺘﻔﻰ ﲟﺒﺪﺃ ﺍﻟﺘﻜﺮﺍﺭ ﻣﻌﻴﺎﺭﺍ ﻟﻠﺸﻴﻮﻉ‪.‬‬
‫‪ -٢‬ﺍﳊﻜﻢ ﻋﻠﻰ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﻋﺪﻣﻪ ﻻ ﳝﻜﻦ ﺃﻥ ﻳﺒﲏ ﻋﻠﻰ ﺃﺳﺎﺱ ﺗﻜﺮﺍﺭﻫﺎ‬
‫ﻭﺗﺮﺩﺩﻫﺎ ﻓﻘﻂ‪ ،‬ﺑﻞ ﳚﺐ ﺃﻥ ﺗﻮﺿﻊ ﰲ ﺍﻻﻋﺘﺒﺎﺭ ﺃﻳﻀﺎ ﲜﺎﻧﺒﻪ ﺃﺳﺲ ﻭﻣﻌﺎﻳﲑ‬
‫ﺃﺧﺮﻯ ﻣﺜﻞ ﳎﺎﻝ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﻠﻤﺎﺕ‪ ،‬ﻓﻬﻞ ﻫﻮ ﺩﻳﲏ ﺃﻭ ﺍﺟﺘﻤﺎﻋﻲ ﺃﻭ ﻋﻠﻤﻲ‬
‫ﺃﻭ ﻏﲑ ﺫﻟﻚ‪ ،‬ﻓﻼ ﻧﻈﻦ ﻣﺜﻼ ﺃﻥ ﻛﻠﻤﺔ "ﺗﺄﺑﻂ" ﺗﺸﻴﻊ ‪ -‬ﰲ ﺣﺎﻟﺔ ﺍﻟﺘﺴﻠﻴﻢ‬
‫ﺑﺸﻴﻮﻋﻬﺎ ‪ -‬ﻧﻔﺲ ﺷﻴﻮﻉ ﻛﻠﻤﱵ "ﺍﺳﺘﺎﺟﺮ" ﻭ"ﺃﺫﻥ"‪ .‬ﻭﻳﻈﻬﺮ ﺃﻥ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﺍﻟﱵ ﺍﻧﺘﻬﻰ ﺇﻟﻴﻬﺎ )ﺑﻮﺑﺘﺴﲔ( ﺇﳕﺎ ﺗﻨﺸﺄ ﻋﻦ ﺗﻐﺎﺿﻴﻪ ﻋﻦ ﳎﺎﻝ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻜﻠﻤﺔ‪.‬‬
‫‪ -٣‬ﺍﳊﻜﻢ ﻋﻠﻰ ﺷﻴﻮﻉ ﺍﻟﻜﻠﻤﺎﺕ ﺃﻭ ﻋﺪﻣﻪ ﺃﻳﻀﺎ ﻻ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻨﺒﲏ ﻋﻠﻰ ﻣﻌﻴﺎﺭ ﺗﺮﺩﺩﻫﺎ‬
‫ﰲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻜﺘﻮﺑﺔ ﻓﻘﻂ ﻣﻦ ﺍﻟﺼﺤﻒ ﻭﺍ‪‬ﻼﺕ‪ ...‬ﺑﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺮﺻﺪ‬
‫ﺗﺮﺩﺩﻫﺎ ﺃﻳﻀﺎ ﰲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻨﻄﻮﻗﺔ ﻣﻦ ﺍﳋﻄﺐ ﻭﺍﶈﺎﺿﺮﺍﺕ ﻭﺍﻟﻨﺪﻭﺍﺕ‬
‫ﻭﺍﻻﺟﺘﻤﺎﻋﺎﺕ‪ ،‬ﻭﻟﻌﻞ ﺃﳘﻬﺎ ﺃﺣﺎﺩﻳﺚ ﺍﻟﻨﺎﺱ ﺍﻟﻴﻮﻣﻴﺔ ﰲ ﻣﻮﺍﻗﻒ ﳐﺘﻠﻔﺔ‪ ،‬ﳍﺬﺍ ﻻ‬
‫ﻧﻈﻦ ﺃﻥ ﺍﻷﻣﺜﻠﺔ ﺍﻟﱵ ﺳﻘﻨﺎﻫﺎ ﺳﺎﺑﻘﺎ ﻋﻠﻰ ﻗﺪﻡ ﺍﳌﺴﺎﻭﺍﺓ ﻣﻦ ﺣﻴﺚ ﺩﺭﺟﺔ ﺷﻴﻮﻉ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﻟﺪﻯ ﻋﺎﻣﺔ ﺍﻟﻨﺎﺱ‪.‬‬

