‫ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ‬

‫ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﺸﻴﻭﻉ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ‬

‫ﺩ‪ .‬ﺯﺍﻫﺭ ﻤﺤﻤﺩ ﺍﻟﺠﻭﻫﺭ ﺤﻨﻨﻲ‬

‫ﺘﺨﺼﺹ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪/‬ﺍﻷﺩﺏ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﺍﻟﺤﺩﻴﺙ‬
‫ﺃ‪.‬ﻤﺎﺠﺩ ﺃﺤﻤﺩ ﺤﺴﻨﻴﻥ ﺘﺨﺼﺹ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪ /‬ﺍﻷﺩﺏ‬
‫ﺠﺎﻤﻌﺔ ﺍﻟﻘﺩﺱ ﺍﻟﻤﻔﺘﻭﺤﺔ‪ /‬ﻤﻨﻁﻘﺔ ﻗﻠﻘﻴﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ‬

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 ‫ﻤﻠﺨﺹ‬
‫ﻴﺘﻨﺎﻭل ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺠﺎﻨﺒﺎ ﻤﻬﻤﺎ ﻴﻐﻔﻠﻪ ﺒﻌﺽ ﺍﻟﺩﺍﺭﺴﻴﻥ‪ ،‬ﺃﻭ ﻴﻘﻠﻠﻭﻥ ﻤﻥ ﺃﻫﻤﻴﺘﻪ‪ ،‬ﻋﻨﺩ‬
‫ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺤﻭﺍﺭ ﺍﻟﺤﻀﺎﺭﺍﺕ ﻭﺍﻟﺘﺒﺎﺩل ﺍﻟﺜﻘﺎﻓﻲ ﻭﺃﺩﺍﺘﻬﻤﺎ ﻭﻫﻲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻴﻘﻑ ﻋﻨﺩ ﺸﻴﻭﻉ‬
‫ﻅﻭﺍﻫﺭ ﺴﻠﺒﻴﺔ ﺘﻨﺘﻘﺹ ﻤﻥ ﻗﻴﻤﺔ ﺍﻟﻠﻐﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻭﺘﻘﻠل ﻤﻥ ﺸﺄﻨﻬﺎ‪ ،‬ﻭﻤﻨﻬﺎ ﻅﺎﻫﺭﺓ ﺸﻴﻭﻉ‬
‫ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺭﺩﻴﺌﺔ‪ ،‬ﻭﻨﺼﺭ ﻋﻠﻰ ﻭﺼﻔﻬﺎ ﺒﺎﻟﺭﺩﻴﺌﺔ ﻷﻨﻬﺎ‬
‫ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺃﻥ ﺘﺘﺠﺎﻭﺯ ﺍﻹﺴﺎﺀﺓ ﻟﻠﻐﺔ‪ ،‬ﻭﺃﻥ ﺘﻜﻭﻥ ﺘﺭﺠﻤﺎﺕ ﺘﻀﻲﺀ ﺠﻭﺍﻨﺏ ﻤﻬﻤﺔ ﻤﻥ‬
‫ﺤﻴﺎﺓ ﺍﻷﻤﺔ ﺩﻭﻥ ﺍﻻﻨﺘﻘﺎﺹ ﻤﻥ ﻟﻐﺘﻬﺎ‪ .‬ﻭﻟﻌل ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺤﺭﻓﻴﺔ ﻤﻥ ﺃﺒﺭﺯ ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ‬
‫ﺘﺅﺩﻱ ﺇﻟﻰ ﺸﻴﻭﻉ ﺘﻠﻙ ﺍﻷﺨﻁﺎﺀ‪ .‬ﻭﻫﻨﺎ ﻨﻨﺒﻪ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﺤﻴﺎﺓ ﺍﻷﻤﺔ ﻋﻠﻰ ﺃﻥ ﻻ‬
‫ﺘﺴﻲﺀ ﻟﻠﻐﺘﻬﺎ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻋﻨﺩ ﻁﺎﺌﻔﺔ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﺍﻟﺸﺎﺌﻌﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ ﺘﺤﺩﻴﺩﺍ‪ ،‬ﻭﻴﻭﻀﺢ ﻜﻴﻑ ﻭﻗﻊ ﺍﻟﺨﻁﺄ ﻓﻲ ﻜل ﻤﻨﻬﺎ ﺒﺸﻲﺀ ﻤﻥ ﺍﻹﻴﺠﺎﺯ ﻤﻊ‬
‫ﻤﺎ ﻴﻠﺯﻡ ﻤﻥ ﺇﺤﺎﻻﺕ ﺇﻟﻰ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻼﺯﻤﺔ ﻜﻠﻤﺎ ﺘﻁﻠﺏ ﺍﻷﻤﺭ ﺫﻟﻙ‪ ،‬ﺒﺎﻟﻠﻐﺘﻴﻥ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪.‬‬

‫ﻭﻨﻘﺩﻡ ﻟﺫﻟﻙ ﺒﻤﺎ ﻨﺭﺍﻩ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻭﻨﺘﻭﻗﻑ ﻗﻠﻴﻼ ﻓﻲ ﻤﺤﻁﺔ ﺘﺎﺭﻴﺨﻴﺔ ﻤﻬﻤﺔ‪،‬‬
‫ﻨﻀﺠﺕ ﻓﻴﻬﺎ ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﺩﻭﻥ ﺃﻥ ﺘﻤﺱ ﺜﻭﺍﺒﺘﻬﺎ ﻭﺩﻭﻥ ﺃﻥ ﺘﺩﻋﻭ ﺇﻟﻰ ﺍﻻﻨﻘﻼﺏ‬
‫ﻋﻠﻴﻬﺎ‪ .‬ﻭﺫﻟﻙ ﻜﻠﻪ ﺒﻤﻨﻬﺞ ﺍﺴﺘﻘﺭﺍﺌﻲ ﻟﻡ ﻴﺴﺘﻐﻥ ﻋﻥ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻭﺼﻔﻲ‪.‬‬
‫ﻭﻴﻨﺘﻬﻲ ﺒﺩﻋﻭﺓ ﺍﻟﻜﺘﺎﺏ ﺠﻤﻴﻌﺎ ﻭﺍﻟﻤﺸﺘﻐﻠﻴﻥ ﺒﺎﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﻀﺭﻭﺭﺓ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺘﺠﻨﺏ ﺍﻟﻭﻗﻭﻉ‬
‫ﻓﻲ ﺍﻷﺨﻁﺎﺀ ﻭﺨﺼﻭﺼﺎ ﺍﻟﺸﺎﺌﻌﺔ ﻤﻨﻬﺎ‪ .‬ﻭﻨﻀﻊ ﻁﺎﺌﻔﺔ ﻤﻨﻬﺎ ﺒﻴﻥ ﺃﻴﺩﻱ ﺍﻟﻤﻬﺘﻤﻴﻥ ﺒﻌﺩﻤﺎ ﺘﻤﺕ‬
‫ﻤﻌﺎﻟﺠﺘﻬﺎ ﻤﻌﺎﻟﺠﺔ ﻨﻌﺘﻘﺩ ﺒﺼﺤﺘﻬﺎ‪.‬‬

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Abstract
This research deals with an important field which is neglected by
certain researchers or they don’t pay much attention to it when
taking about culture exchange and civilization talk and their chief
means which is the language. The research focuses on the presence
of certain language mistakes which affect the language value and
significance under the influence of the improper translation which
the researcher insist to call it very bad translation because it might
go beyond mistreating the language itself as it can shed the light on
different important aspects of certain nation without affecting it’s
language negatively.

It is worth to be mentioned that the mechanic translation is the

major cause of the presence of such mistakes, as c consequence, the
researchers focus on the importance of the translation for a nation in
the condition that it will not mistreat the language. The research
concentrate on certain limited language mistakes in Arabic
language as a result of translation and it explains briefly the way the
mistake occurs providing the necessary references when required
either in English or Arabic.

The research deals with the importance of translation in which the

researchers concentrate on a particular historical period when the
proper translation into Arabic flourished without affecting its rules.
That has been achieved through the reading between the lines at the
same time not neglecting the descriptive analytic method.

The research insists upon all writers and those who are specialized
in the translation field to be careful and avoid mistakes in general
and particularly those common ones. The researcher collected the
following mistakes in order to be viewed by those who are
interested in this field bearing in mind that those common mistakes
have been handled properly according to the researchers’
expectations.

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 ‫ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺃﺜﺭﻫﺎ ﻓﻲ ﺸﻴﻭﻉ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ‬

‫ﻤﻘﺩﻤﺔ‪:‬‬
‫ﻅﻠﺕ ﺍﻟﺘﺭﺠﻤﺔ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻡ ﺘﻌﺒﺭ ﻋﻥ ﺤﺎﻟﺔ ﻤﻥ ﺍﻟﺘﻭﺍﺼل ﺒﻴﻥ ﺍﻷﻤﻡ ﻋﻠﻰ ﺍﺨﺘﻼﻑ‬
‫ﺠﻨﺴﻴﺎﺘﻬﺎ‪ ،‬ﻭﻗﺩ ﻜﺎﻨﺕ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ – ﻤﻨﻬﺎ ﻭﺇﻟﻴﻬﺎ – ﻤﻌﺒﺭﺓ ﻋﻥ ﺘﻠﻙ ﺍﻟﺤﺎﻟﺔ‬
‫ﺒﻭﺼﻔﻬﺎ ﺍﻨﻌﻜﺎﺴﺎ ﻟﺤﺎﻻﺕ ﺍﻷﻤﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻨﻬﻭﺽ ﺍﻟﺤﻀﺎﺭﻱ ﺃﻭ ﺍﻟﺘﺭﺍﺠﻊ ﻭﺍﻟﻨﻜﻭﺹ؛‬
‫ﻓﻔﻲ ﻋﺼﺭ ﺍﻟﺤﻀﺎﺭﺓ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﻤﻤﺜﻠﺔ ﺒﺎﻟﻌﺼﺭ ﺍﻟﻌﺒﺎﺴﻲ ﻤﺜﻼ‪ ،‬ﺸﻬﺩﺕ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺍﻤﺘﺩﺍﺩﺍ ﻭﺫﻴﻭﻋﺎ ﻓﺎﻗﺕ ﺒﻪ ﻜل ﺍﻟﻠﻐﺎﺕ ﺍﻟﺤﻴﺔ‪ ،‬ﻭﻜﺎﻥ ﺫﻟﻙ ﺘﻌﺒﻴﺭﺍ ﻋﻥ ﺍﻟﺘﻔﻭﻕ ﻭﺍﻟﺘﻤﻴﺯ ﻷﻫل‬
‫ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻭﺘﻭﻀﺢ ﺫﻟﻙ ﺘﻠﻙ ﺍﻟﻘﻭﺍﺌﻡ ﺍﻟﻁﻭﻴﻠﺔ ﺍﻟﺘﻲ ﺘﺯﺨﺭ ﺒﻬﺎ ﺍﻟﻤﻜﺘﺒﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ ﻤﻥ ﺃﺴﻤﺎﺀ‬
‫ﺍﻟﻜﺘﺏ ﺍﻟﺘﻲ ﺘﺭﺠﻤﺕ ﺃﻭ ﺃﻟﻔﺕ ﺁﻨﺫﺍﻙ‪ ،‬ﻓﻲ ﺸﺘﻰ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﻌﺭﻓﻴﺔ‪ ،‬ﻓﻌﻜﺴﺕ ﺍﻟﻠﻐﺔ ﺤﺎﻟﺔ‬
‫ﻤﻥ ﺤﺎﻻﺕ ﺍﻟﺘﻘﺩﻡ ﺍﻟﺤﻀﺎﺭﻱ ﺒﻤﺎ ﻗﺩﻤﻪ ﺃﺒﻨﺎﺅﻫﺎ ﻟﻺﻨﺴﺎﻨﻴﺔ ﻤﻥ ﻤﻨﺠﺯﺍﺕ‪ .‬ﻭﺇﺫﺍ ﻤﺎ ﺍﻁﻠﻌﻨﺎ‬
‫ﻋﻠﻰ ﻤﻨﺠﺯﺍﺕ ﺍﻷﻤﺔ ﻓﻲ ﻋﺼﺭﻨﺎ ﻫﺫﺍ ﻭﻗﺎﺭﻨﺎﻫﺎ ﺒﻤﻨﺠﺯﺍﺕ ﺍﻷﻤﻡ ﺍﻷﺨﺭﻯ‪ ،‬ﺴﻨﺠﺩﻫﺎ ﻀﺌﻴﻠﺔ‬
‫ﺁﻴﻠﺔ ﻟﻠﺴﻘﻭﻁ ﻭﺍﻻﻨﻬﻴﺎﺭ‪ ،‬ﻤﻌﺒﺭﺓ ﺒﺫﻟﻙ ﻋﻥ ﺤﺎﻟﺔ ﺍﻷﻤﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻀﻌﻑ ﻭﺍﻟﻬﻭﺍﻥ‪ ،‬ﻓﺎﻷﻤﺔ‬
‫ﺍﻟﻤﺒﺩﻋﺔ ﺍﻟﻤﻨﺠﺯﺓ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺘﺼﺩﻴﺭ ﺇﻨﺠﺎﺯﺍﺘﻬﺎ ﺇﻟﻰ ﺍﻷﻤﻡ ﺍﻷﺨﺭﻯ‪ ،‬ﻭﺍﻷﻤﺔ ﺍﻟﻀﻌﻴﻔﺔ ﺃﻤﺔ‬
‫ﻤﺴﺘﻬﻠﻜﺔ ﺘﻌﻴﺵ ﻋﻠﻰ ﻤﺎ ﻴﺒﺩﻋﻪ ﺍﻵﺨﺭﻭﻥ‪ .‬ﻭﺍﻟﻠﻐﺔ ﺘﺘﺄﺜﺭ ﺒﻬﺫﻩ ﺍﻟﺤﺎﻟﺔ؛ ﻓﻤﻊ ﻤﻨﺠﺯﺍﺕ‬
‫ﺍﻟﺤﻀﺎﺭﺓ ﺘﺼﺩ‪‬ﺭ ﺍﻷﻤﺔ ﺍﻟﻤﻨﺠﹺﺯﺓ ﻟﻐﺘﻬﺎ ﺇﻟﻰ ﺍﻷﻤﻡ ﺍﻟﻤﺴﺘﻬﻠﻜﺔ ﻓﺘﻨﺎل ﺍﻟﻠﻐﺔ ﺤﻅﻬﺎ ﻤﻥ ﺍﻟﺫﻴﻭﻉ‬
‫ﻭﺍﻻﻨﺘﺸﺎﺭ‪ ،‬ﻟﻬﺫﺍ ﻨﺠﺩ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺩﺃﺕ ﺒﺎﻟﻀﻌﻑ ﺍﻨﻌﻜﺎﺴﺎ ﻟﻀﻌﻑ ﺃﺼﺤﺎﺒﻬﺎ ﻭﻟﻴﺱ‬
‫ﺍﻨﻌﻜﺎﺴﺎ ﻟﻁﺒﻴﻌﺘﻬﺎ؛ ﺃﻱ ﺃﻥ ﺍﻟﻀﻌﻑ ﻟﻴﺱ ﻓﻲ ﺍﻟﻠﻐﺔ ﻭﺇﻨﻤﺎ ﻓﻲ ﻫﺫﻩ ﺍﻷﻤﺔ ﺍﻟﺘﻲ ﺘﺤﻤل ﺍﻟﻠﻐﺔ‪.‬‬

‫ﻭﺘﺒﺩﻭ ﻤﻅﺎﻫﺭ ﻫﺫﺍ ﺍﻟﻀﻌﻑ ﻓﻲ ﺃﻤﻭﺭ ﻤﺨﺘﻠﻔﺔ‪ ،‬ﺃﺒﺭﺯﻫﺎ‪ :‬ﺸﻴﻭﻉ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ‬
‫ﺸﻴﻭﻋﺎ ﺩﻋﺎ ﺒﻌﺽ ﺍﻟﻠﻐﻭﻴﻴﻥ ﺇﻟﻰ ﺍﻋﺘﺒﺎﺭﻫﺎ ﺼﺤﻴﺤﺔ ﺒﺴﺒﺏ ﻜﺜﺭﺓ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪ .‬ﻜﺫﻟﻙ ﺍﻨﺤﺴﺎﺭ‬
‫ﻤﺩﻫﺎ ﻭﺍﻨﺘﺸﺎﺭﻫﺎ ﺒﻴﻥ ﺍﻷﻤﻡ ﺍﻷﺨﺭﻯ ﻭﻨﺘﻴﺠﺔ ﻟﺫﻟﻙ ﺒﺩﺃﺕ ﺒﺎﻟﺘﺭﺍﺠﻊ ﻋﻠﻰ ﺃﻟﺴﻨﺔ ﺍﻟﻤﺘﻜﻠﻤﻴﻥ‬
‫ﺒﻬﺎ‪ ،‬ﺤﺘﻰ ﺒﺩﺃﻨﺎ ﻨﺭﻯ ﻤﻥ ﻴﺘﻜﻠﻡ ﻓﻲ ﺍﻟﺸﺎﺭﻉ ﺍﻟﻌﺭﺒﻲ ﺒﻠﻐﺎﺕ ﻏﻴﺭ ﺍﻟﻌﺭﺒﻴﺔ ﻜﻼﻤﺎ ﻜﺎﻤﻼ ﺃﻭ‬
‫ﻤﺘﻘﻁﻌﺎ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴ‪‬ﺨﺸﻰ ﻤﻌﻪ ﺘﻐﻴﻴﺏ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻓﻲ ﻤﻨﺎﺡ ﻋﺩﻴﺩﺓ ﻤﻥ ﺍﻟﺤﻴﺎﺓ‪،‬‬

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‫ﻭﺨﺼﻭﺼﺎ ﺒﻌﺩ ﺸﻴﻭﻉ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﻏﻴﺭ ﺍﻟﻌﺭﺒﻴﺔ ﻓﻲ ﺍﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﻴﻭﻤﻲ ﻭﻓﻲ ﺍﻟﻌﻠﻭﻡ‬
‫ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺍﻟﺴﻴﺎﺴﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪ ،‬ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﺤﺘﻰ ﻓﻲ ﻋﻠﻭﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻨﻔﺴﻬﺎ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻨﻘﺭﺃﻩ ﺒﺎﺴﺘﻤﺭﺍﺭ ﻓﻲ ﻟﻐﺔ ﺍﻟﻨﻘﺩ ﺍﻟﻌﺭﺒﻲ ﺍﻟﺤﺩﻴﺙ ﻤﺜﻼ‪ .‬ﻭﻤﻥ ﻤﻅﺎﻫﺭ‬
‫ﺍﻟﻀﻌﻑ ﺃﻴﻀﺎ ﺸﻴﻭﻉ ﺍﻟﻠﻬﺠﺎﺕ )ﺍﻟﻌﺎﻤﻴﺔ( ﺒﻜﺜﺭﺓ ﻭﺍﺨﺘﺭﺍﻉ ﻤﺼﻁﻠﺤﺎﺕ ﺠﺩﻴﺩﺓ ﻻ ﺤﺼﺭ‬
‫ﻟﻬﺎ‪ ،‬ﻭﻋﻠﻰ ﺍﻷﺜﺭ ﺒﺩﺃ ﻅﻬﻭﺭ ﻤﻥ ﻴﻨﺎﺩﻱ ﺒﺈﺤﻼل ﻟﻬﺠﺔ ﻤﺤﻠﻴﺔ ﻤﺎ ﺒﺩﻴﻼ ﻋﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﻴﺤﺔ‬
‫ﻭﺘﻌﻤﻴﻤﻬﺎ ﻋﻠﻰ ﺍﻷﻤﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻷﻤﺭ ﻭﺇﻥ ﻟﻡ ﻴﻜﻥ ﺠﺩﻴﺩﺍ ﺇﻻ ﺃﻨﻪ ﺨﻁﻴﺭ ﺠﺩﺍ‪ ،‬ﻷﻨﻪ ﺒﺩﺃ ﻴﻨﺘﺞ‬
‫ﻤﻥ ﻴﺴﺘﺠﻴﺏ ﻟﻬﺫﻩ ﺍﻟﻔﻜﺭﺓ‪ ،‬ﻭﻴﻜﻔﻲ ﺃﻥ ﻨﺴﺘﻤﻊ ﻟﻨﺸﺭﺓ ﺃﺨﺒﺎﺭ ﺒﺎﻟﻠﻬﺠﺔ ﺍﻟﻌﺎﻤﻴﺔ ﺘﻘﺩﻤﻬﺎ ﻓﻀﺎﺌﻴﺔ‬
‫ﺸﺎﺌﻌﺔ ﻭﻟﻬﺎ ﻤﻥ ﻴﺘﺎﺒﻌﻬﺎ ﻤﺜل ﻓﻀﺎﺌﻴﺔ ﺍل )‪ (LBC‬ﺍﻟﻠﺒﻨﺎﻨﻴﺔ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻟﻨﻌﺭﻑ ﻤﺩﻯ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﻟﻬﺫﻩ ﺍﻟﺩﻋﻭﺍﺕ‪ ،‬ﻋﻠﻤﺎ ﺒﺄﻥ ﺘﻘﺩﻴﻡ ﻨﺸﺭﺍﺕ ﺍﻷﺨﺒﺎﺭ ﻅل ﺤﺘﻰ ﻭﻗﺕ ﻗﺭﻴﺏ ﻤﻥ‬
‫ﺍﻟﻤﻭﺍﻗﻑ ﺍﻟﺭﺴﻤﻴﺔ ﺍﻟﺘﻲ ﻻ ﻴﺴﻤﺢ ﻓﻴﻬﺎ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻠﻬﺠﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ )ﺍﻟﻌﺎﻤﻴﺔ(‪ .‬ﻭﻴﻤﻜﻥ‬
‫ﺍﻟﺤﺩﻴﺙ ﺃﻴﻀﺎ ﻋﻥ ﺸﻴﻭﻉ ﺍﻟﻤﺼﻁﻠﺤﺎﺕ ﺍﻷﺠﻨﺒﻴﺔ ﻭﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﺩﻴﻼ ﻟﻠﻤﺼﻁﻠﺤﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪،‬‬
‫ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴ‪‬ﻐﻴ‪‬ﺏ ﺍﻟﻤﺼﻁﻠﺢ ﺍﻟﻌﺭﺒﻲ ﻤﻊ ﺃﻨﻪ ﻤﻭﺠﻭﺩ‪ ،‬ﺃﻱ ﻟﻭ ﻟﻡ ﻴﻜﻥ ﺍﻟﻤﺼﻁﻠﺢ ﺃﻭ ﻤﻌﻨﺎﻩ‬
‫ﻤﻭﺠﻭﺩﺍ ﻻﻟﺘﻤﺴﻨﺎ ﺒﻌﺽ ﺍﻟﻌﺫﺭ ﻟﻤﻥ ﻴﺴﺘﺨﺩﻡ ﺍﻟﻤﺼﻁﻠﺢ ﺍﻷﺠﻨﺒﻲ‪ ،‬ﻭﻟﻜﻥ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻗﺎﺩﺭﺓ‬
‫ﺒﻭﺴﺎﺌل ﺸﺘﻰ ﻤﻌﺭﻭﻓﺔ ﻋﻠﻰ ﺇﻴﺠﺎﺩ ﻤﻘﺎﺒل ﻭﺭﺒﻤﺎ ﺃﻜﺜﺭ ﻟﻠﻤﺼﻁﻠﺢ ﺍﻷﺠﻨﺒﻲ ﺍﻟﻭﺍﺤﺩ‪.‬‬

‫ﻟﻬﺫﺍ ﻜﻠﻪ ﺒﺎﺕ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺍﻟﻭﻗﻭﻑ ﺒﺘﺄﻥ ﻭﻤﺴﺅﻭﻟﻴﺔ ﺃﻤﺎﻡ ﻫﺫﻩ ﺍﻟﻅﻭﺍﻫﺭ ﺍﻟﺘﻲ‬
‫ﺃﺼﺒﺤﺕ ﺘﻬﺩﺩ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺃﻫﻠﻬﺎ‪ ،‬ﻭﻭﻀﻊ ﺁﻟﻴﺎﺕ ﻋﻤﻠﻴﺔ ﻟﻠﺘﺒﺎﺩل ﺍﻟﺜﻘﺎﻓﻲ ﻤﻊ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ‬
‫ﻭﺩﺭﺍﺴﺘﻬﺎ‪ ،‬ﻭﺘﺤﻘﻴﻕ ﺍﻟﺘﺄﺜﺭ ﻭﺍﻟﺘﺄﺜﻴﺭ ﺩﻭﻥ ﺍﻟﺫﻭﺒﺎﻥ ﻓﻲ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻷﺨﺭﻯ‪ ،‬ﻷﻥ ﺫﻟﻙ ﺇﻥ ﺒﺩﺃ‬
‫– ﻭﻫﻭ ﺤﺎﺼل‪ -‬ﻓﺴﻴﺅﺩﻱ ﺇﻟﻰ ﻜﺎﺭﺜﺔ ﻗﻭﻤﻴﺔ ﻻ ﺘﺤﻤﺩ ﻋﻘﺒﺎﻫﺎ‪.‬‬
‫ﻭﻤﻥ ﻫﻨﺎ ﺃﻴﻀﺎ ﺘﻨﺒﻊ ﺃﻫﻤﻴﺔ ﻋﻘﺩ ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﺅﺘﻤﺭﺍﺕ ﺍﻟﺘﻲ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻌﻤل ﻋﻠﻰ ﺭﻓﺩ‬
‫ﺍﻟﺜﻘﺎﻓﺔ ﺍﻟﻌﺭﺒﻴﺔ ﺒﻤﻘﻭﻤﺎﺕ ﺴﻠﻴﻤﺔ ﻟﻠﺘﻌﺎﻤل ﻤﻊ ﺍﻟﺜﻘﺎﻓﺎﺕ ﺍﻷﺨﺭﻯ ﺒﻭﺼﻔﻬﺎ ﺼﻨﻭﺍ ﻟﻬﺎ ﻻ‬
‫ﺘﺎﺒﻌﺎ؛ ﻷﻥ ﺍﻟﺘﺒﻌﻴﺔ ﺘﻭﺭﺙ ﺍﻟﺘﺨﻠﻑ‪ .‬ﻤﻬﻤﺎ ﻜﺎﻥ ﺸﻜﻠﻬﺎ‪.‬‬

‫ﻴﺄﺘﻲ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻟﻴﺘﻨﺎﻭل ﺠﺎﻨﺒﺎ ﻤﻬﻤﺎ ﻴﻐﻔﻠﻪ ﺒﻌﺽ ﺍﻟﺩﺍﺭﺴﻴﻥ‪ ،‬ﺃﻭ ﻴﻘﻠﻠﻭﻥ ﻤﻥ ﺃﻫﻤﻴﺘﻪ‪،‬‬
‫ﻋﻨﺩ ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺤﻭﺍﺭ ﺍﻟﺤﻀﺎﺭﺍﺕ ﻭﺍﻟﺘﺒﺎﺩل ﺍﻟﺜﻘﺎﻓﻲ ﻭﺃﺩﺍﺘﻬﻤﺎ ﻭﻫﻲ ﺍﻟﻠﻐﺔ‪ .‬ﻭﻴﻘﻑ ﻋﻨﺩ‬

