Raji Rammuny - Academia.edu (original) (raw)
Papers by Raji Rammuny
... The second part contains 14 units based on authentic audiovisual materials including tape rec... more ... The second part contains 14 units based on authentic audiovisual materials including tape recordings of live speeches and lectures ... listening/viewing, to activate background knowledge and topic familiarity; (2) reading/listening/viewing, to reveal general meaning and underlying ...
Historiographia Linguistica, 1985
Summary Most of the early Arab grammarians were chiefly concerned with the description of languag... more Summary Most of the early Arab grammarians were chiefly concerned with the description of language structure and particularly the problem of explaining the inflectional marks. Al-Jurjānī, in the fifth century AH/eleventh century AD, was the first among Arab grammarians to depart from earlier trend of linguistic analysis and to put forward a demonstrable theory for the study of language and grammar in terms of the interrelationships that bind the constituents of speech together. According to al-Jurjānī, there are three types of relationships: syntactic relationships, semantic relationships, and the relationship between syntax and semantics. This paper contains a systematic account of these syntactic-semantic interrelationships in particular, and al-Jurjānī’s approach and methodology to language and grammar in general. Our investigation is based on an intensive study of the concepts of naẓm (discourse arrangement) and taclīq (interrelationship) which al-Jurjānī discussed with ample evidence and cogent reasoning in his major work Dalā’il al-Icjāz (Illustrations of the Inimitability [of the Qur’ān]). A distinctive feature of this research is the effort made to show the connection between al-Jurjānī’s linguistic concepts and equivalent notions used in modern linguistics. The study concludes with an important fact; namely, that al-Jurjānī was one of the frontier scholars to call for the study of language on the basis of syntactic-semantic functions and as a discipline independent of grammatical regents.
Page 1. Business Arabic (Intermediate Level) Language, Culture, & Communication Raji M. R... more Page 1. Business Arabic (Intermediate Level) Language, Culture, & Communication Raji M. Rammuny MICHIGAN Page 2. Page 3. Business Arabic (Intermediate Level) Page 4. Page 5. Business Arabic (Intermediate Level) Language ...
The Reconciliation of the Fundamentals of Islamic Law, or al-Muwafaqat fi Usul Al-Sharai'a, w... more The Reconciliation of the Fundamentals of Islamic Law, or al-Muwafaqat fi Usul Al-Sharai'a, written by Ibrahim ibn Musa Abu Ishaq al-Shatibi is an innovation in Islamic jurisprudence for it was for the first time that the objectives of shari'a were addressed, as they are in this book. The book is an authority in understanding the objectives of the shari'a. The difficulty that some may find in comprehending some of its parts may be attributed to the fact that it was the first time that the codification of the maqaṣid or objectives of the shari'a was undertaken. It was first published in 1884 in Tunis, and since then it has been a source of inspiration, moderation and renewal in fiqh. The book, however, deals with much more than the maqaṣid, and substantial research is needed to unravel its full contribution. The Author describes the contents of his book as follows: When the concealed secrets began to be revealed - I started collecting their unique meanings - I did thi...
This course is designed to teach the non-Arabic speaker to read printed Arabic. to write Arabic w... more This course is designed to teach the non-Arabic speaker to read printed Arabic. to write Arabic with a pleasing hand," to distinguish accurately the phonological contrasts of modern literary Arabic, and to pronounce it in a manner easily comprehensible to Arabs. Dialogs and proverbs are included for reading practice; grammatical structures are not dealt with. The course may serve as an introduction to, or be used concurrently with, a basic course. Typical lessons present a set of letters related in form. plus certain auxiliary signs. For each letter or sign there are three sections: (1) its pronunciation value, with explanations and drills if it differs from or is lacking in English; (2) the various shapes of this letter in its printed form and drills in reading it; and (3) the written forms of the letter, also with _practice drills. At the end of each unit there are review drills for the unit as a whole. The material is presented usually one small .feature at .a time, and the student proceeds at his own rate. Pronunciation features are recorded on tape as well as desCribed phonetically.
The first part of a discussion of curriculum for advanced business Arabic outlines the need for d... more The first part of a discussion of curriculum for advanced business Arabic outlines the need for development of such a course, arguing that traditional courses do not meet the vocational needs of the growing audience for Arabic instruction. The second part describes a methodology for a newly designed course that uses problem-solving and guided learning strategies as principal elements and integrates the teaching of communicative, cultural, and linguistic competence. The third part discusses and analyzes a sample unit, certain teaching techniques, and evaluation procedures. The discussion concludes with recommendations and a look at the methodology's advantages for advanced Arabic instruction. (MSE)
... The second part contains 14 units based on authentic audiovisual materials including tape rec... more ... The second part contains 14 units based on authentic audiovisual materials including tape recordings of live speeches and lectures ... listening/viewing, to activate background knowledge and topic familiarity; (2) reading/listening/viewing, to reveal general meaning and underlying ...