‫‪-١٠-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﻫﺬﻩ ﺍﳌﻼﺣﻈﺎﺕ ﻳﻨﺒﻐﻲ ﻭﺿﻌﻬﺎ ﰲ ﻋﲔ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﺣﱴ ﻻ ‪‬ﻤﻞ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ‬

‫ﺗﺸﻴﻊ ﰲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻄﻮﻗﺔ ﰲ ﻣﻜﺎﻥ ﻣﻌﲔ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﺗﺬﻛﺮ ﺍﻟﻜﻠﻤﺎﺕ ﻏﲑ ﺍﻟﺸﺎﺋﻌﺔ ﻣﻦ ﺟﻬﺔ‬
‫ﺃﺧﺮﻯ‪ ،‬ﻭﻣﻦ ﰒ ﻳﻜﻮﻥ ﺍﳊﻜﻢ ﺩﻗﻴﻘﺎ‪ ،‬ﻭﺗﺘﺤﻘﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﻭﻫﻨﺎ ﳓﺐ ﺃﻥ ﻧﻘﺘﺮﺡ ﺑﺄﻥ ﲡﺮﻱ ﲝﻮﺙ ﻭﺩﺭﺍﺳﺎﺕ ﻛﺜﲑﺓ ﺿﻴﻘﺔ ﺍ‪‬ﺎﻝ ﺑﺸﺄﻥ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﺸﺎﺋﻌﺔ‬
‫ﺗﻜﻮﻥ ﻋﻴﻨﺔ‪ ،‬ﺃﻭﻻﻫﺎ ﻣﺪﺭﺳﺔ ﻣﻦ ﺍﳌﺪﺍﺭﺱ ﻭﺛﺎﻧﻴﺘﻬﺎ ﻣﺼﻨﻌﺎ ﻣﻦ ﺍﳌﺼﺎﻧﻊ‪ ،‬ﻭﺍﻷﺧﺮﻯ ﻭﺯﺍﺭﺓ ﻣﻦ‬
‫ﺍﻟﻮﺯﺍﺭﺍﺕ ﻭﻏﲑﻫﺎ‪ ،‬ﻋﻠﻰ ﺃﻥ ﲡﻤﻊ ﻫﺬﻩ ﺍﻟﺒﺤﻮﺙ ﻭﺗﻨﺎﻗﺶ ﻭﺗﻨﺴﻖ ﰒ ﲣﺮﺝ ﻧﺘﺎﺋﺠﻬﺎ ﻭﺗﻄﺒﻖ ﰲ‬
‫ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﲟﺮﺍﻋﺎﺓ ﻣﺒﺎﺩﺉ ﻭﺃﺳﺲ ﻛﺜﲑﺓ ﲢﻘﻖ ﺍﻟﻐﺎﻳﺔ ﺍﳌﻨﺸﻮﺩﺓ‪ ،‬ﻭﻻ ﺷﻚ ﺃﻥ ﻫﺬﺍ ﺍﻷﻣﺮ‬
‫ﻋﻤﻞ ﻋﻈﻴﻢ ﻻ ﺑﺪ ﺃﻥ ﻳﻘﺎﻡ ﺑﻌﻘﻠﻴﺔ ﲨﺎﻋﻴﺔ‪ ،‬ﻻ ﻓﺮﺩﻳﺔ‪ ،‬ﻭﻟﻴﺘﻪ ﳝﻮﻝ ﻭﻳﺴﺎﻧﺪ ﻣﻦ ﻗﺒﻞ ﻣﺆﺳﺴﺔ‬
‫ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺏ‪ -‬ﻣﺸﻜﻼﺕ ﺍﻟﻘﻮﺍﺋﻢ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬