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‫ﺸﻴﻭﻉ ﻅﻭﺍﻫﺭ ﺴﻠﺒﻴﺔ ﺘﻨﺘﻘﺹ ﻤﻥ ﻗﻴﻤﺔ ﺍﻟﻠﻐﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ‪ ،‬ﻭﺘﻘﻠل ﻤﻥ ﺸﺄﻨﻬﺎ‪ ،‬ﻭﻤﻨﻬﺎ ﻅﺎﻫﺭﺓ‬
‫ﺸﻴﻭﻉ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺭﺩﻴﺌﺔ‪ ،‬ﻭﺃﺼﺭ ﻋﻠﻰ ﻭﺼﻔﻬﺎ‬
‫ﺒﺎﻟﺭﺩﻴﺌﺔ ﻷﻨﻬﺎ ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺃﻥ ﺘﺘﺠﺎﻭﺯ ﺍﻹﺴﺎﺀﺓ ﻟﻠﻐﺔ‪ ،‬ﻭﺃﻥ ﺘﻜﻭﻥ ﺘﺭﺠﻤﺎﺕ ﺘﻀﻲﺀ ﺠﻭﺍﻨﺏ‬
‫ﻤﻬﻤﺔ ﻤﻥ ﺤﻴﺎﺓ ﺍﻷﻤﺔ ﺩﻭﻥ ﺍﻻﻨﺘﻘﺎﺹ ﻤﻥ ﻟﻐﺘﻬﺎ‪ .‬ﻭﻟﻌل ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺤﺭﻓﻴﺔ ﻤﻥ ﺃﺒﺭﺯ‬
‫ﺍﻷﺴﺒﺎﺏ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ ﺸﻴﻭﻉ ﺘﻠﻙ ﺍﻷﺨﻁﺎﺀ‪ .‬ﻭﻫﻨﺎ ﻨﻨﺒﻪ ﺇﻟﻰ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﺤﻴﺎﺓ‬
‫ﺍﻷﻤﺔ ﻋﻠﻰ ﺃﻥ ﻻ ﺘﺴﻲﺀ ﻟﻠﻐﺘﻬﺎ‪ ،‬ﻭﻴﺘﻭﻗﻑ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻋﻨﺩ ﻁﺎﺌﻔﺔ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ‬
‫ﺍﻟﺸﺎﺌﻌﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ ﺘﺤﺩﻴﺩﺍ‪ ،‬ﻭﻴﻭﻀﺢ ﻜﻴﻑ ﻭﻗﻊ ﺍﻟﺨﻁﺄ ﻓﻲ ﻜل ﻤﻨﻬﺎ‬
‫ﺒﺸﻲﺀ ﻤﻥ ﺍﻹﻴﺠﺎﺯ ﻤﻊ ﻤﺎ ﻴﻠﺯﻡ ﻤﻥ ﺇﺤﺎﻻﺕ ﺇﻟﻰ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻼﺯﻤﺔ ﻜﻠﻤﺎ ﺘﻁﻠﺏ‬
‫ﺍﻷﻤﺭ ﺫﻟﻙ‪ ،‬ﺒﺎﻟﻠﻐﺘﻴﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪.‬‬

‫ﻭﻨﻘﺩﻡ ﻟﺫﻟﻙ ﺒﻤﺎ ﻨﺭﺍﻩ ﻤﻥ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻭﻨﺘﻭﻗﻑ ﻗﻠﻴﻼ ﻓﻲ ﻤﺤﻁﺔ ﺘﺎﺭﻴﺨﻴﺔ ﻤﻬﻤﺔ‪،‬‬
‫ﻨﻀﺠﺕ ﻓﻴﻬﺎ ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﺩﻭﻥ ﺃﻥ ﺘﻤﺱ ﺜﻭﺍﺒﺘﻬﺎ ﻭﺩﻭﻥ ﺃﻥ ﺘﺩﻋﻭ ﺇﻟﻰ ﺍﻻﻨﻘﻼﺏ‬
‫ﻋﻠﻴﻬﺎ‪ .‬ﻭﺫﻟﻙ ﻜﻠﻪ ﺒﻤﻨﻬﺞ ﺍﺴﺘﻘﺭﺍﺌﻲ ﺸﺨﺼﻲ ﻟﻡ ﻴﺴﺘﻐﻥ ﻋﻥ ﺍﻟﺘﺤﻠﻴل ﺍﻟﻭﺼﻔﻲ‪.‬‬

‫ﻭﻴﻨﺘﻬﻲ ﺒﺩﻋﻭﺓ ﺍﻟﻜﺘﺎﺏ ﺠﻤﻴﻌﺎ ﻭﺍﻟﻤﺸﺘﻐﻠﻴﻥ ﺒﺎﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﻀﺭﻭﺭﺓ ﺍﻻﻨﺘﺒﺎﻩ ﻭﺘﺠﻨﺏ‬
‫ﺍﻟﻭﻗﻭﻉ ﻓﻲ ﺍﻷﺨﻁﺎﺀ ﻭﺨﺼﻭﺼﺎ ﺍﻟﺸﺎﺌﻌﺔ ﻤﻨﻬﺎ‪ .‬ﻭﻨﻀﻊ ﻁﺎﺌﻔﺔ ﻤﻨﻬﺎ ﺒﻴﻥ ﺃﻴﺩﻱ ﺍﻟﻤﻬﺘﻤﻴﻥ‬
‫ﺒﻌﺩﻤﺎ ﺘﻤﺕ ﻤﻌﺎﻟﺠﺘﻬﺎ ﻤﻌﺎﻟﺠﺔ ﻨﻌﺘﻘﺩ ﺒﺼﺤﺘﻬﺎ‪ .‬ﻭﻤﺎ ﺍﻟﻜﻤﺎل ﺇﻻ ﷲ ﻭﺤﺩﻩ‪.‬‬

‫ﺩﺍﻋﻴﻥ ﺍﻟﻤﻭﻟﻰ – ﻋﺯ ﻭﺠل – ﺃﻥ ﻴﺘﻘﺒل ﻋﻤﻠﻨﺎ ﻫﺫﺍ ﺨﺎﻟﺼﺎ ﻟﺨﺩﻤﺔ ﻟﻐﺔ ﻜﺘﺎﺒﻪ ﺍﻟﻜﺭﻴﻡ‪ ،‬ﺇﻨﻪ‬
‫ﺴﻤﻴﻊ ﻤﺠﻴﺏ ﺍﻟﺩﻋﺎﺀ‪.‬‬

‫ﺍﻟﺒﺎﺤﺜﺎﻥ‬

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 ‫ﺃﻭﻻ‪ :‬ﺍﻟﺘﺭﺠﻤﺔ ﻭﺃﻫﻤﻴﺘﻬﺎ ﻭﻤﺤﺎﺫﻴﺭﻫﺎ‬
‫ﻨﺤﺘﺎﺝ ﻓﻲ ﻜﺜﻴﺭ ﻤﻥ ﺍﻷﺤﻴﺎﻥ ﺇﻟﻰ ﺍﻟﺒﺤﺙ ﻋﻥ ﻋﻼﻗﺔ ﺍﻟﻠﻔﻅﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻤﻊ ﻤﺎ ﻴﺸﺘﻕ‬
‫ﻤﻌﻬﺎ ﻤﻥ ﺃﺼل ﻭﺍﺤﺩ‪ ،‬ﻟﻤﻌﺭﻓﺔ ﻋﻼﻗﺔ ﺍﻟﻠﻔﻅﺔ ﻤﻊ ﻏﻴﺭﻫﺎ‪ ،‬ﻭﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺩﻭﺍﻟﻬﺎ؛ ﺒﻌﻀﻬﺎ ﻤﻊ‬
‫ﺒﻌﺽ‪ ،‬ﻟﺫﺍ ﻓﺈﻨﻨﺎ ﻻ ﻨﻔﺎﺠﺄ ﺇﺫﺍ ﻭﺠﺩﻨﺎ ﻋﻼﻗﺔ ﻗﻭﻴﺔ ﺒﻴﻥ ﺩﻭﺍل ﺍﻷﻟﻔﺎﻅ ﻋﻨﺩﻤﺎ ﺘﺘﻘﺎﺭﺏ ﻓﻲ‬
‫ﺃﺼﻭﻟﻬﺎ ﺍﻟﺼﺭﻓﻴﺔ‪.‬‬

‫ﻓﺘﺭﺠﻡ ﻭﺭﺠﻡ ﻭﺘﺭﺝ ﻭﺘﺭﺠﻤﺎﻥ )ﺒﻔﺘﺢ ﺍﻟﺘﺎﺀ ﻭﻀﻤﻬﺎ(‪ ،‬ﺒﻴﻨﻬﺎ ﻜﻠﻬﺎ ﻋﻼﻗﺔ ﻭﻁﻴﺩﺓ‪ ،‬ﻓﻘﺩ‬
‫ل‪:‬‬
‫ﻥ ﻭﺍﻟ ﱠﺘ ‪‬ﺭﺠ‪‬ﻤﺎﻥ‪ :‬ﺍﻟﻤﻔﺴ‪‬ﺭ ﻟﻠﺴﺎﻥ‪ .‬ﻭﻓﻲ ﺤﺩﻴﺙ ﻫ‪‬ﺭ‪ ‬ﹾﻗ َ‬
‫ﺠﺎﺀ ﻓﻲ ﻟﺴﺎﻥ ﺍﻟﻌﺭﺏ‪" :‬ﺘﺭﺠﻡ‪ :‬ﺍﻟﺘﱡ ‪‬ﺭﺠ‪‬ﻤﺎ ‪‬‬
‫ﻗﺎل ﻟ ﹸﺘ ‪‬ﺭﺠ‪‬ﻤﺎﻨﻪ؛ ﺍﻟﺘﺭﺠﻤﺎﻥ‪ ،‬ﺒﺎﻟﻀﻡ ﻭﺍﻟﻔﺘﺢ‪ :‬ﻫﻭ ﺍﻟﺫﻱ ‪‬ﻴ ﹶﺘ ‪‬ﺭﺠﹺﻡ ﺍﻟﻜﻼﻡ ﺃَﻱ ﻴﻨﻘﻠﻪ ﻤﻥ ﻟﻐﺔ ﺇﻟﻰ‬
‫ﻟﻐﺔ ﺃُﺨﺭﻯ‪ ،‬ﻭﺍﻟﺠﻤﻊ ﺍﻟﺘﱠﺭﺍﺠﹺﻡ‪ ،‬ﻭﺍﻟﺘﺎﺀ ﻭﺍﻟﻨﻭﻥ ﺯﺍﺌﺩﺘﺎﻥ‪ ،‬ﻭﻗﺩ ﹶﺘ ‪‬ﺭﺠ‪‬ﻤﻪ ﻭ ﹶﺘ ‪‬ﺭﺠ‪‬ﻡ ﻋﻨﻪ‪ ،‬ﻭ ﹶﺘ ‪‬ﺭﺠ‪‬ﻤﺎﻥ‬
‫ﻫﻭ ﻤﻥ ﺍﻟ ‪‬ﻤﺜﹸل ﺍﻟﺘﻲ ﻟﻡ ﻴﺫﻜﺭﻫﺎ ﺴﻴﺒﻭﻴﻪ‪ ،‬ﻗﺎل ﺍﺒﻥ ﺠﻨﻲ‪ :‬ﺃَﻤﺎ ﹶﺘ ‪‬ﺭﺠ‪‬ﻤﺎﻥ ﻓﻘﺩ ﺤﻜﻴﺕ ﻓﻴﻪ‬
‫ﺤﻤ‪‬ﺴﺎﻥ‪ ،‬ﻭﻜﺫﻟﻙ ﺍﻟﺘﺎﺀ ﺃَﻴﻀﺎﹰ ﻓﻴﻤﻥ ﹶﻓﺘﹶﺤﻬﺎ‬
‫ﹸﺘ ‪‬ﺭﺠ‪‬ﻤﺎﻥ ﺒﻀﻡ ﺃَﻭﻟﻪ‪ ،‬ﻭﻤﺜﺎﻟﻪ ﹸﻓ ‪‬ﻌﻠﹸﻼﻥ ﻜ ‪‬ﻌ ﹾﺘﺭ‪‬ﻓﺎﻥ ﻭ ‪‬ﺩ ‪‬‬
‫ﺠ ‪‬ﻌﻔﹸﺭ ﻷَﻨﻪ ﻗﺩ ﻴﺠﻭﺯ ﻤﻊ ﺍﻷَﻟﻑ ﻭﺍﻟﻨﻭﻥ ﻤﻥ ﺍﻷَﻤﺜﻠﺔ ﻤﺎ‬
‫ﺃَﺼﻠﻴﺔ‪ ،‬ﻭﺇﻥ ﻟﻡ ﻴﻜﻥ ﻓﻲ ﺍﻟﻜﻼﻡ ﻤﺜل ‪‬‬
‫ﺨ ﹾﻨﺫ‪‬ﻴﺎﻥ ﻭ ‪‬ﺭ ‪‬ﻴﻬ‪‬ﻘﺎﻥ‪ ،‬ﺃَﻻ ﺘﺭﻯ ﺃَﻨﻪ ﻟﻴﺱ ﻓﻲ ﺍﻟﻜﻼﻡ ﹸﻓ ‪‬ﻌﻠﹸﻭ ﻭﻻ ‪‬ﻓﻌ‪‬ﻠﻲ‬
‫ﻟﻭﻻﻫﻤﺎ ﻟﻡ ﻴﺠﺯ ﻜ ‪‬ﻌ ﹾﻨﻔﹸﻭﺍﻥ ﻭ ‪‬‬
‫ﻭﻻ ﹶﻓ ‪‬ﻴﻌ‪‬ل؟ "ﻭﻓﻴﻪ ﺃﻴﻀﺎ" ﺃﺭﺘﺞ ﺍﻟﻜﻼﻡ‪ :‬ﺃﻱ ﺍﻟﺘﺒﺱ‪ ،‬ﻭﺍﻟﺭﺘﺎﺝ‪ :‬ﻫﻭ ﺍﻟﺒﺎﺏ ﺍﻟﻤﻐﻠﻕ‪ ،‬ﻭﺍﻟﻤﺭﺍﺘﺞ‪:‬‬
‫ﺠ ‪‬ﻡ‬
‫ﺠ ‪‬ﻡ‪ :‬ﺍﻟﻘﺘل‪ ،‬ﻭﻗﺩ ﻭﺭﺩ ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﺍﻟﺭ‪ ‬‬
‫ﻫﻲ ﺍﻟﻁﺭﻕ ﺍﻟﻀﻴﻘﺔ "‪ 1‬ﻭﻓﻲ ﺍﻟﻌﻴﻥ‪ ":‬ﺭﺠﻡ‪ :‬ﺍﻟﺭ‪ ‬‬
‫ﺠ ‪‬ﻡ ﻷَﻨﻬﻡ ﻜﺎﻨﻭﺍ ﺇِﺫﺍ ﻗﺘﻠﻭﺍ‬
‫ﺍﻟﻘﺘل ﻓﻲ ﻏﻴﺭ ﻤﻭﻀﻊ ﻤﻥ ﻜﺘﺎﺏ ﺍﷲ ﻋﺯ ﻭﺠل‪ ،‬ﻭﺇِﻨﻤﺎ ﻗﻴل ﻟﻠﻘﺘل ‪‬ﺭ ‪‬‬
‫ﻥ ﺇِﺫﺍ ‪‬ﺯﻨﹶﻴﺎ‪،‬‬
‫ﺠﻡ‪ ،‬ﻭﻤﻨﻪ ﺭﺠﻡ ﺍﻟﺜ ‪‬ﻴ ‪‬ﺒ ‪‬ﻴ ﹺ‬
‫ﻼ ‪‬ﺭ ‪‬ﻤ ‪‬ﻭ ‪‬ﻩ ﺒﺎﻟﺤﺠﺎﺭﺓ ﺤﺘﻰ ﻴﻘﺘﻠﻭﻩ‪ ،‬ﺜﻡ ﻗﻴل ﻟﻜل ﻗﺘل ‪‬ﺭ ‪‬‬
‫ﺭﺠ ﹰ‬
‫ﺠ ‪‬ﻤ ‪‬ﻪ ‪‬ﺭﺠ‪‬ﻤﺎﹰ‪ ،‬ﻓﻬﻭ‬ ‫ﺠ ‪‬ﻡ ﺍﻟﺭﻤﻲ ﺒﺎﻟﺤﺠﺎﺭﺓ‪ .‬ﺭ ‪‬‬
‫ﺠ ‪‬ﻤ ‪‬ﻪ ‪‬ﻴ ‪‬ﺭ ‪‬‬ ‫ﻭﺃَﺼﻠﻪ ﺍﻟﺭﻤﻲ ﺒﺎﻟﺤﺠﺎﺭﺓ‪ .‬ﺍﺒﻥ ﺴﻴﺩﻩ‪ :‬ﺍﻟﺭ‪ ‬‬
‫‪‬ﻤ ‪‬ﺭﺠ‪‬ﻭﻡ ﻭ ‪‬ﺭﺠﹺﻴ ‪‬ﻡ‪ 2.‬ﻭﻓﻲ ﺍﻟﻭﺴﻴﻁ‪" :‬ﺘﺭﺠﻡ ﺍﻟﻜﻼﻡ‪ :‬ﺒﻴﻨﻪ ﻭﻭﻀﺤﻪ‪ ،‬ﻭﻨﻘﻠﻪ ﻤﻥ ﻟﻐﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪.‬‬
‫ﻭﺘﺭﺠﻡ ﻟﻔﻼﻥ‪ :‬ﺫﻜﺭ ﺘﺭﺠﻤﺘﻪ‪ .‬ﻭﺍﻟﺘﺭﺠﻤﺎﻥ‪ :‬ﺍﻟﻤﺘﺭﺠﻡ‪ ،‬ﻭﺘﺭﺠﻡ ﺍﻟﻜﻼﻡ‪ :‬ﺒﻴﻨﻪ ﻭﻭﻀﺤﻪ‪ ،‬ﻭﻜﻼﻡ‬
‫ﻏﻴﺭﻩ‪ ،‬ﻭﻋﻨﻪ‪ :‬ﻨﻘﻠﻪ ﻤﻥ ﻟﻐﺔ ﺇﻟﻰ ﺃﺨﺭﻯ ﻭﻟﻔﻼﻥ ﺫﻜﺭ ﺘﺭﺠﻤﺘﻪ‪ .‬ﺍﻟﺘﺭﺠﻤﺎﻥ‪ :‬ﺍﻟﻤﺘﺭﺠﻡ )ﺝ(‬
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‫‪ 1‬ﺍﺒﻥ ﻤﻨﻅﻭﺭ‪ :‬ﻟﺴﺎﻥ ﺍﻟﻌﺭﺏ‪ ،‬ﺒﺎﺏ ﺍﻟﻤﻴﻡ‪ ،‬ﻓﺼل ﺍﻟﺘﺎﺀ‪،‬ﻤﺎﺩﺓ ﺘﺭﺠﻡ‪ .‬ﻭﺒﺎﺏ ﺍﻟﺠﻴﻡ ﻓﺼل ﺍﻟﺭﺍﺀ‪ ،‬ﻤﺎﺩﺓ ﺭﺘﺞ‪.‬‬
‫‪ 2‬ﺍﻟﻔﺭﺍﻫﻴﺩﻱ‪ .‬ﺍﻟﺨﻠﻴل ﺒﻥ ﺃﺤﻤﺩ‪ :‬ﻤﻌﺠﻡ ﺍﻟﻌﻴﻥ‪ ،‬ﻤﺎﺩﺓ ﺭﺠﻡ‪.‬‬

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‫ﺘﺭﺍﺠﻡ ﻭﺘﺭﺍﺠﻤﺔ )ﺍﻟﺘﺭﺠﻤﺔ( ﺘﺭﺠﻤﺔ ﻓﻼﻥ ﺴﻴﺭﺘﻪ ﻭﺤﻴﺎﺘﻪ )ﺝ( ﺘﺭﺍﺠﻡ‪ .3‬ﻭﻓﻲ ﺍﻟﻭﺴﻴﻁ‬
‫ﺃﻴﻀﺎ‪" :‬ﺭﺠﻤﻪ‪ :‬ﺭﺠﻤﺎ ﺭﻤﺎﻩ ﺒﺎﻟﺤﺠﺎﺭﺓ ﻭﻗﺘﻠﻪ ﺒﻬﺎ‪ ،‬ﻭﻓﻼﻨﺎ‪ :‬ﺭﻤﺎﻩ ﺒﺎﻟﻔﺤﺵ ﻤﻥ ﺍﻟﻘﻭل ﻭﻟﻌﻨﻪ‬
‫ﻭﻁﺭﺩﻩ ﻭﻫﺠﺭﻩ‪ ،‬ﻭﻓﻲ ﺍﻟﺘﻨﺯﻴل ﺍﻟﻌﺯﻴﺯ‪) :‬ﻟﺌﻥ ﻟﻡ ﺘﻨﺘﻪ ﻷﺭﺠﻤﻨﻙ( ﻭﺒﺎﻟﻅﻥ‪ :‬ﺭﻤﻰ ﺒﻪ ﻭﺍﻟﻘﺒﺭ‪:‬‬
‫ﻭﻀﻊ ﻋﻠﻴﻪ ﺍﻟﺭﺠﺎﻡ ﻓﻬﻭ ﻤﺭﺠﻭﻡ ﻭﺭﺠﻴﻡ‪ ...‬ﻭﺍﻟﺭﺠﻡ – ﺸﺭﻋﺎ‪ :-‬ﻗﺘل ﺍﻟﺯﺍﻨﻲ ﺭﻤﻴﺎ‬
‫ﺒﺎﻟﺤﺠﺎﺭﺓ‪ .‬ﻭﻴﻘﺎل‪ :‬ﻗﺎﻟﻪ ﺭﺠﻤﺎ ﺒﺎﻟﻐﻴﺏ‪ :‬ﻅﻨﺎ ﻤﻥ ﻏﻴﺭ ﺩﻟﻴل‪ ،‬ﻭﺼﺎﺭ ﻓﻼﻥ ﺭﺠﻤﺎ‪ :‬ﻻ ﻴﻭﻗﻑ‬
‫ﻋﻠﻰ ﺤﻘﻴﻘﺘﻪ‪ ،‬ﻭﻤﺎ ﻴﺭﺠﻡ ﺒﻪ ﻤﻥ ﺤﺠﺎﺭﺓ ﻭﻏﻴﺭﻫﺎ )ﺝ( ﺭﺠﻭﻡ‪ .‬ﻭﺍﻟﺭﺠﻡ‪ :‬ﺍﻟﺤﺠﺎﺭﺓ ﺍﻟﺘﻲ‬
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‫ﺘﻭﻀﻊ ﻋﻠﻰ ﺍﻟﻘﺒﻭ ﻭﺍﻟﻘﺒﺭ ﻭﺍﻟﺒﺌﺭ ﻭﺍﻟﺘﻨﻭﺭ )ﺝ( ﺭﺠﺎﻡ ﻭﺃﺭﺠﺎﻡ‪.‬‬

‫ﻭﻫﺫﺍ ﻴﺸﻴﺭ ﺒﻭﻀﻭﺡ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﺭﺠﻤﺔ ﻻ ﺨﻼﻑ ﻓﻲ ﻤﻌﻨﺎﻫﺎ ﻻ ﻗﺩﻴﻤﺎ ﻭﻻ ﺤﺩﻴﺜﺎ‪،‬‬

‫ﻜﺫﻟﻙ ﻓﺈﻨﻬﺎ ﻅﻠﺕ ﻤﻌﺭﻭﻓﺔ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻡ ﻋﻨﺩ ﺍﻟﻌﺭﺏ ﺒﻬﺫﺍ ﺍﻟﻤﻌﻨﻰ ﻻ ﻏﻴﺭ ﻭﻫﻭ ﺒﻴﺎﻥ ﻟﻐﺔ ﻤﺎ‬
‫ﺒﻠﻐﺔ ﺃﺨﺭﻯ‪ ،‬ﻭﺍﻟﺘﺭﺠﻤﺔ ﻫﻲ ﺍﻟﻨﺴﺦ ﻭﺍﻟﻨﺴﺦ ﻫﻭ ﺇﺒﻁﺎل ﺍﻟﺸﻲﺀ ﻭﺇﻗﺎﻤﺔ ﺁﺨﺭ ﻤﻘﺎﻤﻪ‪ .‬ﻭﻤﻤﺎ‬
‫ﻓﺎﺕ ﻨﺘﺒﻴﻥ ﻤﻊ ﺯﻫﻴﺭ ﺍﻟﺨﻭﻴﻠﺩﻱ ﺍﻟﺩﻻﻻﺕ ﺍﻵﺘﻴﺔ‪ :‬ﺃﻥ ﺍﻟﺘﺭﺠﻤﺔ ﻻ ﺘﻜﻭﻥ ﻤﻤﻜﻨﺔ ﺇﻻ ﺇﺫﺍ ﺘﻜﻠﻡ‬
‫ﺍﻟﻤﺘﺭﺠﻡ ﻟﻐﺔ ﺃﺨﺭﻯ ﺯﺍﺌﺩﺓ ﻋﻥ ﻟﻐﺘﻪ ﺍﻷﻡ‪ .‬ﺜﻡ ﺇﻥ ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺘﺎﻤﺔ ﺍﻟﻨﻬﺎﺌﻴﺔ ﻻ ﻭﺠﻭﺩ ﻟﻬﺎ ﻷﻨﻬﺎ‬
‫ﺇﻥ ﻭﺠﺩﺕ ﻓﺈﻨﻬﺎ ﺴﺘﻘﺘل ﺍﻟﻨﺹ ﻭﺍﻟﻘﺭﺍﺀﺓ‪ .‬ﻭﺍﻟﺘﺭﺠﻤﺔ ﻻ ﺘﻜﻭﻥ ﻨﺴﺨﺔ ﻤﻁﺎﺒﻘﺔ ﻷﺼل ﻟﻠﻨﺹ‪،‬‬
‫ﺒل ﻫﻲ ﺘﻨﺎﺴﺏ ﺍﻟﻔﻜﺭ ﻭﻗﺕ ﻅﻬﻭﺭﻫﺎ ﻭﻗﺩ ﻻ ﺘﻼﺌﻤﻪ ﻓﻲ ﻭﻗﺕ ﺁﺨﺭ‪ .‬ﻭﺍﻟﺘﺭﺠﻤﺔ ﻟﻴﺴﺕ‬
‫ﺘﺠﺭﺒﺔ ﺘﻜﺭﺍﺭ ﻟﻸﺼل ﺒل ﺤﺭﻜﺔ ﺘﻭﻟﻴﺩ ﺍﻟﻔﻭﺍﺭﻕ ﻭﺇﻅﻬﺎﺭ ﺍﻟﻤﺨﺘﻠﻑ ﻭﺍﻟﻤﺒﺎﻏﺕ‪ .‬ﻭﺍﻟﺘﺭﺠﻤﺔ‬
‫ﻟﻴﺴﺕ ﻤﺎ ﻴﻀﻤﻥ ﺤﻴﺎﺓ ﺍﻟﻨﺹ ﺍﻟﻤﺘﺭﺠﻡ ﻭﺘﺩﺍﻭﻟﻪ ﻓﺤﺴﺏ ﺒل ﻤﺎ ﻴﻀﻤﻥ ﺃﻴﻀﺎ ﺤﻴﺎﺓ ﺍﻟﻠﻐﺔ‬
‫ﻭﺍﻟﻔﻜﺭ ﻭﺘﺩﺍﻭﻟﻬﻤﺎ‪ .‬ﻓﺎﻟﺘﺭﺠﻤﺔ ﻟﻴﺴﺕ ﺃﻤﺎﺭﺓ ﺘﺒﻌﻴﺔ ﻭﻨﻘﻼ ﻭﺠﻤﻭﺩﺍ ﺒل ﻋﻼﻤﺔ ﺤﺭﻜﺔ ﻭﻨﺸﺎﻁ‬
‫ﻭﺤﻴﺎﺓ ﻭﺇﺒﺩﺍﻉ‪ .‬ﻭﺍﻟﺘﺭﺠﻤﺔ ﻟﻴﺴﺕ ﺃﺩﺍﺓ ﻟﻼﺴﺘﻌﻤﺎﺭ ﻭﺍﻟﻬﻴﻤﻨﺔ ﻭﺘﻤﺭﻴﺭ ﺃﺸﻜﺎل ﺍﻟﺼﺭﺍﻉ ﺒل‬
‫ﻓﻀﺎﺀ ﻤﺜﺎﻗﻔﺔ ﻭﺤﻭﺍﺭ ﻭﺘﺨﺎﺼﺏ ﻭﺤﺴﻥ ﻀﻴﺎﻓﺔ ﻟﻐﻭﻴﺔ ﺃﻴﻥ ﻴﻘﻊ ﺍﻻﺤﺘﻔﺎل ﺒﺎﻟﻐﺭﻴﺏ‬
‫ﻭﺍﻷﺠﻨﺒﻲ ﻭﺍﻟﻤﻐﺎﻴﺭ ﺃﻴﻤﺎ ﺍﺤﺘﻔﺎل ﻭﻴﻘﻊ ﺘﻜﺭﻴﻤﻪ ﻭﺘﺒﺠﻴﻠﻪ ﻭﻴﻌﻁﻰ ﻟﻪ ﺤﻕ ﺍﻟﻜﻼﻡ ﻭﺍﻟﻭﺠﻭﺩ‬
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‫‪ 3‬ﻤﺠﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪ :‬ﺍﻟﻤﻌﺠﻡ ﺍﻟﻭﺴﻴﻁ‪ ،‬ﺒﺎﺏ ﺍﻟﺘﺎﺀ‪،‬ﻤﺎﺩﺓ ﺘﺭﺠﻡ‪.‬‬
‫‪ 4‬ﻨﻔﺴﻪ‪ ،‬ﺒﺎﺏ ﺍﻟﺭﺍﺀ‪ ،‬ﻤﺎﺩﺓ ﺭﺠﻡ‪.‬‬

