This thesis investigated the attitudes, motivational orientations and demotivation of the non-Muslim Malaysian learners of Arabic (NMMLAs) as a foreign language in the Malaysian context. Adopting mixed method approach, questionnaire and semi-structured interview were selected for data collection involving 207 and 20 students respectively. Results indicate the NMMLAs’ highly positive attitude toward foreign languages, and moderately positive attitude toward native Arabic speakers and toward learning Arabic, where studying Arabic is not perceived negatively despite being a compulsory subject. Four types of underlying orientations toward learning Arabic were shown. The highest ranked is instrumental orientation, indicating a strong reason for learning Arabic to fulfil the university’s requirement. The NMMLAs show moderate attitude toward intrinsic and integrative orientation in learning Arabic. The NMMLAs’ responses also revealed a new type of orientation i.e. ethnic-relationship of learning Arabic, where learning Arabic can enhance the relationship between Malaysia’s ethnic groups. The NMMLAs’ immediate learning context attitude revealed the importance of teacher’s personality in motivating students, where intelligence, patience and humour are vital traits teachers should posses. The results show the significant impact of the learning context on the students’ motivation in learning Arabic. The NMMLAs view the nature of Arabic language as the most demotivating factor, where Arabic pronunciation, vocabulary, grammar and writing are among the difficulties they encountered. Although teachers are perceived as the most important motivating factor, the NMMLAs also reported teachers’ teaching method and behaviour as the second demotivating factor. Other factors extracted are classroom, negative attitudes toward foreign languages, course materials, Arabic course’s compulsory nature, low score, time constraint, lacking opportunities to communicate in Arabic, self-inability and irrelevance to their study. Pedagogical recommendations were made to help ensure the NMMLAs’ instrumental, intrinsic and integrative motivation in learning Arabic. This study has provided new insights into teaching and learning Arabic particularly in broadening the horizon of teaching Arabic in Malaysian context.

~ajwid (Tajweed) - the tradition of the Holy Qur'an's recitation - is composed of about twenty-eight phonological patterns, which have an underlying semantidpragmatic meaning of sacredness. Nasal n assimilation patterns of 'idgh?im (gemination with & without nasalization), 'ikhfa' (nasal place assimilation), 'i+b (labial place assimilation) and %ihhiir (zero nasal assimilation) are taken as representative of Tajwid in this work. The central theme of this thesis is two fold. First, the twenty-eight sounds of the language of the Holy Qur'an (LHQ) as used in the four patterns of nasal n assimilation are distributed among the three natural sound classes of sonorants, obstruents and gutturals, the latter of which crosscuts the other two. Second, the realization of the meaning of sacredness in the LHQ is best accounted for by Kurisu's (2001) Realize Morpheme Theory set in Optimality Theory (Prince and Smolensky 1993). Kurisu's (2001) Realize Morpheme constraint is expanded herein to encompass a variety of meanings; i.e., morphosyntactic and non-morphosyntactic. Like Kurisu (2001), I contend that faith is relativized to the meaning expressed in that each pattern is determined by ranking a particular faithfulness constraint in relation to RM. However, the meaning expressed in the LHQ is non-morphosyntactic. This thesis is organized as follows. Chapter one introduces the reader to the Language of the Holy Qur'an through describing its genetic affiliation and geographical location in addition to past research done on it and the theoretical assumption adopted. Chapter two describes each patterniprocess of nasal n in the LHQ, whereas chapter three explores how the LHQ sounds are grouped into natural sound classes. Finally, chapter four analyses nasal n patterns in the LHQ using Kurisu's (2001) Theory of Realize Morpheme set in Optimality Theory.

The study is divided into two parts. The first part provides a substantial academic examination and a critical evaluation of the discipline of the manuscript, as well as an extensive and detailed introduction of the manuscript and its author, Ala’ al-Din Muhammad Ibn Muhammad al-Bukhari al-Hanafi.  It includes the necessary background about the topic as well as the significance and objectives of the study. It also includes biographical details about the author of the manuscript together with a critical assessment of its contribution to the field.  The second part covers the critical edited text of the manuscript.

Thesis (doctoral)--Jāmiʻat al-Qiddīs Yūsuf, Beirut. / Bibliography; p. 326-341.

The editor's Thesis--Jāmiʻat Baghdād. / Added t.p.: al-Mujarrad li-lughat al-hadith. Includes bibliographical references.

Thesis (doctoral)--Göteborg, 1980. / Added thesis t.p. inserted. Includes bibliographical references (p. 187-189).

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This research is a further step towards a crosslinguistic generalization concerning the metaphor cluster called the Event Structure Metaphor (ESM). Cognitive linguists (e.g. Lakoff 1990; 1993; Lakoff & Johnson 1980; 1999) have speculated that ESM, among other conceptual metaphors, may be a candidate for a metaphorical universal because of its universal experiential motivation.In ESM, various aspects of events, such as STATES, CHANGES, PROCESSES, ACTIONS, CAUSES, PURPOSES, DIFFICULTIES, and MEANS are systematically conceptualized in terms of the concrete concepts of space, motion, and force. This study investigates whether ESM, with its OBJECT-LOCATION duality, exists in Arabic, just as it does in English, Chinese, and Hungarian, and whether Arabic exhibits the same or different submappings as those realized in English, hence same or different patterns of metaphorical abstract reasoning. Investigating the existence of ESM in Arabic, a language from yet another linguistic family, should provide more insight into the nature of ESM and its potential universality.This study suggests that metaphor in general is central to the comprehension of abstract and complex concepts. ESM, in particular, is found to be generally manifested in Arabic as well. The notions incorporated in ESM seem to be systematically conceptualized in Arabic and English in the same way; in general, they are comprehended in terms of the concrete, image-schematic concepts of space, motion, and force. Further, the study suggests that speakers of different languages appear to have similar cognitive structures, especially at the higher, generic levels of the inheritance hierarchy. However, as conceptualizations move down the hierarchy, they may diverge crosslinguistically so as to reflect culture-specific models.The potentially universal conceptualizations are a consequence of the sensorimotor, image-schematic experience that is common to all human-beings, and which is bound to surface linguistically in the same way at the higher, generic levels. This research, therefore, strengthens earlier claims about the potential universality of ESM. / Department of English

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