Arabic Translation and Interpreting

Course Code	Course Name	Year	Period	Semester	T+A+L	Credit	ECTS
04411001	Grammar I	1	Autumn	1	3+0+0	5	5

Course Type	Compulsory
Course Cycle	Bachelor's (First Cycle) (TQF-HE: Level 6 / QF-EHEA: Level 1 / EQF-LLL: Level 6)
Course Language	Turkish
Methods and Techniques	-
Mode of Delivery	Face to Face
Prerequisites	-
Coordinator	-
Instructor(s)	Asst. Prof. Alaaddin KİRAZ
Instructor Assistant(s)	-

Name and Surname	Room	E-Mail Address	Internal	Meeting Hours
Asst. Prof. Alaaddin KİRAZ	-	[email protected]

Basic Vocational Courses	X
Specialization / Field Courses	X
Support Courses
Transferable Skills Courses
Humanities, Communication and Management Skills Courses

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Program Learning Outcomes	Level
P2	Ability to make appropriate written or oral translations between the source language and the target language, individually or by taking an active role in team work.	4
P9	Gaining skills in the field of translation criticism by gaining knowledge about translation criticism.	3

Upon the successful completion of this course, students will be able to:
No	Learning Outcomes	Outcome Relationship	Measurement Method **
O1	Ability to make written or oral translation by combining the grammar and vocabulary learned.	P.2.5	1
O2	To be able to criticise translation by combining their knowledge of grammar, comprehension and culture.	P.9.5
** Written Exam: 1, Oral Exam: 2, Homework: 3, Lab./Exam: 4, Seminar/Presentation: 5, Term Paper: 6, Application: 7