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‫ﻭﺍﻟﻔﻌل ﺩﻭﻥ ﺃﻱ ﺇﻗﺼﺎﺀ ﺃﻭ ﺘﻤﻴﻴﺯ‪ 5.‬ﻭﻤﻊ ﺃﻥ ﺍﻟﻤﻌﺎﺠﻡ ﻟﻡ ﺘﺸﺭ ﺇﻟﻰ ﺃﻥ ﺍﻟﺘﻔﺴﻴﺭ ﺩﺍﺨل ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻭﺍﺤﺩﺓ ﻴﻌﺩ ﺘﺭﺠﻤﺔ ﺇﻻ ﺃﻥ ﺒﻌﻀﻬﻡ ﻋﺩﻩ ﺘﺭﺠﻤﺔ ﻋﻠﻰ ﺃﺴﺎﺱ ﺃﻥ ﺍﻟﺘﺭﺠﻤﺔ ﻟﻴﺴﺕ ﻤﺠﺭﺩ ﻨﻘل‬
‫ﺭﺴﺎﻟﺔ ﻜﻼﻤﻴﺔ ﻤﻥ ﻟﻐﺔ ﺇﻟﻰ ﺃﺨﺭﻯ‪ ،‬ﻭﺇﻨﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﺘﺄﻭﻴل ﻜل ﻤﺠﻤﻭﻉ ﺩﺍل ﺩﺍﺨل‬
‫ﺍﻟﺠﻤﺎﻋﺔ ﺍﻟﻠﻐﻭﻴﺔ ﻨﻔﺴﻬﺎ‪ ،‬ﻴﻤﻜﻥ ﺃﻥ ﻨﻤﻴﺯ ﺃﻴﻀﺎ ﺒﻴﻥ‪ :‬ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺩﺍﺨﻠﻴﺔ ﻭﻫﻲ ﺍﻟﺸﺭﺡ‬
‫ﻭﺍﻟﺘﻔﺴﻴﺭ ﺒﺎﺴﺘﻌﻤﺎل ﺍﻟﻘﺎﻤﻭﺱ ﻭﺘﻤﺜل ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﺠﻭﻫﺭ ﺘﻔﻜﺭ ﺍﻟﻠﻐﺔ ﻓﻲ ﺫﺍﺘﻬﺎ ﻭﻫﻲ‬
‫ﺍﻟﻅﺎﻫﺭﺓ ﺍﻷﺴﺎﺴﻴﺔ ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ ﻋﻠﻴﻬﺎ ﺃﻱ ﻟﻐﺔ ﻟﺘﺤﻘﻕ ﻨﻤﻭﻫﺎ ﻭﺘﻁﻭﺭﻫﺎ ﻭﺘﻌﺘﻤﺩ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ‬
‫ﻋﻠﻰ ﻤﺒﺩﺃ ﺸﻬﻴﺭ ﻭﻫﻭ‪ :‬ﻗﻭل ﺍﻷﻤﺭ ﻨﻔﺴﻪ ﺒﺸﻜل ﻤﺨﺘﻠﻑ‪ .6‬ﻭﻗﺩ ﻗﺭﺃﻨﺎ ﻋﻠﻰ ﺍﻟﺩﻭﺍﻡ ﺸﻌﺭﺍ‬
‫ﻴﺫﻜﺭ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ ﻤﻤﺎ ﻴﺩﻟل ﻋﻠﻰ ﺃﻫﻤﻴﺘﻬﺎ ﻓﻲ ﺤﻴﺎﺘﻨﺎ ﺍﻟﻌﺭﺒﻴﺔ ﻗﺩﻴﻤﺎ ﻭﺤﺩﻴﺜﺎ‪ ،‬ﻴﻘﻭل‬
‫ﺍﻟﻤﺘﻨﺒﻲ‪:7‬‬
‫ﻥ‬
‫ﻥ ﺍﻟﺯ‪‬ﻤـﺎ ﹺ‬
‫ﺒﻤﻨﺯﻟ ‪‬ﺔ ﺍﻟﺭﺒﻴﻊ ﻤ‪‬ـ َ‬ ‫ﺏ ﻁ‪‬ﻴﺒ ﹰﺎ ﻓﻲ ﺍﻟﻤﻐﺎﻨﻲ‬
‫ﻤَﻐﺎﻨﻲ ﺍﻟﺸﱢﻌ ﹺ‬
‫ﻥ‬
‫ﺏ ﺍﻟﻭﺠ ‪‬ﻪ ﻭﺍﻟﻴ ‪‬ﺩ ﻭﺍﻟﻠﺴﺎ ﹺ‬
‫ﻏﺭﻴ ‪‬‬ ‫ﻲ ﻓﻴــﻬﺎ‬
‫ﻥ ﺍﻟﻔـﺘﻰ ﺍﻟﻌﺭﺒـ ‪‬‬
‫ﻭﻟﻜ ‪‬‬
‫ﻥ‬
‫ﻥ ﻟﹶﺴـﺎ َﺭ ﹺﺒﺘﹸﺭﺠﻤ‪‬ـــﺎ ﹺ‬
‫ﺴﻠﻴﻤـﺎ ‪‬‬ ‫ﺠ ﱠﻨـ ‪‬ﺔ ﻟـﻭ ﺴـﺎ َﺭ ﻓﻴـﻬﺎ‬
‫ﺏ ﹺ‬
‫ﻤﻼﻋـ ‪‬‬

‫ﺃﻤﺎ ﻋﻥ ﺒﺩﺍﻴﺎﺕ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻠﻴﺱ ﻤﻥ ﺍﻟﺴﻬل ﺍﻟﺤﺩﻴﺙ ﻋﻥ ﺒﺩﺍﻴﺔ ﻭﺍﻀﺤﺔ ﻟﻬﺎ ﻋﻤﻭﻤﺎ‪،‬‬
‫ﻜﺫﻟﻙ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻭﺴﻴﺩﻭﺭ ﺍﻫﺘﻤﺎﻤﻨﺎ ﺤﻭل ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻻ ﺘﻌﺭﻑ‬
‫ﻟﻬﺎ ﺒﺩﺍﻴﺔ ﻤﺤﺩﺩﺓ‪ ،‬ﻓﻘﺩ ﻋﺭﻑ ﻤﺘﺭﺠﻤﻭﻥ ﻤﺅﻭﻟﻭﻥ ﻓﻲ ﻋﺼﺭ ﺍﻟﻔﺭﺍﻋﻨﺔ ﻭﺍﻟﺒﺎﺒﻠﻴﻴﻥ‪،‬‬
‫ﻭﺍﺴﺘﻤﺭﺕ ﺍﻟﺘﺭﺠﻤﺔ ﻤﻊ ﻨﻤﻭ ﺍﻟﻤﺠﺘﻤﻊ ﻭﺘﻁﻭﺭﻩ‪ ،‬ﻭﻤﻊ ﻅﻬﻭﺭ ﻨﻭﺭ ﺍﻹﺴﻼﻡ‪ ،‬ﺇﺫ ﺍﻫﺘﻡ‬
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‫‪ 5‬ﻴﻨﻅﺭ‪:‬ﺍﻟﺨﻭﻴﻠﺩﻱ‪ .‬ﺯﻫﻴﺭ‪ :‬ﺍﻟﺘﺭﺠﻤﺔ ﻭﺍﻟﻐﻴﺭﻴﺔ‪ :‬ﺤﺴﻥ ﺍﻟﻀﻴﺎﻓﺔ ﺍﻟﻠﻐﻭﻴﺔ‪ ،‬ﻤﻨﺘﺩﻴﺎﺕ ﻋﺘﻴﺩﺓ‪ ،‬ﻋﻠﻰ ﺍﻟﻤﻭﻗﻊ‬
‫ﺍﻻﻟﻜﺘﺭﻭﻨﻲ‪(www.atida.org) :‬‬
‫‪ 6‬ﺍﻟﺴﺎﺒﻕ‪.‬‬
‫‪ 7‬ﺍﻟﺒﺭﻗﻭﻗﻲ‪ .‬ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ‪ :‬ﺸﺭﺡ ﺩﻴﻭﺍﻥ ﺍﻟﻤﺘﻨﺒﻲ‪ ،‬ﺩﺍﺭ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺭﺒﻲ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﻟﺒﻨﺎﻥ‪ ،‬ﺝ‪،1986 ،4/‬‬
‫ﺹ‪) 384-383‬ﻭﺃﻀﺎﻑ ﺍﻟﺸﺎﺭﺡ‪" :‬ﺍﻟﺘﺭﺠﻤﺎﻥ – ﻭﻫﻭ ﺍﻟﺫﻱ ﻴﻔﺴﺭ ﻜﻼﻡ ﻏﻴﺭﻩ ﺒﻠﺴﺎﻨﻪ – ﺒﻔﺘﺢ ﺍﻟﺘﺎﺀ‬
‫ﻭﻀﻤﻬﺎ"‪.‬ﻭﺃﻭﺭﺩ ﻗﻭل ﻨﻘﺎﺩﺓ ﺍﻷﺴﺩﻱ‪:‬‬
‫ﻟﻡ ﺃﻟﻕ ﺇﺫ ﻭﺭﺩﺘﻪ ﻓﺭ‪‬ﺍﻁـﺎ‬ ‫ﻭﻤﻨﻬل ﻭﺭﺩﺘﻪ ﺍﻟﺘﻘـﺎﻁــﺎ‬
‫ﻓﻬﻥ ﻴﻠﻐﻁﻥ ﺒﻪ ﺇﻟﻐـﺎﻁـﺎ‬ ‫ﺇﻻ ﺍﻟﺤﻤﺎﻡ ﺍﻟﻭﺭﻕ ﻭﺍﻟﻐﻁﺎﻁﺎ‬
‫ﻜﺎﻟﺘﺭﺠﻤﺎﻥ ﻟﻘﻲ ﺍﻷﻨﺒﺎﻁﺎ‬

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‫ﺍﻟﺭﺴﻭل ﺍﻟﻜﺭﻴﻡ – ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﻡ ‪ -‬ﺒﻤﻌﺭﻓﺔ ﺘﺠﺎﺭﺏ ﺍﻷﻤﻡ ﺍﻷﺨﺭﻯ ﻭﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ‬
‫ﻤﻌﺎﺭﻓﻬﺎ‪ ،‬ﻭﻷﻥ ﺭﺴﺎﻟﺔ ﺍﻹﺴﻼﻡ ﻜﺎﻨﺕ ﺤﺩﻴﺜﺔ ﻭﻓﻲ ﻁﻭﺭ ﺍﻻﺭﺘﻜﺎﺯ ﻓﻘﺩ ﻜﺎﻥ ﺍﻻﻫﺘﻤﺎﻡ ﺒﺄﻤﻭﺭ‬
‫ﺍﻟﺩﻴﻥ ﻭﺍﻟﺘﺸﺭﻴﻊ ﻟﻪ ﺃﻭﻟﻭﻴﺔ‪ ،‬ﻭﺍﻻﻫﺘﻤﺎﻡ ﺒﺎﻟﺘﺭﺠﻤﺔ ﻴﻌﺩ ﺜﺎﻨﻭﻴﺎ‪ ،‬ﻭﻤﻊ ﺫﻟﻙ ﻟﻡ ﻴﻐﻔﻠﻪ ﺍﻟﺭﺴﻭل‪،‬‬
‫ﻭﻜﺫﻟﻙ ﻓﻌل ﺍﻟﺨﻠﻔﺎﺀ ﺍﻟﺭﺍﺸﺩﻭﻥ‪ ،‬ﻓﻌﻤﺭ ﺒﻥ ﺍﻟﺨﻁﺎﺏ – ﺭﻀﻲ ﺍﷲ ﻋﻨﻪ ‪ -‬ﺃﻋﻁﻰ ﺃﻭﺍﻤﺭﻩ‬
‫ﻟﺘﺭﺠﻤﺔ ﺍﻟﻤﺅﻟﻔﺎﺕ ﺍﻟﻔﺎﺭﺴﻴﺔ ﻓﻲ ﻤﺠﺎل ﺘﻨﻅﻴﻡ ﺍﻟﺩﻭﻟﺔ ﻭﺍﻟﻘﻭﺍﻨﻴﻥ ﻭﺍﻟﺠﺒﺎﻴﺔ ﻭﺸﺅﻭﻥ ﺍﻹﺩﺍﺭﺓ‬
‫ﻭﺍﻟﻤﺎل‪ .‬ﻭﻭﺼﻭﻻ ﺇﻟﻰ ﻋﺼﺭ ﺍﻟﺤﻀﺎﺭﺓ ﺍﻟﻌﺭﺒﻴﺔ ﺍﻹﺴﻼﻤﻴﺔ ﺇﺒﺎﻥ ﺍﺯﺩﻫﺎﺭ ﺍﻟﻌﻘل ﺍﻟﻌﺭﺒﻲ‬
‫ﺍﻹﺴﻼﻤﻲ ﻓﻲ ﺍﻟﻌﺼﺭ ﺍﻟﻌﺒﺎﺴﻲ‪ ،‬ﻓﻌﺒﺩ ﺍﻟﻤﻠﻙ ﺒﻥ ﻤﺭﻭﺍﻥ ﺍﻟﺫﻱ ﺤﺭﺭ ﺍﻻﻗﺘﺼﺎﺩ ﻤﻥ ﺍﻟﻌﻤﻼﺕ‬
‫ﺍﻷﺠﻨﺒﻴﺔ ﻭﺼﻙ ﺍﻟﺩﻴﻨﺎﺭ ﺍﻟﻌﺭﺒﻲ‪ ،‬ﻋﻤل ﻋﻠﻰ ﺘﻨﺸﻴﻁ ﺤﺭﻜﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻭﺩﻋﻤﻬﺎ ﻭﺘﻨﻅﻴﻤﻬﺎ‬
‫ﻟﺘﺸﻤل ﺠﻤﻴﻊ ﺍﻷﻤﻡ ﻭﺍﻟﺜﻘﺎﻓﺎﺕ ﻤﻥ ﻻﺘﻴﻥ ﻭﻫﻨﻭﺩ ﻭﺃﻗﺒﺎﻁ ﻭﺃﺤﺒﺎﺵ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻴﺠﻌﻠﻨﺎ ﻨﻌﺩﻩ‬
‫ﺍﻟﻤﺅﺴﺱ ﺍﻟﻔﻌﻠﻲ ﻟﻠﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﺒﻭﺼﻔﻬﺎ ﺤﺭﻜﺔ ﻭﻅﺎﻫﺭﺓ‪ .‬ﻭﻗﺩ ﺒﻠﻐﺕ ﺍﻟﺘﺭﺠﻤﺔ‬
‫ﻤﺠﺩﻫﺎ ﻓﻲ ﻋﺼﺭ ﻫﺎﺭﻭﻥ ﺍﻟﺭﺸﻴﺩ ﻭﺍﻟﻤﺘﻭﻜل ﻭﺍﻟﻤﺄﻤﻭﻥ‪.‬‬

‫ﻭﻓﻲ ﺍﻟﻌﺼﺭ ﻨﻔﺴﻪ ﻋﺭﻓﺕ ﺃﺴﻤﺎﺀ ﻜﺜﻴﺭﺓ ﻤﻥ ﺍﻟﻤﺘﺭﺠﻤﻴﻥ ﺃﺒﺭﺯﻫﻡ‪ :‬ﻋﺒﺩ ﺍﷲ ﺒﻥ‬
‫ﺍﻟﻤﻘﻔﻊ‪ ،‬ﻭﺠﻴﻭﺭﺠﻴﻭﺱ ﺠﺒﺭﺍﺌﻴل ﺒﺨﺘﻴﺸﻭﻉ ﻭﻴﻭﺤﻨﺎ ﺒﻥ ﻤﺎﺴﻭﻴﻪ ﻭﻴﻭﺤﻨﺎ ﺍﻟﺒﻁﺭﻴﻕ )ﻤﻭﻟﻰ‬
‫ﺍﻟﻤﺄﻤﻭﻥ( ﻭﺍﻟﺤﺠﺎﺝ ﺒﻥ ﻤﻁﺭ ﺍﻟﻭﺭﺍﻕ ﺍﻟﻜﻭﻓﻲ ﻭﻗﺴﻁﺎ ﺒﻥ ﻟﻭﻗﺎ ﺍﻟﺒﻌﻠﺒﻜﻲ ﻭﻋﺒﺩ ﺍﻟﻤﺴﻴﺢ ﺒﻥ‬
‫ﻨﺎﻋﻤﺔ ﺍﻟﺤﻤﺼﻲ ﻭﺤﻨﻴﻥ ﺒﻥ ﺇﺴﺤﺎﻕ ﻭﺇﺴﺤﺎﻕ ﺒﻥ ﺤﻨﻴﻥ ﻭﺜﺎﺒﺕ ﺒﻥ ﻗﺭﺓ ﺍﻟﺤﺭﺍﻨﻲ ﻭﺤﺒﻴﺵ‬
‫ﺒﻥ ﺍﻷﻋﺴﻡ ﻭﻤﺘﹼﻰ ﺒﻥ ﻴﻭﻨﺱ ﻭﺴﻨﺎﻥ ﺒﻥ ﺜﺎﺒﺕ ﺒﻥ ﻗﺭﺓ ﻭﻴﺤﻴﻰ ﺒﻥ ﻋﺩﻱ ﻭﺍﺒﻥ ﺯﺭﺍﻋﺔ‬
‫ﻭﻏﻴﺭﻫﻡ‪ .‬ﻭﻤﻥ ﺃﻫﻡ ﻤﺎ ﺘﺭﺠﻡ ﺁﻨﺫﺍﻙ‪ :‬ﻜﻠﻴﻠﺔ ﻭﺩﻤﻨﺔ ﻤﻥ ﺍﻟﻔﺎﺭﺴﻴﺔ ﻭﺍﻟﺴﻨﺩ ﻫﻨﺩ ﻭﻜﺘﺏ ﺃﺭﺴﻁﻭ‬
‫ﻭﻜﺘﺏ ﺍﻟﻤﺠﺴﻁﻲ ﻭﺍﻟﺤﻜﻡ ﺍﻟﺫﻫﺒﻴﺔ ﻟﻔﻴﺘﺎﻏﻭﺭﻭﺱ ﻭﺠﻤﻠﺔ ﻤﺼﻨﻔﺎﺕ ﺃﺒﻘﺭﺍﻁ ﻭﺠﺎﻟﻴﻨﻭﺱ ﻭﻜﺘﺏ‬
‫ﺍﻟﺴﻴﺎﺴﺔ ﺍﻟﻤﺩﻨﻴﺔ ﻷﻓﻼﻁﻭﻥ ﻭﻏﻴﺭﻫﺎ‪.‬‬

‫ﻭﻗﺩ ﺫﻫﺏ ﻜﺜﻴﺭﻭﻥ ﺇﻟﻰ ﺘﻭﺼﻴﻑ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﻗﺎﻤﺕ ﺒﻴﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻭﻟﻐﺎﺕ ﺃﺨﺭﻯ‬
‫ﺁﻨﺫﺍﻙ‪ ،‬ﻓﻘﺎﻟﻭﺍ ﺇﻥ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻴﻤﻜﻥ ﺃﻥ ﺘﻘﺭﺃ ﺒﻭﺼﻔﻬﺎ ﺘﺭﺠﻤﺔ ﻟﻠﻔﻜﺭ ﺍﻟﻴﻭﻨﺎﻨﻲ – ﻤﺜﻼ ‪-‬‬
‫ﻭﺇﻥ ﺍﻟﻔﻜﺭ ﺍﻟﻴﻭﻨﺎﻨﻲ ﻟﻡ ﻴﻌﺩ ﻴﺤﻴﺎ ﺇﻻ ﻓﻲ ﺍﻟﺘﺭﺠﻤﺎﺕ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻭﻜﺎﻥ ﻟﻠﻌﺭﺏ ﻓﻀل ﻋﻅﻴﻡ‬
‫ﺠﺩﺍ ﻓﻲ ﺘﻜﻭﻴﻥ ﺍﻟﺘﺭﺍﺙ ﺍﻟﻴﻭﻨﺎﻨﻲ؛ ﺍﻟﺼﺤﻴﺢ ﻤﻨﻪ ﻭﺍﻟﻤﻨﺤﻭل‪ ،‬ﻭﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻟﻨﺼﻭﺹ‬

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‫ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺒﺎﻗﻴﺔ ﻟﻨﺎ ﻤﻥ ﻫﺫﺍ ﺍﻟﺘﺭﺍﺙ ﺒﺎﻟﻠﻐﺔ ﺍﻟﻴﻭﻨﺎﻨﻴﺔ‪ ،‬ﻭﻓﻲ ﺍﺴﺘﺭﺩﺍﺩ ﺸﻲﺀ ﻤﻥ ﻫﺫﺍ‬
‫‪8‬‬
‫ﺍﻟﺘﺭﺍﺙ‪.‬‬

‫ﻭﺤﺩﻴﺜﺎ "ﻅﻠﺕ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﻋﻼﻗﺔ ﺘﺒﻌﻴﺔ ﻤﻊ ﺍﻟﺒﻨﻰ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻐﺎﺕ‪ ،‬ﻭﻤﻊ ﺍﻟﻭﻗﺎﺌﻊ‬
‫ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻭﺍﻟﻭﻀﻌﻴﺎﺕ ﺍﻹﺜﻨﻴﺔ ﺍﻟﻤﺘﺸﻌﺒﺔ‪ ،‬ﻭﻟﻡ ﺘﺤﺼل ﻋﻠﻰ ﺤﻕ‬
‫ﺍﻟﻤﻭﺍﻁﻨﺔ ﺍﻟﻔﻠﺴﻔﻴﺔ ﺒﻭﺼﻔﻬﺎ ﻤﺸﻜﻼ ﺭﺍﻫﻨﺎ ﻗﺎﺌﻡ ﺍﻟﺫﺍﺕ ﻻﺒﺩ ﺃﻥ ﻴﺘﺩﺨل ﺍﻟﻔﻜﺭ ﺍﻟﻌﻠﻤﻲ‬
‫ﻭﺍﻟﻔﻠﺴﻔﻲ ﻟﺤﻠﻪ‪ ،‬ﺇﻻ ﻋﻨﺩﻤﺎ ﻨﺸﺭ ﻜﺘﺎﺏ‪ Urban" :‬ﺍﻟﻠﻐﺔ ﻭﺍﻟﺤﻘﻴﻘﺔ" ﺴﻨﺔ ‪ ،1939‬ﻭﻋﻨﺩﻤﺎ‬
‫ﻅﻬﺭ ﻤﻘﺎل ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ "‪ "Britanica‬ﻁﺒﻌﺔ ‪ .9"1950‬ﻭﻤﻊ ﺃﻥ ﺍﻟﻤﺠﺎل ﻻ ﻴﺘﺴﻊ ﻟﺭﺼﺩ‬
‫ﺘﻔﺎﺼﻴل ﻨﺸﻭﺀ ﺤﺭﻜﺔ ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﺤﺩﻴﺜﺎ ﺇﻻ ﺃﻨﻪ ﻻ ﺒﺩ ﻤﻥ ﺍﻟﻘﻭل ﺃﻥ ﺒﺩﺍﻴﺎﺘﻬﺎ‬
‫ﺍﺭﺘﺒﻁﺕ ﺒﻭﺠﻭﺩ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻟﺤﺩﻴﺙ ﻋﻠﻰ ﺍﻷﺭﺽ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻜﻤﺎ ﻋﻤﻠﺕ ﺍﻟﺩﻭل ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ‬
‫ﻋﻠﻰ ﺠﻌل ﺍﻟﺩﻭل ﺍﻟﺘﻲ ﺃﺨﻀﻌﺘﻬﺎ ﺘﺎﺒﻌﺔ ﻟﻬﺎ‪ ،‬ﻜﻤﺎ ﻓﻌﻠﺕ ﻓﺭﻨﺴﺎ‪ ،‬ﻭﻗﺩ ﺍﺭﺘﺒﻁﺕ ﻫﺫﻩ ﺍﻟﻔﻜﺭﺓ‬
‫ﺒﺒﻌﺽ ﺍﻟﻤﺫﺍﻫﺏ ﺍﻟﻔﻜﺭﻴﺔ ﻭﻤﻨﻬﺎ ﺍﻟﻔﺭﺍﻨﻜﻔﻭﻨﻴﺔ ﻓﻘﺩ ﺤﺭﺼﺕ ﻓﺭﻨﺴﺎ ﻋﻠﻰ ﺨﻠﻕ ﺜﻘﺎﻓﺔ‬
‫ﻓﺭﺍﻨﻜﻔﻭﻨﻴﺔ ﻓﻲ ﻤﺴﺘﻌﻤﺭﺍﺘﻬﺎ ﺘﺘﺄﺜﺭ ﺒﺎﻟﺜﻘﺎﻓﺔ ﺍﻟﻔﺭﻨﺴﻴﺔ‪ ،‬ﻭﺘﺘﺒﻊ ﻟﻬﺎ‪ ،‬ﻭﻴﺸﻴﺭ ﺩ‪.‬ﻋﺯ ﺍﻟﺩﻴﻥ‬
‫ﺍﻟﻤﻨﺎﺼﺭﺓ ﺇﻟﻰ ﺃﻥ ﺘﺤﻠﻴل ﻁﺒﻴﻌﺔ ﺍﻟﻔﺭﺍﻨﻜﻔﻭﻨﻴﺔ "ﻴﺤﻤل ﺍﻟﺘﻌﺎﻟﻲ ﻤﻥ ﻁﺭﻑ ﻭﺍﻟﺩﻭﻨﻴﺔ ﻤﻥ‬
‫ﻁﺭﻑ ﺁﺨﺭ"‪ .10‬ﻭﺍﻹﻨﺠﻠﻭﺴﻜﺴﻭﻨﻴﺔ ﻜﺫﻟﻙ ﻭﻏﻴﺭﻫﺎ ﻤﻤﺎ ﺨﻠﻕ ﻓﻲ ﻨﻔﻭﺱ ﺍﻟﻌﺭﺏ ﻤﺜﻼ ﺭﺩ‬
‫ﻓﻌل ﻤﻌﺎﻜﺱ ﻋﻠﻰ ﻜل ﻤﺎ ﺠﺎﺀ ﺒﻪ ﺍﻻﺴﺘﻌﻤﺎﺭ‪ ،‬ﺤﺘﻰ ﻟﻭ ﻜﺎﻥ ﻫﺫﺍ ﺍﻷﻤﺭ ﻤﻤﺎ ﻴﺨﺩﻡ ﺍﻟﺜﻘﺎﻓﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ ﻭﻴﻨﻬﺽ ﺒﺎﻟﺘﺒﺎﺩل ﺍﻟﺜﻘﺎﻓﻲ ﻭﺤﻭﺍﺭ ﺍﻟﺜﻘﺎﻓﺎﺕ‪.‬‬
‫ﻭﻤﻊ ﺍﺨﺘﻼﻑ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻅﺭﻭﻑ ﻭﺍﻟﻭﻗﺎﺌﻊ ﺒﺩﺃ ﺍﻟﺸﻌﻭﺭ ﺒﺄﻫﻤﻴﺔ ﺍﻟﺘﻭﺍﺼل ﻤﻊ ﺍﻟﺤﻀﺎﺭﺍﺕ‬
‫ﺍﻷﺨﺭﻯ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺫﺍ ﺍﻟﺘﻭﺍﺼل ﻅﻠﺕ ﺘﻨﻘﺼﻪ ﻤﻘﻭﻤﺎﺕ ﻻ ﺒﺩ ﻤﻨﻬﺎ‪ ،‬ﻟﺫﺍ ﺒﺩﺃﻨﺎ ﻨﻘﺭﺃ ﻨﺘﺎﺌﺞ‬
‫_____________________________‬
‫‪ 8‬ﻴﻨﻅﺭ‪ :‬ﺒﺩﻭﻱ ‪.‬ﻋﺒﺩ ﺍﻟﺭﺤﻤﻥ‪ :‬ﺍﻟﻔﻠﺴﻔﺔ ﻭﺍﻟﻔﻼﺴﻔﺔ ﻓﻲ ﺍﻟﺤﻀﺎﺭﺓ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺩﺍﺭ ﺍﻟﻤﻌﺎﺭﻑ ﻟﻠﻁﺒﺎﻋﺔ ﻭﺍﻟﻨﺸﺭ‪،‬‬
‫ﺴﻭﺴﺔ‪ ،‬ﺘﻭﻨﺱ‪.‬‬
‫‪ 9‬ﺍﻟﺨﻭﻴﻠﺩﻱ‪ :‬ﺍﻟﺘﺭﺠﻤﺔ ﻭﺍﻟﻐﻴﺭﻴﺔ‪ ،‬ﺴﺎﺒﻕ‪.‬‬
‫‪ 10‬ﺍﻟﻤﻨﺎﺼﺭﺓ‪.‬ﺩ‪ .‬ﻋﺯ ﺍﻟﺩﻴﻥ‪ :‬ﺍﻟﻤﺜﺎﻗﻔﺔ ﻭﺍﻟﻨﻘﺩ ﺍﻟﻤﻘﺎﺭﻥ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺍﻟﻤﺅﺴﺴﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻠﺩﺭﺍﺴﺎﺕ ﻭﺍﻟﻨﺸﺭ‪،‬‬
‫‪ ،1996‬ﺹ‪.85‬‬

