|
E6 English Literature Students Level six Forum |
|
ÃÏæÇÊ ÇáãæÖæÚ |
2015- 11- 21 | #21 |
ÇáãÔÑÝÉ ÇáÚÇãÉ ÓÇÈÞÇð
ÇááÛÉ ÇáÅäÌáíÒíÉ |
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
|
2015- 11- 21 | #22 |
ÃßÜÇÏíÜãÜí ÐåÜÈÜí
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
ÓáÇã
ÈÇáÊæÝíÞ íÇÑÈ ááßá æÇááå äÍÊÇÌ ÇÓÆáÉ ÇáÚÇã ÊäÒá Ýí ãáÝ ßÐÇ ÈÊßæä ÇæÖÍ íÇáíÊ ÇÍÏ íÞÏÑ íÓÇÚÏäÇ ÈåÐÇ áÇÔíÁ Çááå íßÊÈåÇ Ýí ãíÒÇä ÍÓäÇÊå æÚäÏí ÇÓÊÝÓÇÑ .åá ÇáÏßÊæÑ íßÑÑ äæÚÇ ãÇ ãä ÇÓÆáÉ ÇáãÇÖíå ¿ .æßíÝ ÊÔæÝæä ãáÒãå äåÑ ÇáÚØÇÁ ¿ ÈÎáíåÇ ãÑÌÚ áí ÇÓÇÓí æÇÑßÒ Úáì ÇáÇÓÆáå Þæáæ áí ÑÇíßã ÍÈÇíÈí ÈßÑÇ ÈÈÏÇÁ ÝíåÇ ÈÇÐä Çááå ......... |
2015- 11- 22 | #23 |
ããíÒÉ ãÓÊæì 8 E
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
.
. æÚáíßã ÇáÓáÇã æÑÍãÉ Çááå æÈÑßÇÊå ÇÍäÇ ËÇäí ÏÝÚå ãÚÇå ÝãÇ äÚÑÝ íßÑÑ Çæ áÇ ÈÓ ÍÞíä ÚÇÕÝÉ ÇáÍÒã ÇãÏÍæÇ ÇãÊÍÇäå . ãáÒãÉ äåÑ ãÇÇÔÝÊåÇ .. ÇäÇ ØÈÚÊ ãáÒãÉ Ñíã ÇáÚãÇÏí ÑÈí íÓÚÏåã ÌãíÚÇ . |
2015- 11- 22 | #24 |
ÃßÜÇÏíÜãÜí
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
ÇÈÛì ãÎáÕ ãÊÑÌã æÇÐÇ Ýíå ÇÓÆáå ÓÇÈÞå Çááå íÚØíßã ÇáÚÇÝíå
|
2015- 11- 23 | #25 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
|
2015- 11- 23 | #26 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
ãäæáÇ ÔæÝí ãáÒãå äåÑ ÇáÚØÇ ãÊÑÌãå æÍáæå ÝæÞ ÈÇáãæÖæÚ ÇáãËÈÊ áãÇÏå ÇáÏáÇáå æÇáÈÑÛãÇÊíß Úäí ÚÌÈÊäí æãÇÔíå ÚáíåÇ
|
2015- 11- 23 | #27 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
ßæíÒÇÊ ÇáãÇÏå
ÇáãÍÇÖÑå 1 http://www.ckfu.org/vb/t672026.html ÇáãÍÇÖÑå 2 http://www.ckfu.org/vb/t672046.html ÇáãÍÇÖÑå 3 http://www.ckfu.org/vb/t672061.html ÇáãÍÇÖÑå 4 http://www.ckfu.org/vb/t672079.html ÇáãÍÇÖÑå 5 http://www.ckfu.org/vb/t672199.html ÇáãÍÇÖÑå 6 http://www.ckfu.org/vb/t672439.html ÇáãÍÇÖÑå 7 http://www.ckfu.org/vb/t672463.html ÇáãÍÇÖÑå 8 http://www.ckfu.org/vb/t672470.html ÇáãÍÇÖÑå 9 http://www.ckfu.org/vb/t672477.html ÇáãÍÇÖÑå 10 http://www.ckfu.org/vb/t672498.html ÇáãÍÇÖÑå 11 http://www.ckfu.org/vb/t672863.html ÇáãÍÇÖÑå 12 http://www.ckfu.org/vb/t672870.html ÇáãÍÇÖÑå 13 http://www.ckfu.org/vb/t672876.html ÇáãÍÇÖÑå 14 http://www.ckfu.org/vb/t676951.html ÊÚÇÑíÝ 1 http://www.ckfu.org/vb/t676794.html ÊÚÇÑíÝ 2 http://www.ckfu.org/vb/t676799.html ÇÓÆáå ááãÇÏå http://www.ckfu.org/vb/t638890.html |