Week	Topics
1	NOUN, VERB, LETTER AND LETTER-I CER The types of words in Arabic, name, verb and letter, were defined, information about each type was given, and examples were given for each to ensure better understanding. Questions were asked to the students about these three types, they were asked to give examples for each type, and practices were carried out together to check whether they were fully understood. A special place was given to the letters cer in the letter group, all letters cer were explained with their meanings, and their use in sentences was ensured. In addition, special attention was paid to the letters cer with different meanings. In order to make sure that the subject was fully understood, students were given homework to do and bring in the next lesson. In addition to this homework, they were asked to solve all the exercises related to the subject in the book titled Arabic Grammar Exercises and Solutions and prepare them for the next lesson. A short information was given about the subject to be covered in the next lesson.
2	Marife Nekre and Muzekker Muennes Marife and Nekre were defined, the features of each were explained, and their place and importance in grammar were emphasized. It was explained how Nekre nouns were made Marife, how some Marife nouns (such as nouns with the suffix ?? and in the complement case) were made Nekre. The six types of Marife were examined one by one, their features and the reasons for being Marife were explained. Examples were given for each, Students were asked to find examples related to the subject and the examples were evaluated together. The exercises related to the subject in the exercise book called Grammar Exercises and Solutions were given to the students as homework to be done and prepared for the next lesson. The definitions of Muzakker and Muennes were made, their features were explained and explained one by one, the signs of feminine (??? ?? ? () were given, the use of feminine in sentences was emphasized, the ways of making tasniye and cemi were explained with examples. The semai (learned by hearing) feminine, which is a type of feminine and has no specific rule, was especially emphasized. The exercises related to the subject in the exercise book called Grammar Exercises and Solutions were given as homework to be done and prepared for the next lesson.
3	TESNIYE AND CEM-I MÜZEKKER SALİM The definitions of the curriculum, tesniye and cemi were made, examples were given for each, and the students were asked to find examples. The changes in the structure of tesniye when it is made and its place in the sentence were explained with examples. The exercises related to tesniye in the grammar textbook were solved by the students. In addition, applications were made regarding the place of tesniye in sentences. All of the exercises related to tesniye in the book called Grammar Exercises and Solutions were given to the students as homework to be done and prepared for the next lesson. The construction of Cem-i Muzakker Salim (regular/regular masculine plural) from the cemis, its use in raf, nasb and cer cases, and the changes in its structure when it is muzaf were explained. Examples were given regarding the construction of the curricular words Cemi Muzakker Salim, their use in sentences was ensured, and the exercises related to the subject in the textbook were solved. Students were asked to do the exercises about Cemi Muzakker Salim in the exercise book named Grammar Exercises and Solutions and prepare them for the next lesson. Brief information was given about the next lesson.
4	CEM-I MÜENNES SALİM AND CEM-I TEKSİR The definition of Cemi Müennes Salim was made, the words from which Cemi Müennes Salim was made and the rule of making it was explained with examples. The irabî (the movements it takes in the raf, nasb and cer cases) and its use in sentences were explained with examples. The students were asked to find examples of words that can be made cemi by means of Cemi Müennes Salim and to apply them. The students were given solutions to the exercises related to the subject in the grammar textbook and their mistakes were corrected. The definition of Cemi Teksir was made, the students were told that it is an irregular plural and can only be learned by hearing and reading from books. They were advised to make a list of the words that can be made cemi by means of Cemi Teksir and to repeat them from time to time. Information was given about the irabî (the movements it takes in the raf nasb and cer cases) of Cemi Teksir. Examples of various words that can be made cemi teksir were given, the students were asked to find examples of words that can be made cemi in this way and to make Cemi Teksir. The exercises in the textbook were solved by the students and their mistakes were corrected. The exercises related to the topic in the exercise book called Grammar Exercises and Solutions were given to the students as homework to do and prepare for the next lesson.
5	İZAFET The elements of the noun phrase muzaf (complement) and muzafun ileyhin (complement) were explained where they are located in the izafet, the characteristics of each, the meaning they add to the phrase and the types of izafet, and examples were given for each. Muzaf and Muzafun ileyhin irabı (movement status), within this framework, it was explained that the muzafun movement changes according to its place in the sentence, the muzafun ileyhin movement is always mandatory, but the irab sign changes according to the structure of the word muzaf, and examples were given to ensure better understanding. Some complicated words were given and the students were asked to make them into complements, and their mistakes were corrected. The exercises in the grammar textbook were solved by the students, and the incorrect parts were corrected. The exercises related to the subject in the exercise book called Grammar Exercises and Solutions were given to the students as homework to be done and prepared for the next lesson. A brief information was given about the next lesson.
6	ADJECTIVE MEVSUF The definitions of adjective (qualifier) ​​and mevsuf (qualified) are made, their places in the phrase are specified and the features of each are explained separately. The rule regarding the compliance of the adjective with mevsuf is explained with examples and applications are made on it. The fact that the vowels of the mevsuf in the Adjective Phrase change according to its position in the sentence, as in the word in the Muzaf position in the Noun Phrase, is explained with examples. The students are reminded that both words in the Adjective Phrase (Adjective and Mevsuf) take different irab signs according to their structure when they are in the sentence. However, since the word in the Adjective position always comes in the mecrur position, it takes one of the signs that replace kesre as the vowel. Mixed words are given and the students are asked to make them into Adjective Phrase and the mistakes are corrected. The exercises in the Arabic Grammar book were solved by the students and the mistakes were corrected. The exercises related to the subject in the Grammar Exercises and Solutions book were given to the students as homework to be done and brought to the next lesson, and then a short explanation was given about the subject to be covered.
7	NOUN SENTENCE There are two types of sentences in Arabic. These are noun and verb sentences. In this lesson, Noun Sentence was discussed and the two basic elements that make up Noun Sentence were emphasized. It was emphasized that mubtada is at the beginning of Noun Sentence, it is always merfu in terms of irab, but the sign of merfu changes in the sentence according to the structure of the word in mubtada case. It was explained that haber usually comes after mubtada, and mürekker-müennes and müfred, tasniye, cemide fit it (this situation is valid for müfred haber). Then, the types of haber were listed, their structures and characteristics were explained, sample sentences were created on the subject, some words were given and the students were asked to turn them into sentences, the mistakes made in the sentences were corrected. The exercises in the textbook were solved by the students, the mistakes were corrected. The exercises related to the subject in the exercise book titled Grammar Exercises and Solutions were given to the students as homework to be done and brought to the next lesson, and a short reminder was given for the next lesson.