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‫ﻀﻌﻔﻨﺎ ﻓﻲ ﺘﺄﺜﻴﺭ ﺍﻵﺨﺭﻴﻥ ﻋﻠﻴﻨﺎ ﻭﻓﻴﻨﺎ‪ ،‬ﺨﺼﻭﺼﺎ ﻓﻲ ﻟﻐﺘﻨﺎ‪ ،‬ﺇﺫ ﺒﺭﺯﺕ ﻫﺫﻩ ﺍﻟﻅﺎﻫﺭﺓ‬
‫ﻭﺃﺨﺫﺕ ﺒﺎﻻﺘﺴﺎﻉ ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﺒﺎﺕ ﻤﻥ ﺍﻟﻀﺭﻭﺭﻱ ﺍﻟﻭﻗﻭﻑ ﻋﻨﺩﻩ‪ ،‬ﻭﺍﻟﺘﻨﺒﻪ ﻷﺨﻁﺎﺭﻩ‪.‬‬

‫ﻓﻜﻴﻑ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻜﻭﻥ ﺍﻟﺘﺭﺠﻤﺔ؟ ﻜﺘﺏ ﺍﻟﻤﻠﻭﺤﻲ ﻓﻲ ﻤﻘﺩﻤﺘﻪ ﻟﻜﺘﺎﺏ "ﻤﻥ ﺍﻟﻘﺼﺎﺌﺩ‬
‫ﺍﻷﺨﻴﺭﺓ" ﻟﺭﺴﻭل ﺤﻤﺯﺍﺘﻭﻑ ﺤﻭل ﺃﺴﻠﻭﺏ ﺍﻟﺘﺭﺠﻤﺔ ﻤﺎ ﻴﻠﻲ‪" :‬ﻟﻜل ﻟﻐﺔ ﺃﺴﻠﻭﺒﻬﺎ ﻓﻲ ﺍﻟﺘﻌﺒﻴﺭ‪،‬‬
‫ﻭﻻ ﻴﻤﻜﻥ ﻨﻘل ﺃﺴﻠﻭﺏ ﻟﻐﺔ ﺇﻟﻰ ﺃﺴﻠﻭﺏ ﻟﻐﺔ‪ ،‬ﺒل ﺍﻟﻤﻔﺭﻭﺽ ﺃﻥ ﺘﺤﺎﻓﻅ ﺍﻟﻠﻐﺔ ﻓﻲ ﺍﻟﺘﺭﺠﻤﺔ‬
‫ﻋﻠﻰ ﺃﺴﻠﻭﺒﻬﺎ‪ ،‬ﻭﺃﻥ ﻴﻘﺭﺃ ﺍﻟﻘﺎﺭﺉ ﺍﻟﺘﺭﺠﻤﺔ ﻭﻜﺄﻨﹼﻬﺎ ﻜﺘﺒﺕ ﻓﻲ ﺍﻷﺼل ﺒﻠﻐﺘﻪ‪ ،‬ﻭﻫﺫﺍ ﺃﻗﺼﻰ ﻤﺎ‬
‫ﺘﺼل ﺇﻟﻴﻪ ﺍﻟﺘﺭﺠﻤﺔ‪.‬‬
‫ﻥ ﺍﺴﺘﺒﺩﺍل ﺃﺴﻠﻭﺏ ﺒﺄﺴﻠﻭﺏ ﻤﺎ ﻴﺨﺭﺝ ﺍﻟﺘﺭﺠﻤﺔ ﻋﻥ ﺍﻷﺼل ﻭﻟﻜﻨﹼﻪ ﻓﻲ ﺍﻟﻭﻗﺕ‬
‫ﻻ ﺃﻨﻜﺭ ﺃ ‪‬‬
‫ﻨﻔﺴﻪ ﻴﻀﻤﻥ ﺼﺤﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻭﺒﻌﺩﻫﺎ ﻋﻥ ﺍﻟﺭﻜﺎﻜﺔ‪.‬‬

‫ﻭﻟﻀﻤﺎﻥ ﺼﺤﺔ ﺍﻟﺘﺭﺠﻤﺔ ﻴﻘﺘﺭﺡ ﺍﻟﻤﻠﻭﺤﻲ ﺃﻥ ﻴﻠﺠﺄ ﺍﻟﻤﺘﺭﺠﻡ ﺇﻟﻰ ﺘﺭﺠﻤﺔ ﺍﻟﻨﺹ‬
‫ﺍﻷﺼﻠﻲ ﺘﺭﺠﻤﺔ ﺃﻭﻟﻰ ﺤﺭﻓﻴﺔ‪ ،‬ﺒﻌﺩ ﺫﻟﻙ ﻴﻌﻤﺩ ﺇﻟﻰ ﺼﻴﺎﻏﺔ ﺍﻟﺘﺭﺠﻤﺔ ﺼﻴﺎﻏﺔ ﺃﺴﻠﻭﺒﻴﺔ‪.11‬‬
‫ﻭﻋﻠﻴﻪ ﻴﺠﻤﻊ ﺠﻤﻴﻊ ﻤﻥ ﻴﻌﻤل ﺒﺎﻟﺘﺭﺠﻤﺔ ﺃﻭ ﻟﻪ ﻋﻼﻗﺔ ﺒﻬﺎ ﻋﻠﻰ ﺃﻨﻪ ﻴﻨﺒﻐﻲ ﺃﻥ ﻻ ﺘﻜﻭﻥ‬
‫ﺍﻟﺘﺭﺠﻤﺔ ﻤﻴﻜﺎﻨﻴﻜﻴﺔ‪ ،‬ﺃﻱ ﻋﺩﻡ ﻗﻠﺏ ﺍﻟﻜﻠﻤﺎﺕ ﻭﺍﻟﺠﻤل ﻤﻥ ﻟﻐﺔ ﺇﻟﻰ ﺃﺨﺭﻯ ﺤﺭﻓﻴﺎ ﺩﻭﻥ‬
‫ﻤﺭﺍﻋﺎﺓ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﻘﺼﻭﺩ‪ ،‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل ﻴﻤﻜﻥ ﺃﻥ ﻴﻘﺎل ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪:‬‬
‫‪That's just what I needed.‬‬
‫ﻭﺍﻟﻤﻘﺼﻭﺩ ﻫﻨﺎ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﺴﺘﻴﺎﺀ ﺍﻟﺸﺨﺹ ﻤﻥ ﻤﻭﻗﻑ ﺤﺼل ﻤﻌﻪ ﺒﻤﻌﻨﻰ‪) :‬ﻫﺫﺍ ﻤﺎ ﻜﺎﻥ‬
‫ﻴﻨﻘﺼﻨﻲ( ﻭﻻ ﻴﺠﻭﺯ ﻫﻨﺎ ﺘﺭﺠﻤﺔ ﺍﻟﺠﻤﻠﺔ ﺏ )ﻫﺫﺍ ﻤﺎ ﺍﺤﺘﺎﺠﻪ(‪ .‬ﻭﻴﻤﻜﻥ ﺃﻴﻀﺎ ﺃﻥ ﻴﻘﺎل ﻓﻲ‬
‫ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪:‬‬
‫?‪What's cooking‬‬
‫ﻭﺍﻟﻤﻘﺼﻭﺩ ﺒﺫﻟﻙ‪:‬‬
‫_____________________________‬
‫‪ 11‬ﻴﻨﻅﺭ‪:‬ﻨﺼﺭ‪.‬ﺸﺎﻫﺭ ﺃﺤﻤﺩ‪ :‬ﻤﻘﺎل ﺒﻌﻨﻭﺍﻥ "ﺃﻫﻤﻴﺔ ﺍﻷﺴﻠﻭﺏ ﻭﺘﻼﻓﻲ ﺍﻷﺨﻁﺎﺀ ﺍﻟﺸﺎﺌﻌﺔ ﻓﻲ ﺍﻟﺘﺭﺠﻤﺔ" ﺼﻴﺩ‬
‫ﺍﻟﻔﻭﺍﺌﺩ ﻋﻠﻰ ﺍﻟﻤﻭﻗﻊ‪:‬‬
‫)(‪http://www.saaid.net/Minute/89.htm‬‬

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‫?‪What are you planning secretly‬‬
‫ﺃﻱ ﻤﺎﺫﺍ ﺘﺨﻁﻁﻭﻥ ﺒﺸﻜل ﺴﺭﻱ؟ ﻭﺍﻟﺨﻁﺄ ﻴﻜﻤﻥ ﻓﻲ ﺘﺭﺠﻤﺔ ﺍﻟﻨﺹ ﺤﺭﻓﻴﺎ ﺏ )ﻤﺎﺫﺍ‬
‫ﺘﻁﺒﺨﻭﻥ؟(‪.‬‬

‫ﺜﺎﻨﻴﺎ‪ :‬ﻨﻤﺎﺫﺝ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﺍﻟﺸﺎﺌﻌﺔ‬

‫ﻓﻴﻤﺎ ﻴﺄﺘﻲ ﻋﺭﺽ ﻟﻨﻤﺎﺫﺝ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﺍﻟﺘﻲ ﺸﺎﻋﺕ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ‪،‬‬
‫ﻭﺘﻭﻀﻴﺢ ﻟﻜل ﻤﻨﻬﺎ ﻤﻤﺎ ﻭﺭﺩ ﻋﻨﺩ ﺍﻟﻌﺭﺏ ﻭﻓﻲ ﻟﻐﺘﻬﻡ‪ ،‬ﻭﺘﺄﻭﻴل ﻤﺎ ﻟﻡ ﻴﺭﺩ ﻤﻨﻬﺎ‪ .‬ﻭﻫﻲ ﻋﻠﻰ‬
‫ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬
‫* ﺍﻟﻔﺼل ﺒﻴﻥ ﺍﻟﻤﻀﺎﻑ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﺒﻤﻀﺎﻑ ﺁﺨﺭ ﺃﻭ ﺃﻜﺜﺭ‪:‬‬
‫ﻭﺫﻟﻙ ﻻ ﻴﺠﻭﺯ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﺒل ﺇﻥ ﺍﻟﻔﺼل ﺒﻴﻥ ﺍﻟﻤﻀﺎﻑ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﻋﻤﻭﻤﺎ ﻻ‬
‫ﻴﺠﻭﺯ ﺇﻻ ﻓﻲ ﺤﺎﻻﺕ‪ ،‬ﻴﻘﻭل ﺍﺒﻥ ﻤﺎﻟﻙ‪:12‬‬
‫_____________________________‬
‫‪ 12‬ﺍﻟﻔﻭﺯﺍﻥ‪.‬ﻋﺒﺩ ﺍﷲ ﺒﻥ ﺼﺎﻟﺢ‪ :‬ﺩﻟﻴل ﺍﻟﺴﺎﻟﻙ ﺇﻟﻰ ﺃﻟﻔﻴﺔ ﺍﺒﻥ ﻤﺎﻟﻙ‪ ،‬ﺝ‪ ،1/‬ﺹ‪ 63‬ﻋﻠﻰ ﺍﻟﻤﻭﻗﻊ‬
‫)‪(www.alfuzan.islamlight.net‬‬
‫ﻭﻴﻭﻀﺢ ﺍﻟﺸﺎﺭﺡ ﺍﻷﻤﺭ ﻋﻠﻰ ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪" :‬ﻤﻥ ﺃﺤﻜﺎﻡ ﺍﻹﻀﺎﻓﺔ ﺃﻨﻪ ﻻ ﻴﺠﻭﺯ ﺍﻟﻔﺼل ﺒﻴﻥ ﺍﻟﻤﻀﺎﻑ‬
‫ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ‪ .‬ﻷﻥ ﺍﻟﻤﺘﻀﺎﻴﻔﻴﻥ ﺒﻤﻨﺯﻟﺔ ﺍﻟﻜﻠﻤﺔ ﺍﻟﻭﺍﺤﺩﺓ ﺫﺍﺕ ﺍﻟﺠﺯﺃﻴﻥ‪.‬‬
‫ﻏﻴﺭ ﺃﻥ ﻫﻨﺎﻙ ﻤﻭﺍﻀﻊ ﺃﺠﺎﺯ ﺍﻟﻨﺤﺎﺓ ﺍﻟﻔﺼل ﻓﻴﻬﺎ ﺒﻴﻥ ﺍﻟﻤﻀﺎﻑ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﻓﻲ ﺴﻌﺔ ﺍﻟﻜﻼﻡ –‬
‫ﺍﺴﺘﻨﺎﺩﹰﺍ ﺇﻟﻰ ﻤﺎ ﻭﺭﺩ ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﻭﻜﻼﻡ ﺍﻟﻌﺭﺏ – ﻭﺠﻭﺍﺯ ﺍﻟﻔﺼل ﻓﻴﻬﺎ ﻓﻲ ﺍﻟﺸﻌﺭ ﺃﻗﻭﻯ‪ .‬ﻭﻫﻨﺎﻙ ﻤﻭﺍﻀﻊ‬
‫ﺃﺨﺭﻯ ﻴﺠﻭﺯ ﺍﻟﻔﺼل ﻓﻴﻬﺎ ﻟﻠﻀﺭﻭﺭﺓ ﺍﻟﺸﻌﺭﻴﺔ‪.‬‬
‫ﻓﻴﺠﻭﺯ ﺍﻟﻔﺼل ﻓﻲ ﺍﻟﻨﺜﺭ ﻓﻲ ﺜﻼﺙ ﻤﺴﺎﺌل‪:‬‬
‫ﺍﻷﻭﻟﻰ‪ :‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﻀﺎﻑ ﻤﺼﺩﺭﹰﺍ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﻓﺎﻋﻠﻪ‪ .‬ﻭﺍﻟﻔﺎﺼل ﺇﻤﺎ ﻤﻔﻌﻭﻟﻪ ﺃﻭ ﻅﺭﻓﻪ‪.‬‬
‫ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺜﺎﻨﻴﺔ‪ :‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻤﻀﺎﻑ ﻭﺼﻔﹰﺎ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﻤﻔﻌﻭﻟﻪ ﺍﻷﻭل ﻭﺍﻟﻔﺎﺼل ﺇﻤﺎ ﻤﻔﻌﻭل ﺍﻟﺜﺎﻨﻲ ﺃﻭ‬
‫ﻅﺭﻓﻪ‪.‬‬
‫ﺱ ﺍﻟﻐﻴﺒﺔ ﻭﻗﺩ ﺤﻜﻰ ﺍﻟﻜﺴﺎﺌﻲ‪:‬‬
‫ﺱ ﻤﺠﺎﻟ ‪‬‬
‫ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻔﺎﺼل ﹶﻗﺴ‪‬ﻤﹰﺎ ﻨﺤﻭ‪ :‬ﺸ ‪‬ﺭ – ﻭﺍﷲ – ﺍﻟﻤﺠﺎﻟ ﹺ‬
‫ﻫﺫﺍ ﻏﻼ ‪‬ﻡ – ﻭﺍﷲ – ﺯﻴ ‪‬ﺩ‪.‬‬
‫ﻭﺃﻤﺎ ﻤﻭﺍﻀﻊ ﺍﻟﻔﺼل ﺍﻟﺘﻲ ﺘﺨﺘﺹ ﺒﺎﻟﺸﻌﺭ ﻓﻤﻨﻬﺎ‪:‬‬
‫‪ -1‬ﺃﻥ ﻴﻜﻭﻥ ﺍﻟﻔﺎﺼل ﺒﻴﻥ ﺍﻟﻤﺼﺎﻑ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﺃﺠﻨﺒ ‪‬ﻴﹰﺎ ﻤﻥ ﺍﻟﻤﻀﺎﻑ‪ .‬ﻭﺍﻟﻤﺭﺍﺩ ﺒﺎﻷﺠﻨﺒﻲ ﻤﻌﻤﻭل ﻏﻴﺭ‬
‫ﺍﻟﻤﻀﺎﻑ‬
‫‪ -2‬ﺍﻟﻔﺼل ﺒﻨﻌﺕ ﺍﻟﻤﻀﺎﻑ‪ .‬ﻜﻘﻭل ﺍﻟﺸﺎﻋﺭ‪:‬‬

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 ‫ﺏ‬
‫ﺠ ‪‬ﺯ َﻭ ﹶﻟ ‪‬ﻡ ‪‬ﻴ َﻌ ‪‬‬
‫ﻅﺭ‪‬ﻓ ﹰﺎ ﺃ ﹺ‬
‫َﻤ ﹾﻔﻌ‪‬ﻭ ﹰﻻ ﺃ ‪‬ﻭ ﹶ‬ ‫ﺏ‬
‫ﺼ ‪‬‬
‫ﺸ ‪‬ﺒ ‪‬ﻪ ‪‬ﻓ ‪‬ﻌ ٍل ﻤَﺎ ﹶﻨ َ‬
‫ﻑ ‪‬‬
‫ﺼ َل ‪‬ﻤﻀَﺎ ‪‬‬
‫ﹶﻓ ‪‬‬
‫ﺕ ﺃ ‪‬ﻭ ‪‬ﻨﺩَﺍ‬
‫ﻲ ﺃ ‪‬ﻭ ﺒﹺـﻨﹶـﻌ‪‬ـ ‪‬‬
‫ﺠ ﹶﻨ ﹺﺒ ‪‬‬
‫ﺒـِﺄ ‪‬‬ ‫ﺠﺩَﺍ‬
‫ﻀﻁ‪‬ـﺭَﺍﺭﹰﺍ ‪‬ﻭ ﹺ‬
‫ﻥ ﻭَﺍ ‪‬‬
‫ﺼ ُل َﻴﻤ‪‬ﻴ ﹴ‬
‫ـ ‪‬‬
‫ﻓ َ‬

‫ﻓﻘﺩ ﺸﺎﻉ ﻗﻭﻟﻬﻡ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻤﺜﻼ‪" :‬ﺴﺎﺤﺎﺕ ﻭﻤﻜﺎﺘﺏ ﻭﻗﺎﻋﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ" ﻭﻫﺫﺍ ﺨﻁﺄ‪،‬‬
‫ﻓﺴﺎﺤﺎﺕ ﻤﻀﺎﻑ ﻭﺍﻟﺠﺎﻤﻌﺔ ﻤﻀﺎﻑ ﺇﻟﻴﻪ‪ ،‬ﻭﻤﻜﺎﺘﺏ ﻤﻀﺎﻑ ﺁﺨﺭ‪ ،‬ﻭﻗﺎﻋﺎﺕ ﻤﻀﺎﻑ ﺁﺨﺭ‬
‫ﺃﻴﻀﺎ‪ ،‬ﻓﺼل ﺍﻟﻤﻀﺎﻑ ﺍﻟﺜﺎﻨﻲ ﻭﺍﻟﻤﻀﺎﻑ ﺍﻟﺜﺎﻟﺙ ﺒﻴﻥ ﺍﻟﻤﻀﺎﻑ ﻭﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ‪ ،‬ﻭﻻ ﺘﻭﺠﺩ‬
‫ﻫﻨﺎ ﻀﺭﻭﺭﺓ ﻤﻥ ﺍﻟﻀﺭﻭﺭﺍﺕ ﺍﻟﺘﻲ ﻴﻤﻜﻥ ﺃﻥ ﺘﺴﻭﻍ ﺫﻟﻙ ﺍﻻﺴﺘﺨﺩﺍﻡ‪ ،‬ﻭﻟﺘﺠﺎﻭﺯ ﻫﺫﺍ ﺍﻟﺨﻁﺄ‬
‫ﻓﺎﻟﻭﺍﺠﺏ ﺃﻥ ﻨﻀﻴﻑ ﻤﻀﺎﻓﺎ ﻭﺍﺤﺩﺍ ﺇﻟﻰ ﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﻭﺃﻥ ﻨﻀﻴﻑ ﺍﻟﻤﻀﺎﻑ ﺍﻵﺨﺭ ﺇﻟﻰ‬
‫ﻀﻤﻴﺭ ﻴﻌﻭﺩ ﻋﻠﻰ ﺍﻟﻤﻀﺎﻑ ﺇﻟﻴﻪ ﺍﻷﻭل ﻭﺘﺄﺨﻴﺭﻩ‪ ،‬ﻓﻨﻘﻭل‪" :‬ﺴﺎﺤﺎﺕ ﺍﻟﺠﺎﻤﻌﺔ ﻭﻤﻜﺎﺘﺒﻬﺎ‬
‫ﻭﻗﺎﻋﺎﺘﻬﺎ"‪.‬‬

‫ﻭﻟﻡ ﻴﻘﺘﺼﺭ ﺍﻷﻤﺭ ﻋﻠﻰ ﺍﻷﺨﻁﺎﺀ ﺍﻟﺘﻲ ﻴﻘﻊ ﺒﻬﺎ ﻏﻴﺭ ﺍﻟﻠﻐﻭﻴﻴﻥ ﻭﺇﻨﻤﺎ ﺘﺠﺎﻭﺯ ﺫﻟﻙ ﺇﻟﻰ‬
‫ﺍﻟﻠﻐﻭﻴﻴﻥ ﻭﺃﺴﺎﺘﺫﺓ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻟﻴﺱ ﻟﻪ ﻤﺎ ﻴﺴﻭﻏﻪ‪ ،‬ﻓﺄﺴﺘﺎﺫﺓ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻓﻲ ﺠﺎﻤﻌﺔ‬
‫ﺍﻟﻜﻭﻴﺕ ﻤﺜﻼ ﺘﻘﻊ ﻓﻲ ﺍﻟﺨﻁﺄ ﻨﻔﺴﻪ ﺜﻼﺙ ﻤﺭﺍﺕ ﻓﻲ ﺍﻟﻤﻘﺎﻟﺔ ﻨﻔﺴﻬﺎ‪ ،‬ﻭﻫﻲ ﺘﺘﺤﺩﺙ ﻋﻥ‬
‫ﺍﻷﺨﻁﺎﺀ‪ ،‬ﻋﻨﺩﻤﺎ ﺘﻘﻭل‪" :13‬ﺇﻥ ﺍﻟﺤﺎﺠﺔ ﻤﺎﺴﺔ ﺇﻟﻰ ﺘﻭﺠﻴﻪ ﻭﺘﺭﺸﻴﺩ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻓﻲ ﺇﺫﺍﻋﺔ‬
‫ﺍﻟﻜﻭﻴﺕ ﺍﻟﻤﺴﻤﻭﻋﺔ" ﻭﻓﻴﻬﺎ ﺃﻴﻀﺎ‪" :‬ﻤﻥ ﻤﻌﺩﻱ ﻭﻤﺫﻴﻌﻲ ﻭﻤﺤﺭﺭﻱ‪ ،‬ﻭﻤﻘﺩﻤﻲ ﺍﻟﺒﺭﺍﻤﺞ" ﻭﻓﻴﻬﺎ‬
‫ﺃﻴﻀﺎ‪" :‬ﺍﻟﺩﻭﺭﺍﺕ ﺍﻟﺘﺩﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ ﺃﻋﺩﺕ ﻟﺘﺩﺭﻴﺏ ﺃﻭ ﺭﻓﻊ ﻤﺴﺘﻭﻯ ﻫﺫﻩ ﺍﻟﻜﻭﺍﺩﺭ" ﻭﺍﻟﺼﺤﻴﺢ‬
‫ﺃﻥ ﺘﻘﻭل‪ -‬ﻋﻠﻰ ﺍﻟﺘﻭﺍﻟﻲ‪) :-‬ﺇﻥ ﺍﻟﺤﺎﺠﺔ ﻤﺎﺴﺔ ﺇﻟﻰ ﺘﻭﺠﻴﻪ ﺍﻟﻌﺎﻤﻠﻴﻥ ﻭﺘﺭﺸﻴﺩﻫﻡ ﻓﻲ‪ -...‬ﻤﻥ‬
‫ﻤﻌﺩﻱ ﺍﻟﺒﺭﺍﻤﺞ ﻭﻤﺫﻴﻌﻴﻬﺎ ﻭﻤﺤﺭﺭﻴﻬﺎ ﻭﻤﻘﺩﻤﻴﻬﺎ‪... -..‬ﻟﺘﺩﺭﻴﺏ ﻫﺫﻩ ﺍﻟﻜﻭﺍﺩﺭ ﺃﻭ ﺭﻓﻊ‬
‫ﻤﺴﺘﻭﺍﻫﺎ‪(..‬‬

‫ﻤﻥ ﺍﺒﻥ ﺃﺒﻲ ﺸﻴﺦ ﺍﻷﺒﺎﻁﺢ ﻁﺎﻟﺏ‬ ‫ل ﺍﻟﻤﺭﺍﺩﻱ ﺴﻴﻔﻪ‬

‫ﻨﺠﻭﺕ ﻭﻗﺩ ﺒ ﱠ‬
‫‪ -3‬ﺍﻟﻔﺼل ﺒﺎﻟﻨﺩﺍﺀ‪ .‬ﻜﻘﻭل ﺒﺠﻴﺭ ﺒﻥ ﺃﺒﻲ ﺴﻠﻤﻰ ﻷﺨﻴﻪ ﻜﻌﺏ ﻴﺤﺜﻪ ﻋﻠﻰ ﺍﻹﺴﻼﻡ‪:‬‬
‫ﺘﻌﺠﻴل ﹶﺘ ‪‬ﻬﹸﻠ ﹶﻜﺔ‪ ‬ﻭﺍﻟﺨﻠ ‪‬ﺩ ﻓﻲ ﺴﻘﺭ" ﺹ‪ 64‬ﻭﻤﺎ ﺒﻌﺩﻫﺎ‪.‬‬ ‫ﺏ ﺒﺠﻴ ﹴﺭ ﻤﻨﻘﺫ ﻟﻙ ﻤﻥ‬
‫ﻕ ﻜﻌ ‪‬‬
‫ﻭﻓﺎ ﹸ‬
‫‪ 13‬ﺍﻟﺴﺒﻌﺎﻥ‪.‬ﺩ‪.‬ﻟﻴﻠﻰ‪ ":،‬ﺃﺨﻁﺎﺀ ﺍﻟﻤﺫﻴﻌﻴﻥ" ﻤﻘﺎل‪ ،‬ﻤﺠﻠﺔ ﺍﻟﻁﻠﻴﻌﺔ‪ ،‬ﺍﻷﺭﺒﻌﺎﺀ‪ 14 ،‬ﻓﺒﺭﺍﻴﺭ‪ ،2007،‬ﻉ‪،1762/‬‬
‫ﻋﻠﻰ ﺍﻟﻤﻭﻗﻊ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ)‪( www.AL-Talea.htm‬‬

