Arabic morphology

In this book, we tried to follow a method that would ensure the student a formation based on thinking and deduction, aiming to expand their linguistic culture. Each lesson was composed of two stages: the presentation stage, which begins with examples containing the faces to be studied, then an explanation ending with deriving the rule; and the application stage, which includes a set of exercises designed to help reinforce the rule in students' minds and inform them of details intentionally omitted during the presentation to avoid prolonging and boring. These exercises are arranged according to their difficulty and the level of thinking and effort required from the student. The first is dedicated to oral practice, which should follow the lesson presentation, and the last is for students to prepare in writing at home, usually limited to two exercises. We did not rely on text to derive the rule as was the case in the grammar book. Instead, we relied on various diverse examples, trying to avoid rigid examples that are far from linguistic reality. The reason for not depending on text to present the lesson is that morphology examines the word in terms of its structure and form, not its function in speech. It is not necessary to study the word morphologically in a long context. Additionally, it is impossible to find a text containing all the forms of the word to be studied, and modifying a text that contains some forms to include all of them would lead to artificiality and pretense. However, we saw that texts should not be neglected in the application stage, as one exercise does not require all forms to be present; rather, these forms should be distributed across multiple exercises, considering the progression. Our main concern was to simplify the rules and present many of them in the form of tables, as recommended by official curricula. We especially aimed to facilitate the rules of elimination and substitution, not by presenting them all at once as usual, but by distributing them across various lessons on verbs and irregular nouns. We hope that through this work, we have made the study of morphology easier for students, linking it to living language, and helped our colleagues in teaching this subject. Authors