‫ﻟﻌﻞ ﻣﺎ ﺫﻛﺮ ﺁﻧﻔﺎ ﻣﻦ ﺍﳌﻼﺣﻈﺎﺕ ﳝﺜﻞ ﻣﺸﻜﻠﺔ ﻣﻦ ﻣﺸﻜﻼﺕ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻫﻲ ﻋﺪ‬
‫ﻛﻠﻤﺎﺕ ﻛﺜﲑﺓ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺸﻴﻮﻉ ﻧﺘﻴﺠﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﻟﺘﻜﺮﺍﺭ ﻓﻘﻂ‪،‬‬
‫ﻭﰲ ﺍﳌﺼﺎﺩﺭ ﺍﳌﻜﺘﻮﺑﺔﻓﻘﻂ‪ ،‬ﻭﻫﻨﺎﻙ ﲜﺎﻧﺐ ﺫﻟﻚ ﻣﺸﻜﻼﺕ ﺃﺧﺮﻯ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪ -١‬ﻗﺪ ﺗﻜﻮﻥ ﺑﻌﺾ ﺍﳌﻔﺮﺩﺍﺕ ﺷﺎﺋﻌﺔ ﰲ ﻗﺎﺋﻤﺔ‪ ،‬ﻭﻏﲑ ﺷﺎﺋﻌﺔ ﰲ ﺃﺧﺮﻯ‪ ،‬ﻷﻥ ﺍﻟﺸﻴﻮﻉ‬
‫ﻳﺮﺗﺒﻂ ﺑﻌﻴﻨﺔ ﻣﺎ‪ ،‬ﻭﺑﻴﺌﺔ ﻣﺎ‪.‬‬
‫‪ -٢‬ﻗﺪ ﻻ ﻳﻜﻮﻥ ﺷﻴﻮﻉ ﺍﳌﻔﺮﺩﺍﺕ ﺩﻟﻴﻼ ﻋﻠﻰ ﻗﻴﻤﺘﻬﺎ ﻭﺃﳘﻴﺘﻬﺎ‪.‬‬
‫‪ -٣‬ﺇﻥ ﻭﺍﺿﻌﻲ ﺍﻟﻘﻮﺍﺋﻢ ﻳﻌﺘﻤﺪﻭﻥ ﰲ ﻭﺿﻌﻬﺎ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺎﺕ ﺩﻭﻥ ﺃﻥ ﳛﺪﺩﻭﺍ ﻣﺎﻫﻴﺘﻬﺎ‬
‫ﺳﻮﻯ ﺍﻟﺸﻜﻞ ﺍﳍﺠﺎﺋﻲ ﺑﺼﺮﻑ ﺍﻟﻨﻈﺮ ﻋﻦ ﺍﳌﻌﲎ ﺍﻟﺼﺮﰲ ﻭﺍﻟﻨﺤﻮﻱ ﳍﺎ‪.‬‬
‫ﻭﻟﻌﻞ ﻫﺬﻩ ﺍﳌﺸﻜﻼﺕ ﻭﻣﺎ ﺷﺎ‪‬ﻬﺎ ﻫﻲ ﺍﻟﱵ ﲡﻌﻞ ﺍﻟﻨﺎﺱ ﻻ ﻳﺴﺘﺜﻤﺮﻭﻥ ﺍﻟﻘﻮﺍﺋﻢ‬
‫ﺍﳌﻮﺟﻮﺩﺓ‪ ،‬ﻭﻻ ﺳﻴﺴﺘﻐﻠﻮ‪‬ﺎ ﻭﻻ ﻳﻄﺒﻘﻮ‪‬ﺎ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﺇﻻ ﰲ ﺣﺪﻭﺩ ﺿﻴﻘﺔ ﺟﺪﺍ ﻓﻴﻤﺎ‬
‫ﻧﻌﻠﻢ‪ .‬ﻭﳍﺬﺍ ﺇﺫﺍ ﺃﺭﻳﺪ ﺍﺳﺘﺜﻤﺎﺭﻫﺎ ﻭﺍﺳﺘﻐﻼﳍﺎ ﻭﺗﻄﺒﻴﻘﻬﺎ ﻓﻼ ﳝﻜﻦ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻗﺎﺋﻤﺔ ﻭﺍﺣﺪﺓ‬

