‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ‬

‫) ∗(‬
‫ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪ‪‬ﻭﺭ‬

‫‪ -١‬ﲤﻬﻴﺪ‬
‫ﺇ ﹼﻥ ﺍﻟﺒﺎﺣﺚ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻣﺪﻋ ‪‬ﻮ ﺑﺪ ًﺀﺍ ﺇﱃ ﲡﻨ‪‬ﺐ ﻣﻮﻗﻔﲔ ﺷﺎﺋﻜﲔ‬
‫ﻂ ﻣﻦ ﺟﻬﻮﺩ ﺍﻟﻘﺪﻣﺎﺀ ﻟﺘﻌﻈﻴﻢ ﺍﶈﺪﺛﲔ‪،‬‬ ‫ﻳﺰﺭﻳﺎﻥ ﲟﺴﻠﻚ ﺍﻟﻌﺎﱂ‪ .‬ﺃﻭﳍﻤﺎ‪ :‬ﳏﺎﻭﻟﺔ ﺍﳊ ﹼ‬
‫ﻭﺇﻇﻬﺎﺭ ﺍﺑﺘﻜﺎﺭﺍ‪‬ﻢ‪ ،‬ﻭﺛﺎﻧﻴﻬﻤﺎ‪ :‬ﳏﺎﻭﻟﺔ ﺍﻹﻃﺮﺍﺀ ﺍﳌﺘﺨﺒﻂ ﻟﻠﻘﺪﻣﺎﺀ‪ ،‬ﻭﺍﻧﺘﻘﺎﺀ ﻣﻌﻄﻴﺎﺕ‬
‫ﺟﺰﺋﻴﺔ ﳎﺮ‪‬ﺩﺓ ﻣﻦ ﺳﻴﺎﻗﺎ‪‬ﺎ ﻟﺘﺴﻬﻴﻞ ﺍﺩﻋﺎﺀ ﺃﻥ ﺍﻟﻘﺪﺍﻣﻰ ﱂ ﻳﺘﺮﻛﻮﺍ ﻟﻠﻤﺤﺪﺛﲔ ﺷﻴﹰﺌﺎ)‪.(١‬‬
‫ﻚ ﰲ ﺃ ﹼﻥ ﺍﳌﻮﻗﻒ ﺍﻷﻭﻝ ﻳﺴﻲﺀ ﺇﱃ ﺍﻟﻌﻠﻢ ﰲ ﻣﺴﲑﺗﻪ ﻭﺇﳒﺎﺯﺍﺗﻪ ﺣﲔ ﻳﻨﻈﺮ ﺇﻟﻴﻪ‬ ‫ﻭﻻ ﺷ ‪‬‬
‫ﲟﻨﻈﺎﺭ ﺯﻣﲏ ﳏﺪﺙ‪ ،‬ﻣﻦ ﺩﻭﻥ ﻣﺮﺍﻋﺎﺓ ﻟﻠﺤﻘﺎﺋﻖ ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﳌﺮﺗﺒﻄﺔ ﲟﻌﻄﻴﺎﺕ ﺍﳊﻴﺎﺓ‬
‫ﻭﺍﳊﻀﺎﺭﺓ‪ .‬ﻛﻤﺎ ﺃﻥ ﺍﳌﻮﻗﻒ ﺍﻟﺜﺎﱐ ﻳﻨﺘﻘﺺ ﻣﻦ ﺇﳒﺎﺯ ﺍﶈﺪﺛﲔ‪ ،‬ﻭﻳﻬﺪﺭ ﺍﻟﻔﺮﻭﻕ ﺑﲔ‬
‫ﺍﻟﺪﺭ ‪‬ﺳﲔ ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ‪ ،‬ﲝﺠﺔ ﺃ ﹼﻥ ﺍﻟﻘﺪﺍﻣﻰ ﻗﺎﻟﻮﺍ ﻛ ﹼﻞ ﺷﻲﺀ‪ ،‬ﻭﱂ ﻳﺘﺮﻛﻮﺍ ﻟﻠﻤﺤﺪﺛﲔ‬
‫ﳎﺎ ﹰﻻ ﻟﻠﻘﻮﻝ‪ .‬ﻭﺍﳊﻖ ﺃ ﹼﻥ ﺍﳌﻮﻗﻒ ﺍﳌﻮﺿﻮﻋﻲ ﺍﻟﺬﻱ ﻳﺒﺤﺚ ﻋﻦ ﺍﳊﻘﺎﺋﻖ ﺿﻤﻦ ﺃﻃﺮﻫﺎ‬

‫)∗( ﻋﻀﻮ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ‪.‬‬

‫)‪ (١‬ﺍﻧﻈﺮ‪ :‬ﻫﻨﺮﻱ ﻓﻠﻴﺶ‪ ،‬ﺍﻟﺘﻔﻜﲑ ﺍﻟﺼﻮﰐ ﻋﻨﺪ ﺍﻟﻌﺮﺏ ﰲ ﺿﻮﺀ ﺳ ‪‬ﺮ ﺻﻨﺎﻋﺔ ﺍﻹﻋﺮﺍﺏ ﻻﺑﻦ ﺟﲏ‪،‬‬
‫ﺗﻌﺮﻳﺐ ﻭﲢﻘﻴﻖ ﻋﺒﺪﺍﻟﺼﺒﻮﺭ ﺷﺎﻫﲔ‪ ،‬ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ‪ ،‬ﻣﺞ )‪ ،(٢٣‬ﺳﻨﺔ‬
‫‪ ،١٩٦٨‬ﺹ‪.٥٨‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻱ ﻣﻦ‬ ‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﻇﺮﻭﻓﻬﺎ ﺍﻟﺰﻣﺎﻧﻴﺔ ﻭﳎﺎﻻﺕ ﺗﻮﻇﻴﻔﻬﺎ ﻫﻮ ﺍﻟﺬﻱ ﳚﻨ‪‬ﺐ ﺍﻟﺒﺎﺣﺚ ﺍﲣﺎﺫ ﺃ ‪‬‬
‫ﺍﳌﻮﻗﻔﲔ ﺍﻟﺴﺎﺑﻘﲔ‪ ،‬ﺑﲔ ﻣﻬﻮ‪‬ﻥ ﻣﻦ ﺷﺄﻥ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺃﻭ ﻣﻌﻈﹼﻢ ﳍﺎ‪ ،‬ﻻﻳﺮﻯ ﰲ ﻏﲑﻫﺎ‬
‫ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻓﺎﺋﺪﺓ ﺗﺮﺟﻰ‪ ،‬ﻷ‪‬ﺎ ﻗﻄﺐ ﺍﻟﺮﺣﻰ ﰲ ﻛﻞ ﺩﺭﺍﺳﺔ ﻋﻠﻤﻴﺔ‪.‬‬
‫ﻭﲡﺪﺭ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﻥ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﲢﺪ‪‬ﺩ ﻟﺪﻳﻨﺎ ﻣﻨﺬ ﺯﻣﻦ ﻟﻴﺲ‬
‫ﺑﺎﻟﻴﺴﲑ‪ ،‬ﻭﲡﱠﻠﻰ ﰲ ﻋﺪ‪‬ﻫﺎ ﻋﺎﻣﻞ »ﲢﺪﻳﺚ« ﻻ ﻋﺎﻣﻞ ‪‬ﺪﱘ‪ ،‬ﻳﻨﻄﺒﻖ ﻋﻠﻴﻬﺎ ﻣﺎ ﻳﻨﻄﺒﻖ‬
‫ﻋﻠﻰ ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻨﺎﻫﺞ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﻮﺍﻓﺪﺓ ﺇﱃ ﻋﻠﻮﻣﻨﺎ ﻭﺛﻘﺎﻓﺘﻨﺎ‪ .‬ﻭﻟﺬﻟﻚ ﱂ ﳒﺪ ﺑﺄ ‪‬ﺳﺎ ﰲ‬
‫ﺇﺿﺎﻓﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺍﳊﺪﻳﺚ ﺇﱃ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻷﻧﻪ ﻳﻨﻄﻮﻱ ﻋﻠﻰ ﻓﻮﺍﺋﺪ ﻻﺗﻨﻜﺮ)‪.(٢‬‬
‫ﻭﻻ ﺑ ‪‬ﺪ ﻣﻦ ﺍﻟﺘﻨﺒﻴﻪ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻋﻠﻰ ﻣﻮﻗﻒ ﻋﺎﻡ ﻋﺒ‪‬ﺮﺕ ﻋﻨﻪ ﻣﺮﺍﺟﻊ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺍﻟﻌﺎﻣﺔ‪ ،‬ﲡﻠﹼﻰ ﰲ ﲡﺎﻫﻞ ﺇﳒﺎﺯﺍﺕ ﻋﻠﻤﺎﺋﻨﺎ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺷﺄ‪‬ﺎ‪،‬‬
‫ﺃﻭ ﻧﺴﺒﺔ ﺍﳉﻴ‪‬ﺪ ﻣﻨﻬﺎ ﺇﱃ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻘﺪﳝﺔ ﻛﺎﳍﻨﻮﺩ ﻣﻦ ﺩﻭﻥ ﺩﻟﻴﻞ ﻣﻘﺒﻮﻝ‪ .‬ﻭﻧﺘﺞ ﻋﻦ‬
‫ﻱ ﳎﺎﻝ ﻟﺪﺭﺍﺳﺎﺗﻨﺎ ﺍﻟﻘﺪﳝﺔ ﰲ ﺗﺎﺭﻳﺦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺎﳌﻲ ﺑﺎﻟﻄﺮﻳﻘﺔ‬ ‫ﺫﻟﻚ ﻋﺪﻡ ﺇﻓﺴﺎﺡ ﺃ ‪‬‬
‫ﺍﳌﻮﺿﻮﻋﻴﺔ ﺍﻟﱵ ﻳﻨﺎﺩﻱ ‪‬ﺎ ﺃﻭﻟﺌﻚ ﺍﻟﺪﺍﺭﺳﻮﻥ‪.‬‬
‫ﻭﺍﺳﺘﻜﻤﺎ ﹰﻻ ﳌﺎ ﺟﺮﻯ ﰲ ﻧﺪﻭﺓ »ﺃﳘﻴﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ« ﺍﻟﱵ ﻋﻘﺪﺕ ﰲ‬
‫ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ ﻣﻦ ﺣﺪﻳﺚ ﻋﻦ ﻣﻨﺎﻫﺞ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﺎﺭﳜﻬﺎ ﻭﺃﻫﻢ ﺃﻋﻼﻣﻬﺎ‬
‫ﻧﻘﻒ ﻋﻠﻰ ﺟﺎﻧﺐ ﻣﻬ ‪‬ﻢ ﻫﻮ ﺍﳌﻮﺍﺯﻧﺔ ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻟﺪﺭﺀ ﺍﻟﻜﺜﲑ ﳑ‪‬ﺎ‬
‫ﻳﻌﺘﺮﻱ ﺗﻠﻘﻲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﻦ ﻏﻤﻮﺽ ﺃﻭ ﺧﻠﻂ)‪ .(٣‬ﻭﺍﳌﻮﺍﺯﻧﺔ ﻫﻨﺎ ﲣﺘﻠﻒ ﻋﻦ ﻣﻔﻬﻮﻣﻲ‬