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 ‫ﺃﻤﺎ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﺫﻟﻙ ﺠﺎﺌﺯ‪ ،‬ﻭﻟﻌل ﺸﻴﻭﻋﻪ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺠﺎﺀ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪:‬‬
‫‪University yards, offices and halls.‬‬
‫ﻭﻴﻘﻭﻟﻭﻥ ﺃﻴﻀﺎ‪:‬‬
‫‪Programs operators ,broadcasters ,editors and presenters.‬‬
‫ﻭﻻ ﻀﻴﺭ ﻓﻲ ﺫﻟﻙ‪ ،‬ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪.‬‬

‫* ﺍﻟﺘﻐﻠﻴﺏ‪ :‬ﻭﻫﻭ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻴﻌﻨﻲ ﺘﻘﺩﻴﻡ ﺍﻟﻤﺫﻜﺭ ﻋﻠﻰ ﺍﻟﻤﺅﻨﺙ ﻭﺍﻟﻌﺎﻗل ﻋﻠﻰ ﻏﻴﺭ ﺍﻟﻌﺎﻗل‬
‫ﻭﺘﻐﻠﻴﺒﻬﻤﺎ‪ ،‬ﻭﻟﻡ ﻴﺭﺩ ﻏﻴﺭ ﺫﻟﻙ ﻻ ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﺍﻟﻜﺭﻴﻡ ﻭﻻ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﻨﺒﻭﻴﺔ ﻭﻻ ﻓﻲ ﺍﻟﺸﻌﺭ‬
‫ﺍﻟﻌﺭﺒﻲ ﺍﻟﺫﻱ ﻴﺴﺘﺸﻬﺩ ﺒﻪ‪ .‬ﻭﻗﺩ ﺸﺎﻉ ﺤﺩﻴﺜﺎ ﻗﻭﻟﻬﻡ‪" :‬ﺴﻴﺩﺍﺘﻲ ﺁﻨﺴﺎﺘﻲ ﺴﺎﺩﺘﻲ" ﻓﻲ‬
‫ﺍﻻﺠﺘﻤﺎﻋﺎﺕ ﻭﺍﻻﺤﺘﻔﺎﻻﺕ ﻭﻤﺎ ﻤﺎﺜﻠﻬﺎ‪ ،‬ﻭﻓﻲ ﺫﻟﻙ ﺘﻘﺩﻴﻡ ﻟﻠﻤﺅﻨﺙ ﻋﻠﻰ ﺍﻟﻤﺫﻜﺭ ﻭﻫﺫﺍ ﺨﻁﺄ‪،‬‬
‫ﻭﻤﻥ ﺍﻟﻭﺍﻀﺢ ﺃﻥ ﻫﺫﺍ ﺠﺎﺀ ﺒﺘﺄﺜﻴﺭ ﻗﻭﻟﻬﻡ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ "‪ "ladies first‬ﻤﻥ ﺒﺎﺏ ﺘﻘﺩﻴﺭ‬
‫ﺍﻟﻤﺭﺃﺓ ﻭﺍﺤﺘﺭﺍﻤﻬﺎ‪ ،‬ﻭﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺃﻥ ﻴﻘﻭل‪" :‬ﺴﺎﺩﺘﻲ ﺴﻴﺩﺍﺘﻲ‪."...‬‬
‫ﺃﻤﺎ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻴﻘﻭﻟﻭﻥ‪:‬‬
‫‪Ladies and Gentlemen‬‬

‫* ﺘﺄﺨﻴﺭ ﺍﻟﻔﺎﻋل ﻭﺘﻘﺩﻴﻡ ﻀﻤﻴﺭﻩ ﻋﻠﻴﻪ‪ :‬ﻭﺍﻟﻀﻤﻴﺭ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻴﻌﻭﺩ ﻋﻠﻰ ﻤﺫﻜﻭﺭ ﺴﺎﺒﻕ‪،‬‬
‫ﻭﻟﻴﺱ ﻋﻠﻰ ﻤﺎ ﺴﻴﺫﻜﺭ ﻻﺤﻘﺎ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻓﻲ ﺤﺩﻴﺙ ﻟﻪ ﻋﻥ ﺍﻟﻨﻅﺎﻓﺔ ﺃﺸﺎﺩ ﺍﻟﻤﺩﻴﺭ ﺒﻤﻭﻅﻔﻴﻪ‬
‫ﻭﺠﻬﻭﺩﻫﻡ" ﻭﻫﺫﺍ ﺨﻁﺄ ﻭﺍﻟﺼﻭﺍﺏ ﺃﻥ ﻨﻘﻭل‪" :‬ﺃﺸﺎﺩ ﺍﻟﻤﺩﻴﺭ ﺒﻤﻭﻅﻔﻴﻪ ﻭﺠﻬﻭﺩﻫﻡ‪ ،‬ﻓﻲ ﺤﺩﻴﺜﻪ‬
‫ﻋﻥ ﺍﻟﻨﻅﺎﻓﺔ"‪ .‬ﻜﺫﻟﻙ ﻓﺈﻥ ﺍﻟﻔﺎﻋل ﻻ ﻴﺘﻘﺩﻡ ﻋﻠﻰ ﺍﻟﻔﻌل‪ ،‬ﻭﺇﺫﺍ ﺘﻘﺩﻡ ﻴﺼﻴﺭ ﻤﺒﺘﺩﺃ‪ ،‬ﻴﻘﻭل ﺍﺒﻥ‬
‫ﻤﺎﻟﻙ‪:14‬‬
‫ـﺘﹶـ ‪‬ﺭ‬
‫ﻅﻬَـ ‪‬ﺭ ﹶﻓﻬ‪‬ـ َﻭ ﻭَﺇ ﹼﻻ َﹶﻓﻀ‪‬ﻤـِﻴـ ‪‬ﺭ ﺍﺴ‪‬ﺘ َ‬
‫ﻥ ﹶ‬
‫َﻭ َﺒﻌ‪‬ـ َﺩ ‪‬ﻓﻌ‪‬ـ ٍل ﻓﹶﺎﻋـ ٌل ﻓﹶﺈ ‪‬‬
‫_____________________________‬
‫‪ 14‬ﺩﻟﻴل ﺍﻟﺴﺎﻟﻙ‪) .262 ،‬ﻭﻴﻭﻀﺢ ﺍﻟﺸﺎﺭﺡ ﺫﻟﻙ ﺒﻘﻭﻟﻪ‪ ":‬ﺇﻥ ﺍﻟﻔﺎﻋل ﻴﺘﺄﺨﺭ ﻋﻥ ﺭﺍﻓﻌﻪ‪ ،‬ﻭﻫﻭ ﺍﻟﻔﻌل ﺃﻭ‬
‫ﺸﺒﻬﻪ ﻜﻘﻭﻟﻪ ﺘﻌﺎﻟﻰ‪ :‬ﻗﺩ ﺃﻓﻠﺢ ﺍﻟﻤﺅﻤﻨﻭﻥ‪ .‬ﻭﻻ ﻴﺠﻭﺯ ﺘﻘﺩﻴﻤﻪ ﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ ﻗﺩﻡ ﺼﺎﺭ ﻤﺒﺘﺩﺃ ﻭﺍﻟﻔﻌل ﺒﻌﺩﻩ‬
‫ﺭﺍﻓﻊ ﻟﻀﻤﻴﺭ ﻤﺴﺘﺘﺭ‪ .‬ﻜﻘﻭﻟﻪ ﺘﻌﺎﻟﻰ‪ :‬ﻭﺍﷲ ﻴﻌﺼﻤﻙ ﻤﻥ ﺍﻟﻨﺎﺱ‪ ‬ﻓﻔﺎﻋل )ﻴﻌﺼﻡ( ﻀﻤﻴﺭ ﻤﺴﺘﺘﺭ‪ ،‬ﺃﻭ‬
‫ﻼ ﻟﻔﻌل ﻤﺤﺫﻭﻑ ﻓﻲ ﻨﺤﻭ ﻗﻭﻟﻪ ﺘﻌﺎﻟﻰ‪ :‬ﻭﺇﻥ ﺃﺤ ‪‬ﺩ ﻤﻥ ﺍﻟﻤﺸﺭﻜﻴﻥ ﺍﺴﺘﺠﺎﺭﻙ ﻓﺄﺠﺭﻩ‪.‬ﺹ‪. 262‬‬
‫ﺼﺎﺭ ﻓﺎﻋ ﹰ‬

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‫ﺃﻤﺎ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻴﻤﻜﻥ ﺃﻥ ﺘﻜﻭﻥ ﺇﺤﺩﻯ ﻁﺭﻕ ﺘﺭﺠﻤﺔ ﺍﻟﻨﺹ ﺍﻟﻤﺫﻜﻭﺭ ﺃﻋﻼﻩ ﻓﻲ ﻋﻠﻰ‬
‫ﺍﻟﻨﺤﻭ ﺍﻵﺘﻲ‪:‬‬
‫‪In his speech about cleanness, the manager appreciated his‬‬
‫‪employees and their efforts.‬‬
‫ﻭﻓﻲ ﻫﺫﺍ ﺤﻔﺎﻅ ﻋﻠﻰ ﺘﺭﺘﻴﺏ ﻤﻔﺭﺩﺍﺕ ﺍﻟﺠﻤﻠﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﺘﺭﺘﻴﺒﺎ ﻏﻴﺭ ﻤﺴﻭﻍ‪ ،‬ﻓﻤﺜﻼ ﺘﺭﺠﻤﺔ‬
‫ﻤﻜﺘﺒﺔ ﺍﻟﺠﺎﻤﻌﺔ ﺘﻌﺒﺭ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻋﻥ‪:‬‬
‫‪University library.‬‬
‫‪Or‬‬
‫‪The library of the university.‬‬
‫ﻭﺍﻟﻘﻀﻴﺔ ﻫﻨﺎ ﻤﺘﻌﻠﻘﺔ ﺒﻨﺴﺒﺔ ﺍﻟﺸﻲﺀ ﻟﻠﻌﺎﻗل ﻭ ﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ )‪(‘s‬‬
‫ﺃﻱ )‪(Apostrophe S‬‬
‫ﻰ ‪ s‬ﺍﻟﻤﻠﻜﻴﺔ‪ ،‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل ﻨﻘﻭل‪:‬‬
‫ﺒﻤﻌﻨ ﹴ‬
‫‪Ahmad's pen.‬‬
‫ﺃﻤﺎ ﻋﻨﺩ ﻨﺴﺒﺔ ﺍﻟﺸﻲﺀ ﺇﻟﻰ ﻏﻴﺭ ﺍﻟﻌﺎﻗل ﻋﻤﻭﻤﺎ ﻓﻨﺴﺘﺨﺩﻡ ﺘﻌﺒﻴﺭ‪ of :‬ﻤﺜﺎل‪:‬‬
‫‪The door of the room.‬‬

‫• ﺍﻟﻌﻁﻑ ﺒﺎﻟﻭﺍﻭ ﺃﻭ ﺇﻫﻤﺎﻟﻬﺎ‪ :‬ﺩﺭﺝ ﺍﻟﻤﺘﺤﺩﺜﻭﻥ ﻭﺍﻟﻜﺘﺎﺏ ﻋﻠﻰ ﺠﻤﻊ ﻋﺩﺩ ﻤﻥ ﺍﻷﺴﻤﺎﺀ‬
‫ﺍﻟﻤﻌﻁﻭﻓﺔ ﻓﻲ ﺠﻤﻠﺔ ﻭﺍﺤﺩﺓ ﺩﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺤﺭﻑ ﺍﻟﻌﻁﻑ )ﺍﻟﻭﺍﻭ( ﺃﻭ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻗﺒل‬
‫ﺍﻟﻤﻌﻁﻭﻑ ﺍﻷﺨﻴﺭ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﺩﺭﺴﺕ ﻗﺼﺔ‪ ،‬ﻗﺼﻴﺩﺓ‪ ،‬ﻤﺴﺭﺤﻴﺔ "ﺃﻭ" ﺩﺭﺴﺕ ﻗﺼﺔ‪،‬‬
‫ﻗﺼﻴﺩﺓ ﻭﻤﺴﺭﺤﻴﺔ" ﻓﻴﺴﺘﻌﻴﻀﻭﻥ ﻋﻥ ﺍﻟﻭﺍﻭ ﺒﺎﻟﻔﺎﺼﻠﺔ‪ .‬ﻭﻫﺫﺍ ﺃﺴﻠﻭﺏ ﻻ ﻴﺼﺢ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﻟﻤﺎ ﻓﻴﻪ ﻤﻥ ﻓﺠﺎﺠﺔ ﻭﻋﺠﻤﺔ‪ ،‬ﺤﺘﻰ ﻟﻭ ﻜﺎﻥ ﺠﺎﺌﺯﺍ ﻓﻲ ﻏﻴﺭ ﺍﻟﻌﺭﺒﻴﺔ‪ .‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻨﻘﻭل‪:‬‬
‫"ﺩﺭﺴﺕ ﻗﺼﺔ ﻭﻗﺼﻴﺩﺓ ﻭﻤﺴﺭﺤﻴﺔ"‪ .‬ﻭﻓﻲ ﺍﻟﻤﻘﺎﻟﺔ ﺍﻟﺴﺎﺒﻘﺔ ﻨﻔﺴﻬﺎ ﻭﺭﺩﺕ ﺍﻟﻌﺒﺎﺭﺓ‪" :‬ﻗﺭﺍﺀﺓ‬
‫ﺍﻟﻔﻘﺭﺍﺕ ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻨﺸﺭﺍﺕ ﺍﻷﺨﺒﺎﺭ‪ ،‬ﻭﺍﻟﺤﻭﺍﺭ‪ "...‬ﻭﺍﻟﻘﻭل ﺍﻟﺼﺤﻴﺢ ﻫﻭ‪) :‬ﻗﺭﺍﺀﺓ ﺍﻟﻔﻘﺭﺍﺕ‬
‫ﺍﻟﺜﻘﺎﻓﻴﺔ‪ ،‬ﻭﻨﺸﺭﺍﺕ ﺍﻷﺨﺒﺎﺭ‪ ،‬ﻭﺍﻟﺤﻭﺍﺭ‪(...‬‬
‫ﻭﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻴﺠﻴﺯﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻔﺼﻠﺔ ﺒﺩﻻ ﻤﻥ ﺍﻟﻭﺍﻭ ﻋﻨﺩﻤﺎ ﺘﺘﻀﻤﻥ ﺍﻟﺠﻤﻠﺔ ﺫﻜﺭ‬
‫ﺃﺸﻴﺎﺀ ﻤﺘﻌﺩﺩﺓ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪:‬‬
‫‪I read a story, a poem and a play.‬‬
‫‪Reading cultural programs, newscasts and dialogues.‬‬

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‫* ﺫﻜﺭ ﺍﻟﻔﺎﻋل ﺒﻌﺩ ﺍﻟﺒﻨﺎﺀ ﻟﻠﻤﺠﻬﻭل‪ :‬ﻴﺒﻨﻰ ﺍﻟﻔﻌل ﻟﻠﻤﺠﻬﻭل ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻷﺴﺒﺎﺏ ﻤﻌﺭﻭﻓﺔ‪،‬‬
‫ﺃﻫﻤﻬﺎ ﻋﺩﻡ ﻤﻌﺭﻓﺔ ﺍﻟﻔﺎﻋل‪ ،‬ﺃﻭ ﻷﻥ ﺍﻟﻔﺎﻋل ﻤﻌﺭﻭﻑ ﺒﻭﻀﻭﺡ‪ ،‬ﺃﻭ ﻟﻠﺘﺤﻘﻴﺭ‪ ،‬ﺃﻭ ﻟﻺﻴﺠﺎﺯ‪ ،‬ﺃﻭ‬
‫ﻷﻥ ﺍﻟﻔﺎﻋل ﻟﻴﺱ ﺒﺫﻱ ﺃﻫﻤﻴﺔ‪ ،‬ﺃﻭ ﻟﺘﻌﻅﻴﻡ ﺍﻟﻔﺎﻋل‪ ،‬ﺃﻭ ﻟﻤﻨﺎﺴﺒﺔ ﻤﺎ ﺘﻘﺩﻤﻪ‪ 15‬ﻟﺫﺍ ﻴﻨﻭﺏ ﻤﻔﻌﻭﻟﻪ‬
‫ﻋﻥ ﻓﺎﻋﻠﻪ‪ ،‬ﻴﻘﻭل ﺍﺒﻥ ﻤﺎﻟﻙ‪:16‬‬
‫ﻓﻴﻤﺎ ﻟﻪ ﻜﻨﻴ َل ﺨﻴﺭ ﻨــــﺎﺌـ ِل‬ ‫ﺏ ﻤﻔﻌﻭ ٌل ﺒﻪ ﻋﻥ ﻓــــﺎﻋـ ِل‬
‫ﻴﻨﻭ ‪‬‬
‫ﺏ‬
‫ﻭﻟﻬﺫﻩ ﺍﻷﺴﺒﺎﺏ ﻻ ﻴﺠﻭﺯ ﺫﻜﺭ ﺍﻟﻔﺎﻋل ﻤﻁﻠﻘﺎ ﺒﻌﺩ ﺍﻟﺒﻨﺎﺀ ﻟﻠﻤﺠﻬﻭل‪ .‬ﺇﻻ ﺃﻨﻬﻡ ﻴﻘﻭﻟﻭﻥ‪ " :‬ﹸﻜ ‪‬ﺘ ‪‬‬
‫ﺹ"‪ .‬ﻭﻫﺫﺍ‬
‫ﺏ ﺍﻟﻨﺹ" ﺃﻭ " ﹶﻜ ﹶﺘﺏ‪ ‬ﻤﺤﻤ ‪‬ﺩ ﺍﻟﻨ ‪‬‬
‫ﺍﻟﻨﺹ ﻤﻥ ﻗﺒل ﻤﺤﻤﺩ" ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪ " :‬ﹸﻜ ‪‬ﺘ ‪‬‬
‫ﻴﻌﺒﺭ ﻋﻨﻪ ﺒﺎﻹﻨﺠﻠﻴﺯﻴﺔ ﺏ )‪ (by‬ﻭﻴﺴﺘﺨﺩﻡ ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل )‪ (Passive voice‬ﻓﻲ ﺍﻟﻠﻐﺔ‬
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫‪ -1‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻔﺎﻋل ﻏﻴﺭ ﻤﻌﺭﻭﻑ‪ ،‬ﻤﺜﺎل‪:‬‬
‫‪Twenty American soldiers were killed in Iraq.‬‬
‫‪ -2‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻫﺘﻤﺎﻡ ﺍﻟﻤﺘﺤﺩﺙ ﻭ ﺘﺭﻜﻴﺯﻩ ﻋﻠﻰ ﺍﻟﻤﻔﻌﻭل ﺃﻜﺜﺭ ﻤﻥ ﺍﻟﻔﺎﻋل ﻨﻅﺭﺍ ﻟﻌﺩﻡ ﺃﻫﻤﻴﺔ‬
‫ﺍﻟﻤﻔﻌﻭل‪ ،‬ﻤﺜﺎل‪:‬‬
‫‪The food was brought.‬‬
‫‪ -3‬ﺇﺫﺍ ﻜﺎﻥ ﺍﻟﻤﺘﺤﺩﺙ ﻻ ﻴﺭﻏﺏ ﻓﻲ ﻜﺸﻑ ﻫﻭﻴﺔ ﺍﻟﻔﺎﻋل‪ ،‬ﻤﺜﺎل‪:‬‬
‫‪I was told that Ali is A criminal.‬‬
‫ﻭ ﻴﻤﻜﻥ ﺇﻀﺎﻓﺔ ‪ By‬ﻓﻲ ﻨﻬﺎﻴﺔ ﺍﻟﺠﻤﻠﺔ ﺇﺫﺍ ﺃﺭﺩﻨﺎ ﺍﻟﺘﻌﺭﻴﻑ ﺒﺎﻟﻔﺎﻋل‪ ،‬ﻤﺜﺎل‪:‬‬
‫‪The cat was killed by Ali.‬‬
‫* ﺍﺴﺘﺨﺩﺍﻡ ﻜﻠﻤﺔ )ﺒﺎﻟﻨﺴﺒﺔ( ﺍﺴﺘﺨﺩﺍﻤﺎ ﺨﺎﻁﺌﺎ‪ :‬ﻓﻤﻌﻨﻰ ﺍﻟﻨﺴﺒﺔ‪ :‬ﺍﻟﻘﺭﺍﺒﺔ‪ ،‬ﻭﻓﻲ ﺒﻨﻲ ﻓﻼﻥ‪:‬‬
‫ﻷﻨﹾﺴﺎﺏﹺ‪ .‬ﺍﺒﻥ ﺴﻴﺩﻩ‪:‬‬
‫ﺏ ﺍﻟﻘﹶﺭﺍﺒﺎﺕ‪ ،‬ﻭﻫﻭ ﻭﺍﺤ ‪‬ﺩ ﺍ َ‬
‫ﺴ ‪‬‬
‫ﺏ‪ :‬ﹶﻨ ‪‬‬
‫ﺴ ‪‬‬
‫ﻭﻓﻲ ﺍﻟﻠﺴﺎﻥ‪" :‬ﺍﻟﻨﱠ ‪‬‬ ‫‪17‬‬
‫ﺃﻱ ﻤﻨﻬﻡ‪.‬‬
‫_____________________________‬
‫‪ 15‬ﻜل ﻫﺫﻩ ﺍﻷﻏﺭﺍﺽ ﻤﻭﻀﺤﺔ ﻓﻲ ﺒﺤﺜﻨﺎ )ﺤﻨﻨﻲ‪ .‬ﺩ‪.‬ﺯﺍﻫﺭ‪ :‬ﺍﻟﻤﺒﻨﻲ ﻟﻠﻤﺠﻬﻭل ﻓﻲ ﺍﻟﻘﺭﺁﻥ ﺍﻟﻜﺭﻴﻡ – ﺒﺤﺙ‬
‫ﻓﻲ ﺍﻟﻨﺤﻭ ﻭﺍﻟﺩﻻﻟﺔ‪ -‬ﻤﺠﻠﺔ ﺠﺎﻤﻌﺔ ﺍﻟﺨﻠﻴل ﻟﻠﺒﺤﻭﺙ(‪.‬‬
‫‪ 16‬ﺍﺒﻥ ﻋﻘﻴل‪ :‬ﺸﺭﺡ ﺍﺒﻥ ﻋﻘﻴل ﻋﻠﻰ ﺃﻟﻔﻴﺔ ﺍﺒﻥ ﻤﺎﻟﻙ‪ ،‬ﺍﻟﺘﺤﻘﻴﻕ ﻭﺍﻟﺘﻌﻠﻴﻕ ﻭﺍﻟﺸﺭﺡ ﻟـ‪ :‬ﻤﺤﻤﺩ ﻋﺒﺩ ﺍﻟﻤﻨﻌﻡ‬
‫ﺨﻔﺎﺠﻲ ﻭﻁﻪ ﻤﺤﻤﺩ ﺍﻟﺯﻴﻨﻲ‪ ،‬ﻤﺭﺍﺠﻌﺔ‪ :‬ﻤﺤﻤﻭﺩ ﺃﻤﻴﻥ ﺍﻟﻨﻭﺍﻭﻱ‪ ،‬ﺝ‪ ،1/‬ﻤﻁﺒﻌﺔ ﻤﺤﻤﺩ ﻋﻠﻲ ﺼﺒﻴﺢ ﻭﺃﻭﻻﺩﻩ‪،‬‬
‫ﻤﺼﺭ‪ ،1961 ،‬ﺹ‪.285‬‬
‫‪ 17‬ﺍﻟﻭﺴﻴﻁ‪ :‬ﺒﺎﺏ ﺍﻟﻨﻭﻥ‪ ،‬ﻤﺎﺩﺓ ﻨﺴﺏ‪.‬‬

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‫ﺴ ‪‬ﺒ ﹸﺔ ﻤﺼﺩ ‪‬ﺭ‬
‫ﺼﺔﹰ؛ ﻭﻗﻴل‪ :‬ﺍﻟﻨﱢ ‪‬‬
‫ﺏ‪ :‬ﺍﻟﻘﹶﺭﺍﺒﺔﹸ؛ ﻭﻗﻴل‪ :‬ﻫﻭ ﻓﻲ ﺍﻵﺒﺎﺀ ﺨﺎ ‪‬‬
‫ﺴ ‪‬‬
‫ﺴ ‪‬ﺒ ﹸﺔ ﻭﺍﻟ ﱠﻨ ‪‬‬
‫ﺍﻟ ﱢﻨﺴ‪‬ﺒ ﹸﺔ ﻭﺍﻟ ﱡﻨ ‪‬‬
‫ﻥ ﺇِﻟﻰ ﺍﻟﺒﻼﺩ‪ ،‬ﻭﻴﻜﻭﻥ‬
‫ﺏ ﻴﻜﻭﻥ ﺒﺎﻟﻶﺒﺎﺀ‪ ،‬ﻭﻴﻜﻭ ‪‬‬
‫ﺴ ‪‬‬
‫ﺴ ‪‬ﺒ ﹸﺔ‪ :‬ﺍﻻﺴ ‪‬ﻡ‪ .‬ﺍﻟﺘﻬﺫﻴﺏ‪ :‬ﺍﻟﻨﱠ ‪‬‬
‫ﺍﻻ ﹾﻨﺘ‪‬ﺴﺎﺏﹺ؛ ﻭﺍﻟﻨﱡ ‪‬‬
‫ﻁﺭ‪ ‬ﺍﻟﺸﺎﻋﺭ ﻓﺄَﺴﻜﻥ ﺍﻟﺴﻴﻥ؛ ﺃَﻨﺸﺩ ﺍﺒﻥ ﺍﻷَﻋﺭﺍﺒﻲ‪:‬‬
‫ﻀﹸ‬
‫ﻓﻲ ﺍﻟﺼ‪‬ﻨﺎﻋﺔ‪ ،‬ﻭﻗﺩ ﺍ ‪‬‬
‫‪18‬‬
‫ﺠ ‪‬ﺩ ﻋﻠﻴﻙ ﹶﻨﺤ‪‬ﺒﺎ"‬
‫ﹶﻗ ‪‬ﺩ ﹶﻨﺤ‪‬ﺏ‪ ‬ﺍﻟـ ‪‬ﻤ ‪‬‬ ‫ﻷ ﹾﻜﺭ‪‬ﻤ‪‬ـﻴﻥ‪ ‬ﹶﻨﺴ‪‬ﺒﺎ‪،‬‬
‫ﻥﺍَ‬
‫ﻋ ‪‬ﻤﺭ‪‬ﻭ‪ ،‬ﻴﺎ ﺍﺒ ‪‬‬
‫ﻴﺎ ‪‬‬
‫ﻤﺘﺒﺎﻴﻨﺔ‪،‬‬ ‫ﻭﺘﺴﺘﺨﺩﻡ ﻋﻨﺩ ﺒﻌﻀﻬﻡ ﺒﻌﻴﺩﺍ ﻋﻥ ﻫﺫﺍ ﺍﻟﻤﻌﻨﻰ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻜﺎﻨﺕ ﺍﻟﻤﻭﺍﻗﻑ‬
‫ﻓﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻭﻗﻑ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‪ "...‬ﻭﻫﺫﺍ ﺍﺴﺘﺨﺩﺍﻡ ﻤﺨﺎﻟﻑ ﻟﻠﻌﺭﺒﻴﺔ‪ ،‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻨﻘﻭل‪:‬‬
‫"ﻜﺎﻨﺕ ﺍﻟﻤﻭﺍﻗﻑ ﻤﺘﺒﺎﻴﻨﺔ‪ ،‬ﻓﺎﻟﻤﻭﻗﻑ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ‪."...‬‬
‫ﻭﻋﻨﺩ ﺘﺭﺠﻤﺔ ﺠﻤﻠﺔ ﻤﻥ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻤﺜل‪:‬‬
‫‪Concerning or regarding the Palestinian point of view‬‬
‫ﻫﻨﺎ ﻜﻠﻤﺔ ‪ concerning‬ﺃﻭ ‪ regarding‬ﺘﻌﻨﻲ ﺒﺎﻟﻌﺭﺒﻴﺔ ﻓﻴﻤﺎ ﻴﺘﻌﻠﻕ ﺒﺎﻟﺸﻲﺀ ﻓﺘﺘﻡ ﺘﺭﺠﻤﺘﻬﺎ‬
‫ﺒﺎﻟﻨﺴﺒﺔ ل ﻭﻫﺫﺍ ﺨﻁﺄ ﺃﻤﺎ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻼ ﻴﻭﺠﺩ ﻫﺫﺍ ﺍﻟﻔﺭﻕ‪.‬‬