‫‪-١١-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻓﻘﻂ‪ ،‬ﺑﻞ ﳚﺐ ﺍﳌﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ ﻭﺗﻨﺴﻴﻘﻬﺎ‪ .‬ﻭﻗﺪ ﺍﻓﺘﺮﺡ ﳏﻤﻮﺩ ﻛﺎﻣﻞ ﺍﻟﻨﺎﻗﺔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﰲ‬
‫ﳏﺎﻭﻟﺔ ﺇﻋﺪﺍﺩ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ﺑﺎﻟﻌﺮﺑﻴﺔ )ﺍﺧﺘﻴﺎﺭ ﳎﻤﻮﻋﺔ ﻣﻦ ﺧﱪﺍﺀ ﺍﻟﻠﻐﺔ‬
‫ﻭﺍﳌﻌﺎﺟﻢ ﻭﺧﱪﺍﺀ ﺍﻟﺘﺮﺑﻴﺔ‪ ،‬ﻋﻠﻰ ﺃﻥ ﺗﻘﻮﻡ ﻫﺬﻩ ﺍ‪‬ﻤﻮﻋﺔ ﲟﺎ ﻳﻠﻲ‪:‬‬

‫ﺃ‪ -‬ﻓﺤﺺ ﻗﺎﺋﻤﺔ ﺍﻟﺮﻳﺎﺽ‪ ٧‬ﻭﺍﻧﺘﻘﺎﺀ ﺍﻟﻜﻠﻤﺎﺕ ﰲ ﺿﻮﺀ ﺍﻟﺸﻴﻮﻉ ﰒ ﰲ ﺿﻮﺀ ﻣﻌﻴﺎﺭ‬
‫ﺍﻟﻀﺮﻭﺭﺓ ﻭﺍﻟﻠﺰﻭﻡ ﻭﺧﺼﻮﺑﺔ ﺍﻷﺻﻞ‪.‬‬
‫ﺏ‪ -‬ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﻟﻔﺤﺺ ﻣﻊ ﻗﺎﺋﻤﺔ ﺍﳋﺮﻃﻮﻡ ﻟﻺﺿﺎﻓﺔ ﺃﻭ ﻟﺘﺎﻛﻴﺪ ﺍﻟﻀﺮﻭﺭﺓ ﻭﺍﻟﻠﺰﻭﻡ‪.‬‬
‫ﺟـ‪ -‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻗﺎﺋﻤﺔ ﺣﺠﺎﺯﻱ ﻭﻃﻌﻴﻤﺔ ﰲ ﺗﺪﻋﻴﻢ ﻧﺘﺎﺋﺞ ﺍﳋﻄﻮﺗﲔ ﺍﻟﺴﺎﺑﻘﺘﲔ‪.‬‬
‫ﻭﺿﻊ ﻧﺎﺗﺞ ﺍﻟﻌﻤﻞ ﰲ ﺍﳋﻄﻮﺓ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻣﺎﻡ ﻣﻌﺠﻢ ﺃﻟﻔﺎﻅ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬ ‫ﺩ‪-‬‬
‫ﻻﺳﺘﻜﻤﺎﻝ ﻭﺿﺒﻂ ﺍﻟﻘﺎﺋﻤﺔ ﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﳌﻌﺠﻢ‪.‬‬
‫ﻫـ‪ -‬ﺩﺭﺍﺳﺔ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﻛﻞ ﻫﺬﺍ ﰲ ﺑﻨﺎﺀ ﻗﺎﺋﻤﺔ ﺃﺭﻯ ﺃﻥ ﺗﺴﻤﻰ ﺑﻘﺎﺋﻤﺔ‬
‫ﺍﳌﻔﺮﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻜﺘﺎﺏ ﺍﻷﺳﺎﺳﻲ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪٨(.‬‬
‫ﻭﳓﻦ ﻧﺮﻯ ﺃﻥ ﻫﺬﻩ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳉﺪﻳﺪﺓ ﺍﳌﻘﺘﺮﺣﺔ ﻳﺼﻠﺢ ﺗﻄﺒﻴﻘﻬﺎ ﰲ ﻣﻌﺎﻫﺪ ﺗﻌﻠﻴﻢ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺮﺍﻛﺰﻩ‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻏﲑ ﺻﺎﳊﺔ ﺍﻟﺘﻄﺒﻴﻖ ﰲ ﺑﻠﺪ ﻣﻌﲔ ﻏﲑ ﻋﺮﰊ‪ ،‬ﻷﻧﻪ ﺫﻭ ﺑﻴﺌﺔ‬
‫ﻭﻃﺒﻴﻌﺔ ﻭﺣﺎﺟﺔ ﺧﺎﺻﺔ ﺑﻪ ﲣﺘﻠﻒ ﻋﻦ ﺍﻟﺒﻠﺪﺍﻥ ﺍﻷﺧﺮﻯ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻭﺿﻊ ﻗﺎﺋﻤﺔ ﺃﺧﺮﻯ ﺗﻼﺋﻤﻪ‬
‫ﻭﺗﻨﺎﺳﺒﻪ‪ ،‬ﻭﻻ ﺑﺄﺱ ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺘﻠﻚ ﺍﻟﻘﺎﺋﻤﺔ ﺍﳉﺪﻳﺪﺓ ﻭﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ‪.‬‬