‫)‪ (٢‬ﺍﻧﻈﺮ‪ :‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺍﻟﻄﺒﻌﺔ ﺍﻷﻭﱃ ‪ ،١٩٩١‬ﺟﺎﻣﻌﺔ‬
‫ﺣﻠﺐ‪ ،‬ﺹ‪ ،١١‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪.‬‬
‫)‪ (٣‬ﻋﻘﺪﺕ ﻧﺪﻭﺓ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ ﰲ ﺭﺣﺎﺏ ﳎﻤﻊ ﺩﻣﺸﻖ ﺑﺘﺎﺭﻳﺦ ‪ ٣٠‬ﺣﺰﻳﺮﺍﻥ ﻋﺎﻡ‬
‫‪ ،٢٠١٠‬ﻭﲢﺪ‪‬ﺙ ﻓﻴﻬﺎ ﺃﲪﺪ ﻗﺪﻭﺭ )ﻋﻀﻮ ﺍ‪‬ﻤﻊ(‪ ،‬ﻭﻟﺒﺎﻧﺔ ﻣﺸﻮ‪‬ﺡ )ﻋﻀﻮ ﺍ‪‬ﻤﻊ(‪ ،‬ﻭﺑﺴﺎﻡ‬
‫ﺑﺮﻛﺔ ﻭﻧﺎﺩﺭ ﺳﺮﺍﺝ ﻣﻦ ﻟﺒﻨﺎﻥ‪ ،‬ﻭﺃﺩﺍﺭﻫﺎ ﺷﺤﺎﺩﺓ ﺧﻮﺭﻱ )ﻋﻀﻮ ﺍ‪‬ﻤﻊ(‪ ،‬ﻭﻋﻠﹼﻖ ﻋﻠﻴﻬﺎ ﺃﲪﺪ‬
‫ﺣﺎﺟﻲ ﺻﻔﺮ ﻣﻦ ﺟﺎﻣﻌﺔ ﺩﻣﺸﻖ‪ .‬ﻭﺍﻧﻈﺮ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ ﺃﺻﻮﻝ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻋﺒﺪﺍﻟﺴﻼﻡ‬
‫ﺍﳌﺴﺪ‪‬ﻱ‪ ،‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺃﺳﺴﻬﺎ ﺍﳌﻌﺮﻓﻴﺔ‪ ،‬ﺗﻮﻧﺲ ‪ ،١٩٨٦‬ﻭﺍﻧﻈﺮ ﻣﻘﺪﻣﺔ ﻛﺘﺎﺑﻪ ﻗﺎﻣﻮﺱ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺗﻮﻧﺲ ‪١٩٨٤‬ﻡ‪.‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﺍﳌﻘﺎﺭﻧﺔ )‪ (Comparison‬ﻭﺍﳌﻘﺎﺑﻠﺔ )‪ (Contrastive‬ﺍﳌﻌﺮﻭﻓﲔ ﰲ ﻣﻨﺎﻫﺞ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪،‬‬

‫ﻷﻥ ﺍﳌﻘﺎﺭﻧﺔ ﺗﻨﺼﺮﻑ ﺇﱃ ﻣﻨﻬﺞ ﳏﺪ‪‬ﺩ ﻳﻘﺎﺭﻥ ﺑﲔ ﻟﻐﺘﲔ ﺗﻨﺘﻤﻴﺎﻥ ﺇﱃ ﺃﺳﺮﺓ ﻭﺍﺣﺪﺓ ﻟﺒﺤﺚ‬
‫ﻋﻼﻗﺎﺕ ﺍﻟﺘﺸﺎﺑﻪ ﻭﲢﺪﻳﺪ ﺃﻭﺍﺻﺮ ﺍﻟﻘﺮﺍﺑﺔ‪ ،‬ﻋﻠﻰ ﺣﲔ ﺃﻥ ﺍﳌﻘﺎﺑﻠﺔ ﺗﻨﺼﺮﻑ ﺇﱃ ﻣﻨﻬﺞ ﺁﺧﺮ‬
‫‪‬ﻳﻌﲎ ﺑﺒﺤﺚ ﻋﻼﻗﺎﺕ ﺍﻟﺘﺨﺎﻟﻒ )ﺃﻭ ﺍﳌﺨﺎﻟﻔﺔ( ﺑﲔ ﻟﻐﺘﲔ ﺃﻭ ﳍﺠﺘﲔ ﻻ ﺗﻨﺘﻤﻴﺎﻥ ﺇﱃ ﺃﺳﺮﺓ‬
‫ﻭﺍﺣﺪﺓ ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﻠﻬﺠﺎﺕ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪ .‬ﺇ ﹼﻥ ﺍﳌﻘﺼﻮﺩ ﻣﻦ‬
‫ﺍﳌﻮﺍﺯﻧﺔ ﻫﻨﺎ ﻫﻮ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ »ﺍﻟﻔﺮﻭﻕ« ﺑﲔ ﺃﺭﺑﻌﺔ ﻋﻠﻮﻡ ﻛﻠﻴ‪‬ﺔ ﻫﻲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻭﻋﻠﻮﻡ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ‪.‬‬
‫‪ -٢‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺇﺭﺟﺎﻉ ﺑﺪﺍﻳﺎﺕ ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﲨﻠﺔ‬
‫ﻭﺍﻟﻌﻠﻮﻡ ﺍﻟﻮﺍﻓﺪﺓ )ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﳐﺘﻠﻄﺔ ﻣﻊ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ( ﺇﱃ ﺍﻷﺳﺎﺗﺬﺓ ﺍﻷﻭﺍﺋﻞ ﰲ ﺍﳉﺎﻣﻌﺔ‬
‫ﺍﳌﺼﺮﻳﺔ )ﹸﺃ ‪‬ﺳﺴﺖ ﻋﺎﻡ ‪١٩٢٥‬ﻡ(‪ .‬ﻣﻦ ﻫﺆﻻﺀ ﺟﻮﻳﺪﻱ ﰲ ﳏﺎﺿﺮﺍﺗﻪ ﻋﺎﻡ ‪،١٩٢٦‬‬
‫ﻭﺑﺮﺍﺟﺸﺘﺮﺍﺳﺮ ﰲ ﻛﺘﺎﺑﻪ »ﺍﻟﺘﻄﻮﺭ ﺍﻟﻨﺤﻮﻱ ﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ« ﻋﺎﻡ ‪ ،١٩٢٩‬ﻭﻭﻟﻔﻨﺴﻮﻥ ﰲ‬
‫ﻛﺘﺎﺑﻪ »ﺗﺎﺭﻳﺦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ« ‪١٩٢٩‬ﻡ‪ ،‬ﻭﻛﺮﺍﻭﺱ ﰲ ﳏﺎﺿﺮﺍﺗﻪ ﻋﺎﻡ ‪.(٤)١٩٤٤‬‬
‫ﻭﺗﺎﺑﻊ ﻋﻠﻲ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﻭﺍﰲ ﰲ ﻛﺘﺎﺑﻴﻪ »ﻋﻠﻢ ﺍﻟﻠﻐﺔ«ﻭ»ﻓﻘﻪ ﺍﻟﻠﻐﺔ« ﺍﻟﺼﺎﺩﺭﻳﻦ ﻣﻄﻠﻊ‬
‫ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﺍﻟﻨﻈﺮ ﰲ ﺍﻟﻔﺮﻭﻕ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ‪ ،‬ﻭﺟﺎﺭﻯ ﻣﺎ ﺗﻌﺎﺭﻓﻪ ﺍﻷﺳﺎﺗﺬﺓ ﰲ ﺍﳉﺎﻣﻌﺔ‬
‫ﺍﳌﺼﺮﻳﺔ‪ ،‬ﻣﻊ ﺷﺮﻭﺡ ﻭﺗﻔﺼﻴﻼﺕ ﻛﺎﻧﺖ ﺃﺳﺎ ‪‬ﺳﺎ ﻟﻠﺪﺍﺭﺳﲔ ﺍﻟﻼﺣﻘﲔ‪ .‬ﻭﻗ ﱠﻞ ﺃﻥ ﳜﻠﻮ‬
‫ﻛﺘﺎﺏ ﺣﺪﻳﺚ ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﺎﻣﺔ ﻣﻦ ﺍﻟﺘﻄﺮﻕ ﺇﱃ ﻣﻮﺿﻮﻉ ﺍﻟﻔﺮﻭﻕ ﺑﲔ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻗﺪ‬
‫ﺍﺳﺘﻮﻓﻴﺖ ﺍﳊﺪﻳﺚ ﻋﻦ ﺟ ﹼﻞ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﰲ ﲝﺚ ﺑﻌﻨﻮﺍﻥ »ﻓﻘﻪ ﺍﻟﻠﻐﺔ‪ :‬ﺍﳌﺼﻄﻠﺢ‬
‫ﻭﺍﻷﺳﺲ ﺍﳌﻌﺮﻓﻴﺔ«)‪.(٥‬‬