Historiographia Linguistica, 1985
Summary Most of the early Arab grammarians were chiefly concerned with the description of languag... more Summary Most of the early Arab grammarians were chiefly concerned with the description of language structure and particularly the problem of explaining the inflectional marks. Al-Jurjānī, in the fifth century AH/eleventh century AD, was the first among Arab grammarians to depart from earlier trend of linguistic analysis and to put forward a demonstrable theory for the study of language and grammar in terms of the interrelationships that bind the constituents of speech together. According to al-Jurjānī, there are three types of relationships: syntactic relationships, semantic relationships, and the relationship between syntax and semantics. This paper contains a systematic account of these syntactic-semantic interrelationships in particular, and al-Jurjānī’s approach and methodology to language and grammar in general. Our investigation is based on an intensive study of the concepts of naẓm (discourse arrangement) and taclīq (interrelationship) which al-Jurjānī discussed with ample evidence and cogent reasoning in his major work Dalā’il al-Icjāz (Illustrations of the Inimitability [of the Qur’ān]). A distinctive feature of this research is the effort made to show the connection between al-Jurjānī’s linguistic concepts and equivalent notions used in modern linguistics. The study concludes with an important fact; namely, that al-Jurjānī was one of the frontier scholars to call for the study of language on the basis of syntactic-semantic functions and as a discipline independent of grammatical regents.
Page 1. Business Arabic (Intermediate Level) Language, Culture, & Communication Raji M. R... more Page 1. Business Arabic (Intermediate Level) Language, Culture, & Communication Raji M. Rammuny MICHIGAN Page 2. Page 3. Business Arabic (Intermediate Level) Page 4. Page 5. Business Arabic (Intermediate Level) Language ...
The Reconciliation of the Fundamentals of Islamic Law, or al-Muwafaqat fi Usul Al-Sharai'a, w... more The Reconciliation of the Fundamentals of Islamic Law, or al-Muwafaqat fi Usul Al-Sharai'a, written by Ibrahim ibn Musa Abu Ishaq al-Shatibi is an innovation in Islamic jurisprudence for it was for the first time that the objectives of shari'a were addressed, as they are in this book. The book is an authority in understanding the objectives of the shari'a. The difficulty that some may find in comprehending some of its parts may be attributed to the fact that it was the first time that the codification of the maqaṣid or objectives of the shari'a was undertaken. It was first published in 1884 in Tunis, and since then it has been a source of inspiration, moderation and renewal in fiqh. The book, however, deals with much more than the maqaṣid, and substantial research is needed to unravel its full contribution. The Author describes the contents of his book as follows: When the concealed secrets began to be revealed - I started collecting their unique meanings - I did thi...
This course is designed to teach the non-Arabic speaker to read printed Arabic. to write Arabic w... more This course is designed to teach the non-Arabic speaker to read printed Arabic. to write Arabic with a pleasing hand," to distinguish accurately the phonological contrasts of modern literary Arabic, and to pronounce it in a manner easily comprehensible to Arabs. Dialogs and proverbs are included for reading practice; grammatical structures are not dealt with. The course may serve as an introduction to, or be used concurrently with, a basic course. Typical lessons present a set of letters related in form. plus certain auxiliary signs. For each letter or sign there are three sections: (1) its pronunciation value, with explanations and drills if it differs from or is lacking in English; (2) the various shapes of this letter in its printed form and drills in reading it; and (3) the written forms of the letter, also with _practice drills. At the end of each unit there are review drills for the unit as a whole. The material is presented usually one small .feature at .a time, and the student proceeds at his own rate. Pronunciation features are recorded on tape as well as desCribed phonetically.
The first part of a discussion of curriculum for advanced business Arabic outlines the need for d... more The first part of a discussion of curriculum for advanced business Arabic outlines the need for development of such a course, arguing that traditional courses do not meet the vocational needs of the growing audience for Arabic instruction. The second part describes a methodology for a newly designed course that uses problem-solving and guided learning strategies as principal elements and integrates the teaching of communicative, cultural, and linguistic competence. The third part discusses and analyzes a sample unit, certain teaching techniques, and evaluation procedures. The discussion concludes with recommendations and a look at the methodology's advantages for advanced Arabic instruction. (MSE)