‫‪ ٧‬ﻭ ﻫﻲ ﻗﺎﺋﻤﺔ ﺩﺍﻭﺩ ﻋﻴﺪﻩ ﺍﳌﺬﻛﻮﺭﺓ ﰲ ﺹ ‪ ٨‬ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‬

‫‪ ٨‬ﺧﻄﺔ ﻣﻘﺘﺮﺣﺔ ﻟﺘﺎﻟﻴﻒ ﻛﺘﺎﺏ ﺃﺳﺎﺱ ﻟﺘﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﻨﺎﻃﻘﲔ ﺑﻐﲑﻫﺎ‪ ،‬ﻭﻗﺎﺋﻊ ﻧﺪﻭﺍﺕ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ‪ :‬ﺹ ‪٢٥٠-٢٤٩‬‬

‫‪-١٢-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﻌﺮﺏ‪ ،‬ﻓﺎﳊﺎﺟﺔ ﺇﱃ ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﻣﺎﺳﺔ‪،‬‬
‫ﺇﺫ ﺟﻞ ﺍﻟﻘﻮﺍﺋﻢ ﺍﻟﱵ ﺃﻋﺪﺕ ﺇﳕﺎ ﺗﺘﻌﻠﻖ ﺑﺘﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ ،‬ﻭ ﺃﻣﺎ "ﺍﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ‬
‫ﺍﻟﻌﺮﰊ" ﻓﺈﻧﻪ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺍﻟﺼﻔﻮﻑ ﻣﻦ ﺍﻟﺴﻨﺔ ﺍﻷﻭﱃ ﻣﻦ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ‪.‬‬