‫)‪ (٤‬ﺍﻧﻈﺮ‪ :‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ )ﻁ‪ .‬ﻋﺎﻡ ‪ ،(٢٠٠٦‬ﺹ‪.٢٣-١٩‬‬

‫)‪ (٥‬ﺍﻧﻈﺮ ﺍﻟﺒﺤﺚ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻪ ﰲ ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺭﺩﱐ‪ ،‬ﺍﻟﻌﺪﺩ )‪ ،(٥٩‬ﲤﻮﺯ ﻭﻛﺎﻧﻮﻥ‬
‫ﺍﻷﻭﻝ ﻟﻌﺎﻡ ‪) ٢٠٠٠‬ﺍﻟﺴﻨﺔ ﺍﻟﺮﺍﺑﻌﺔ ﻭﺍﻟﻌﺸﺮﻭﻥ(‪ ،‬ﺹ‪ ،١٢٦-٩٩‬ﰒ ﺿ ‪‬ﻢ ﺇﱃ ﻛﺘﺎﰊ ﺍﳌﺪﺧﻞ‬
‫ﺇﱃ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺟﺎﻣﻌﺔ ﺣﻠﺐ ‪.٢٠٠٦‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻟﻜ ‪‬ﻦ ﻳﻨﺒﻐﻲ ﺍﻟﺘﻨﻮﻳﻪ ﺑﺜﻼﺛﺔ ﻛﺘﺐ ﻛﺎﺩﺕ ﺗﻘﺘﺼﺮ ﻋﻠﻰ ﺩﺭﺱ ﺍﻟﻔﺮﻭﻕ ﺍﳌﺸﺎﺭ ﺇﻟﻴﻬﺎ‬
‫ﺳﺎﺑ ﹰﻘﺎ‪ ،‬ﺃﻭ ﺑﻌﻀﻬﺎ‪ .‬ﻭﻫﻲ ﻛﺘﺎﺏ »ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ« ﻟﻌﺒﺪﻩ ﺍﻟﺮﺍﺟﺤﻲ‪،‬‬
‫ﻭﻛﺘﺎﺏ »ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ‪ :‬ﲢﺪﻳﺪ ﻭﺗﻮﺿﻴﺢ« ﻟﻌﺒﺪ ﺍﻟﻌﺰﻳﺰ ﻣﻄﺮ‪ ،‬ﻭﻛﺘﺎﺏ »ﻋﻠﻢ‬
‫ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ :‬ﺃﺻﺎﻟﺘﻪ ﻭﻣﺴﺎﺋﻠﻪ« ﶈﻤﺪ ﺣﺴﻦ ﺟﺒﻞ)‪.(٦‬‬
‫ﻭﳝﻜﻦ ﺍﻟﻨﻈﺮ ﺇﱃ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺍﳌﺴﺎﺋﻞ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ -١‬ﺇ ﹼﻥ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻋﻠﻢ ﺃﻭﺭﰊ ﺣﺪﻳﺚ‪ ،‬ﻋﻤﺮﻩ ﻗﺮﻧﺎﻥ ﺗﻘﺮﻳ‪‬ﺒﺎ‪ ،‬ﺇﺫ ﺗﺮﺟﻊ ﺑﺪﺍﻳﺎﺗﻪ ﺇﱃ‬
‫ﺍﻛﺘﺸﺎﻑ ﺍﻟﻠﻐﺔ ﺍﻟﺴﻨﺴﻜﺮﻳﺘﻴﺔ ﻋﺎﻡ ‪ ،١٧٨٦‬ﻭﻇﻬﻮﺭ ﺍﳌﻨﻬﺞ ﺍﳌﻘﺎﺭﻥ ﻣﻊ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻋﻠﻰ ﻳﺪ ﺷﻠﻴﺠﻞ )ﺕ‪ (١٨٢٩‬ﻭﺑﻮﺏ )ﺕ‪ (١٨٦٧‬ﻭﻏﲑﳘﺎ ﻣﻦ ﺃﻋﻼﻡ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﺩﻭﺳﻮﺳﲑ )ﺕ‪ (١٩١٣‬ﺻﺎﺣﺐ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺸﻬﲑ ﰲ‬
‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻭﻫﻮ ﳏﺎﺿﺮﺍﺗﻪ ﺃﻭ ﺩﺭﻭﺳﻪ ﺍﻟﱵ ﻧﺸﺮﺕ ﻋﺎﻡ ‪ ،١٩١٦‬ﻭﻛﺎﻥ ﳍﺎ ﺃﺛﺮ ﺑﺎﻟﻎ‬
‫ﰲ ﻣﺴﲑﺓ ﻫﺬﺍ ﺍﻟﻌﻠﻢ)‪.(٧‬‬
‫ﺃﻣﺎ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻓﻘﺪﳝﺔ ﺍﻟﻨﺸﺄﺓ‪ ،‬ﻓﻬﻲ ﺗﺮﺟﻊ ﺇﱃ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﱐ ﻟﻠﻬﺠﺮﺓ ﻣﻊ ﺍﻟﺮﻭﺍﺩ‬
‫ﺃﺻﺤﺎﺏ ﺍﳌﺆﻟﻔﺎﺕ ﺍﻟﺮﺍﺳﺨﺔ ﻛﺎﳋﻠﻴﻞ ﻭﺳﻴﺒﻮﻳﻪ ﻭﺍﳌﱪ‪‬ﺩ ﻭﺃﰊ ﻋﻠﻲ ﺍﻟﻔﺎﺭﺳﻲ ﻭﺍﺑﻦ ﺟﲏ‬
‫ﻭﺍﺑﻦ ﻓﺎﺭﺱ ﻭﻏﲑﻫﻢ‪ .‬ﻭﻗﺪ ﻇﻬﺮ ﻟﺪﻯ ﻫﺆﻻﺀ ﻧﻀﺞ ﻭﺍﺑﺘﻜﺎﺭ ﲡﻠﱠﻴﺎ ﰲ ﺩﺭﺱ ﺍﻟﻨﺤﻮ‬
‫ﻼ ﻋﻦ ﻣﺴﺎﺋﻞ ﻟﻐﻮﻳﺔ‬ ‫ﻭﺍﻟﺼﺮﻑ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﳌﻌﺠﻢ ﻭﺃﺻﻮﻝ ﺍﻟﻨﺤﻮ ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ‪ ،‬ﻓﻀ ﹰ‬
‫ﻣﻔﺮﺩﺓ ﰲ ﺍﻟﺪﻻﻟﺔ ﻭﺍﻟﻐﺮﻳﺐ ﻭﳓﻮ ﺫﻟﻚ‪.‬‬
‫‪ -٢‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻋﻠﻢ ﻋﺎﳌﻲ‪ ،‬ﻫﺪﻓﻪ ﺗﺼﻨﻴﻒ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺒﺸﺮﻳﺔ ﻭﻭﺻﻔﻬﺎ ﻭﻭﺿﻌﻬﺎ‬
‫ﰲ ﳎﻤﻮﻋﺎﺕ ﻭﺃﺳﺮ‪ ،‬ﻭﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﻘﻮﻯ ﺍﻟﻜﺎﻣﻨﺔ ﰲ ﺍﻟﻠﻐﺔ ﺑﻮﺻﻔﻬﺎ ﻣﻠﻜﺔ ﻣﺸﺘﺮﻛﺔ‪،‬‬
‫ﻭﺍﺳﺘﺨﻼﺹ ﻗﻮﺍﻧﲔ ﻋﺎﻣﺔ ﳍﺎ ﻻ ﺗﺮﺗﺒﻂ ﺑﻠﺴﺎﻥ ﺩﻭﻥ ﺁﺧﺮ)‪.(٨‬‬