‫* ﺍﻻﺒﺘﺩﺍﺀ ﺒﺎﻟﻨﻜﺭﺓ ﻤﻥ ﻏﻴﺭ ﻤﺴﻭﻍ‪ :‬ﻓﻴﻘﻭﻟﻭﻥ "ﻤﻤﻨﻭﻉ ﺍﻟﺘﺩﺨﻴﻥ" ﻭﺍﻟﻌﺒﺎﺭﺓ ﻤﻜﺘﻭﺒﺔ ﻓﻲ‬

‫ﻤﻌﻅﻡ ﺍﻷﻤﺎﻜﻥ ﺍﻟﺘﻲ ﻨﺸﺎﻫﺩﻫﺎ ﻓﻲ ﺤﻴﺎﺘﻨﺎ‪ ،‬ﺃﻭ ﻋﺒﺎﺭﺓ "ﻤﻤﻨﻭﻉ ﺭﻤﻲ ﺍﻟﻨﻔﺎﻴﺎﺕ" ﻭﻤﺎ ﺸﺎﺒﻪ ﺫﻟﻙ‪.‬‬

‫ﻭﻫﺫﺍ ﺨﻁﺄ ﻨﺎﺘﺞ ﻋﻥ ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺤﺭﻓﻴﺔ ﻟﻠﻌﺒﺎﺭﺓ "‪ "No Smoking‬ﻭﺍﻟﺨﻁﺄ ﻓﻴﻬﺎ ﻋﺩﻡ ﺠﻭﺍﺯ‬

‫ﺍﻻﺒﺘﺩﺍﺀ ﺒﻨﻜﺭﺓ ﺇﻻ ﻓﻲ ﺤﺎﻻﺕ ﻤﻌﺭﻭﻓﺔ‪ ،‬ﻭﻫﺫﺍ ﺍﻟﻤﻭﻀﻊ ﻟﻴﺱ ﻤﻨﻬﺎ‪ ،19‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻨﻘﻭل‪" :‬‬

‫ﺍﻟﺘﺩﺨﻴﻥ ﻤﻤﻨﻭﻉ "‪ .‬ﻭﻓﻲ ﺫﻟﻙ ﻴﻘﻭل ﺍﺒﻥ ﻤﺎﻟﻙ‪:20‬‬

‫_____________________________‬
‫‪ 18‬ﺍﻟﻠﺴﺎﻥ‪ :‬ﺒﺎﺏ ﺍﻟﺒﺎﺀ ﻓﺼل ﺍﻟﻨﻭﻥ‪ ،‬ﻤﺎﺩﺓ ﻨﺴﺏ‪.‬‬
‫‪ 19‬ﺤﺎﻻﺕ ﺠﻭﺍﺯ ﺍﻻﺒﺘﺩﺍﺀ ﺒﺎﻟﻨﻜﺭﺓ ﻫﻲ‪-:‬ﺃﻥ ﺘﻜﻭﻥ ﻤﻭﺼﻭﻓﺔ ﻭﺼﻔﺎ ﻟﻔﻅﻴﺎ ﺃﻭ ﺘﻘﺩﻴﺭﻴﺎ ﺃﻭ ﻤﻌﻨﻭﻴﺎ ‪-‬ﺃﻭ ﺃﻥ‬
‫ﻴﺘﻘﺩﻡ ﻋﻠﻴﻬﺎ ﺨﺒﺭﻫﺎ –ﺃﻭ ﺃﻥ ﺘﻜﻭﻥ ﻋﺎﻤﺔ – ﺃﻭ ﺃﻥ ﺘﻜﻭﻥ ﻓﻲ ﻤﻌﻨﻰ ﺍﻟﻔﻌل – ﺃﻭ ﺃﻥ ﺘﻜﻭﻥ ﻋﺎﻤﻠﺔ ﻋﻤل‬

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 ‫ﻭَ ﹶﻻ َﻴﺠ‪‬ﻭ ‪‬ﺯ ﺍﻻ ‪‬ﺒ ‪‬ﺘﺩَﺍ ﺒﹺﺎﻟ ﱠﻨﻜ‪‬ـ َﺭ ‪‬ﻩ ﻤَﺎ ﹶﻟ ‪‬ﻡ ﹸﺘ ‪‬ﻔ ‪‬ﺩ ﹶﻜﻌ‪‬ـ ﹾﻨ َﺩ َﺯﻴ‪‬ـ ‪‬ﺩ ﹶﻨﻤ‪‬ـ َﺭ ‪‬ﻩ‬

‫ﻋﻨﹾـ َﺩﻨﹶـﺎ‬
‫ﻥ ﺍﻟﻜ‪‬ـﺭَﺍ ﹺﻡ ‪‬‬
‫ﺠ ٌل ﻤ‪‬ـ َ‬
‫َﻭ َﺭ ‪‬‬ ‫ﺨ ﱞل ﹶﻟﻨﹶﺎ‬
‫َﻭ َﻫ ْل ﹶﻓ ﹶﺘﻰ‪ ‬ﻓ‪‬ﻴﻜﹸﻡ ﹶﻓﻤَﺎ ‪‬‬

‫ﺱ ﻤَﺎ ﻟﹶـ ‪‬ﻡ ‪‬ﻴﻘﹶـ ْل‬

‫ﻥ َﻭ ﹾﻟ ‪‬ﻴ ﹶﻘ ‪‬‬
‫ﻋ َﻤ ْلﺒﹺـ ‪‬ﺭ َﻴﺯﹺﻴ ‪‬‬
‫ﺨ ‪‬ﻴ ‪‬ﺭ َﻭ َ‬
‫ﺨ ‪‬ﻴﺭﹺ ﹶ‬
‫ﻏ َﺒ ﹲﺔ ﻓ‪‬ﻲ ﺍﻟ ﹶ‬
‫َﻭ َﺭ ﹾ‬

‫ﻭﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻴﻘﻭﻟﻭﻥ‪:‬‬

‫‪No Entrance‬‬
‫ﻭﺘﺭﺠﻤﺘﻬﺎ‪ :‬ﺍﻟﺩﺨﻭل ﻤﻤﻨﻭﻉ ﻭﻟﻴﺱ )ﻤﻤﻨﻭﻉ ﺍﻟﺩﺨﻭل(‪ ،‬ﻭﻴﻘﻭﻟﻭﻥ‪:‬‬
‫‪No child admission‬‬
‫ﻭﺘﺭﺠﻤﺘﻬﺎ‪ :‬ﺩﺨﻭل ﺍﻷﻁﻔﺎل ﻤﻤﻨﻭﻉ‪ ،‬ﻭ)ﺩﺨﻭل( ﻤﻌﺭﻓﺔ ﻷﻨﻬﺎ ﻤﻀﺎﻑ ﺇﻟﻰ ﻤﻌﺭﻓﺔ‪ ،‬ﻟﺫﺍ ﺠﺎﺯ‬
‫ﺃﻥ ﺘﻜﻭﻥ ﻤﺒﺘﺩﺃ‪.‬‬

‫• ﺍﺴﺘﺨﺩﺍﻡ )ﻻ ﺯﺍل( ﺒﺩﻻ ﻤﻥ )ﻤﺎ ﺯﺍل(‪ :‬ﻴﺘﺭﺠﻡ ﺒﻌﻀﻬﻡ ﻜﻠﻤﺔ )‪ (still‬ﺍﻟﺘﻲ ﺘﻔﻴﺩ‬
‫ﺍﻻﺴﺘﻤﺭﺍﺭﻴﺔ ﺒﻜﻠﻤﺔ "ﻻ ﺯﺍل"‪ .‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻻﺯﺍﻟﺕ ﺍﻟﻘﻨﺎﻋﺔ ﻋﻨﺩ ﺍﻟﻨﺎﺱ"‪ ،‬ﻭﻴﻘﻭﻟﻭﻥ‪" :‬ﻻﺯﺍﻟﺕ‬
‫ﺍﻵﺭﺍﺀ ﻤﺘﺒﺎﻋﺩﺓ"‪ .‬ﻭﻫﺫﺍ ﺍﺴﺘﻌﻤﺎل ﺨﺎﻁﺊ ﻟﻜﻠﻤﺔ "ﻻ ﺯﺍل"‪ ،‬ﻓﻬﻲ ﺘﻔﻴﺩ ﺍﻟﺩﻋﺎﺀ ﻻ ﺍﻻﺴﺘﻤﺭﺍﺭ‪.‬‬
‫ﻭﻴﺼﺢ ﺃﻥ ﻴﻘﺎل‪" :‬ﻻ ﺯﺍﻟﺕ ﺍﻷﺭﺽ ﻋﺯﻴﺯﺓ ﺒﺄﻫﻠﻬﺎ"‪ ،‬ﻓﻬﻭ ﺩﻋﺎﺀ ﻟﻸﺭﺽ ﺒﺩﻭﺍﻡ ﺍﻟﻌﺯ‬
‫ﺒﺄﻫﻠﻬﺎ‪ .‬ﺃﻤﺎ ﻤﺎ ﻴﻔﻴﺩ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻬﻭ "ﻤﺎ ﺯﺍل"‪ ،‬ﻜﺄﻥ ﻨﻘﻭل‪" :‬ﻤﺎ ﺯﺍﻟﺕ ﺍﻟﻘﻨﺎﻋﺔ ﻋﻨﺩ ﺍﻟﻨﺎﺱ"‪،‬‬
‫ﻭ "ﻤﺎ ﺯﺍﻟﺕ ﺍﻷﺭﺽ ﻋﺯﻴﺯﺓ ﺒﺄﻫﻠﻬﺎ"‪ .‬ﻭﻜﺜﻴﺭﺍ ﻤﺎ ﻴﺨﺘﻠﻁ ﺍﻷﻤﺭ ﻋﻠﻰ ﻤﻥ ﻴﻘﻭﻤﻭﻥ ﺒﺎﻟﻜﺘﺎﺒﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻓﻴﺄﺨﺫﻭﻥ ﺒﺎﻻﺴﺘﻌﻤﺎل ﺍﻷﻭل ﻟﻠﺩﻻﻟﺔ ﻋﻠﻰ ﺍﻟﺜﺎﻨﻲ‪ .‬ﻋﻨﺩ ﺘﺭﺠﻤﺔ ﺠﻤﻠﺔ‪Ahmad :‬‬

‫ﺍﻟﻔﻌل – ﺃﻭ ﺃﻥ ﺘﻘﻊ ﺠﻭﺍﺒﺎ ﻟﺴﺅﺍل – ﺃﻭ ﺃﻥ ﺘﻘﻊ ﺒﻌﺩ ﻻﻡ ﺍﻻﺒﺘﺩﺍﺀ – ﺃﻭ ﺃﻥ ﺘﻘﻊ ﺒﻌﺩ )ﺇﺫﺍ( ﺍﻟﻔﺠﺎﺌﻴﺔ –ﺃﻭ ﺃﻥ‬
‫ﺘﻘﻊ ﻓﻲ ﺠﻤﻠﺔ ﺍﻟﻌﻁﻑ – ﺃﻭ ﺃﻥ ﺘﻘﻊ ﻓﻲ ﺼﺩﺭ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺤﺎﻟﻴﺔ‪ .‬ﻭﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺘﻔﺎﺼﻴل ﻭﺍﻟﺸﺭﺡ ﺍﻨﻅﺭ )ﺍﺒﻥ‬
‫ﻫﺸﺎﻡ‪.‬ﻋﺒﺩ ﺍﷲ ﺒﻥ ﻴﻭﺴﻑ‪ :‬ﺃﻭﻀﺢ ﺍﻟﻤﺴﺎﻟﻙ ﺇﻟﻰ ﺃﻟﻔﻴﺔ ﺍﺒﻥ ﻤﺎﻟﻙ‪ ،‬ﺒﻴﺭﻭﺕ‪ ،‬ﺩﺍﺭ ﺇﺤﻴﺎﺀ ﺍﻟﺘﺭﺍﺙ ﺍﻟﻌﺭﺒﻲ‪،‬‬
‫ﻁ‪،5/‬ﺹ‪ 60‬ﻭﻤﺎ ﺒﻌﺩﻫﺎ‪1966 ،‬ﻡ(‪.‬‬
‫‪ 20‬ﺍﻟﻔﻭﺯﺍﻥ‪ .‬ﻋﺒﺩ ﺍﷲ ﺒﻥ ﺼﺎﻟﺢ‪ :‬ﺩﻟﻴل ﺍﻟﺴﺎﻟﻙ ﺇﻟﻰ ﺃﻟﻔﻴﺔ ﺍﺒﻥ ﻤﺎﻟﻙ‪ ،‬ﺝ‪ ، 1/‬ﺹ‪.149‬‬

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‫‪ is still a student.‬ﻴﺠﺏ ﺃﻥ ﻴﻘﺎل‪) :‬ﺃﺤﻤﺩ ﻤﺎ ﺯﺍل ﻁﺎﻟﺒﺎ( ﻭﻻ ﻨﻘﻭل‪) :‬ﺍﺤﻤﺩ ﻻ ﺯﺍل‬
‫ﻁﺎﻟﺒﺎ( ﻭﻻ ﻴﻭﺠﺩ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻤﺜل ﻫﺫﺍ ﺍﻻﺨﺘﻼﻑ‪.‬‬

‫• ﺍﺴﺘﺨﺩﺍﻡ )ﺍﻟﻜﺎﻑ( ﻤﻘﺎﺒﻼ ل)‪ (as‬ﺩﺍﺌﻤﺎ‪ :‬ﻜﻤﺎ ﻓﻲ ﻗﻭﻟﻬﻡ ﻤﻤﺎ ﺸﺎﻉ "ﻜﻤﺩﻴﺭ" ﺃﻭ "ﻜﺴﺅﺍل"‬
‫ﺃﻭ "ﻜﺠﻭﺍﺏ"‪ ،‬ﻭﻴﻘﺼﺩﻭﻥ ﺒﺫﻟﻙ ﺍﻟﻘﻭل "ﺒﻭﺼﻔﻪ ﻤﺩﻴﺭﺍ" ﺃﻭ "ﺒﻭﺼﻔﻪ ﺴﺅﺍﻻ" ﺃﻭ "ﺒﻭﺼﻔﻪ‬
‫ﺠﻭﺍﺒﺎ"‪ ،‬ﻟﺫﺍ ﺸﺎﻉ ﺫﻟﻙ ﻓﻲ ﺍﻻﺴﺘﺨﺩﺍﻤﺎﺕ ﻜﺎﻓﺔ‪ .‬ﻓﻠﻭ ﻗﻠﻨﺎ‪" :‬ﺘﺼﺭﻑ ﺍﻟﺭﺠل ﻜﻤﺩﻴﺭ" ﻭﺍﻟﻜﺎﻑ‬
‫ﺘﻔﻴﺩ ﺍﻟﺘﺸﺒﻴﻪ‪ ،‬ﻟﺼﺎﺭ ﺍﻟﻤﻌﻨﻰ "ﺘﺼﺭﻑ ﺍﻟﺭﺠل ﺘﺼﺭﻓﺎ ﻴﺸﺒﻪ ﺘﺼﺭﻓﺎﺕ ﻤﺩﻴﺭ" ﻭﻫﺫﺍ ﻏﻴﺭ‬
‫ﻗﻭﻟﻨﺎ "ﺘﺼﺭﻑ ﺍﻟﺭﺠل ﺒﻭﺼﻔﻪ ﻤﺩﻴﺭﺍ"‪.‬‬
‫‪As a manager of the company, he decided to dismiss the‬‬
‫‪secretary‬‬
‫ﻭﻫﻨﺎ ‪ as‬ﺘﻌﻨﻲ ﺒﺼﻔﺘﻪ ﻤﺩﻴﺭﺍ ﻓﻴﺠﺏ ﺘﺭﺠﻤﺘﻬﺎ ﻋﻠﻰ ﻫﺫﺍ ﺍﻟﻨﺤﻭ‪.‬‬

‫• ﺘﺭﺠﻤﺔ ﺤﺭﻓﻴﺔ ﻟﻜﻠﻤﺔ )ﻟﻌﺏ(‪ :‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻟﻌﺏ ﺩﻭﺭﺍ ﻤﻬﻤﺎ ﻓﻲ ﺍﻟﻘﻀﻴﺔ" ﻭﺭﺒﻤﺎ ﺠﺎﺯ‬
‫ﺫﻟﻙ ﻟﻭ ﻜﺎﻥ ﻓﻲ ﻤﺒﺎﺭﺍﺓ ﻜﺭﺓ ﻗﺩﻡ ﻤﺜﻼ‪ ،‬ﻭﻟﻜﻥ ﻓﻲ ﻗﻀﻴﺔ ﻓﺫﻟﻙ ﺨﻁﺄ‪ ،‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪:‬‬
‫"ﻜﺎﻥ ﺩﻭﺭﻩ ﻤﻬﻤﺎ" ﺃﻭ ﺠﺴﺩ ﺩﻭﺭﺍ ﻤﻬﻤﺎ‪ ،‬ﺃﻭ ﺸﻜل ﺃﻭ ﻤﺎﺭﺱ‪ ،‬ﻭﻜﻠﻬﺎ ﺃﻗﺭﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻨﻰ‬
‫ﺏ‬
‫ﺍﻟﻤﺭﺍﺩ ﻷﻥ ﺍﻟﻠﻌﺏ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻀﺩ )ﺍﻟﺠﺩ( ﻴﻘﻭل ﺍﺒﻥ ﻤﻨﻅﻭﺭ ﻓﻲ ﺍﻟﻠﺴﺎﻥ‪" :‬ﻟﻌﺏ‪ :‬ﺍﻟﱠﻠ ‪‬ﻌ ‪‬‬
‫ﻋﺏ‪ ،‬ﻭ ﹶﺘﹶﻠ ‪‬ﻌﺏ‪ ‬ﻤﺭ‪‬ﺓ ﺒﻌﺩ ﺃُﺨﺭﻯ؛‬
‫ﺏ ﹶﻟﻌ‪‬ـﺒﺎﹰ ﻭﹶﻟﻌ‪‬ﺒﺎﹰ‪ ،‬ﻭﹶﻟ ‪‬ﻌﺏ‪ ،‬ﻭﺘﹶﻼ ‪‬‬
‫ﺠﺩ‪ ،‬ﹶﻟﻌ‪‬ﺏ‪ ‬ﻴ ﹾﻠ ‪‬ﻌ ‪‬‬
‫ﺏ‪ :‬ﻀ ‪‬ﺩ ﺍﻟ ﹺ‬
‫ﻭﺍﻟﱠﻠ ‪‬ﻌ ‪‬‬
‫ﻗﺎل ﺍﻤﺭ ُﺅ ﺍﻟﻘﻴﺱ‪:‬‬
‫ﺏ ﺍﻷَﻭﺍﺌل‬
‫ﻭَﺃﻭ‪‬ﺩﻯ ﻋ‪‬ﺼﺎ ‪‬ﻡ ﻓﻲ ﺍﻟﺨﹸﻁﻭ ﹺ‬ ‫ﺙ ﺒ ‪‬ﺫ ‪‬ﻤ ‪‬ﺔ ﺨﺎﻟﺩ‪،‬‬
‫ﻋ ﹲ‬
‫ﹶﺘ ﹶﻠ ‪‬ﻌﺏَ ﺒﺎ ‪‬‬
‫ﺴﻤ‪‬ﻰ‬
‫ﺝ ﺸﻬﺭﺍﹰ؛ ‪‬‬
‫ﻏ ﹶﺘﻠﹶﻡ‪ ،‬ﻓﹶﻠﻌ‪‬ﺏ‪ ‬ﺒﻨﺎ ﺍﻟـ ‪‬ﻤ ‪‬ﻭ ‪‬‬
‫ﺠﺴ‪‬ﺎﺴ‪‬ﺔ‪ :‬ﺼﺎ ‪‬ﺩﻓﹾﻨﺎ ﺍﻟﺒﺤﺭ ﺤﻴﻥ ﺍ ﹾ‬
‫ﻭﻓﻲ ﺤﺩﻴﺙ ﺘﹶﻤﻴﻡ ﻭﺍﻟ ‪‬‬
‫ﺴ ‪‬ﺭ ﺒﻬﻡ ﺇِﻟﻰ ﺍﻟﻭﺠ‪‬ﻪ ﺍﻟﺫﻱ ﺃَﺭﺍﺩﻭﻩ‪ .‬ﻭﻴﻘﺎل ﻟﻜل ﻤﻥ‬
‫ﺍﻀﻁﺭﺍﺏ ﺍﻟـ ‪‬ﻤﻭ‪‬ﺝ ﹶﻟﻌ‪‬ـﺒﺎﹰ‪ ،‬ﻟﻤﺎ ﻟﻡ ‪‬ﻴ ‪‬‬
‫ﻥ‬
‫ﺏ‪ .‬ﻭﻓﻲ ﺤﺩﻴﺙ ﺍﻻﺴﺘﻨﺠﺎ ‪‬ﺀ‪ :‬ﺇِﻥ ﺍﻟﺸﻴﻁﺎ ‪‬‬
‫ﻋ ‪‬‬
‫ﺕﻻ‪‬‬
‫ﻼ ﻻ ‪‬ﻴﺠ‪‬ﺩﻱ ﻋﻠﻴﻪ ﹶﻨﻔﹾﻌﹰﺎ‪ :‬ﺇِﻨﻤﺎ ﺃَﻨ ﹶ‬
‫ل ﻋﻤ ﹰ‬
‫ﻋ‪‬ﻤ‪َ ‬‬
‫ﻷﺫﹶﻯ ﻭﺍﻟﻔﺴﺎﺩ‪ ،‬ﻷَﻨﻬﺎ‬
‫ﺼﺩ‪‬ﻫﺎ ﺒﺎ َ‬
‫ﻋ ‪‬ﺩ ﺒﻨﻲ ﺁﺩﻡ ﺃَﻱ ﺍﻨﻪ ﻴﺤﻀ‪‬ﺭ ﺃَﻤﻜﻨﺔ ﺍﻻﺴﺘﻨﺠﺎ ‪‬ﺀ ﻭ ‪‬ﻴ ‪‬ﺭ ‪‬‬
‫ﺏ ﺒﻤﻘﺎ ‪‬‬
‫‪‬ﻴ ﹾﻠ ‪‬ﻌ ‪‬‬
‫ﺠ ‪‬ﺭ ﻓﻴﻬﺎ ﺫﻜﺭ ﺍﻟﻠﹼﻪ‪ ،‬ﻭ ﹸﺘ ﹾﻜﺸﹶﻑ ﻓﻴﻬﺎ ﺍﻟﻌﻭﺭﺍﺕﹸ‪ ،‬ﻓﺄُﻤ ‪‬ﺭ ﺒ ‪‬‬
‫ﺴﺘﹾﺭﻫﺎ ﻭﺍﻻﻤﺘﻨﺎﻉ ﻤﻥ‬ ‫ﻤﻭﺍﻀﻊ ‪‬ﻴ ‪‬ﻬ ‪‬‬

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‫ل ﺫﻟﻙ ﻤﻥ ﹶﻟﻌ‪‬ﺏﹺ‬
‫ﺏ ﺍﻟﺭﻴﺎﺡ ﻭﺭ‪‬ﺸﺎﺵ ﺍﻟﺒﻭل‪ ،‬ﻭﻜ ﱡ‬
‫ﺍﻟ ﱠﺘ ‪‬ﻌﺭ‪‬ﺽ ﻟ ‪‬ﺒﺼ‪‬ﺭ ﺍﻟﻨﺎﻅﺭﻴﻥ ﻭﻤ‪‬ﻬﺎ ‪‬‬
‫ﺍﻟﺸﻴﻁﺎﻥ"‪.21‬‬
‫ﻭﻫﻡ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻴﻘﻭﻟﻭﻥ‪:‬‬
‫‪He played a prominent role in the debate‬‬
‫ﻭﺘﺭﺠﻤﺘﻬﺎ‪) :‬ﻜﺎﻥ ﺩﻭﺭﻩ ﻤﻬﻤﺎ ﻓﻲ ﺍﻟﻨﻘﺎﺵ( ﻭﻟﻴﺱ )ﻟﻌﺏ ﺩﻭﺭﺍ ﻤﻬﻤﺎ ﻓﻲ ﺍﻟﻨﻘﺎﺵ(‬

‫• ﺍﺴﺘﺨﺩﺍﻡ ﺒﺩﺍﺌل ﻋﻥ ﺍﻟﻤﻔﻌﻭل ﺍﻟﻤﻁﻠﻕ‪ :‬ﻓﺒﻌﺽ ﺍﻟﻤﺘﺭﺠﻤﻴﻥ ﻻ ﻴﺤﺴﻨﻭﻥ ﺘﺭﺠﻤﺔ ﺒﻌﺽ‬

‫ﺍﻟﻤﻌﺎﻨﻲ ﺇﻟﻰ ﺍﻟﻌﺭﺒﻴﺔ ﻷﻨﻬﻡ ﻻ ﻴﺤﺴﻨﻭﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻔﻌﻭل ﺍﻟﻤﻁﻠﻕ ﻋﻨﺩﻤﺎ ﻴﻜﻭﻥ ﻭﺠﻭﺏ‬
‫ﺍﺴﺘﺨﺩﺍﻤﻪ‪ ،‬ﺃﻭ ﺃﻓﻀﻠﻴﺔ ﺫﻟﻙ‪ ،‬ﻭﻴﺫﻫﺒﻭﻥ ﺇﻟﻰ ﺍﻟﺘﺭﺠﻤﺔ ﺍﻟﺤﺭﻓﻴﺔ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ ﻤﺜﻼ‪" :‬ﺘﺤﺩﺙ ﻋﻠﻰ‬
‫ﻨﺤﻭ ﻭﺍﻀﺢ" ﻓﻴﺴﺘﺨﺩﻤﻭﻥ )ﻋﻠﻰ ﻨﺤ ﹴﻭ( ﺒﺩﻻ ﻤﻥ ﺍﻟﻤﻔﻌﻭل ﺍﻟﻤﻁﻠﻕ ﻟﻠﻔﻌل )ﺘﺤﺩﺙ( ﻭﺍﻷﻭﻟﻰ‬
‫ﻭﺍﻷﺼﺢ ﺃﻥ ﻴﻘﻭﻟﻭﺍ‪" :‬ﺘﺤﺩﺙ ﺤﺩﻴﺜﺎ ﻭﺍﻀﺤﺎ"‪ ،‬ﻭﻴﻘﻭﻟﻭﻥ‪" :‬ﻅﻬﺭ ﺒﺸﻜل ﺤﺴﻥ" ﻭﺍﻷﺼﺢ ﺃﻥ‬
‫ﻴﻘﺎل‪" :‬ﻅﻬﺭ ﻅﻬﻭﺭﺍ ﺤﺴﻨﺎ"‪ ،‬ﻭﻫﺫﻩ ﻤﺘﻌﻠﻘﺔ ﺒﺎﻟﺘﺭﺠﻤﺔ ﺍﻟﺤﺭﻓﻴﺔ ﻷﻥ‪:‬‬
‫‪His speech was clear.‬‬
‫ﻤﻌﻨﺎﻫﺎ‪ :‬ﺘﺤﺩﺙ ﺤﺩﻴﺜﺎ ﻭﺍﻀﺤﺎ‪ ،‬ﻭﻟﻴﺱ‪ :‬ﺘﺤﺩﺙ ﻋﻠﻰ ﻨﺤﻭ ﻭﺍﻀﺢ‪ .‬ﻭﻤﻌﻨﻰ‪:‬‬
‫‪He looked smart.‬‬
‫ﻅﻬﺭ ﻅﻬﻭﺭﺍ ﺤﺴﻨﺎ‪ ،‬ﻭﻟﻴﺱ‪ :‬ﻅﻬﺭ ﺒﺸﻜل ﺤﺴﻥ‪.‬‬