2015- 11- 23 | #28 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
ÈÔÑÍ ÇáãÍÇÖÑå ÑÞã 4 ÈäÇÁð Úáì ØáÈ ÃÍÏ ÇáãÊÇÈÚíä < ÃäÞáÚí ÈÓ
Semantic/Thematic roles íãßä ÇáãÍÇÖÑå åÐí ÊÊßáã Úä ÇáÇÏæÇÑ Çáí åí ( ÇáÜ ROLES ) æßá ÑæáÒ íÊÎÕÕ Ýí ÇíÔ The “roles” words fulfill within the situation described by sentence. ÇáÃÏæÇÑ ( ÇáÑæáÒ ) ßáãÇÊ ãáíÆå ÈÇáÍÇáÇÊ ÇáÊí ÊÕÝ ÇáÌãáå The boy kicked to the ball ÇáæáÏ Ñßá ÇáßÑå The verb describes an action (kick) ÇáÝÚá ( kicked) ÇáæáÏ æÕÝ ÇáÌãáå ßáåÇ ÈÇäåÇ äÔÇØ = ÍÑßå = action íÚäí ÇáÌãáå ßáåÇ ÈÓÈÈ Ñßá ÇáæáÏ ááßæÑå The noun phrase (NP) in the sentence describes the roles of entities, such as people and things, involved in the action. æÇáÚÈÇÑå ÇáÇÓãíå Çáí åí ÇáÌãáå ßÇãáå ÊÕÝ ÇáÜ ÏæÑ Çæ ÇáÑæáÒ ááßÇÆä ÇáÍí ãËá ÇáäÇÓ Çæ ÇáÇÔíÇÁ ÇáãÔÊÑßå Ýí åÐå ÇáÍÑßå Çæ ÇáÇßÔä ÐÇ We can identify a small number of semantic roles ( also called “thematic roles “ for these noun phrases) æåäÇ äÞÏÑ äÍáá ÚÏÏ ÈÓíØ ãä ÇÏæÇÑ ÇáÏáÇáÇÊ ááÚÈÇÑÇÊ ÇáÇÓãíå “roles” = ÇÏæÇÑ entities = ßÇÆäÇÊ thematic = ÇáãæÖæÚ ÈäÊÞá ááÝÞÑå ÇáËÇäíå ááÏÑÓ ÇáÑÇÈÚ ÈÑÖæ >> |
ÇáÊÚÏíá ÇáÃÎíÑ Êã ÈæÇÓØÉ jamola ; 2015- 11- 23 ÇáÓÇÚÉ 09:25 AM |
|
2015- 11- 23 | #29 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
Agent and theme = ÇáããËá æÇáãæÖæÚ
The boy kicked the ball < äÔæÝ åÇáÌãáå ãä ÍíË ÇáãæÖæÚ æÇáããËá One role is taken by NP the boy and “the entity that performs the action” known as the agent. ÇáÑæá ÏÇ ÈÆÇ Çæ ÇáÏæÑ åäÇ ãÇÎæÐ ãä ÇáÌãáå ÇáÇÓãíå Çáí åæ ÇáæáÏ Ãæ ( Çí ßÇä Íí íãËá ÇáÍÑßå ) æÇáí íÓãì ããËá = ãä ÞÇã ÈÇáÝÚá åæ Çáí íØáÞ Úáíå ÇáããËá Another role is taken by the ball of “the entity that is affected by the action” which is called the theme . Ãæßí åäÇ ÇáßæÑå ãÓßíäå ãÇÓæÊ Ôí ÈÓ ÇäåÇ ÔÇÊæåÇ æåí ßÇäÊ ãæÖæÚ ÇáÌãáå ÇÕáÇð ÝåäÇ åÐÇ ÇáÏæÑ ãÇÎæÐ áÇí ßÇÆä Íí íÊÃËÑ ÈÇáÍÑßå åÐí æäØáÞ Úáíå ÇáÜ ãæÖæÚ .. The theme can also be an entity (the ball) that is simply being described (I.e. not performing action), as in The ball was red æÇáãæÖæÚ ÃíÖÇð ããßä íßæä ßÇÆä ( ÇáßÑå ) > ÇáßæÑå ßÇÆä ÈÓ ãæ Íí íÚäí áÍÏ íÎÑÈØ Çáãåã ÇáãæÖæÚ ããßä íßæä ßÇÆä ÈÔßá ãÈÓØ íäæÕÝ æáÇ íÓæí ÃßÔä ãËá The ball was red ********************** Agents and themes are the most common semantic roles ÇáÜ ããËá æÇáãæÖæÚ åí ÇßËÑ ÇáÃÏæÇÑ ÔíæÚÇð Although agents are typically human (the boy( they can also be non-human entities that cause action, as a natural force (the wind),a machine (A car), or creature (The dog), æßãÇ Ãä ÇáããËá ÇáÜ ( agents ) ÊäÇÓÈÇð íßæä ÇäÓÇä æáßä ÃíÖÇð ããßä Êßæä ãæ ÇäÓÇäí ããßä Êßæä ßÇÆäÇÊ ÓÈÈÊ ÇáÍÑßå ßÑÏå ÝÚá ØÈíÚíå ãËá ÇáÑíÍ Çæ Çáãßíäå = machine Çæ ãÎáæÞ ãËá ÇáßáÈ ÈÇÞí Èßãá ÈÜ ÇáÑÏÇáÌÇí |
ÇáÊÚÏíá ÇáÃÎíÑ Êã ÈæÇÓØÉ jamola ; 2015- 11- 23 ÇáÓÇÚÉ 10:17 AM |
|
2015- 11- 23 | #30 |
ÃßÜÇÏíÜãÜí ÝÜÚøÜÇá
|
ÑÏ: ãÌáÓ ãÐÇßÑÉ : Úáã ÇáãÚÇäí æÇáÈÑÇÛãÇÊíß ...
all of which affect the ball as theme = åäÇ ÇáÇÔíÇÁ ÇáÊí ÊÄËÑ Úáì ÇáßÑå ßÜ ãæÖæÚ
* The boy kicks of the ball åí ãËá ÇáãËÇá ÇáÓÇÈÞ íÕíÑ ÇáæáÏ åæÇáããËá æÇÇáßæÑå åí ÇáãæÖæÚ * The wind blew the ball away ÇáÑíÍ ÇÈÚÏÊ áßæÑå ÈÚíÏÇð ÇáÜ ããËá Çáí åí ÇáÑíÍ æÇáÜ ãæÖæÚ åæ ÇáßæÑå * A car ran over the ball ÇáÓíÇÑå ÏÚÓÊ ÇáßæÑå ÇáÜããËá Çáí åæ ÇáÓíÇÑå æÇáãæÖæÚ Çáí åæ ÇáßæÑå * The dog caught the ball ÇáßáÈ åæ ÇáããËá æÇá ßæÑå åí ÇáãæÖæÚ ÇáßáÈ ãÓß ÇáßæÑå *************** åäÇ ÏæÑ ÃÎÑ Çáí åæ ÇáæÓíáå æÇáãÌÑÈ Instrument and experiencer = ÇáæÓíáå æÇáãÌÑÈ If an agent uses another entity in order to perform an action, that other entity fills the role of instrument. ÃÐÇ ßÇä ÇáããËá ÇÓÊÎÏã ßÇÆä ÇÎÑ áÝÚá ÔíÁ åÐÇ ÇáßÇÆä ÇáÇÎÑ íæÕÝ È ÏæÑ ÇáæÓíáå = instrument. The boy cut the rope with a razor ÇáæáÏ ÞØÚ ÇáÍÈá ÈÇáãæÓ Çáæ Óíáå åäÇ ßÇä ÇáãæÓ He drew the picture with a piece of chalk ÑÓã ÇáÕæÑå ÈæÇÓØå ÞØÚå ãä ÇáØÈÔæÑ ÇáæÓíáå åäÇ ßÇäÊ ÇáØÈÔæÑå ***************************** When a noun phrase is used