‫)‪ (٦‬ﺻﺪﺭ ﻛﺘﺎﺏ ﺍﻟﺮﺍﺟﺤﻲ ﻋﺎﻡ ‪ ١٩٧٤‬ﰲ ﺑﲑﻭﺕ‪ ،‬ﻭﻛﺘﺎﺏ ﻣﻄﺮ ﰲ ﺍﻟﺪﻭﺣﺔ ﻋﺎﻡ ‪،١٩٨٥‬‬
‫ﻭﻛﺘﺎﺏ ﺟﺒﻞ ﰲ ﺍﻟﻘﺎﻫﺮﺓ ﻋﺎﻡ ‪.٢٠٠٥‬‬
‫)‪ (٧‬ﺍﻧﻈﺮ‪ :‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪ‪‬ﻭﺭ‪ ،‬ﻣﺒﺎﺩﺉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻁ‪ ،٣ .‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ ﺑﺪﻣﺸﻖ ‪ ،٢٠٠٨‬ﺹ‪.٢١-١٧‬‬
‫)‪ (٨‬ﺍﻧﻈﺮ‪ :‬ﺟﻮﻥ ﻟﻴﻮﻧﺰ‪ ،‬ﻧﻈﺮﻳﺔ ﺗﺸﻮﻣﺴﻜﻲ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﺹ‪ ٣٩‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪ ،‬ﻭﻗﺎﺭﻥ ﺑﺪﻭﺳﻮﺳﲑ‪،‬‬
‫ﳏﺎﺿﺮﺍﺕ ﰲ ﺍﻷﻟﺴﻨﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺹ‪.١٧‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﺺ ﻟﻐﺘﻨﺎ ﺃﺳﺎ ‪‬ﺳﺎ‪ ،‬ﻭﻣﺎ ﳍﺎ ﻣﻦ ﺍﺭﺗﺒﺎﻁ ﻭﺛﻴﻖ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪،‬‬‫ﺃﻣﺎ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻓﺘﺨ ‪‬‬
‫ﻭﻟﺬﻟﻚ ﺑﺮﺯﺕ ﺻﻠﺔ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﺑﺎﻟﺘﻔﺴﲑ ﻭﺍﻹﻋﺠﺎﺯ ﻭﺍﻟﻘﺮﺍﺀﺍﺕ ﻭﻏﺮﻳﺐ ﺍﻟﻘﺮﺁﻥ‬
‫ﻭﺍﳊﺪﻳﺚ‪ ،‬ﻭﺍﳌﺸﺘﺮﻙ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺒﻼﻏﺔ ﻭﺍﻟﻨﻈﻢ ﻭﻏﲑ ﺫﻟﻚ‪ .‬ﻭﻷﺟﻞ ﻣﺎ ﺗﻘﺪ‪‬ﻡ ﻭﺻﻔﺖ‬
‫ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﺑﺄ‪‬ﺎ ﻋﻠﻮﻡ »ﺁﻟﺔ«‪ ،‬ﻷ‪‬ﺎ ﻭﺳﻴﻠﺔ ﻟﻠﻔﻘﻴﻪ ﻭﺍﳌﻔﺴ‪‬ﺮ ﻭﻛ ﹼﻞ ﻣﻦ ﺗﻌﺎﻃﻰ ﻋﻠﻮﻡ‬
‫ﺍﻟﺸﺮﻳﻌﺔ ﻭﻣﺎ ﻳﻠﺤﻖ ‪‬ﺎ ﻣﻦ ﻓﺮﻭﻉ‪.‬‬
‫‪ -٣‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺣﲔ ﺍﺳﺘﻜﻤﻠﺖ ﻣﺴﲑ‪‬ﺎ ﻣﻊ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﻭﻣﺎ ﺗﻼﻩ‬
‫ﺍﺗﻀﺤﺖ ﻣﻨﺎﻫﺠﻬﺎ ﻭﲦﺮﺍﺕ ﺩﺭﺳﻬﺎ‪ .‬ﻓﻬﻨﺎﻙ ﺍﳌﻨﻬﺞ ﺍﳌﻘﺎﺭﻥ )ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ(‪،‬‬
‫ﻭﺍﳌﻨﻬﺞ ﺍﻟﺘﺎﺭﳜﻲ )ﺃﻭﺍﺧﺮ ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ(‪ ،‬ﻭﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ )ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ‬
‫ﺍﻟﻌﺸﺮﻳﻦ(‪ ،‬ﻭﺍﳌﻨﻬﺞ ﺍﻟﺘﻘﺎﺑﻠﻲ )ﻣﻨﺘﺼﻒ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺗﻘﺮﻳ‪‬ﺒﺎ( ﻭﻟﻜﻞ ﻣﻦ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ‬
‫ﺣﺪﻭﺩ ﻭﻣﺼﻄﻠﺤﺎﺕ ﺩﻗﻴﻘﺔ‪ .‬ﻭﻗﺪ ﺃﲦﺮﺕ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ ﲝﻮﹰﺛﺎ ﻣﺒﺘﻜﺮﺓ ﰲ ﺗﺼﻨﻴﻒ ﺍﻟﻠﻐﺎﺕ‬
‫ﻭﺗﺎﺭﳜﻬﺎ‪ ،‬ﻭﻭﻗﻔﺖ ﻋﻠﻰ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﱵ ﲢﻜﻢ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﻭﺻﻔﺖ ﺍﳉ ‪‬ﻢ‬
‫ﺍﻟﻐﻔﲑ ﻣﻦ ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﻭﳍﺠﺎﺗﻪ ﺍﳌﺘﻌﺪﺩﺓ‪ ،‬ﻭﺣﻔﻈﺖ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺁﺛﺎﺭ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻨﺪﺛﺮﺓ‪،‬‬
‫ﻭﺍﻟﻠﻐﺎﺕ ﺍﻟﺒﺪﺍﺋﻴﺔ ﻣﻦ ﻏﲑ ﺗﻔﻀﻴﻞ ‪‬ﻟﻠﹼﻐﺔ ﻋﻠﻰ ﻟﻐﺔ ﲝﺠﺔ ﺍﻻﻧﺘﺸﺎﺭ ﺃﻭ ﺍﻟﺮﻗﻲ ﺃﻭ ﺍﻟﻌﺼﺒﻴﺔ)‪.(٩‬‬
‫ﺃﻣﺎ ﻣﻨﺎﻫﺠﻨﺎ ﻓﺎﳌﻌﺮﻭﻑ ﻣﻨﻬﺎ ﻫﻮ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺬﻱ ﲨﻌﺖ ﻋﻠﻰ ﺃﺳﺎﺳﻪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭ ‪‬ﻭﺿﻌﺖ ﻟﻪ ﺣﺪﻭﺩ ﻟﻠﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ ﻭﺍﳌﺴﺘﻮﻯ ﺍﻟﻠﻐﻮﻱ‪ ،‬ﰒ ﺍﺳ‪‬ﺘﺨﻠﺼﺖ‬
‫ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺃﻋﻤﻞ ﺍﻟﻘﻴﺎﺱ ﻭﻇﻬﺮﺕ ﻛﺘﺐ ﺍﻷﺻﻮﻝ ﻭﺍﻟﻌﻠﻞ‪ .‬ﻟﻜﻦ ﻣﻌﺎﻳﲑ ﺍﳋﻄﺄ‬
‫ﻭﺍﻟﺼﻮﺍﺏ ﺳﺮﻋﺎﻥ ﻣﺎ ﲢﻜﹼﻤﺖ ﰲ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺗﻮﻗﻒ ﲨﻊ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﻨﺎﺱ‪،‬‬
‫ﻭﺳﻴﻄﺮﺕ ﺍﻟﻨـﺰﻋﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ‪ ،‬ﻭﺍﲡﻬﺖ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﲡﺎ ‪‬ﻫﺎ ﺗﻌﻠﻴﻤ‪‬ﻴﺎ‪ ،‬ﻭ ‪‬ﻋﲏ ﺍﻟﻘﻮﻡ‬
‫ﺑﺎﻟﺘﺜﻘﻴﻒ ﺍﻟﻠﻐﻮﻱ ﻭﻣﺴﺎﺋﻞ ﳊﻦ ﺍﻟﻌﺎﻣﺔ ﻭﺍﳋﺎﺻﺔ‪ ،‬ﻭﻓﺎ ًﺀ ﲟﻜﺎﻧﺔ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ ﻭﺍﳊﺪﻳﺚ‬
‫ﻭﺁﺛﺎﺭ ﺍﻟﺴﻠﻒ‪ .‬ﻟﻜﻦ ﻫﺬﻩ ﺍﳌﻨﺎﻫﺞ ﱂ ﲤﻨﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ ﻣﻦ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻌﻠﻮﻡ ﻭﺗﻮﻟﻴﺪ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﻣﺴﺎﻳﺮﺓ ﺗﻄﻮﺭ ﺍﳊﻴﺎﺓ ﻭﺍﳊﻀﺎﺭﺓ‪ ،‬ﻭﺍﻻﻧﻔﺘﺎﺡ ﻋﻠﻰ ﺍﳌﻮﻟﹼﺪ ﻭﺍﳌﻌﺮ‪‬ﺏ‬