‫• ﺘﺭﺠﻤﺔ ﻜﻠﻤﺔ )‪ (against‬ﺒﹺﻜﻠﻤﺔ )ﻀﺩ( ﺩﺍﺌﻤﺎ ﻭﻫﺫﺍ ﻏﻴﺭ ﺩﻗﻴﻕ‪ ،‬ﻓﻌﻨﺩﻤﺎ ﻴﻘﻭﻟﻭﻥ ﻓﻲ‬
‫ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪ (He struggled against the Israeli occupation.) :‬ﺘﺘﺭﺠﻡ )ﺤﺎﺭﺏ‬
‫ﻀﺩ ﺍﻻﺤﺘﻼل ﺍﻹﺴﺭﺍﺌﻴﻠﻲ( ﻭﻫﺫﺍ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺤﺭﻓﻲ ﻟﻠﺠﻤﻠﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪ ،‬ﻭﻤﻌﻨﺎﻩ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‬
‫ﺃﻨﻪ ﻭﻗﻑ ﻓﻲ ﺠﺒﻬﺔ ﺃﻭ ﻓﺭﻗﺔ ﺃﻭ ﺠﻬﺔ ﺃﺨﺭﻯ ﻏﻴﺭ ﺍﻟﻤﻌﺎﺩﻴﺔ ﻟﻼﺤﺘﻼل‪ ،‬ﻭﻫﺫﺍ ﻤﺨﺎﻟﻑ‬
‫ﻟﻠﻤﻌﻨﻰ ﺍﻟﻤﺭﺍﺩ‪ ،‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪" :‬ﺤﺎﺭﺏ ﺍﻻﺤﺘﻼل" ﺃﻭ "ﺸﻥ ﺤﺭﺒﺎ ﻋﻠﻰ ﺍﻻﺤﺘﻼل"‪،‬‬
‫ﻭﺃﻤﺜﻠﺘﻬﺎ ﻜﺜﻴﺭﺓ؛ ﻓﻴﺘﺭﺠﻤﻭﻥ )‪(Children should be vaccinated against flow‬‬
‫)ﻴﺠﺏ ﺘﻠﻘﻴﺢ ﺍﻷﻁﻔﺎل ﻀﺩ ﺍﻟﺭﺸﺢ( ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﺘﺘﺭﺠﻡ‪" :‬ﻴﺠﺏ ﺘﻠﻘﻴﺢ ﺍﻷﻁﻔﺎل ﻤﻥ‬
‫ﺍﻟﺭﺸﺢ" ﻭﻴﺘﺭﺠﻤﻭﻥ‬
‫_____________________________‬
‫‪ 21‬ﺍﻟﻠﺴﺎﻥ‪ ،‬ﺒﺎﺏ ﺍﻟﺒﺎﺀ‪ ،‬ﻓﺼل ﺍﻟﻼﻡ‪ ،‬ﻤﺎﺩﺓ ﻟﻌﺏ‪.‬‬

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‫‪(The occupation court passed a sentence against the Palestinians‬‬
‫)‪rebels.‬‬
‫)ﺃﺼﺩﺭﺕ ﻤﺤﻜﻤﺔ ﺍﻻﺤﺘﻼل ﺤﻜﻤﺎ ﻀﺩ ﻤﻨﺎﻀﻠﻴﻥ ﻓﻠﺴـﻁﻴﻨﻴﻴﻥ( ﻭﺍﻟﺼـﺤﻴﺢ‪" :‬ﺃﺼـﺩﺭﺕ‬
‫ﻤﺤﻜﻤﺔ ﺍﻻﺤﺘﻼل ﺤﻜﻤﺎ ﺒﺤﻕ)ﺃﻭ ﻋﻠﻰ( ﻤﻨﺎﻀﻠﻴﻥ ﻓﻠﺴﻁﻴﻨﻴﻴﻥ"‪.‬‬

‫• ﺘﺭﺠﻤﺔ ﻜﻠﻤﺔ )‪ (cover‬ﺒﹺﻜﻠﻤﺔ )ﻴﻐﻁﻲ( ﺩﺍﺌﻤﺎ‪ ،‬ﻭﻫﺫﺍ ﻻ ﻴﺅﺩﻱ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺼﺤﻴﺢ ﻓـﻲ‬
‫ﺍﻟﻌﺭﺒﻴﺔ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻏﻁﻰ ﻤﺭﺍﺴﻠﻨﺎ ﺍﻟﺼﺤﻔﻲ ﺍﻷﺤﺩﺍﺙ ﺍﻷﺨﻴﺭﺓ ﻓﻲ ﺍﻟﻌﺭﺍﻕ" ﻭﻻ ﺘﻌﻁـﻲ‬
‫ﻜﻠﻤﺔ ﻏﻁﻰ ﺍﻟﺩﻻﻟﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﻤﻌﻨﻰ ﺍﻟﻤﺭﺍﺩ‪ ،‬ﻓﻼ ﺘﻭﺠﺩ ﻋﻼﻗـﺔ ﺒـﻴﻥ ﺍﻟﺘﻐﻁﻴـﺔ ﻭﺒـﻴﻥ‬
‫ﺍﻷﺨﺒﺎﺭ‪ ،‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪" :‬ﻫﺫﺍ ﻨﻘل ﻤﺒﺎﺸﺭ ﻟﻸﺤﺩﺍﺙ ﻓﻲ ﺍﻟﻌﺭﺍﻕ ﻤﺒﺎﺸﺭﺓ" ﺘﺭﺠﻤﺔ ل‪:‬‬
‫‪This is a live coverage of the incidents in Iraq.‬‬
‫ﻭﺃﻥ ﻴﺘﺭﺠﻡ ﻗﻭﻟﻬﻡ‪:‬‬
‫‪PBC news reporter covered The Israeli massacres in Jenin Camp.‬‬
‫ﺏ‪ :‬ﻨﻘل ﻤﺭﺍﺴل ‪ BBC‬ﺍﻟﻤﺫﺍﺒﺢ ﺍﻹﺴﺭﺍﺌﻴﻠﻴﺔ ﻓﻲ ﻤﺨﻴﻡ ﺠﻨﻴﻥ‪.‬‬
‫ﻓﻼ ﻴﺠﻭﺯ ﺘﺭﺠﻤﺔ ﻜﻠﻤﺔ ‪ coverage‬ﻓﻲ ﺍﻟﻤﺜﺎل ﺍﻷﻭل ﻋﻠﻰ ﺃﻨﻬﺎ ﺘﻐﻁﻴﺔ ﻭ ﺃﻴﻀـﺎ ﻜﻠﻤـﺔ‬
‫‪ covered‬ﻓﻲ ﺍﻟﻤﺜﺎل ﺍﻟﺜﺎﻨﻲ ﻋﻠﻰ ﺃﻨﻬﺎ ﻏﻁﻰ ﻤﺭﺍﺴﻠﻨﺎ‪.‬‬

‫• ﺇﻫﻤﺎل ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻷﻓﻌﺎل ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻤﻥ ﺤﻴﺙ ﺍﻟﻠﺯﻭﻡ ﻭﺍﻟﺘﻌﺩﻱ‪ :‬ﻓـﺒﻌﺽ‬
‫ﺍﻷﻓﻌﺎل ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻤﺘﻌﺩﻴﺔ ﻭﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻻﺯﻤﺔ )ﺃﻱ ﻴﻠﺯﻤﻬﺎ ﻤﻔﻌﻭل ﺒـﻪ(‪ ،‬ﻭﻤﺜﺎﻟﻬـﺎ‬
‫)‪ (reach‬ﺍﻟﺫﻱ ﻴﻌﻨﻲ )ﻭﺼل(‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ‪:‬‬
‫‪UN Secretary General reached Palestine today in the morning.‬‬
‫ﻭﻴﺘﺭﺠﻤﻭﻨﻬﺎ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‪" :‬ﻭﺼل ﻓﻠﺴﻁﻴﻥ ﺍﻷﻤﻴﻥ ﺍﻟﻌﺎﻡ ﻟﻸﻤﻡ ﺍﻟﻤﺘﺤﺩﺓ ﺼﺒﺎﺡ ﻫﺫﺍ ﺍﻟﻴﻭﻡ"‬
‫ﻭﺍﻟﺼﺤﻴﺢ ﺍﻟﻘﻭل‪" :‬ﻭﺼل ﺍﻷﻤﻴﻥ ﺍﻟﻌﺎﻡ ﻟﻸﻤﻡ ﺍﻟﻤﺘﺤﺩﺓ ﺇﻟﻰ ﻓﻠﺴﻁﻴﻥ ﺼﺒﺎﺡ ﻫﺫﺍ ﺍﻟﻴﻭﻡ"‪.‬‬
‫ﻷﻥ ﻭﺼل ﻓﻌل ﻻﺯﻡ ﻻ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﻤﻔﻌﻭل ﺒﻪ ﻭﺇﻨﻤﺎ ﻴﺤﺘﺎﺝ ﺇﻟﻰ ﺤﺭﻑ ﺠـﺭ‪ .‬ﺒﻤـﺎ ﺃﻥ‬
‫ﺍﻟﻔﻌل ‪ reach‬ﺒﻤﻌﻨﻰ ﻭﺼل ﻻ ﻴﺄﺨﺫ ﺤﺭﻑ ﺠﺭ ﻓﺘﺘﻡ ﺘﺭﺠﻤﺘﻪ ﺒﺎﻟﺨﻁﺄ ﻜﻤﺎ ﻓﻲ ﺍﻟﺠﻤﻠـﺔ‬
‫ﺍﻟﺴﺎﺒﻘﺔ‪ :‬ﻭﺼل ﻓﻠﺴﻁﻴﻥ ﺒﺩﻻ ﻤﻥ ﻭﺼل ﺇﻟﻰ ﻓﻠﺴﻁﻴﻥ‪.‬‬

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‫* ﺘﺭﺠﻤﺔ )‪ (via‬ﺒﻜﻠﻤﺔ )ﻋﺒﺭ(‪ :‬ﻓﻴﻘﻭﻟﻭﻥ‪" :‬ﻋﺒﺭ ﺃﺠﻬﺯﺓ ﺍﻻﺘﺼﺎل" ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪:‬‬
‫ﺏ ﺍﻟﻨﻬﺭ‪،‬‬
‫"ﺒﺄﺠﻬﺯﺓ ﺍﻻﺘﺼﺎل"‪ ،‬ﺃﻭ "ﺒﻭﺍﺴﻁﺔ ﺍﻻﺘﺼﺎل"‪ ،‬ﻷﻥ ﻋﺒﺭ ﺘﻌﻨﻲ‪" :‬ﺍﻟ ‪‬ﻌ ‪‬ﺒﺭﹺ‪ ،‬ﻭﻫﻭ ﺠﺎﻨ ‪‬‬
‫ﻋ ‪‬ﺒﺭ‪‬ﻩ‪ :‬ﺸﺎﻁﺌﻪ ﻭﻨﺎﺤﻴﺘﻪ؛ ﻗﺎل ﺍﻟﻨﺎﺒﻐﺔ ﺍﻟﺫﺒﻴﺎﻨﻲ ﻴﻤﺩﺡ ﺍﻟﻨﻌﻤﺎﻥ‪:‬‬
‫ﻋ ‪‬ﺒ ‪‬ﺭ ﺍﻟﻭﺍﺩﻱ ﻭ ‪‬‬
‫ﻭ‪‬‬
‫ﻥ ﺒﺎﻟ ‪‬ﺯ ‪‬ﺒ ‪‬ﺩ‬
‫ﺘﺭ‪‬ﻤﻲ ﺃَﻭﺍ ‪‬ﺫﻴ‪‬ﻪ ﺍﻟ ‪‬ﻌ ‪‬ﺒﺭ‪‬ﻴ ﹺ‬ ‫ﺕ ﺇِﺫﺍ ﺠﺎﺸﹶﺕ ﻏﹶﻭﺍﺭﹺﺒﻪ‪،‬‬
‫ﻭﻤﺎ ﺍﻟﻔﹸﺭﺍ ﹸ‬
‫ﻋﺒ‪‬ﺭﹰﺍ‬
‫ﻋﺒ‪‬ﺭﻩ ‪‬‬ ‫ﻭﻴﻘﺎل‪ :‬ﻓﻼﻥ ﻓﻲ ﺫﻟﻙ ﺍﻟﻌ‪‬ﺒﺭ ﺃَﻱ ﻓﻲ ﺫﻟﻙ ﺍﻟﺠﺎﻨﺏ‪ .‬ﻭ ‪‬‬
‫ﻋ ‪‬ﺒﺭ‪‬ﺕ ﺍﻟﻨﻬ ‪‬ﺭ ﻭﺍﻟﻁﺭﻴﻕ َﺃ ‪‬‬
‫ﻭﻫﺫﺍ ﻴﻭﻀﺢ ﻋﺩﻡ ﻭﺠﻭﺩ ﻋﻼﻗﺔ ﺒﻴﻥ‬ ‫‪22‬‬
‫ﻭﻋ‪‬ﺒﻭﺭﹰﺍ ﺇِﺫﺍ ﻗﻁﻌﺘﻪ ﻤﻥ ﻫﺫﺍ ﺍﻟ ‪‬ﻌﺒ‪‬ﺭ ﺇِﻟﻰ ﺫﻟﻙ ﺍﻟﻌ‪‬ﺒﺭ"‬
‫ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﺭﺍﺩ ﻭﺩﻻﻟﺔ ﺍﻟﻜﻠﻤﺔ‪.‬‬
‫‪I traveled to Egypt via Rafah.‬‬

‫* ﺘﺭﺠﻤﺔ )‪ (according‬ﺒﻜﻠﻤﺔ )ﻁﺒﻘﺎ( ﺩﺍﺌﻤﺎ‪ :‬ﻭﻴﻘﺼﺩﻭﻥ )ﻭ‪‬ﻓﻘﺎ ﺃﻭ ﻭ‪‬ﻓﺎﻗﺎ ﺃﻭ ﻤﻁﺎﺒﻘﺔ(‬

‫ﻓﻬﻡ ﻴﻘﻭﻟﻭﻥ‪" :‬ﻁﺒﻘﺎ ﻟﻭﻜﺎﻻﺕ ﺍﻷﻨﺒﺎﺀ‪ ،‬ﺘﻡ ﺍﻻﺘﻔﺎﻕ ﺒﻴﻥ‪ "....‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪" :‬ﻭ‪‬ﻓﻕ‬
‫ﻭﻜﺎﻻﺕ‪ "....‬ﻭﻴﻤﻜﻥ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻤﻌﻨﻰ ﻨﻔﺴﻪ ﺒﺄﺴﺎﻟﻴﺏ ﻤﺘﻌﺩﺩﺓ ﻤﺜل‪" :‬ﺫﻜﺭﺕ ﻭﻜﺎﻻﺕ‬
‫ﻕ ﺍﻟﺸﻴﺌَﺎﻥ‪:‬‬
‫ﺍﻷﻨﺒﺎﺀ ﺃﻥ ﺍﺘﻔﺎﻗﺎ ﺘﻡ ﺒﻴﻥ‪ "...‬ﻭﻓﻲ ﺍﻟﻠﺴﺎﻥ‪" :‬ﻁﺎ ‪‬ﺒ ﹶﻘ ‪‬ﻪ ﻤﻁﺎﺒ‪‬ﻘ ﹰﺔ ﻭﻁ‪‬ﺒﺎﻗ ﹰﺎ‪ .‬ﻭﺘﹶﻁﺎﺒ‪ ‬ﹶ‬
‫ﺕ ﺒﻴﻥ ﺍﻟﺸﻴﺌﻴﻥ ﺇِﺫﺍ ﺠﻌﻠﺘﻬﻤﺎ ﻋﻠﻰ‬
‫ﺘﺴﺎﻭ‪‬ﻴﺎ‪ .‬ﻭﺍﻟﻤ‪‬ﻁﺎﺒ‪‬ﻘ ﹸﺔ‪ :‬ﺍﻟﻤ‪‬ﻭﺍﻓﹶﻘﺔ‪ .‬ﻭﺍﻟﺘﱠﻁﺎﺒ‪‬ﻕ‪ :‬ﺍﻻﺘﻔﺎﻕ‪ .‬ﻭﻁﺎ ‪‬ﺒ ﹾﻘ ﹸ‬
‫ﻁﺒﹺﻴﻘﹸﻪ‬
‫ﻁ ‪‬ﺒﻘﹸﻪ ﻭ ﹶ‬
‫ﻕ ﻫﺫﺍ ﻭﻭﹺﻓﺎﻗﹸﻪ ﻭﻁ‪‬ﺒﺎﻗﹸﻪ ﻭﻁﺎ ‪‬ﺒﻘﹸ ‪‬ﻪ ﻭ ‪‬‬
‫ﺤﺫﹾﻭ ﻭﺍﺤﺩ ﻭﺃَﻟﺯﻗﺘﻬﻤﺎ‪ .‬ﻭﻫﺫﺍ ﺍﻟﺸﻲﺀ ‪‬ﻭ ﹾﻓ ﹸ‬
‫‪‬‬
‫ﻕ ﺒﻴﻥ ﻗﻤﻴﺼﻴﻥ‪.‬‬
‫ﻁ ‪‬ﺒﻘﹶﻪ‪ .‬ﻭﻁﺎﺒ‪ ‬ﹶ‬
‫ﻥ ﹶ‬
‫ﺸﱞ‬‫ﻕ ﹶ‬
‫ﻁ ﹺﺒﻘﹸﻪ ﻭﻗﺎﹶﻟﺒ‪‬ﻪ ﻭﻗﺎِﻟﺒ‪‬ﻪ ﺒﻤﻌﻨﻰ ﻭﺍﺤﺩ‪ .‬ﻭﻤﻨﻪ ﻗﻭﻟﻬﻡ‪ :‬ﻭﺍ ﹶﻓ ﹶ‬
‫ﻭ ‪‬ﻤ ﹾ‬
‫ﻕ‪ :‬ﺴﻤﻴﺕ ﺒﺫﻟﻙ ﻟﻤ‪‬ﻁﺎﺒ‪‬ﻘﺔ ﺒﻌﻀﻬﺎ ﺒﻌﻀﹰﺎ ﺃَﻱ‬
‫ﺕ ﺍﻟﻁﱢﺒﺎ ﹸ‬
‫ﹶﻟﺒﹺﺱ‪ ‬ﺃَﺤﺩﻫﻤﺎ ﻋﻠﻰ ﺍﻵﺨﺭ‪ .‬ﻭﺍﻟﺴﻤﻭﺍ ﹸ‬
‫ﺒﻌﻀﻬﺎ ﻓﻭﻕ ﺒﻌﺽ"‪.23‬‬
‫‪According to the news agencies.‬‬
‫ﻫﻨﺎ ﻴﺠﺏ ﺘﺭﺠﻤﺔ ﻜﻠﻤﺔ ‪ According‬ﻋﻠﻰ ﺃﻨﻬﺎ ﻭﻓﻕ ﻭ ﻟﻴﺱ ﻁﺒﻘﺎ‬
‫ﺃﻤﺎ ﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻼ ﻴﻭﺠﺩ ﻟﺒﺱ ﻓﻲ ﺍﻟﻤﻌﻨﻰ‪ *.‬ﺘﺭﺠﻤﺔ )‪ (cancel‬ﺒﻜﻠﻤﺔ )ﻻﻏﻴﺎ(‪ :‬ﻓﻔﻲ‬
‫ﻗﻭﻟﻬﻡ‪" :‬ﻋﺩ ﺍﻟﻁﺭﻓﺎﻥ ﺍﻻﺘﻔﺎﻕ ﻻﻏﻴﺎ" ﺨﻁﺄ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻡ ﻜﻠﻤﺔ ﻻﻏﻲ ﺍﻟﺘﻲ ﻫﻲ ﺍﺴﻡ ﻓﺎﻋل ﻤﻥ‬
‫ﺍﻟﻔﻌل ﻟﻐﺎ‪ ،‬ﻴﻠﻐﻭ‪ ،‬ﺃﻱ ﻜﺜﺭ ﻜﻼﻤﻪ‪ ،‬ﻓﻴﺼﺒﺢ ﻤﻌﻨﻰ )ﻻﻏﻲ( ﻜﺜﻴﺭ ﺍﻟﻜﻼﻡ‪ .‬ﻭﻟﻴﺱ ﻫﺫﺍ ﻫﻭ‬
‫_____________________________‬
‫‪ 22‬ﺍﻟﻠﺴﺎﻥ‪ ،‬ﺒﺎﺏ ﺍﻟﺭﺍﺀ ﻓﺼل ﺍﻟﻌﻴﻥ‪ ،‬ﻤﺎﺩﺓ ﻋﺒﺭ‪.‬‬
‫‪ 23‬ﺍﻟﻠﺴﺎﻥ‪ :‬ﺒﺎﺏ ﺍﻟﻘﺎﻑ ﻓﺼل ﺍﻟﻁﺎﺀ‪ ،‬ﻤﺎﺩﺓ ﻁﺒﻕ‪.‬‬

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‫ﺍﻟﻤﻘﺼﻭﺩ ﺒﺎﻟﻌﺒﺎﺭﺓ‪ ،‬ﻭﺍﻟﺼﺤﻴﺢ ﺃﻥ ﻴﻘﺎل‪" :‬ﻋﺩ ﺍﻟﻁﺭﻓﺎﻥ ﺍﻻﺘﻔﺎﻕ ﻤﻠﻐﻴﺎ" ﻭ)ﻤﻠﻐﻲ( ﻫﻲ ﺍﺴﻡ‬
‫ﺍﻟﻔﺎﻋل ﻤﻥ ﺍﻟﻔﻌل ﻟﻐﻰ ﻴﻠﻐﻲ‪ ،‬ﺃﻱ ﺃﺒﻁل ﺃﻤﺭﺍ ﺴﺎﺒﻘﺎ‪ ،‬ﻭﻫﺫﺍ ﻫﻭ ﺍﻟﻤﻘﺼﻭﺩ‪ .‬ﻭﺍﻟﺘﻨﺒﻴﻪ ﻟﻪ ﺒﺴﺒﺏ‬
‫ﻜﺜﺭﺓ ﺸﻴﻭﻋﻪ ﺩﻭﻥ ﺍﻻﻨﺘﺒﺎﻩ ﺇﻟﻰ ﺍﻟﺨﻁﺄ ﺍﻟﺫﻱ ﻭﻗﻊ ﻓﻴﻪ‪.‬‬
‫‪The accord is considered cancelled‬‬
‫ﺍﻋﺘﺒﺭ ﺍﻻﺘﻔﺎﻕ ﻤﻠﻐﻴﺎ ﻭﻟﻴﺱ ﺍﻋﺘﺒﺭ ﺍﻻﺘﻔﺎﻕ ﻻﻏﻴﺎ* ﺍﻟﺨﻠﻁ ﺒﻴﻥ ﺤﺭﻓﻲ ﺍﻟﺠﺭ )ﺇﻟﻰ( ﻭ)ﺍﻟﻼﻡ(‬
‫ﻋﻨﺩ ﺘﺭﺠﻤﺔ )‪ :(to‬ﻓﻔﻲ ﺍﻟﻌﺭﺒﻴﺔ ﻟﻜل ﺤﺭﻑ ﻤﻥ ﺤﺭﻭﻑ ﺍﻟﺠﺭ ﻤﻌﻨﻰ ﺨﺎﺹ‪ ،‬ﻭﻟﻭ ﻜﺎﻨﺕ‬
‫ﻤﻌﺎﻨﻴﻬﺎ ﻤﺘﻁﺎﺒﻘﺔ ﻟﻤﺎ ﺍﺤﺘﺠﻨﺎﻫﺎ ﻜﻠﻬﺎ‪ ،‬ﻓﻤﻥ ﺃﺸﻬﺭ ﻤﻌﺎﻨﻲ ﺤﺭﻑ ﺍﻟﺠﺭ )ﺇﻟﻰ( ﺍﻨﺘﻬﺎﺀ ﺍﻟﻐﺎﻴﺔ‬
‫ﺠ ‪‬ﺩ ﺍﻷَﻗﺼَﻰ"‪ 24‬ﻭﺍﻟﺯﻤﺎﻨﻴﺔ ﻭﻤﻨﻪ‬
‫ﺤﺭَﺍ ﹺﻡ ﺇِﻟﻰ ﺍﻟﻤَﺴ ﹺ‬
‫ﺠ ‪‬ﺩ ﺍﻟ َ‬
‫ﻥ ﺍﻟﻤَﺴ ﹺ‬
‫ﺍﻟﻤﻜﺎﻨﻴﺔ‪ ،‬ﻭﻤﻨﻪ ﻗﻭﻟﻪ ﺘﻌﺎﻟﻰ‪ " :‬ﻤ َ‬
‫ﺍﻟﻠﻴل"‪ ،25‬ﻭﺍﻟﻤﺭﺍﺩ ﺒﺎﻨﺘﻬﺎﺀ ﺍﻟﻐﺎﻴﺔ‪ :‬ﺃﻥ ﺍﻟﻤﻌﻨﻰ ﻗﺒﻠﻬﺎ‬
‫ِ‬ ‫ﺼﻴَﺎ َﻡ ﺇِﻟﻰ‬
‫ﻗﻭﻟﻪ ﺘﻌﺎﻟﻰ‪ " :‬ﹸﺜﻡ‪َ ‬ﺃ ‪‬ﺘﻤﱡﻭﺍ ﺍﻟ ‪‬‬
‫ﻴﻨﻘﻁﻊ ﻭﻴﻨﺘﻬﻲ ﺒﻭﺼﻭﻟﻪ ﺇﻟﻰ ﺍﻟﻤﺠﺭﻭﺭ ﺒﻌﺩﻫﺎ‪.‬‬

