بين منهجي السماع العربي و الوصف الغربي دراسة تاصيلية مقاربتية في اسس المنهجين

The ancient Arabic linguistic lesson has its own methodological scientific characteristics that still provide the linguistic lesson with serious and important scientific ideas. This lesson was based on famous principles mentioned by the ancients, represented mainly in the listening method, whose methods of theorizing are close to what the modernists found in terms of theories. This article addresses an aspect of this methodological convergence. Human society has known various cosmic phenomena, shared existence and life, and perhaps the oldest of them ever, created with it, and inhabited within it is language, a phenomenon that it has practiced since its inception, communication and thinking, but the penetration of consideration of its existence, and the exploration of the depths of elements that differ from the reality of its main function It was only after centuries of its emergence that the spread of sayings about it did not grow up, and the talk about it continued until it became a form of knowledge and a science of the sciences of existence called by its name: Linguistics. This scientific term is a hadith (1) that did not crystallize in its present form until it benefited from the efforts of the ancients who contributed to laying down its principles and establishing its rules, until it became a science with its tools, methods, and goals. To the reliability of accurate scientific control and aspire to possess a strict curriculum, adhered to a fixed essence, which is: Language: a means and an end, studied and studied, and in codified scientific terms: considering language alone as a basis for research and theorizing, and he does not fabricate it, and does not specify One, and not related to the other, a dilemma between them or a trade-off. He turns to all languages ​​in order to analyze and describe them, supported by strict methodological methods that recover prejudiced prejudices, and is accompanied by a distant scientific goal, which is: to obtain information about language in a comprehensive and general way, and to clarify the variants of its functions, and to define modern linguistics (2) The charter of its paths to circumvent its field: Language as distinguished by two properties - over others - of the phenomena of the universe: the verbal characteristic Aspect phonétique b - the functional characteristic Aspect fonctionnel an‎d the ancient Arab scholars realized this distinction that illuminated this great cosmic sign, and one of the great Arabs referred to its evidence by saying As for its limits, they are sounds that every people expresses their purposes. (3) Our first researchers alerted us to this pairing that this tool carries, and they resolved to follow it up with research, investigation and consideration of the conditions of its compounds, starting from its natural environment in which it was practiced and according to the Sunnah of its people. We believe that this apparent scientific approach in the methodology of their study is comparable to what researchers are doing in our time, as they focused in their research on the behavior of the language itself as it was established on the Sunnah of its people. Hence, the task of the linguistic researcher is facilitated, and his task is clear in describing the linguistic facts as they are observed and analyzing them, and extracting the principles and rules from them. To demonstrate its relevance, the doctrine of linking contemporary with authenticity, and a scientific doctrine in raising scientific awareness of the usefulness and seriousness of the ideas of our ancestors, an explicit response to cognitive conditions that are based on the cult of others, the preaching of its authority, the mobilization of minds to embrace it, and the superiority of its legitimacy. Our belief is deep in the need to invest in our methodological references and the knowledge bases they have provided that infuse our relationship with our heritage with a new spirit that allows monitoring the rules of novelty, transforming the forces of benefit in them, and dropping the new concepts on them. an‎d in this field, we find an echo of some linguistic approaches in the studies of the ancients, specifically in their written traces (5), and it has remained lofty with its themes, extending to what appears in the West of serious and profound linguistic research (6) and correcting the results they reached (7) The method rooting movement in Arabic is old in terms of its historical breakthrough, if it is linked to the components of Islamic civilization in the main, and it aimed - that movement - to establish linguistic laws that would be the basis for deducing rulings. The inference that it contains is a multiplication of the Islamic sciences, and it is according to its early adopters: hearing, consensus, and analogy (8), and some of them replaced the consensus with the condition. Ibn al-Anbari [died 577 AH] said: Transferring, measuring, and accompanying a condition and its ranks as well, as well as its inference (9). There is no doubt that this rooting indicates the creation of Arabic scholars of methods that facilitate the discovery of research methods, and the legality of working with them, and it is as detailed by one of the researchers: Scientific consideration, and these assets are linked between the descriptive and the normative, where the descriptive is represented in the listening and classification of the audible linguistic material, while the normative is in the measurement and justification (10). With some of the foundations of the modern curricula, especially the descriptive one that scholars have adopted and loved its theories (12), and the truth is we say, that some of the rules of this approach are rooted in the origins of our ancient scholars, and help by specialization in the origins of the listening approach. Then it becomes legitimate to question the nature of this curriculum, and to question the types of overlap between it and the linguistic curriculum, right? We believe that answering the two questions is a scientific duty, and delivering the answer and linking it to the contemporary scientific lesson is a civil duty first and scientifically second.