8	VERB SENTENCE It was explained to the students that a verb sentence consists of a verb, subject or verb, subject, object and complement and always starts with a verb, and that an Arabic sentence, even if it contains a verb, cannot be a verb sentence unless it starts with a verb. It was also emphasized that the structure of the verb changes according to whether the subject is masculine or feminine, but does not change according to whether it is mufred, tasniye or cemi. Examples were given and practices were done on the subject. The students were asked to form verb sentences by giving them mixed words, and mistakes were corrected. It was stated that the feminine sign that the verb takes at the end changes according to past and present verbs. The exercises in the textbook were solved by the students, the mistakes were corrected and the correct forms were shown. The exercises related to the subject in the exercise book titled Arabic Grammar Exercises and Solutions were given to the students as homework to be solved and prepared for the next lesson. A short reminder was given about the next lesson.
9	PAST, MUZARI VERBS, AND THE IMPERATIVE It was stated that there are three types of verb tenses in Arabic, and that they are past tense, present tense (present, present, future) tense, and imperative mood (imr-i present). Each of them was defined and explained separately. Accordingly, the past verb indicates an action that took place in the past. As in the verbs read, wrote, it takes the suffixes -di, -dı, -dü, -du, and when the letter ?? is added to the beginning, as in the verbs read, wrote, it takes the suffixes -miş, -mış, -müş, -muş, and expresses the past perfect tense. It has a total of fifteen moods, six third person, six second person, and three first person. The present tense is a verb that indicates an action that took place in the present and present tense or will take place in the future. It also has a total of fifteen moods, six third person, six second person, and three first person. An order (the imperative mood here is the ready command) is to request someone to do something by ordering/commanding. In Arabic, the order is given to the addressee (the other person), so it has only six adjectives. All verb tenses in Arabic have separate uses for masculine and feminine. This topic is explained with examples, mixed verbs are given and students are asked to separate them according to their tenses, and mistakes are corrected. The exercises related to the topic in the exercise book called Grammar Exercises and Solutions are given to the students as homework to do and bring to the next lesson.
10	NASP AND CEZM PREPOSITIONS It was explained what the prepositions Nasb and Cezm are and what their functions are, examples were given about the meaning and usage of each, and their applications were done on verbs. Some verbs were given and students were allowed to apply them, and their mistakes were corrected. As it is known, nasb prepositions are the letters ??? ? ?? ? ?? ? ?? and they come at the beginning of tense verbs and turn their vowels into fetha, and each of them adds a different meaning to the verb. Cezm prepositions are the letters ? ? ? ??? ? ?? ?? and they come at the beginning of tense verbs and turn their endings into cezm/sükün, and each of them adds a different meaning to the verb. The meanings that these prepositions add to verbs and their effects on verbs were explained to the students. The exercises in the textbook were solved by the students in class, and their mistakes were corrected. All the exercises related to the topic in the exercise book Grammar Exercises and Solutions were given to the students as homework to be done in the next lesson. The topic to be covered in the next lesson was briefly introduced to the students.
11	PRONOUNS The definition of pronouns was made, their meanings were given, their functions in the sentence were explained, and separate parts of them as merfu munfasıl, mansup munfasıl, merfu muttasıl, mansup muttasıl and mecrur muttasıl were emphasized and explained with examples. Since pronouns were defined as words that take the place of nouns, they were frequently practiced in the text and in sentences, and students were allowed to use pronouns in sentences they created themselves. All of the exercises related to pronouns in the textbook were solved by the students in the classroom, their mistakes were corrected, and the correct forms were written on the board and they were asked to correct them. The exercises in the exercise book called Grammar Exercises and Solutions were given to the students as homework to solve and bring to the next lesson. A short presentation was made about the content of the next lesson and the students were asked to come prepared.
12	DEMONSTRATION NOUNS These structures, known as demonstrative pronouns and demonstrative adjectives in Turkish and Demonstrative Nouns in Arabic, were defined and discussed, and their use in sentences was explained by giving examples of each. In addition, Demonstrative Nouns indicating location were also examined, and the meanings they added to the sentence were explained with examples. The relations of the words called Müşarun İleyh in Arabic, which come after Demonstrative Nouns and indicate the entity indicated, with Demonstrative Nouns, their irabs, and that these words can sometimes come before the Demonstrative Noun were stated. It was reminded to the students that in sentences where the demonstrative nouns are based and their vowels do not change, the vowels they will take are given to the locality/take a local irab, and that only the structures with ? ???/????? ? ????/ ???? are murab (the vowels change). The exercises in the textbook were solved by the students in class, and the mistakes were corrected. The exercises related to the subject in the exercise book titled Grammar Exercises and Solutions were given to the students as homework to be done and prepared for the next lesson, and a short presentation of the next lesson was made.
13	ISM-I MEVSULS The subject of Ism-i Mevsul in Arabic, the closest equivalent of which in Turkish is the Relative Pronoun, the sıla phrase coming after Ism-i Mevsul, the connection of this sentence with Ism-i Mevsul, the belonging pronoun returning to Ism-i Mevsul in the sıla sentence, the types of sıla phrase were explained in detail, sentences with Ism-i Mevsul were given as homework for the students to do in class, they were checked, the mistakes were corrected. As in demonstrative nouns, the structures of Ism-i Mevsuls, other than their definiteness, are mebni (they do not undergo any change in vowel), but their definiteness is murap (they undergo any change in vowel). Their definiteness comes in the form of ? ??????/?????? ? ??????/??????. It was explained to the students that Special Ism-i Mevsuls change according to the person they denote, and Common Ism-i Mevsuls are for the intelligent ones. It was reminded that it was for fools. The exercises related to the subject in the textbook were solved by the students in class, their mistakes were corrected, the exercises in the Grammar Exercises and Solutions book were given to the students as homework to be done and brought to the next lesson, and a short introduction of the next lesson was made.
14	QUESTION PREPOSITIONS Question Prepositions were taken up one by one, the meaning they added to the sentence was explained practically on sample sentences. A separate sentence was made for each Question Preposition, and the meaning of each sentence was given. It was reminded to the students that all the structures of Question Prepositions except ??) which, which are, are basic, that their vowel points do not change in the sentence in any way, and that Question Prepositions always come at the beginning of the sentence. Turkish sentences containing Question Prepositions were created, and they were asked to translate those sentences into Arabic. The mistakes in the sentences created by the students were corrected. Some Question Prepositions were given to the students and they were asked to make sentences with them. All of the exercises in the textbook related to the subject were solved by the students in class, and their mistakes were corrected. The exercises related to the subject in the exercise book called Grammar Exercises and Solutions were given to the students as homework to do and bring to the next lesson, an exam was held, and the lesson was concluded by wishing the students success.