‫ﻭﺃﻤﺎ "ﺍﻟﻼﻡ"‪ :‬ﻓﻬﻭ ﺤﺭﻑ ﺠﺭ ﻴﻜﻭﻥ ﺃﺼﻠ ‪‬ﻴﹰﺎ ﻭﻗﺩ ﻴﻜﻭﻥ ﺯﺍﺌﺩﹰﺍ ﻭﻟﻪ ﻤﻌﺎﻥ ﻜﺜﻴﺭﺓ ﻤﻨﻬﺎ‪:‬‬
‫• ﺍﻨﺘﻬﺎﺀ ﺍﻟﻐﺎﻴﺔ‪ :‬ﻓﺘﻜﻭﻥ ﻤﺜل )ﺇﻟﻰ(‪ .‬ﻭﻫﺫﺍ ﺍﻟﻤﻌﻨﻰ ﻗﻠﻴل ﻭﻤﻨﻪ ﻗﻭﻟﻪ ﺘﻌﺎﻟﻰ‪" :‬ﻜ ّل ﻴَﺠﺭﹺﻱ‬
‫ﻷﺠ ٍل ﻤ‪‬ﺴﻤ‪‬ﻰ"‪.‬‬
‫ﺍﻟﻤﻠﻙ‪ :‬ﻭﺘﻘﻊ – ﻏﺎﻟﺒﹰﺎ – ﺒﻴﻥ ﺫﺍﺘﻴﻥ ﺍﻟﺜﺎﻨﻴﺔ ﻤﻨﻬﻤﺎ ﺘﻤﻠﻙ‪ .‬ﻭﻫﺫﺍ ﻫﻭ ﺃﻜﺜﺭ ﻤﻌﺎﻨﻴﻬﺎ ﻨﺤﻭ‪:‬‬ ‫•‬
‫ﺽ"‪.‬‬
‫ﺕ ﻭﺍﻷﺭ ﹺ‬
‫ﻙ ﺍﻟﺴ‪‬ﻤﻭﺍ ‪‬‬
‫ﷲ ﻤ‪‬ﻠ ‪‬‬
‫ﺍﻟﻜﺘﺎﺏ ﻟﺨﺎﻟﺩ‪ ،‬ﻗﺎل ﺘﻌﺎﻟﻰ‪ِ " :‬‬
‫• ﺸﺒﻪ ﺍﻟﻤﻠﻙ‪ .‬ﻭﻴﻌﺒﺭ ﻋﻨﻪ ﺒﺎﻻﺨﺘﺼﺎﺹ‪ .‬ﻭﻫﻭ ﺃﻥ ﻴﻜﻭﻥ ﻤﺩﺨﻭل ﺍﻟﻼﻡ ﻻ ﻴﻤﻠﻙ ﻨﺤﻭ‪:‬‬
‫ﺍﻟﺒﺎﺏ ﻟﻠﺩﺍﺭ‪.‬‬
‫• ﺍﻟﺘﻌﺩﻴﺔ ﺇﻟﻰ ﺍﻟﻤﻔﻌﻭل ﺒﻪ‪ :‬ﻓﻴﻜﻭﻥ ﻤﺎ ﺒﻌﺩﻫﺎ ﻓﻲ ﺤﻜﻡ ﺍﻟﻤﻔﻌﻭل ﺒﻪ ﻤﻌﻨ ً‬
‫ﻰ ﻭﺇﻥ ﻜﺎﻥ‬
‫ﺏ ﺍﻟﻌﻠﻡ ﻟﻠﻁﺒﺎﻋﺔ ﺍﻟﺠﻴﺩﺓ ﻤﻥ ﺍﻟﻜﺘﺏ‪.‬‬
‫ﺏ ﻁﺎﻟ ‪‬‬
‫ﻤﺠﺭﻭﺭﹰﺍ ﻨﺤﻭ‪ .‬ﻤﺎ ﺃﺤ ‪‬‬
‫• ﺍﻟﺘﻌﻠﻴل‪ :‬ﺇﺫﺍ ﻜﺎﻥ ﻤﺎ ﺒﻌﺩﻫﺎ ﻋﻠﺔ ﻟﻤﺎ ﻗﺒﻠﻬﺎ ﻨﺤﻭ‪ :‬ﻁﻠﺏ ﺍﻟﻌﻠﻡ ﻀﺭﻭﺭﻱ ﻟﺭﻓﻊ ﺍﻟﺠﻬل‪.‬‬
‫ﻭﻓﻲ ﺍﻟﻤﻌﻨﻰ ﺍﻷﻭل ﻤﺎ‬ ‫‪26‬‬
‫ﻭﻫﺫﻩ ﺍﻟﻤﻌﺎﻨﻲ ﺍﻟﺨﻤﺴﺔ ﺫﻜﺭﻫﺎ ﺍﺒﻥ ﻤﺎﻟﻙ – ﺭﺤﻤﻪ ﺍﷲ ‪" .-‬‬
‫_____________________________‬
‫‪ 24‬ﺍﻹﺴﺭﺍﺀ‪ ،‬ﺁﻴﺔ‪.1 :‬‬
‫‪ 25‬ﺍﻟﺒﻘﺭﺓ‪ ،‬ﺁﻴﺔ‪.187 :‬‬
‫‪ 26‬ﺍﻟﻔﻭﺯﺍﻥ‪ ،‬ﺩﻟﻴل ﺍﻟﺴﺎﻟﻙ‪ ،‬ﺴﺎﺒﻕ ‪ ،‬ﺹ‪.10‬‬

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‫ﻴﻭﻫﻡ ﺒﺘﺸﺎﺒﻪ ﻤﻌﻨﻰ ﺍﻟﻼﻡ ﻭﺇﻟﻰ‪ ،‬ﻟﻜﻨﻪ ﻭﻀﺢ ﺫﻟﻙ ﺒﻘﻭﻟﻪ )ﻭﻫﺫﺍ ﺍﻟﻤﻌﻨﻰ ﻗﻠﻴل( ﻭﻀﺭﺏ ﻟﻪ‬
‫ﻤﺜﻼ ﺍﻵﻴﺔ‪.‬‬

‫ﺃﻤﺎ ﺍﻟﺫﻴﻥ ﻴﺘﻭﻫﻤﻭﻥ ﻓﻴﺨﻠﻁﻭﻥ ﺒﻴﻥ ﺍﻟﻤﻌﻨﻴﻴﻥ‪ ،‬ﻓﻴﻘﻭﻟﻭﻥ ﻤﺜﻼ‪" :‬ﺴﻠﻤﺕ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻰ ﺍﻟﻁﺎﻟﺏ"‬
‫ﻭﻫﺫﺍ ﻏﻴﺭ ﺼﺤﻴﺢ‪ ،‬ﻭﺼﻭﺍﺒﻪ ﺍﻟﻘﻭل‪" :‬ﺴﻠﻤﺕ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻁﺎﻟﺏ" ﻷﻥ ﺍﻟﻜﺘﺎﺏ ﺴﻴﻭﻀﻊ ﺘﺤﺕ‬
‫ﺘﺼﺭﻓﻪ‪ ،‬ﻭﻜﺄﻨﻪ ﻤﻠﻙ ﻟﻪ‪ ،‬ﻭﻟﻡ ﻴﻜﻥ ﺍﻟﻐﺭﺽ ﺴﻔﺭ ﺍﻟﻤﻠﻑ ﻤﻥ ﻤﻜﺎﻥ ﺇﻟﻰ ﺁﺨﺭ‪ .‬ﻭﻴﻘﻭﻟﻭﻥ‬
‫ﺃﻴﻀﺎ‪" :‬ﺴﺎﻓﺭﺕ ﻟﻸﺭﺩﻥ" ﻭﻫﺫﺍ ﻏﻴﺭ ﺼﺤﻴﺢ ﻭﺼﻭﺍﺒﻪ ﺃﻥ ﻴﻘﺎل‪" :‬ﺴﺎﻓﺭﺕ ﺇﻟﻰ ﺍﻷﺭﺩﻥ" ﻷﻥ‬
‫)ﺇﻟﻰ( ﻫﻨﺎ ﺘﺤﺩﺩ ﺍﻨﺘﻬﺎﺀ ﺍﻟﻐﺎﻴﺔ ﺍﻟﻤﻜﺎﻨﻴﺔ‪.‬‬
‫‪I gave the book to the student.‬‬
‫ﺃﻋﻁﻴﺕ ﺍﻟﻜﺘﺎﺏ ﻟﻠﻁﺎﻟﺏ‪ ،‬ﻭﻟﻴﺱ‪ :‬ﺃﻋﻁﻴﺕ ﺍﻟﻜﺘﺎﺏ ﺇﻟﻰ ﺍﻟﻁﺎﻟﺏ‬

‫* ﺍﻹﺼﺭﺍﺭ ﻋﻠﻰ ﺘﺭﺠﻤﺔ ﺍﻟﻤﺼﻁﻠﺢ ﺍﻹﻨﺠﻠﻴﺯﻱ ﺒﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ‪ :‬ﺤﺘﻰ ﻟﻭ ﻟﻡ‬
‫ﺘﻜﻥ ﺘﻠﻙ ﺍﻟﻜﻠﻤﺔ ﻗﺩ ﺃﻋﻁﺕ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﺭﺍﺩ ﺒﺩﻗﺔ ﻤﺜل ﺍﻟﻤﺼﻁﻠﺢ )‪ (privatization‬ﺇﺫ‬
‫ﻭﻀﻌﺕ ﻟﻪ ﺘﺭﺠﻤﺎﺕ ﻜﺜﻴﺭﺓ ﻤﺜل )ﺍﻟﺨﺼﺨﺼﺔ( ﻭ)ﺍﻟﺘﺨﺼﻴﺹ( ﻭ)ﺍﻟﺘﺨﺼﺼﻴﺔ( ﻭﻫﺫﻩ‬
‫ﺘﺭﺠﻤﺎﺕ ﻏﻴﺭ ﺩﻗﻴﻘﺔ‪ ،‬ﺫﻟﻙ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﺘﻤﻴل ﺩﺍﺌﻤﺎ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﺯﻭﺍﺌﺩ ﻭﺍﻟﻠﻭﺍﺤﻕ‬
‫)ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﻜﻠﻤﺔ ﺃﻭ ﻓﻲ ﻨﻬﺎﻴﺘﻬﺎ( )‪ (affixes‬ﺤﺘﻰ ﺘﺘﻡ ﻤﻭﺍﺀﻤﺔ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻓﻲ ﻤﻭﻗﻌﻬﺎ ﻤﻥ‬
‫ﺍﻟﺠﻤﻠﺔ‪ .‬ﻭﻟﺫﻟﻙ ﻓﻬﻲ ﺘﻌﺘﺒﺭ ﺃﻜﺜﺭ ﻤﻥ ﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ‪ ،‬ﻭﺇﻥ ﺒﺩﺕ ﻓﻲ ﻅﺎﻫﺭﻫﺎ ﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ‪،‬‬
‫ﻭﻤﻥ ﻫﻨﺎ ﻓﻼ ﺩﺍﻋﻲ ﻟﻺﺼﺭﺍﺭ ﻋﻠﻰ ﺘﺭﺠﻤﺘﻬﺎ ﺒﻜﻠﻤﺔ ﻭﺍﺤﺩﺓ ﻤﺭﺍﺩﻓﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ‪.‬‬
‫ﻭﻴﻤﻜﻥ ﺘﺭﺠﻤﺘﻬﺎ ﺏ )ﺍﻟﺘﺤﻭل ﻟﻠﻘﻁﺎﻉ ﺍﻟﺨﺎﺹ( ﻜﻤﺎ ﻴﻤﻜﻥ ﺃﻥ ﻨﺘﺭﺠﻡ ﻜﻠﻤﺔ‬
‫)‪ (Islamization‬ﺏ )ﺘﻁﺒﻴﻕ ﺍﻟﺸﺭﻴﻌﺔ ﺍﻹﺴﻼﻤﻴﺔ(‪،‬‬
‫)‪ (Globalization‬ﺘﺘﺭﺠﻡ ﻫﺫﻩ ﺍﻟﻜﻠﻤﺔ ﺏ‪ :‬ﻋﻭﻟﻤﺔ‬
‫ﻭﺍﻟﺼﺤﻴﺢ ﺃﻨﻬﺎ‪ :‬ﻋﺼﺭ ﺍﻟﻌﻭﻟﻤﺔ‬
‫ﻭﺍﻟﺯﻭﺍﺌﺩ ﻓﻲ ﺍﻟﻠﻐﺔ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻫﻲ ﺩﺨﻭل ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻷﺤﺭﻑ ﺇﻤﺎ ﻓﻲ ﺒﺩﺍﻴﺔ ﺍﻟﻜﻠﻤﺔ‬
‫ﻭﺘﺴﻤﻰ ‪ prefixes‬ﺃﻭ ﻨﻬﺎﻴﺘﻬﺎ ﻭﺘﺴﻤﻰ ‪ suffixes‬ﻭﻜﻼﻫﻤﺎ ﻴﺅﺜﺭ ﻋﻠﻰ ﺍﻟﻜﻠﻤﺔ ﺒﺤﻴﺙ‬
‫ﺍﻨﻪ ﻴﻌﻁﻴﻬﺎ ﺍﻟﻤﻌﻨﻰ ﺍﻟﻤﻨﺎﻗﺽ ﺃﻭ ﻴﻐﺭ ﺇﻋﺭﺍﺒﻬﺎ ﺃﻭ ﺍﻻﺜﻨﻴﻥ ﻤﻌﺎ‪.‬‬

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 ‫ﻤﺜﺎل‪:27‬‬
‫‪prefix‬‬ ‫ﻏﻴﺭ ﺼﺤﻴﺢ‬ ‫‪incorrect‬‬ ‫ﺼﺤﻴﺢ‬ ‫‪correct‬‬
‫‪suffix‬‬ ‫‪ useful‬ﺼﻔﺔ ﻭﺘﻌﻨﻲ ﻤﻔﻴﺩ‬ ‫ﻓﻌل ﺒﻤﻌﻨﻰ ﻴﺴﺘﻌﻤل ‪use‬‬

‫* ﺨﻠﻁ ﻓﻲ ﺒﻌﺽ ﺍﻟﻤﻔﺎﻫﻴﻡ‪ :‬ﻓﺎﻟﻐﺭﺏ ﻴﺭﻴﺩﻭﻥ ﺘﺭﻭﻴﺞ ﻤﺼﻁﻠﺤﺎﺕ ﻭﺸﻴﻭﻋﻬﺎ ﻋﻨﺩ‬

‫ﺍﻟﺘﺭﺠﻤﺔ‪ ،‬ﺍﻷﻤﺭ ﺍﻟﺫﻱ ﻻ ﻴﺘﻨﺒﻪ ﻟﻪ ﻜﺜﻴﺭ ﻤﻥ ﺍﻟﻤﺘﺭﺠﻤﻴﻥ‪ ،‬ﻓﺎﻟﻐﺭﺏ ﻴﻘﻭﻟﻭﻥ ﻋﻨﺩ ﻭﺼﻑ‬
‫ﺍﻟﺼﺭﺍﻉ ﺒﻴﻥ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻴﻥ ﻭﺍﻹﺴﺭﺍﺌﻴﻠﻴﻴﻥ‪ (Israel and the Palestinians) :‬ﻭﻫﺫﺍ‬
‫ﻤﻌﻨﺎﻩ )ﺇﺴﺭﺍﺌﻴل ﻭﺍﻟﻔﻠﺴﻁﻴﻨﻴﻭﻥ( ﺃﻱ ﻴﺭﻴﺩﻭﻥ ﺃﻥ ﻴﺴﺘﻘﺭ ﻓﻲ ﺫﻫﻥ ﺍﻟﻘﺎﺭﺉ ﺃﻥ ﺇﺴﺭﺍﺌﻴل ﻫﻲ‬
‫ﺩﻭﻟﺔ ﻟﻬﺎ ﻜﻴﺎﻥ ﻗﺎﺌﻡ‪ ،‬ﻭﺃﻤﺎ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻭﻥ ﻓﻬﻡ ﺃﻓﺭﺍﺩ ﺒﻼ ﺩﻭﻟﺔ‪ .‬ﻭﻟﺫﺍ ﻓﺈﻥ ﻋﻠﻴﻨﺎ ﺤﻴﻥ ﻨﺘﺭﺠﻡ ﺃﻥ‬
‫ﻨﺘﻨﺒﻪ ﻟﻤﺜل ﻫﺫﺍ ﻓﻨﻘﻭل‪" :‬ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻭﻥ ﻭﺍﻹﺴﺭﺍﺌﻴﻠﻴﻭﻥ" ﺃﻭ ﺃﻥ ﻨﻘﻭل‪" :‬ﻓﻠﺴﻁﻴﻥ ﻭﺇﺴﺭﺍﺌﻴل" ﺇﺫﺍ‬
‫ﻜﻨﺎ ﻨﻌﺘﺭﻑ ﺒﻤﺎ ﻴﺴﻤﻰ "ﺩﻭﻟﺔ ﺇﺴﺭﺍﺌﻴل"‪.28‬‬
‫ﻭﻓﻲ ﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻴﺠﺏ ﺍﻟﻘﻭل‪:‬‬
‫‪The Israelis and the Palestinians‬‬
‫ﺃﻭ ‪Israel and Palestine‬‬
‫ﻭﻟﻴﺱ ‪Israel and the Palestinians‬‬

‫_____________________________‬
‫‪ 27‬ﻴﻨﻅﺭ ﻟﻤﺯﻴﺩ ﻤﻥ ﺍﻟﺘﻔﺎﺼﻴل‪،‬‬
‫‪Geoffrey Leech& Jan Svartvik:A Communicative Grammar of English,‬‬
‫‪Longman House , 1975‬‬
‫‪Wren&Martin: High School English Grammar & Composition‬‬
‫‪,S.Chand&Co.LTD,1990‬‬
‫‪ 28‬ﻭﺭﺩﺕ ﺒﻌﺽ ﻫﺫﻩ ﺍﻷﺨﻁﺎﺀ ﻓﻲ ﻤﻘﺎل ل )ﻤﺤﻤﺩ ﺤﺴﻥ ﻴﻭﺴﻑ – ﺒﻌﻨﻭﺍﻥ "ﺃﺨﻁﺎﺀ ﺸﺎﺌﻌﺔ ﻓﻲ ﺍﻟﺘﺭﺠﻤﺔ‬
‫ﺍﻟﻌﺭﺒﻴﺔ" ﻭﻗﺩ ﺘﺤﺩﺙ ﻋﻨﻬﺎ ﺤﺩﻴﺜﺎ ﻤﺨﺘﻠﻔﺎ ﻋﻤﺎ ﻗﻠﻨﺎﻩ ﻓﻲ ﻜﺜﻴﺭ ﻤﻨﻪ‪.‬‬

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 ‫ﺨﺎﺘﻤﺔ‪:‬‬
‫ﺍﻟﺤﻤﺩ ﷲ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﻨﺒﻴﻪ ﻤﺤﻤﺩ ﺍﻟﺫﻱ ﺍﺼﻁﻔﺎﻩ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺼﺤﺒﻪ‬
‫ﻭﻤﻥ ﻭﺍﻻﻩ‪ ،‬ﺃﻤﺎ ﺒﻌﺩ‪:‬‬
‫ﻓﻘﺩ ﻋﻜﻑ ﺍﻟﺒﺎﺤﺜﺎﻥ ﻋﻠﻰ ﺇﻨﺠﺎﺯ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻓﻲ ﻤﺩﺓ ﻗﻴﺎﺴﻴﺔ‪ ،‬ﻟﺫﺍ ﻓﺎﻟﻨﻤﺎﺫﺝ ﺍﻟﺘﻲ ﻴﻤﻜﻥ‬
‫ﻋﺭﻀﻬﺎ ﻜﺜﻴﺭﺓ ﺍﻜﺘﻔﻴﺎ ﺒﻌﺭﺽ ﻋﺸﺭﻴﻥ ﻤﻨﻬﺎ‪ ،‬ﻭﻫﻲ ﺘﺩﻟل ﺒﻭﻀﻭﺡ ﻋﻠﻰ ﻭﺠﻭﺩ ﻫﺫﻩ‬
‫ﺍﻟﻅﺎﻫﺭﺓ‪ ،‬ﻭﻀﺭﻭﺭﺓ ﻤﻌﺎﻟﺠﺘﻬﺎ‪.‬‬
‫ﺒﺩﺃ ﺍﻟﺒﺤﺙ ﺒﻌﺭﺽ ﻤﻔﻬﻭﻡ ﺍﻟﺘﺭﺠﻤﺔ ﻓﻲ ﺍﻟﻠﻐﺔ ﻭﺍﻻﺼﻁﻼﺡ‪ ،‬ﻭﺃﺭﺍﺩ ﺃﻥ ﻴﺒﻴﻥ ﺃﻥ ﻤﻔﻬﻭﻡ‬
‫ﺍﻟﺘﺭﺠﻤﺔ ﻟﻴﺱ ﺠﺎﻤﺩﺍ ﻭﺇﻨﻤﺎ ﻅﻬﺭ ﻤﻊ ﻋﺩﺩ ﺍﻟﻤﺸﺘﻐﻠﻴﻥ ﻓﻴﻪ ﺍﺨﺘﻼﻑ ﻓﻲ ﻁﺒﻴﻌﺔ ﺍﻟﺘﺭﺠﻤﺔ‪ ،‬ﺇﺫ‬
‫ﻫﻲ ﻓﻲ ﺍﻟﻨﻬﺎﻴﺔ ﻤﺤﺼﻠﺔ ﻹﺒﺩﺍﻉ ﺍﻟﻤﺘﺭﺠﻡ ﻭﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺼﻴﺎﻏﺔ ﺍﻷﻓﻜﺎﺭ ﻭﺍﻟﻤﻀﺎﻤﻴﻥ‬
‫ﻭﺍﻟﻤﻌﺎﻨﻲ ﺍﻟﺘﻲ ﻴﺴﺘﻘﻴﻬﺎ ﻤﻥ ﺍﻟﻨﺹ ﺍﻷﺼل‪ ،‬ﻭﻤﻊ ﺫﻟﻙ ﻓﻼ ﺒﺩ ﻤﻥ ﻭﻀﻊ ﺁﻟﻴﺎﺕ ﻟﻜﻴﻔﻴﺔ ﺍﻟﻌﻤل‬
‫ﻓﻲ ﺍﻟﺘﺭﺠﻤﺔ‪ ،‬ﺤﺘﻰ ﻻ ﺘﺘﺤﻭل ﺇﻟﻰ ﺘﺭﺠﻤﺔ ﺤﺭﻓﻴﺔ ﺘﺠﺎﻨﺏ ﻤﻌﺎﻨﻲ ﺍﻷﺼل‪.‬‬

‫ﺜﻡ ﻋﺭﺽ ﺍﻟﺒﺤﺙ ﺼﻔﺤﺎﺕ ﻤﻥ ﺘﺎﺭﻴﺦ ﺍﻟﺘﺭﺠﻤﺔ ﻋﻨﺩ ﺍﻟﻌﺭﺏ ﻭﺒﻴﻥ ﺃﻥ ﺍﻟﻌﻤل ﻓﻲ‬
‫ﺍﻟﺘﺭﺠﻤﺔ ﻟﻴﺱ ﻀﻌﻔﺎ‪ ،‬ﻭﺇﻨﻤﺎ ﻗﺩ ﻴﻌﻜﺱ ﺤﺎﻟﺔ ﻤﻥ ﺍﻟﺘﻁﻭﺭ ﻓﻲ ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﺜﻘﺎﻓﺎﺕ ﺍﻷﻤﻡ‬
‫ﺍﻷﺨﺭﻯ ﻭﺤﻀﺎﺭﺘﻬﺎ‪ ،‬ﻋﻠﻰ ﺃﻻ ﻴﻜﻭﻥ ﺫﻟﻙ ﻋﻠﻰ ﺤﺴﺎﺏ ﺍﻟﻠﻐﺔ ﺍﻷﻡ‪ ،‬ﻭﺃﻥ ﻴﻜﻭﻥ ﻓﻲ ﺇﻁﺎﺭ‬
‫ﺍﻟﺘﺄﺜﺭ ﻭﺍﻟﺘﺄﺜﻴﺭ‪ ،‬ﻓﺎﻟﻠﻐﺔ ﺍﻟﺘﻲ ﺘﺄﺨﺫ ﻭﺘﻌﻁﻲ ﻟﻐﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﺤﻴﺎﺓ‪ .‬ﻭﺒﻴﻥ ﺃﻥ ﺍﻟﻌﺭﺏ ﻋﻨﺩﻤﺎ‬
‫ﻜﺎﻨﻭﺍ ﺃﻗﻭﻴﺎﺀ ﺤﻀﺎﺭﻴﺎ ﻜﺎﻨﺕ ﻟﻐﺘﻬﻡ ﻗﻭﻴﺔ ﺍﻨﻌﻜﺎﺴﺎ ﻟﻭﺍﻗﻌﻬﻡ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﺃﺼﺒﺤﻭﺍ ﻀﻌﻔﺎﺀ‬
‫ﺍﻨﻌﻜﺱ ﺫﻟﻙ ﺃﻴﻀﺎ ﻓﻲ ﻟﻐﺘﻬﻡ‪ .‬ﻤﻤﺎ ﻴﻌﻨﻲ ﺃﻥ ﺍﻟﻠﻐﺔ ﺍﻟﺤﻴﺔ ﻤﻬﻤﺎ ﻜﺎﻨﺕ ﻗﻭﺘﻬﺎ ﻭﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ‬
‫ﺍﻟﺤﻴﺎﺓ ﺘﻅل ﺍﻨﻌﻜﺎﺴﺎ ﻟﺤﺎل ﺃﺼﺤﺎﺒﻬﺎ‪.‬‬

‫ﻭﺃﺭﺍﺩ ﺃﻴﻀﺎ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﺃﻥ ﻴﻘﻭل ﺃﻨﻪ ﻻ ﺒﺩ ﻤﻥ ﻭﻀﻊ ﺘﺼﻭﺭ ﻋﺎﻡ ﻟﻠﺤﻔﺎﻅ ﻋﻠﻰ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺭﺒﻴﺔ ﻤﻥ ﺍﻟﺘﺤﻭل ﺒﻔﻌل ﺘﺄﺜﻴﺭ ﺍﻟﻠﻐﺎﺕ ﺍﻷﺨﺭﻯ‪.‬‬
‫ﺜﻡ ﻋﺭﺽ ﻋﺸﺭﻴﻥ ﻤﺜﺎﻻ ﻤﻥ ﺍﻷﺨﻁﺎﺀ ﺍﻟﻠﻐﻭﻴﺔ ﺍﻟﺘﻲ ﺸﺎﻋﺕ ﻓﻲ ﺍﻟﻌﺭﺒﻴﺔ ﺒﺘﺄﺜﻴﺭ ﺍﻟﺘﺭﺠﻤﺔ‬
‫ﺍﻟﺭﺩﻴﺌﺔ‪ ،‬ﻭﺒﻴﻥ ﻜﻴﻑ ﻴﻨﺒﻐﻲ ﺃﻥ ﺘﻜﻭﻥ ﺼﺤﻴﺤﺔ‪ ،‬ﻤﻊ ﻤﺎ ﻴﻭﻀﺢ ﺼﺤﺘﻬﺎ ﻓﻲ ﺍﻷﺼل‬

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‫ﺍﻟﻠﻐﻭﻱ‪ ،‬ﻭﻭﻀﺢ ﺒﻌﺽ ﺍﻻﺨﺘﻼﻓﺎﺕ ﻓﻲ ﺍﻟﻠﻐﺘﻴﻥ ﺍﻟﻌﺭﺒﻴﺔ ﻭﺍﻹﻨﺠﻠﻴﺯﻴﺔ ﻓﻲ ﻜﻴﻔﻴﺔ ﺘﻌﺒﻴﺭﻫﻤﺎ‬
‫ﻋﻥ ﺍﻟﻤﻌﺎﻨﻲ ﺍﻟﻤﺘﺸﺎﺒﻬﺔ‪.‬‬
‫ﻭﻜﺎﻥ ﺫﻟﻙ ﻜﻠﻪ ﺒﻤﻨﻬﺞ ﺍﺴﺘﻘﺭﺍﺌﻲ ﺸﺨﺼﻲ ﺍﺴﺘﻔﺎﺩ ﻤﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻭﺼﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﻓﻲ‬
‫ﺍﻟﻤﻭﺍﻀﻊ ﺍﻟﺘﻲ ﺘﻔﻴﺩ ﺍﻟﺒﺤﺙ‪ ،‬ﻭﻟﻡ ﻴﻠﺘﺯﻡ ﻤﻨﻬﺠﺎ ﺒﻌﻴﻨﻪ‪.‬‬
‫ﻭﻅل ﺭﻀﻰ ﺍﷲ –ﺘﻌﺎﻟﻰ‪ -‬ﻫﺩﻓﺎ ﻨﺭﺠﻭ ﺍﻟﻭﺼﻭل ﺇﻟﻴﻪ‪ ،‬ﻤﻥ ﺨﻼل ﺨﺩﻤﺔ ﻟﻐﺔ ﻜﺘﺎﺒﻪ ﺍﻟﻜﺭﻴﻡ‪،‬‬
‫ﻓﺈﻥ ﻗﺼﺭﻨﺎ ﻓﺫﻟﻙ ﻤﻨﺎ ﻭﺇﻥ ﻭﻓﻘﻨﺎ ﻓﻤﻥ ﺍﷲ‪ ،‬ﺭﺍﺠﻴﻥ ﺃﻥ ﻴﺭﻀﻰ ﻋﻨﺎ‪ ،‬ﺇﻨﻪ ﺴـﻤﻴﻊ ﻤﺠﻴـﺏ‬
‫ﺍﻟﺩﻋﺎﺀ‪.‬‬

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