‫‪ -٤‬ﺃﺛﺮ ﺍﺧﺘﻼﻑ ﺍ‪‬ﺎﻝ ﻭﺍﳌﻜﺎﻥ ﰲ ﺍﻟﻘﻮﺍﺋﻢ‬

‫ﻣﻦ ﺍﳌﺴﻠﻢ ﺑﻪ ﺃﻥ ﺑﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﱵ ﺗﺸﻴﻊ ﰲ ﳎﺎﻝ ﻭﻣﻜﺎﻥ ﻣﻌﻴﻨﲔ ﻗﺪ ﻻ ﺗﺸﻴﻊ ﰲ ﳎﺎﻝ‬
‫ﻭﻣﻜﺎﻥ ﺁﺧﺮﻳﻦ‪ ،‬ﻓﺒﻌﺾ ﺍﻟﻜﻠﻤﺎﺕ ﺍﻟﺸﺎﺋﻌﺔ ﺍﳌﺘﺪﺍﻭﻟﺔ ﺑﲔ ﻋﻤﺎﻝ ﻣﺼﻨﻊ ﺍﻟﺴﻴﺎﺭﺓ ﻣﺜﻼ ﻻ ﺗﺸﻴﻊ‬
‫ﻧﻔﺲ ﺷﻴﻮﻋﻬﺎ ﺑﲔ ﻃﻼﺏ ﺍﳌﺪﺭﺳﺔ‪ ،‬ﻭﻫﺬﺍ ﺑﺎﻟﻄﺒﻊ ﺣﻜﻢ ﻋﺎﻡ ﻳﻨﻄﺒﻖ ﻭﻳﻨﺴﺤﺐ ﻋﻠﻰ ﺑﻌﺾ‬
‫ﺍﻟﻜﻠﻤﺎﺕ ﺩﻭﻥ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﺍﳌﺸﺘﺮﻙ ﺑﲔ ﺍ‪‬ﺎﻻﺕ ﻭ ﺍﻷﻣﺎﻛﻦ‪.‬‬
‫ﻭﳝﻜﻦ ﺿﺮﺏ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺫﻟﻚ ﻣﻦ ﻗﺎﺋﻤﱵ )ﺑﻮﺑﺘﺴﲔ(‪ ،‬ﻓﻘﺪ ﻭﺭﺩﺕ ﰲ ﻗﺎﺋﻤﺘﻪ‬
‫ﺍﻟﺜﺎﻧﻴﺔ )ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﺼﺤﻒ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ( ﺃﻓﻌﺎﻝ ﻧﺴﺒﺔ ﺗﻜﺮﺍﺭﻫﺎ ﻛﺜﲑﺓ ﺟﺪﺍ‪،‬‬
‫ﺑﺎﳌﻘﺎﺭﻧﺔ ﻳﺒﻨﻬﺎ ﻭﺑﲔ ﻧﻔﺴﻬﺎ ﰲ ﻗﺎﺋﻤﺘﻪ ﺍﻷﻭﱃ )ﺍﻷﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ(‪ ،‬ﻭﻫﻲ‬
‫ﲤﺜﻞ ﺃﳕﺎﻃﺎ ﻷﻓﻌﺎﻝ ﻟﻐﺔ ﺍﻟﺼﺤﻒ‪ ،‬ﻭﻗﺪ ﺫﻛﺮ )ﺑﻮﺑﺘﺴﲔ( ﻧﻔﺴﻪ ﺑﻌﻀﻬﺎ‪ ،‬ﻭﻧﺴﺒﺔ ﺯﻳﺎﺩ‪‬ﺎ ﰲ‬

‫ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻋﻠﻰ ﺍﻷﻭﱃ‪ ،‬ﻣﻨﻬﺎ‪:٩‬‬

‫ﺃﻛﺪ ‪١٥٥ +‬‬ ‫ﺃﻭﺿﺢ ‪٦٥ +‬‬ ‫ﺣﻀﺮ ‪١١٧ +‬‬ ‫ﰒ ‪١٥٥ +‬‬
‫ﺃﺟﺮﻯ‪٥٥+‬‬ ‫ﻋﻘﺪ ‪١٢٠ +‬‬ ‫ﺍﺳﺘﻘﺒﻞ ‪٥٨ +‬‬ ‫ﺻﺮﺡ ‪٦٠ +‬‬
‫ﺃﻋﻠﻦ ‪١٥٢ +‬‬ ‫ﺃﻟﻘﻰ ‪٤١ +‬‬ ‫ﺯﺍﺭ ‪٤٨ +‬‬ ‫ﺃﻋﺮﺏ ‪٥٢ +‬‬
‫ﻭﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﺈﻥ ﻫﻨﺎﻙ ﻛﻠﻤﺎﺕ ﻭﺭﺩﺕ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﱂ ﺗﺮﺩ ﰲ‬
‫ﺍﻟﻘﺎﺋﻤﺔ ﺍﻷﻭﱃ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ﺗﺄﺟﻞ‪ ،‬ﺑﺚ‪ ،‬ﺗﺒﺎﺣﺚ‪ ،‬ﺗﱪﻙ‪ ،‬ﺗﺒﺎﺭﻙ‪ ،‬ﺑﺮﻣﺞ ﻭﻏﲑﻫﺎ‪.‬‬

‫‪ ٩‬ﺍﻧﻈﺮ "ﺍﻻﻓﻌﺎﻝ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﺍﳌﻌﺎﺻﺮﺓ‪ ،‬ﺹ ‪١٣٣-١٣٢‬‬

