Some linguists believe that word in ARABIC language was initially based on one syllabus; orators have changed them according to the special countries, tribes and societies. They have contrived special acumen for any prefixes, suffixes and affixes addition. Some other linguists believed that word was initially formed based on three letters, and thus different accents and languages were ramified of that. ARABIC can be known as the master of languages because it has lived a long life.It became so strong that barely one can disappear any trace of it. The present article attempts to discover and spread the ARABIC GRAMMAR and its formation in this language.

The purpose of this brief research is to study the viewpoints and opinions of Sibawayhi, one of the most illustrated Muslim thoughtfuls, about language and linguistics. He was the leader of the Basran school, his one work is known as "sibawayhi's Book", Kitaab Sibawayhi. It is, in fact, one of the earliest books in ARABIC at all, and was probably dictated informally to Sibawayhi's principal pupil al-Akhfas, who then issued it as a book after his master's death. His personal insight into the nature of language and his analytical genius alone enabled him to create an exhaustive ARABIC grammatical system which has been the reference point for all subsequent grammatical speculation to this day, and for which it very soon became known as the "Quran of GRAMMAR". In this paper, we'll try to mention syntax, morphology and lastly phonology, reflecting Sibawayhi's own notion of appropriate sequence for linguistic analysis.

There are several ways for word-making, but literati and linguists, have described "combination" and "derivation" as one of the most important processes in the word-making; In this regard, the Persian language is due to the "Indo- European" language family and in this family, the process of word- making is mainly made up with "combination", is classified as "combinatorial languages, " and on the other hand, the ARABIC language, have same origin with the "Sami" languages, these languages is introduced and classified in the "derivational languages" because of the importance of "derivation" in the process of word-making. In this article, it has been tried to investigate the two processes of "composition and "derivation" in two languages "Persian and ARABIC" with more in-depth analysis and from this perspective, a comparative review of these two languages is investigated…

Focusing on the relationship between calligraphy and ARABIC writing, this paper studies the effect of Ottoman calligraphy on ARABIC GRAMMAR. It also deals with the rules of Ottoman calligraphy, mentioning some of its forms and modifications. The paper, moreover, studies the relationship between Quranic readings and Ottoman calligraphy as well as between grammatical mistakes and calligraphy and word play.Quranic calligraphy did not differ from common calligraphy during the Prophet's times. Modifications of ARABIC calligraphy took place afterwards. Linguists accepted the modifications that Ottoman calligraphy has undergone; however, they have disagreed, both in the past and recently, over Quranic writing using modern rules. Some totally rejected the new writing; some mildly accepted it; some others thought it should be adopted. Ottoman calligraphy was not consistent; some words were in one place in one form and spelled differently in another place. Moreover, Ottoman calligraphy was influenced by different linguistic schools and there are differences between Bousris and Koufis in Quranic calligraphy.Ottoman calligraphy has exclusive advantages, including specification of different readings; supporting the right recitation; preservation of the Quran and shielding against deviation and change, with the result of every generation handing over the same form of the Quran, leading to unanimity of writing and pronunciation. Other advantages include the provision of information about some forms of Standard ARABIC and indexing the origin of the letters and sounds in the words.

ARABIC language teaching in Iran has long been embedded in our Islamic culture and beliefs. Teaching syntax as one of the key processes of ARABIC language teaching-even in ARABIC speaking countries-has always been challenging. Teaching methods and efficiency These methods and fundamental changes in teaching methods and modeling of new teaching models of other languages can greatly increase the quality level of GRAMMAR teaching. This paper seeks to explain the shortcomings and advantages of each method by examining and analyzing traditional and modern approaches to teaching syntax. And explore some of the barriers to teaching and learning syntax. Efforts have also been made to provide appropriate solutions to some of these challenges. The results show that by modifying the types of language teaching methods and diversity in the use of teaching methods, careful planning based on the step-by-step method, etc., the quality level of the syntax teaching process can be increased.

Undoubtedly the founder of any knowledge is who laid the cornerstone of that. On the base of many narratives, Imam Ali (AS) is the founder of ARABIC GRAMMAR who directed Abul Asvad Addoali to expand ARABIC GRAMMAR. But some of modem scholars imitated some orientalists and on the base of a few narratives denied that the founder of ARABIC GRAMMAR is Imam Ali (AS). They also refused to accept the ability of the early Arabs and Muslims to establish a science. Through responding to these deniers, this paper shows weaknesses of their opinions. The authors of this paper have also showed that the ARABIC GRAMMAR has not been influenced by other languages.

Holy Quran, with all its different and yet uncontradictory readings, beside ARABIC GRAMMAR -which prescribes various rules and structures - have been the focus of attention of Islamic scholars from early Islamic days. And rarely an ARABIC grammatical rule can be found that is not carrying the traces of Quranic readings. In the way of its elaboration, or a verse not taking the advantage of giving examples from Quran as a reference, testimony or proof. It is the clear why a great deal of Ayat (Quranic verse-lines) and their different readings have been the focus of ARABIC GRAMMARians, resulting in Quranic Exegesis books being full of grammatical (linguistic) reading in the way of inferring the meaning of the verses. But by all these reciprocal services or an interaction that has [historically] brought about a mutual relation between ARABIC GRAMMAR and Quran, there remains yet one question to be answered: How can these relations be exactly defined and what are the different aspects of them. The Purpose of this study is to use library research to focus in different aspects of these kinds of interactions by relying on examples and proofs that would clarify the matter proposed an above. At the end the present researcher hopes this work to give suggestions for further studies through more elaborations on the issue.

Education is an accurate, professional, and sophisticated activity. The ultimate goal of education is to create deep and sustained learning. Learning is an important factor in successful and effective education, and is divided into three levels: knowledge, comprehension, and application. Each of these levels, based on its nature, needs certain educational strategies and techniques including general, corresponding (or transitive), and weighing. General strategies and techniques provide practice and feedback while corresponding and weighing strategies improve learning. An appropriate strategy and technique based on the content and level of learning allows the learner to achieve the desired learning goal. Otherwise, the process and the result of education would not be desirable and useful. Consider the three levels of learning and using proper educational strategies and techniques the content of ARABIC GRAMMAR course may improve.

The conditional sentence is the sentence that the conditional device comes first and its occurrence becomes conditional. In this research A critical study of structure of conditional sentence in ARABIC GRAMMARs, the standpoints of the outstanding contemporaneous GRAMMARians about different features of ‘conditional sentence’ have been comparative together at each of the issues and their differences and commonalities have been pointed. Afterwards, different votes have been criticized with respect to linguistic Criterions, so that their advantages and disadvantages have been determined. The present research has demonstrated some votes are acceptable and some votes are not acceptable.

ARABIC GRAMMAR aimed to protect ARABIC language from any erroneous pronunciations and writings. But GRAMMAR itself came to be complicated and came to be a goal rather than a means of reaching to exact learning of ARABIC language. Some of contemporary ARABIC linguists strived to simplify the ARABIC GRAMMAR and rid it from any complexities. Experts like Ibrahim Mostafa, Makhzumi, Showqii Dhaif and Tamam Ihsan run after Ibn Maza to complete his endeavors and override the Agency theory. Another group sounded the public language and third group tried to follow principles of ancient ARABIC semantic. This research aimed to investigate endeavors of past and contemporary authors in ARABIC language GRAMMAR simplification and their achievements at this regard. For that, viewpoint of three contemporary experts like Ibrarhim Mustafa, Showqi Dhaif and Tamam Ihsan were articulated with special emphasize.