ابتكارات العلامة الزمخشري في علم البديع خلال أسلوب السؤال والجواب في تفسيره الكشاف

The Figures of Speech(ملع عيدبلا )is a Significant branch of Arabic Rhetoric. It has two kinds; Literal Aesthetic, تانسحملا ةيظفللا)) Semantic Aesthetic, (تانسحملا ةيظفللا). Both kinds are having a pivotal role in the miracle of Qurān. The Great Scholar of Rhetoric Al-Zamakhshari has mentioned many of its types to analyze the Qurānic Verses rhetorically in his exegesis Al-Kashāf. The Great Scholar Abd Al-Qāhir Al-Jurjāni did not approach the upper mentioned kinds, not for the reason of non-interference in The Qurānic miracles but he was always eager to derive new ideas in this particular field. As it is known that many former scholars have approached all kinds of the Figures of Speech in a wide range and Abd Al-Q┐hir Al-Jurjāni was dominated by his creative nature. In this article, it has been discussed widely the academic ambivalence surrounding Abd Al-Q┐hir Al-Jurjāni's lack of interest in the Figures of Speech among three modern scholars: Dr. Muhammad Ahmad Al-ķwfi, Dr. Muhammad Shwq┘ Zaif, Dr. Muhammad Ab┴ Mosā.

Helping Teacher to Develop Students Reading Comprehension Skills

Reading is an interactive- constructive process in which readers comprehend, interpret, and respond to the text according to what they already know. Effective readers have personal expectations about what they will get from a selection, and they bring those expectations to bear as they read by predicting and testing their predictions. The children actively create meaning by constructing, or generating relationship between what is within the text and what they already know. Some researchers describe reading as a ;transaction, (Rosenblatt 1988) in which meaning emerges from a give and take relationship between the reader and the print on the page. The interaction between the reader and the text allowed reader to construct their own meaning background Knowledge and experience according to there. This research was therefore conducted to identify strategies that were being implemented by the teacher to develop reading comprehension in students. And how, the teachers could be facilitated to improve their teaching strategies to enhance students reading comprehension skills. This study was divided into two phases. Phase 1 dealt with implementing strategies that could develop comprehension skills through stories in an ESL classroom. Story helps to develop language in the classroom, as Meek (1988) points out, ;Stories encourage them to take on new meaning regularly in a context of shared enjoyment. They learn about language and the different ways it is used. (P.37) They learn new language of stories, which is different from everyday spoken language. Gradually children take possession of the language of books and they begin to learn vital lessons about the reading process Phase II was an exploration of how to facilitate the teacher in her professional development. For enhancing her knowledge about implementing effective strategies like predicting, questioning, silent reading and group work, to develop children reading comprehension. The findings revealed the teachers understanding and her changes in her perception throughout the course of the study. And how this study helped her to professionally develop her style of teaching in order to get the desired children's reading comprehension. The findings also revealed that as a result of teacher development and reflection on practice, the teacher could change her conception and her approaches to the teaching of reading comprehension skills.