‫‪-١٣-‬‬
‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫ﻭﻣﻦ ﺍﳌﻼﺣﻆ ﺃﻥ ﺃﻣﺜﺎﻝ ﻫﺬﻩ ﺍﻟﻜﻠﻤﺎﺕ ﺇﳕﺎ ﻫﻲ ﺃﻋﻠﻖ ﺇﱃ ﻟﻐﺔ ﺍﻟﺼﺤﺎﻓﺔ ﻣﻨﻬﺎ ﺇﱃ‬
‫ﻏﲑﻫﺎ‪.‬‬
‫ﻭﺃﺛﺮ ﺍﺧﺘﻼﻑ ﺍ‪‬ﺎﻝ ﻫﺬﺍ ﻻ ﻳﻘﺘﺼﺮ ﻋﻠﻰ ﺍﳌﻔﺮﺩﺍﺕ ﻓﺤﺴﺐ‪ ،‬ﺑﻞ ﻳﺘﻌﺪﻯ ﺇﱃ ﺻﻴﻐﻬﺎ‬
‫ﺍﳌﺴﺘﻌﻤﻠﺔ‪ ،‬ﻓﺒﻌﺾ ﺍ‪‬ﺎﻻﺕ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺻﻴﻎ ﻣﺘﻨﻮﻋﺔ ﻛﺜﲑﺓ‪ ،‬ﺑﻴﻨﻤﺎ ﻻ ﻳﻜﻮﻥ ﺍﻷﻣﺮ ﻛﺬﻟﻚ‬
‫ﰲ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‪ ،‬ﻓﺎﳌﺘﺄﻣﻞ ﰲ ﻗﺎﺋﻤﱵ )ﺑﻮﺑﺘﺴﲔ( ﻣﺜﻼ ﳚﺪ ﺃﻥ ﺍﻟﺼﻴﻎ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﻘﺎﺋﻤﺔ‬
‫ﺍﻷﻭﱃ ﺃﻛﺜﺮ ﻣﻦ ﺗﻠﻚ ﺍﻟﱵ ﰲ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻳﺒﲔ ﺫﻟﻚ ﺍﳉﺪﻭﻝ ﺍﻵﰐ‪:‬‬

‫ﺻﻴﻎ ﺍﻷﻓﻌﺎﻝ ﰲ ﻗﺎﺋﻤﺔ )‪(٢‬‬ ‫ﺻﻴﻎ ﺍﻷﻓﻌﺎﻝ ﰲ ﻗﺎﺋﻤﺔ )‪(١‬‬ ‫ﺍﳉﺬﺭ‬ ‫ﺍﻟﺮﻗﻢ‬
‫ﺑﺎﺩﺭ‬ ‫ﺑﺪﺭ‪ ،‬ﺑﺎﺩﺭ‪ ،‬ﺗﺒﺎﺩﺭ‪ ،‬ﺍﺑﺘﺪﺭ‬ ‫ﺏﺩﺭ‬ ‫‪١‬‬
‫ﺑﺪﻝ‪ ،‬ﺑﺎﺩﻝ‪ ،‬ﺗﺒﺪﻝ‪ ،‬ﺗﺒﺎﺩﻝ‪ ،‬ﺑﺪﻝ‪ ،‬ﺗﺒﺎﺩﻝ‪ ،‬ﺍﺳﺘﺒﺪﻝ‬ ‫ﺏﺩﻝ‬ ‫‪٢‬‬
‫ﺍﺳﺘﺒﺪﻝ‬
‫ﺑﲎ‪ ،‬ﺗﺒﲎ‬ ‫ﺑﻦ‪ ،‬ﺍﻧﺒﲎ‪ ،‬ﺍﺑﺘﲎ‪ ،‬ﺗﺒﲎ‬ ‫ﺏﻥﻯ‬ ‫‪٣‬‬
‫ﺑﺎﻥ‪ ،‬ﺑﲔ‪ ،‬ﺗﺒﲔ‪ ،‬ﺗﺒﺎﻳﻦ‪ ،‬ﺍﺳﺘﺒﺎﻥ ﺑﲔ ‪ ،‬ﺗﺒﲔ‬ ‫ﺏﺍﻥ‬ ‫‪٤‬‬
‫ﺗﺒﺎﺭﻯ‬ ‫ﺑﺮﻯ‪ ،‬ﺑﺎﺭﻯ‪ ،‬ﺗﺒﺎﺭﻯ‪ ،‬ﺍﻧﱪﻯ‬ ‫ﺏﺭﻱ‬ ‫‪٥‬‬
‫‪----‬‬ ‫ﺃﺫﻥ‪ ،‬ﺃﺫﹼﻥ‪ ،‬ﺍﺳﺘﺄﺫﻥ‬ ‫ﺀﺫﻥ‬ ‫‪٦‬‬
‫‪----‬‬ ‫ﺃﻧﺲ‪ ،‬ﺁﻧﺲ‪ ،‬ﺍﺳﺘﺄﻧﺲ‬ ‫ﺀﻥﺱ‬ ‫‪٧‬‬