‫)‪ (٩‬ﺍﻧﻈﺮ‪ :‬ﻣﺒﺎﺩﺉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺹ‪.٢١ -١٥‬‬

 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻭﺍﻟﺪﺧﻴﻞ ﺑﺎﻟﻘﺪﺭ ﺍﳌﻄﻠﻮﺏ‪ .‬ﻭﻫﻜﺬﺍ ﺍﺳﺘﻤ ‪‬ﺮ ﳕ ‪‬ﻮ ﺍﻟﺜﺮﻭﺓ ﺍﻟﻠﻔﻈﻴﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ ﻣﻦ ﺟﻬﺔ‪،‬‬
‫ﻭﲢﻮ‪‬ﻝ ﺍﻟﻮﺻﻒ ﺍﻟﻌﻠﻤﻲ ﻟﻌﻨﺎﺻﺮ ﺍﻟﻠﻐﺔ ﰲ ﺃﺻﻮﺍ‪‬ﺎ ﻭﺑﻨﺎﺋﻬﺎ ﻭﻗﻮﺍﻋﺪﻫﺎ ﺍﻟﻨﺤﻮﻳﺔ ﺇﱃ ﺃﻗﻴﺴﺔ‬
‫ﻼ ﻓﺮﻳ ‪‬ﺪﺍ ﺑﲔ‬
‫ﺗﺘﺠﺎﻭﺯ ﺍﻻﺭﺗﺒﺎﻁ ﺑﺎﻟﺰﻣﺎﻥ ﻭﺍﳌﻜﺎﻥ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ‪ ،‬ﻓﺼﺎﺭﺕ ﻟﻐﺘﻨﺎ ﻣﺜ ﹰ‬
‫ﻟﻐﺎﺕ ﺍﻟﻌﺎﱂ ﻗﺪ ‪‬ﳝﺎ ﻭﺣﺪﻳﹰﺜﺎ)‪.(١٠‬‬
‫‪ -٤‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ‪‬ﺗﻌﲎ ﺑﺎﻟﻠﻬﺠﺎﺕ‪ ،‬ﻭﻻ ﺗﻔﻀﻞ ﺍﻟﻠﻐﺔ ﺍﳌﺸﺘﺮﻛﺔ )ﺃﻭ ﺍﻟﺮﲰﻴﺔ ﺃﻭ‬
‫ﺍﻟﻔﺼﺤﻰ( ﻋﻠﻴﻬﺎ‪ ،‬ﻛﻤﺎ ﻛﺎﻥ ﺳﺎﺋ ‪‬ﺪﺍ ﰲ ﺍﻟﻌﺼﻮﺭ ﺍﻟﺴﺎﺑﻘﺔ‪ .‬ﻓﺎﻟﻠﻬﺠﺎﺕ ﻋﻠﻰ ﺍﺧﺘﻼﻓﻬﺎ‬
‫ﻭﺗﻌﺪ‪‬ﺩﻫﺎ ﲤﺜﻞ ﺭﻭﺡ ﺍﻟﻠﻐﺔ ﻭﺣﻴﻮﻳﺔ ﺍ‪‬ﺘﻤﻊ ﲝﺴﺐ ﺍﳌﻮﻗﻒ ﺍﻟﻠﺴﺎﱐ ﺍﳊﺪﻳﺚ)‪.(١١‬‬
‫ﺃﻣﺎ ﻣﻨﺎﻫﺠﻨﺎ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻓﺘﺘﻮﻗﻒ ﻋﻨﺪ ﺍﻟﻔﺼﻴﺢ ﻣﻦ ﺍﻟﻜﻼﻡ‪ ،‬ﻭﻻ ‪‬ﺘ ‪‬ﻢ ﺑﺎﻟﻠﻬﺠﺎﺕ ﺑﻌﺪ‬
‫ﻋﺼﺮ ﺍﻻﺣﺘﺠﺎﺝ‪ ،‬ﻷ‪‬ﺎ ‪‬ﺪ‪‬ﺩ ﻭﺣﺪﺓ ﺍﻟﻠﻐﺔ ﻭﺗﺮﺍﺛﻬﺎ‪ .‬ﻭﻟﺬﻟﻚ ﺷﺮﻉ ﺍﻟﻠﻐﻮﻳﻮﻥ ﰲ‬
‫ﳏﺎﻭﻻﺕ ﺟﺎﺩ‪‬ﺓ ﻟﺮ ‪‬ﺩ ﺍﻟﻌﺎﻣﻲ ﺇﱃ ﺍﻟﻔﺼﻴﺢ‪ ،‬ﻭﺍﻟﺘﻨﺒﻴﻪ ﻋﻠﻰ ﺃﻏﻼﻁ ﺍﻟﻜﺘ‪‬ﺎﺏ ﻭﺍﳌﺘﻌﻠﹼﻤﲔ‬
‫ﻼ ﻋﻦ ﺍﻟﻨﺎﺱ ﰲ ﻣﻌﺎﻣﻼ‪‬ﻢ ﻭﳏﺎﻭﺭﺍ‪‬ﻢ‪ .‬ﻭﻣﻌﺮﻭﻑ ﺃﻥ ﻣﺼﻨﻔﻲ ﻛﺘﺐ ﺍﻟﻠﺤﻦ ﱂ‬ ‫ﻓﻀ ﹰ‬
‫ﻱ ﺍﺳﺘﻘﻼﻝ ﻟﻠﻬﺠﺎﺕ ﺍﻷﻣﺼﺎﺭ ﰲ ﺍﳌﺸﺮﻕ ﻭﺍﳌﻐﺮﺏ ﻋﻠﻰ ﺣ ‪‬ﺪ‬ ‫ﻳﻘﺼﺪﻭﺍ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺃ ‪‬‬
‫ﺳﻮﺍﺀ‪ .‬ﻛﻤﺎ ﱂ ﻳﻘ ‪‬ﺪﻣﻮﺍ ﻣﺎﺩﺓ ﺗﺼﻠﺢ ﻻﺳﺘﺨﻼﺹ ﺷﻲﺀ ﻣﻦ ﺫﻟﻚ‪ ،‬ﻭﺇﻥ ﱂ ﻳﻘﺼﺪﻭﻩ‪.‬‬
‫ﻭﺍﳊﻖ ﺃﻥ ﻫﻨﺎﻙ ﻋﻮﺍﻣﻞ ﻗﻠﹼﻠﺖ ﺇﱃ ﺣ ‪‬ﺪ ﺑﻌﻴﺪ ﻣﻦ ﻧﺸﻮﺀ ﳍﺠﺎﺕ ﻣﺴﺘﻘﻠﺔ ﻣﻨﻔﺼﻠﺔ ﻋﻦ‬
‫ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭﻫﻲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﺘﺮﺍﺙ ﺍﻷﺩﰊ ﻭﻣﻌﻴﺎﺭﻳﺔ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻭﺍﺳﺘﻤﺪﺍﺩﻫﺎ ﻗﻮ‪‬ﺓ‬
‫ﺗﺸﺒﻪ ﻣﻌﺎﻳﲑ ﺍﳊﻼﻝ ﻭﺍﳊﺮﺍﻡ‪ .‬ﻭﻗﺪ ﻋﻤﻠﺖ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﻋﻠﻰ ﺇﺑﻘﺎﺀ ﻋﻨﺎﺻﺮ ﺍﻟﺜﺒﺎﺕ‬
‫ﻭﺍﻻﺷﺘﺮﺍﻙ ﺟﺎﻣﻌﺔ ﺑﲔ ﺍﻷﻣﺼﺎﺭ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﺇﻥ ﻛﺎﻧﺖ ﺑﻌﻴﺪﺓ ﻋﻦ ﻣﺮﻛﺰ ﺍﻧﺘﺸﺎﺭﻫﺎ‪ ،‬ﺃﻭ‬
‫ﻣﻨﻌﺰﻟﺔ ﻋﻤ‪‬ﺎ ﺳﻮﺍﻫﺎ‪ ،‬ﻣﻊ ﺗﻄﺎﻭﻝ ﺍﻟﺰﻣﺎﻥ ﻭﺗﻘﻠﹼﺐ ﺍﻟﺪﻭﻝ)‪.(١٢‬‬