to designate an entity as the person who has a feeling, perception or state, it fills the semantic role of experiencer If we see, know or enjoy something, we are not really performing an action (hence we are not agents).we are in the role of experiencer. In the sentence: The boy feel sad, the experiencer (the boy) is the only semantic role. In the question, Did you hear that noise?, the experiencer is you and the theme is that noise., åäÇ äÌí áÏæÑ ÃÎÑ æåæ ÏæÑ ÇáÜ experiencer = ÕÇÍáÈ ÇáÇÍÓÇÓ æÇáÔÚæÑ ÇáÔÑÍ: Ýí ÇáÌãáå ÇáÇÓãíÉ ÇáßíÇä åæ ÇáÔÎÕ Çáí íãáß ÇáÔÚæÑæÇáÍÇáå æÇáÇÏÑÇß ÝÅäå íÞæã ÈÏæÑ ÇáÏáÇáí ÇáãÌÑÈ)Ãí ÕÇÍÈ ÇáÇÍÓÇÓ æÇáÔÚæÑ( ÇÐ ßäÇ äÑì æäÓãÚ ßá Çáí íÏæÑ ÍæáäÇ ÝäÍä áíÓ ããËáíä ÇáÝÚá Çæ ÞãäÇ Èå æáßäÇ ÝÞØ ÔÚÑäÇ Èå ÝíØáÞ ÚáíäÇ ãÌÑÈ )íÚäí ÇÐ ÇäÇ ÓãÚÊ áÕÏíÞÊí æåí ÊÊßáã ÝÃäÇ åäÇ ÇÚÊÈÑ ãÌÑÈå æáíÓ ãä ÞÇãÊ ÈÝÚá ÇáßáÇã æÇáÝÇÚá ÕÏíÞÊí ( Ýí ÇáÌãáå ÇáæáÏ íÔÚÑ ÈÇáÍÒä . ãä ÞÇã ÈÇáÍÒä åæ ÇáÕÈí Ýåæ ÕÇÍÈ ÇáÏæÑ ÇáÏáÇáí.)íÚäí ÕÇÍÈ ÇáÊÌÑÈå ÇáæáÏ æÇáãæÖæÚ ÇáÍÒä( ÓÄÇá åí ÊÓãÚ Ðáß ÇáÇÒÚÇÌ¿ ÕÇÍÈ ÇáÊÌÑÈå ÇäÊ)ÇáÓÇãÚ ( æÇáãæÖæÚ åæ ÇáÇÒÚÇÌ. ^^ ãÞÊÈÓå ãä ÔÑÍ ÇáãáÒãå ãä ãáÎÕ äåÑ ÇáÚØÇ ÇáÔÑÍ æÇÖÍ |
ãæÇÞÚ ÇáäÔÑ (ÇáãÝÖáÉ) |
ÇáÐíä íÔÇåÏæä ãÍÊæì ÇáãæÖæÚ ÇáÂä : 1 ( ÇáÃÚÖÇÁ 0 æÇáÒæÇÑ 1) | |
|
|
ÇáãæÇÖíÚ ÇáãÊÔÇÈåå | ||||
ÇáãæÖæÚ | ßÇÊÈ ÇáãæÖæÚ | ÇáãäÊÏì | ãÔÇÑßÇÊ | ÂÎÑ ãÔÇÑßÉ |
[ ãÐÇßÑÉ ÌãÇÚíÉ ] : ãÌáÓ ãÐÇßÑÉ ÇáÞæÇÚÏ æ ÇáãäÙæãÉ ÇáäÍæíÉ Grammatical Rules and Systems ÇáÇÎÊÈÇÑ íæã 29 / 7 | Ãã ÑÛÏ 2012 | E4 | 595 | 2015- 5- 18 08:58 PM |
[ ãÐÇßÑÉ ÌãÇÚíÉ ] : ãÌáÓ ãÐÇßÑÉ ( ÞæÇÚÏ ÇáÈíÇäÇÊ ) ßá ãÇ íÎÕÕ ÇáãÞÑÑ åäÇ { ãæÚÏ ÇáÅÎÊÈÇÑ íæã ÇáÓÈÊ 20-7-1436åÜ ... ÇáÝÊÑå ÇáËÇäíå } | åáÇáå ÇáÚÓíÑí | ÇÌÊãÇÚ 4 | 257 | 2015- 5- 9 08:05 PM |
[ ÃÎÈÇÑ ] : ÇÓÊÞÇáÉ ãÌáÓ ÅÏÇÑÉ ÇáåáÇá | áÐÉ ÛÜÜÜÜÜÑÇã | ãáÊÞì ÇáÑíÇÖÉ | 1 | 2015- 2- 19 10:25 AM |
[ ãÐÇßÑÉ ÌãÇÚíÉ ] : ╡▓ ▓▌ ãÌáÓ ãÐÇßÑÉ ãÞÑÑ “Grammatical Rules and systems” ▌ ▓ ▓╞♨ | ÅÝÊßÇÑÇÊ | E4 | 8 | 2015- 2- 2 11:03 PM |
[ ÇáãÓÊæì ÇáËÇãä ] : ãÌáÓ ãÐÇßÑÉ ÇÓÊÔÑÇÞ æÏÑÇÓÇÊ ÇÓáÇãíÉ (ÔÇãá) | ÑÝÇÊ ÇäËì | ÇáãÓÊæíÇÊ 6+7+8 | 48 | 2014- 12- 25 09:34 AM |