‫ﻭﻟﻌﻞ ﺍﻟﺴﺒﺐ ﰲ ﺫﻟﻚ ﻳﺮﺟﻊ ﺇﱃ ﻃﺒﻴﻌﺔ ﻛﻞ ﻣﻦ ﺍﻟﺼﺤﺎﻓﺔ ﻭﻏﲑﻫﺎ‪ ،‬ﻓﺎﻟﺼﺤﺎﻓﺔ‪،‬‬

‫ﻃﺒﻴﻌﺘﻬﺎ ﻭﺍﺣﺪﺓ ﺗﺆﺛﺮ ﺍﻟﻮﺿﻮﺡ ﻭﺍﻟﺴﺮﻋﺔ‪ ،‬ﺑﻴﻨﻤﺎ ﻏﲑﻫﺎ ﺫﻭ ﺃﻗﺴﺎﻡ ﻛﺜﲑﺓ ﻣﻦ ﺍﻟﻘﺼﺺ ﻭﺍﻟﺮﻭﺍﻳﺔ‬
‫ﻭﺍﳌﻘﺎﻟﺔ ﻭﺍﻟﻨﺜﺮ ﻭﻏﲑﻫﺎ‪ ،‬ﻭﻃﺒﻴﻌﺘﻬﺎ ﺗﻨﻮﻳﻊ ﺃﺳﺎﻟﻴﺐ ﻟﻐﺘﻬﺎ‪ ،‬ﻭﺗﻠﻮﻳﻨﻬﺎ ﻻﺣﺘﻮﺍﺋﻬﺎ ﻋﻠﻰ ﻣﻮﺍﻗﻒ‬
‫ﻛﺜﲑﺓ ﺗﺘﻄﻠﺐ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﺑﺼﻴﻎ ﻣﺘﻨﻮﻋﺔ‪.‬‬

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‫ﺍﻟﻀﺎﺩ‬ ‫ﻗﻮﺍﺋﻢ ﺍﳌﻔﺮﺩﺍﺕ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺸﺎﺋﻌﺔ ﰲ ﳎﺎﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻌﺮﺑﻴﺔ‬

‫‪ -٥‬ﻃﺮﻳﻘﺔ ﺗﺼﻨﻴﻒ ﺍﳌﻔﺮﺩﺍﺕ‬

‫ﻣﻦ ﺍﳌﻼﺣﻆ ﺃﻥ ﺑﻌﺾ ﺍﻟﻘﻮﺍﺋﻢ ﺗﺼﻨﻒ ﺍﳌﻔﺮﺩﺍﺕ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳊﺮﻭﻑ ﺍﻷﻟﻔﺒﺎﺋﻴﺔ‪ ،‬ﻛﻘﺎﺋﻤﺔ‬
‫)ﺑﻮﺑﺘﺴﲔ(‪ ،‬ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﺗﺼﻨﻔﻬﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺍﳌﻮﺿﻮﻋﺎﺕ ﻛﺎﻟﺮﺻﻴﺪ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ‪.‬‬
‫ﻭﻳﺒﺪﻭ ﻟﻨﺎ ﺃﻥ ﻟﻜﻞ ﻃﺮﻳﻘﺔ ﻭﺿﻌﺎ ﺗﻨﺎﺳﺒﻪ‪ .‬ﻓﺎﻟﻄﺮﻳﻘﺔ ﺍﻷﻟﻔﺒﺎﺋﻴﺔ‪ ،‬ﺇﳕﺎ ﺗﻨﺎﺳﺐ ﺍﳌﻌﺠﻤﺎﺕ‬
‫ﻭﺍﻟﻘﻮﺍﻣﻴﺲ‪ ،‬ﺑﻴﻨﻤﺎ ﺗﻼﺋﻢ ﻃﺮﻳﻘﺔ ﺍﳌﻮﺿﻮﻋﺎﺕ ﺍﻟﻜﺘﺐ ﺍﳌﺪﺭﺳﻴﺔ‪.‬‬

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