‫)‪ (١٠‬ﺍﻧﻈﺮ‪ :‬ﻣﺎﺯﻥ ﺍﳌﺒﺎﺭﻙ‪» ،‬ﺍﻟﻌﺮﺑﻴﺔ ﻫﻮﻳﺔ ﻭﻧﺴﺐ«‪ ،‬ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ‪ ،‬ﺍ‪‬ﻠﺪ‬
‫)‪ ،(٨٥‬ﺍﳉﺰﺀ ﺍﻟﺜﺎﱐ ﻧﻴﺴﺎﻥ ‪ ،٢٠١٠‬ﺹ‪.٣٤٩‬‬
‫)‪ (١١‬ﺍﻧﻈﺮ‪ :‬ﻣﺒﺎﺩﺉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺹ‪.١٦‬‬
‫)‪ (١٢‬ﺍﻧﻈﺮ‪ :‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪ‪‬ﻭﺭ‪» ،‬ﺗﺮﺍﺙ ﳊﻦ ﺍﻟﻌﺎﻣﺔ ﻣﺼﺪ ‪‬ﺭﺍ ﻣﻦ ﻣﺼﺎﺩﺭ ﺍﳌﻌﺠﻢ ﺍﻟﺘﺎﺭﳜﻲ«‪ ،‬ﳎﻠﺔ‬
‫ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻷﺭﺩﱐ‪ ،‬ﺍﻟﻌﺪﺩ )‪ ،(٤٠‬ﻛﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻭﺣﺰﻳﺮﺍﻥ ﻟﻌﺎﻡ ‪) ١٩٩١‬ﺍﻟﺴﻨﺔ‬
‫ﺍﳋﺎﻣﺴﺔ ﻋﺸﺮﺓ(‪ ،‬ﺹ‪.٩١ -٩٠‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫‪ -٥‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﳍﺎ ﻓﺮﻭﻉ ﺗﻄﺒﻴﻘﻴﺔ ﻛﺜﲑﺓ‪ ،‬ﻛﺎﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )ﺃﻭ ﻋﻠﻢ‬

‫ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻲ(‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ )ﺃﻭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻔﺴﻲ(‪ ،‬ﻭﳓﻮ ﺫﻟﻚ‬
‫ﻛﺎﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﳉﻐﺮﺍﻓﻴﺔ ﻭﺍﳊﺎﺳﻮﺑﻴﺔ ﻭﺍﻹﻧﺜﺮﻭﻟﻮﺟﻴﺔ ﻭﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﻟﻌﺼﺒﻴﺔ ﻭﺍﻟﺒﻴﻮﻟﻮﺟﻴﺔ‬
‫ﻭﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺍﻷﺳﻠﻮﺑﻴﺔ ﻭﺃﻣﺮﺍﺽ ﺍﻟﻜﻼﻡ ﻭﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻭﺍﻟﺘﺮﲨﺔ ﻭﺻﻨﺎﻋﺔ‬
‫ﺍﳌﻌﺠﻢ ﻭﻏﲑﻫﺎ)‪.(١٣‬‬
‫ﺃﻣﺎ ﻋﻠﻮﻣﻨﺎ ﻓﺘﺮﺻﺪ ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻠﻐﻮﻳﺔ ﺿﻤﻦ ﺍﻷﻃﺮ ﺍﻷﺩﺑﻴﺔ ﺃﻭ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﻛﺎﻟﺘﻔﺴﲑ‬
‫ﻭﺍﻟﺒﻼﻏﺔ ﻭﺍﻹﻋﺠﺎﺯ‪ ،‬ﺃﻭ ﺍﻷﺻﻮﻝ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ‪ ،‬ﻭﻻ ﲤﺘ ‪‬ﺪ ﻣﺜﻞ ﺫﻟﻚ ﺍﻻﻣﺘﺪﺍﺩ ﰲ‬
‫ﻂ ﺃﻧﻈﺎﺭ ﺍﻟﺪﺍﺭﺳﲔ ﰲ ﻋﻠﻮﻡ ﺃﺧﺮﻯ ﱂ‬ ‫ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺍﻟﱵ ﺻﺎﺭﺕ ﻓﺮﻭﻋﻬﺎ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﳏ ﹼ‬
‫ﻳﻜﻦ ﳍﺎ ﺑﺎﻟﻠﻐﺔ ﺻﻠﺔ ﻣﻦ ﻗﺒﻞ‪.‬‬
‫‪ -٦‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﺳﺘﻄﺎﻋﺖ ﺍﻛﺘﺸﺎﻑ ﺍﻟﻜﺜﲑ ﻣﻦ »ﺃﺻﻮﻝ« ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺘﺎﺭﳜﻴﺔ‪،‬‬
‫ﺣﻘﺎ‪ ،‬ﻭﺗﻮﺻ‪‬ﻠﺖ ﺇﱃ‬ ‫ﻭﻭﺻﻒ ﺃﺳﺮ‪‬ﺎ ﺍﻟﱵ ﺩﻋﻴﺖ ﺑﺎﻟﺴﺎﻣﻴﺔ‪ -‬ﺍﳊﺎﻣﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﻟﻌﺮﻭﺑﻴﺔ ًّ‬
‫ﻼ‪ .‬ﻭﻗﺪ‬‫ﲢﺪﻳﺪ ﺻﻼﺕ ﺍﻟﻘﺮﺍﺑﺔ ﻭﺍﻟﺘﺸﺎﺑﻪ ﺍﳉﺎﻣﻌﺔ ﻟﺘﻠﻚ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻨﺴﻮﺑﺔ ﺇﱃ ﺍﻟﻌﺮﻭﺑﺔ ﻓﻌ ﹰ‬
‫ﻭﺭﺛﺖ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﺃﻓﺎﺩﺕ ﻣﻦ ﻋﻠﻢ ﺍﻵﺛﺎﺭ ﻟﻠﻮﻗﻮﻑ ﻋﻠﻰ »ﺍﳌﻮﺍﺩ«‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻀﺎﺋﻌﺔ ﺃﻭ ﺍﳌﻨﺪﺛﺮﺓ ﺃﻭ ﺍﳌﻮﺯﻋﺔ ﰲ ﺃﻣﻜﻨﺔ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻭﻗﺮﺍﺀ‪‬ﺎ ﻭﺗﺼﻨﻴﻔﻬﺎ ﻭﺭﺳﻢ‬
‫ﺧﻄﻮﻁ ﺗﻄﻮ‪‬ﺭﻫﺎ ﻋﱪ ﺍﻟﺰﻣﻦ)‪.(١٤‬‬
‫ﺃﻣﺎ ﻋﻠﻮﻣﻨﺎ ﻓﻠﻢ ﺗﻘﻒ ﻋﻠﻰ ﻣﺜﻞ ﺫﻟﻚ‪ ،‬ﻟﻌﺪﻡ ﺗﻮﻓﱡﺮ ﺃﺩﻭﺍﺕ ﺍﻟﻜﺸﻒ ﻭﺍﻟﺘﻨﻘﻴﺐ‬
‫ﺍﻷﺛﺮﻱ‪ ،‬ﻭﻏﻴﺎﺏ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻘﺎﺭﻧﺔ‪ ،‬ﺇﻻ ﻣﺎ ﻭﺭﺩ ﻣﻦ ﻋﺒﺎﺭﺍﺕ ﳎﺘﺰﺃﺓ ﺃﻭ‬
‫ﻣﻘﺎﺭﻧﺎﺕ ﻋﺎﺑﺮﺓ ﱂ ﺗﺴﺘﻄﻊ ﺗﻘﺪﱘ ﺃﺩﻟﺔ ﻋﻠﻤﻴﺔ ﻋﻠﻰ ﻭﺟﻮﺩ »ﺃﺳﺮﺓ« ﻟﻐﻮﻳﺔ ﻋﺮﻭﺑﻴﺔ‪.‬‬

