The Effect of Figures of Speech on Learning Arabic as a Second Language

Mishleh A AlNajar


Living languages differ according to their grammatical, syntactic, morphological and figurative aspects, etc. Modern studies have shown that Arabic language is unique amongst other languages because of its rhetoric aspect which stands as a finger- print or a genetic map of the language.
That description applies to both language and parole. Through studying systems of language, researchers may discover the geniousity and ideology of that language. However, thorough studying parole the finger-print of languages and the stylistic map they own, can be highlighted.
A stylistic map represents the identity as an important factor of a language. This map plays a major role in building the identity of a language through the usage of subjective and collective registers. Therefore, a non-native learner of a language faces challenges in perceiving the language because of using vocabulary within fixed grammatical templates that involves rhetoric grammar which are not usually prioritized when teaching a language a s a second one. Teachers, books, and curriculum tend to give much attention to syntax and morphology but not to figures of speech.
This paper deals with Al- Bayaan, which is a part of the figurative system of a language that is believed to challenge and hinder the learning of non-native speakers more than native learners.


Figures of speech, teaching Arabic, learning challenges, second language learning.


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