Resources	APPLIED ARABIC DICTIONARY KNOWLEDGE WORKOUT Prepared by: Prof. Dr. Ahmet YÜKSEL Öğr. Gör. Mehmet GÜLER Öğr. Gör. Ramazan Saad EL-ŞÎMÎ
	Arabic Language Grammar Author: Hasan AKDAĞ

In-Term Studies	Quantity	Percentage
Attendance	-	-
Laboratory	-	-
Practice	-	-
Field Study	-	-
Course Specific Internship (If Any)	-	-
Homework	-	-
Presentation	-	-
Projects	-	-
Quiz	-	-
Listening	-	-
Midterms	1	40 (%)
Final Exam	1	60 (%)
Total		100 (%)

	Quantity	Duration	Total Work Load
Course Week Number and Time	14	3	42
Out-of-Class Study Time (Pre-study, Library, Reinforcement)	14	6	84
Midterms	1	10	10
Quiz	0	0	0
Homework	0	0	0
Practice	0	0	0
Laboratory	0	0	0
Project	0	0	0
Workshop	0	0	0
Presentation/Seminar Preparation	0	0	0
Fieldwork	0	0	0
Final Exam	1	14	14
Other	0	0	0
Total Work Load:			150
Total Work Load / 30			5
Course ECTS Credits:			5

Relationship Levels
Lowest	Low	Medium	High	Highest
1	2	3	4	5

#	Learning Outcomes	P2	P9
O1	Ability to make written or oral translation by combining the grammar and vocabulary learned.	4	-
O2	To be able to criticise translation by combining their knowledge of grammar, comprehension and culture.	-	4