‫)‪ (١٣‬ﺍﻧﻈﺮ‪ :‬ﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺍﳌﺴﺪ‪‬ﻱ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺹ‪ ،١٥٥‬ﻭﳏﻤﺪ ﻋﻠﻲ ﺍﳋﻮﱄ‪ ،‬ﻣﻌﺠﻢ‬
‫ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻈﺮﻱ‪ ،‬ﺹ‪ ،١٥٧ -١٥٥‬ﻭﻋﺎﻃﻒ ﻣﺪﻛﻮﺭ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺑﲔ ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ‪،‬‬
‫ﺩﺍﺭ ﺍﻟﺜﻘﺎﻓﺔ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،١٩٨٦‬ﺹ‪ ٥٩‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪.‬‬
‫)‪ (١٤‬ﺍﻧﻈﺮ‪ :‬ﻗﺪ‪‬ﻭﺭ‪ ،‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺹ‪ ٣٧‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪.‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫‪ -٧‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻻ ﺗﺮﺗﺒﻂ ﺑﺘﺮﺍﺙ ﺃﻭ ﺩﻳﻦ ﺃﻭ ﻗﻮﻡ‪ ،‬ﻷ‪‬ﺎ – ﻛﻤﺎ ﺗﻘﺪ‪‬ﻡ – ﻋﻠﻢ‬

‫ﻋﺎﳌﻲ ﻳﻬﺘﻢ ﺑﺎﳌﻠﻜﺔ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﻳﺴﻌﻰ ﺇﱃ ﻭﺻﻒ ﺍﻟﻠﻐﺎﺕ ﺍﻹﻧﺴﺎﻧﻴﺔ ﻭﺍﻟﻜﺸﻒ ﻋﻦ‬
‫ﻗﻮﺍﻧﲔ ﺗﻄﻮ‪‬ﺭﻫﺎ‪ ،‬ﻭﻻ ﳛﺪ‪‬ﻩ ﺣ ‪‬ﺪ ﻣﻦ ﻗﺪﺍﺳﺔ ﻭﳓﻮﻫﺎ‪.‬‬
‫ﺃﻣﺎ ﻋﻠﻮﻣﻨﺎ ﻓﻬﻲ ﲣﺪﻡ ﻟﻐﺘﻨﺎ ﺍﻟﱵ ﻫﻲ ﻟﺴﺎﻥ ﻗﺮﺁﻧﻨﺎ‪ ،‬ﺑﻞ ﺇﻥ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ ﻧﺸﺄﺕ‬
‫ﻼ ﺧﺪﻣﺔ ﻟﻠﺪﻳﻦ ﻭﳏﺎﻓﻈﺔ ﻋﻠﻰ ﺗﺮﺍﺙ ﺍﻟﻘﻮﻡ ﻭﻣﺂﺛﺮﻫﻢ‪ .‬ﻭﻟﺬﻟﻚ ‪‬ﺠﺖ ﻋﻠﻮﻣﻨﺎ ‪ ‬‬
‫ﺠﺎ‬ ‫ﺃﺻ ﹰ‬
‫ﻣﻌﻴﺎﺭ‪‬ﻳﺎ ﻟﻜﻴﻼ ﺗﻨﻔﺼﻞ ﺍﻟﻠﻐﺔ ﻋﻦ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﺍﻟﺬﻱ ﳝﺜﹼﻞ ﳍﺎ ﻣﺎﺩﺓ »ﺣﻴ‪‬ﺔ« ﰲ ﺩﻭﺍﻡ ﻗﺮﺍﺀﺗﻪ‬
‫ﻭﺩﺭﺳﻪ ﻭﺍﻟﺘﻌﺒ‪‬ﺪ ﺑﺂﻳﺎﺗﻪ‪.‬‬
‫‪ -٣‬ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ )‪ (Philologie‬ﻋﻠﻢ ﺃﻭﺭﰊ ﺳﺒﻖ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻣﻬ‪‬ﺪ ﳍﺎ ﻭﺍﺷﺘﺮﻙ ﻣﻌﻬﺎ‬
‫ﰲ ﺑﻌﺾ ﺍ‪‬ﺎﻻﺕ‪ .‬ﻭﺗﺮﺟﻊ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﺇﱃ ﻋﺎﻡ ‪ ،١٦٩٠‬ﰒ ‪ ،١٧٧٧‬ﰒ ‪١٨١٨‬‬
‫ﻋﻨﺪﻣﺎ ﺍﺳﺘﻘﺮﺕ ﺩﻻﻻ‪‬ﺎ ﺇﱃ ﺣ ‪‬ﺪ ﺑﻌﻴﺪ‪ .‬ﻭﺻﺎﺭﺕ ﺗﻌﲏ ﺩﺭﺍﺳﺔ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺪﳝﺔ ﻣﻦ‬
‫ﺣﻴﺚ ﺍﻟﻘﻮﺍﻋﺪ ﻭﻣﻌﺎﱐ ﺍﳌﻔﺮﺩﺍﺕ‪ ،‬ﻭﻣﺎ ﻳﺘﺼﻞ ﺑﺬﻟﻚ ﻣﻦ ﺷﺮﻭﺡ ﻭﺇﺷﺎﺭﺍﺕ ﺗﺎﺭﳜﻴﺔ‬
‫ﻭﺟﻐﺮﺍﻓﻴﺔ‪ .‬ﻓﻜﺎﻥ ﻋﻨﺼﺮ ﺍﻟﻘﺪﻡ ﻣﻦ ﺃﻫ ‪‬ﻢ ﻋﻨﺎﺻﺮﻫﺎ‪ .‬ﻭﻛﺎﻥ ﻫﺪﻑ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﻣﻦ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻨﺼﻮﺹ ﺇﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺍﻟﻠﻐﺎﺕ ﺍﳌﻨﻘﺮﺿﺔ‪ ،‬ﻭﺍﲣﺎﺫ ﺍﻟﻠﻐﺎﺕ ﺍﳌﺪﺭﻭﺳﺔ ﻭﺳﻴﻠﺔ ﺇﱃ‬
‫ﻏﺎﻳﺔ ﺃﺧﺮﻯ ﻫﻲ ﺍﳊﻀﺎﺭﺓ‪ .‬ﻭﻣﻊ ﺃﻥ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﺍﲡﻬﺖ ﳓﻮ ﺍﻻﻫﺘﻤﺎﻡ ﺑﺎﻵﺛﺎﺭ‬
‫ﻭﺍﻟﻜﺘﺎﺑﺎﺕ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻓﻘﺪ ﺑﻘﻴﺖ ﳐﺘﻠﻄﺔ ﺑﺒﺤﻮﺙ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺣﱴ ﺃﻭﺍﺧﺮ‬
‫ﺍﻟﻘﺮﻥ ﺍﻟﺘﺎﺳﻊ ﻋﺸﺮ ﻭﺑﺪﺍﻳﺎﺕ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ‪ .‬ﻭﻛﺬﻟﻚ ﺑﻘﻴﺖ ﺍﻟﺘﺴﻤﻴﺎﺕ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ‬
‫ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﺴﺘﻌﻤﻠﺔ ﰲ ﻣﻌﻈﻢ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻐﺮﺑﻴﺔ‪ ،‬ﳓﻮ »ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﺍﳌﻘﺎﺭﻧﺔ«‪،‬‬
‫ﻭﻏﲑﻫﺎ‪ .‬ﻣﻊ ﺃ ﹼﻥ ﻣﻀﻤﻮ‪‬ﺎ ﻭﻣﻨﻬﺠﻬﺎ ﳝﺘﺎﻥ ﺇﱃ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺣﺘ ‪‬ﻤﺎ)‪ .(١٥‬ﻭﰲ ﺿﻮﺀ ﻣﺎ ﺗﻘﺪ‪‬ﻡ‬
‫ﳝﻜﻦ ﺗﻔﺴﲑ ﻣﺎ ﻭﻗﻊ ﻓﻴﻪ ﺃﻭﺍﺋﻞ ﺍﻷﺳﺎﺗﺬﺓ ﰲ ﺍﳉﺎﻣﻌﺔ ﺍﳌﺼﺮﻳﺔ ﺣﲔ ﺍﻗﺘﺒﺴﻮﺍ ﻣﺒﺎﺣﺚ‬

‫)‪ (١٥‬ﺍﻧﻈﺮ‪ :‬ﺍﳌﺮﺟﻊ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺹ‪.٢٣ -٢٢‬‬

 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﺺ ﺍﻟﻠﻐﺎﺕ ﺍﻟﻘﺪﳝﺔ‪ ،‬ﻭﻧﺴﺒﻮﻫﺎ ﺇﱃ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﺍﻟﱵ ﺗﺮﲨﺖ ﺗﺮﲨﺔ ﺣﺮﻓﻴﺔ ﺇﱃ‬ ‫ﻟﺴﺎﻧﻴﺔ ﲣ ‪‬‬
‫»ﻓﻘﻪ ﺍﻟﻠﻐﺔ«‪ ،‬ﻭﺍﻟﺘﺒﺴﺖ ﺑﻔﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ .‬ﻭﻗﺪ ﺃﺛﺎﺭ ﺫﻟﻚ ﲨﻠﺔ ﻣﻦ ﺍﻵﺭﺍﺀ ﺍﳌﺘﺒﺎﻳﻨﺔ‬
‫ﺣﻮﻝ ﺻﻮﺍﺏ ﻫﺬﻩ ﺍﻟﺘﺮﲨﺔ ﻣﻦ ﻋﺪﻣﻪ‪ ،‬ﻭﺣﻮﻝ ﺻﻼﺣﻬﺎ ﻟﻜﻲ ﺗﻌﻢ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻋﻠﻰ ﺍﺧﺘﻼﻓﻬﺎ)‪.(١٦‬‬
‫ﺃﻣﺎ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﻋﻨﺪﻧﺎ ﻓﻤﻌﺮﻓﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺣﺪﻫﺎ‪ ،‬ﻧﺸﺄ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺮﺍﺑﻊ‬
‫ﻟﻠﻬﺠﺮﺓ ﻗﺮﻳ‪‬ﺒﺎ ﻣﻦ ﺃﺻﻮﻝ ﺍﻟﻨﺤﻮ‪ .‬ﻭﻗﺪ ﺩﻟﹼﺖ ﺁﺛﺎﺭﻩ ﺍﻟﺮﺋﻴﺴﺔ ﻛﻜﺘﺎﺏ »ﺍﻟﺼﺎﺣﱯ ﰲ ﻓﻘﻪ‬
‫ﺍﻟﻠﻐﺔ ﻭﺳﻨﻦ ﺍﻟﻌﺮﺏ ﰲ ﻛﻼﻣﻬﺎ« ﻻﺑﻦ ﻓﺎﺭﺱ )ﺕ‪ ،(٣٩٥‬ﻭﻛﺘﺎﺏ »ﺍﳋﺼﺎﺋﺺ« ﻻﺑﻦ‬
‫ﺟﲏ )ﺕ‪٣٩٢‬ﻫ(‪ ،‬ﻭﻛﺘﺎﺏ »ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﻭﺳ ‪‬ﺮ ﺍﻟﻌﺮﺑﻴﺔ« ﻟﻠﺜﻌﺎﻟﱯ )‪٤٢٩‬ه(‪ ،‬ﻭﻛﺘﺎﺏ‬
‫»ﺍﳌﺰﻫﺮ ﰲ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ« ﻟﻠﺴﻴﻮﻃﻲ )ﺕ‪٩١١‬ه(‪ ،‬ﻭﺑﻌﺾ ﻛﺘﺐ ﺍﻟﻠﻐﺔ ﻭﺍﻷﺻﻮﻝ‬
‫ﺍﻷﺧﺮﻯ‪ ..‬ﺩﻟﹼﺖ ﲨﻴ ‪‬ﻌﺎ ﻋﻠﻰ ﻗﺼﺪ ﻭﺍﺿﺢ ﻟﺒﺤﺚ ﺃﺻﻮﻝ ﺍﻟﻠﻐﺔ ﲨﻠﺔ‪ ،‬ﻭﺗﺎﺭﳜﻬﺎ‪،‬‬
‫ﻭﺧﺼﺎﺋﺼﻬﺎ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺑﻴﺎﻥ ﺃﺳﺮﺍﺭ ﺍﻟﻠﺴﺎﻥ ﺍﻟﻌﺮﰊ ﻭﻃﺮﻕ ﺍﻟﻌﺮﺏ ﰲ ﺑﻴﺎ‪‬ﺎ‪ ،‬ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ‬
‫ﺩﻻﻻﺕ ﺍﻷﻟﻔﺎﻅ‪ ،‬ﻭﻛﺸﻒ ﻣﺎ ﻓﻴﻬﺎ ﻣﻦ ﺩﻗﺔ ﻭﺇﺭﻫﺎﻑ ﻭﺇﺻﺎﺑﺔ ﻟﻠﻐﺮﺽ‪ .‬ﻭﻭﺍﺿﺢ ﺃ ﹼﻥ ﻫﺬﺍ‬
‫ﺍﻟﻨﺤﻮ ﻣﻦ ﺍﳌﻌﺎﺭﻑ ﺍﻟﻠﻐﻮﻳﺔ ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺗﺄﻟﻴﻒ ﺍﳌﻌﺎﺟﻢ‬
‫ﻭﳓﻮ ﺫﻟﻚ ﻣﻦ ﻣﺒﺎﺣﺚ ﻟﻐﻮﻳﺔ‪ .‬ﻭﻗﺪ ﺃﺷﺎﺭ ﺍﺑﻦ ﺟﲏ ﺇﱃ ﻣﺜﻞ ﺫﻟﻚ ﺻﺮﺍﺣﺔ‪ ،‬ﻭﺭﺍﺡ ﻳﻨﺸﺊ‬
‫ﻛﺘﺎﺑﻪ »ﺍﳋﺼﺎﺋﺺ« ﻋﻠﻰ ﺃﺳﺲ ﺃﺻﻮﻝ ﺍﻟﻨﺤﻮ ﻭﻋﻠﻢ ﺍﻟﻜﻼﻡ ﻭﺃﺻﻮﻝ ﺍﻟﻔﻘﻪ ﻟﺒﻴﺎﻥ‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻣﺎ ﺿﻤ‪‬ﺘﻪ ﻣﻦ ﻣﻈﺎﻫﺮ ﺍﻹﺗﻘﺎﻥ ﻭﺍﻟﺼﻨﻌﺔ)‪.(١٧‬‬
‫ﻭﻟﺬﻟﻚ ﻛﻠﹼﻪ ﻧﺮﻯ ﺃ ﹼﻥ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﻋﻨﺪﻧﺎ ﳜﺘﻠﻒ ﺃﺳﺎ ‪‬ﺳﺎ ﻋﻦ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻣﻦ ﺍﻟﻨﺤﻮ‬

‫)‪ (١٦‬ﺍﻧﻈﺮ‪ :‬ﳏﻤﺪ ﺃﺑﻮ ﺍﻟﻔﺮﺝ‪ ،‬ﻣﻘﺪﻣﺔ ﻟﺪﺭﺍﺳﺔ ﻓﻘﻪ ﺍﻟﻠﻐﺔ‪ ،‬ﺹ‪ ،١٤ ،٦‬ﻭﳏﻤﺪ ﻣﺼﻄﻔﻰ ﺭﺿﻮﺍﻥ‪،‬‬
‫ﻧﻈﺮﺍﺕ ﰲ ﺍﻟﻠﻐﺔ‪ ،‬ﺹ‪ ،١٧-١٦‬ﻭﳏﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺑﲔ ﺍﻟﺘﺮﺍﺙ ﻭﺍﳌﻨﺎﻫﺞ‬
‫ﺍﳊﺪﻳﺜﺔ‪ ،‬ﺹ‪ ،٢٠‬ﻭﲤﺎﻡ ﺣﺴﺎﻥ‪ ،‬ﺍﻷﺻﻮﻝ‪ ،‬ﺹ‪.٢٧١‬‬
‫)‪ (١٧‬ﺍﻧﻈﺮ‪ :‬ﺍﺑﻦ ﺟﲏ‪ ،‬ﺍﳋﺼﺎﺋﺺ‪ ،‬ﻣﻘﺪﻣﺔ ﺍﶈﻘﻖ‪ ،٤١-٤٠/١ ،‬ﻭﺍﻟﻜﺘﺎﺏ ﻧﻔﺴﻪ ‪،٦٧ ،٣٢/١‬‬
‫‪ ،١٦٣ ،٧٧‬ﻭ ‪.١٣٣ ،١٢٥/٢‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻭﺍﻟﺼﺮﻑ ﻭﻏﲑﳘﺎ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﳜﺘﻠﻒ ﻋﻦ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﺧﺘﻼﹰﻓﺎ ﺃﻛﱪ‪ ،‬ﻟﺘﺒﺎﻳﻦ‬
‫ﺍﳌﺒﺎﺩﺉ ﻭﺗﻨﺎﻗﺾ ﺍﳌﻨﺎﻫﺞ‪ .‬ﻭﻻ ﻧﺮﻯ ﻓﺎﺋﺪﺓ ‪‬ﺗﺮﺟﻰ ﻣﻦ ﺍﻟﺒﺤﺚ ﻋﻦ ﻧﻘﺎﻁ ﺍﻻﺗﻔﺎﻕ ﺑﲔ‬
‫ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﻭﻫﺬﻳﻦ ﺍﻟﻌﻠﻤﲔ ﺍﻷﺟﻨﺒﻴﲔ ﻛﻤﺎ ﻓﻌﻞ ﺑﻌﺾ ﺍﶈﺪﺛﲔ)‪ .(١٨‬ﻭﻻ ﺑ ‪‬ﺪ ﺩﻓ ‪‬ﻌﺎ ﻷﻱ‬
‫ﺍﻟﺘﺒﺎﺱ ﻣﻦ ﺍﻟﻮﻗﻮﻑ ﻋﻨﺪ ﺣﺪﻭﺩ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ .‬ﻓﺎﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ‬
‫ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺩﺧﻴﻠﺔ ﺩﻭﻥ ﺗﺮﲨﺔ ﻣﻨﺒﻬﺔ ﻋﻠﻰ ﺍﻷﺻﻞ ﻭﺍﻟﻔﺮﻕ‪ .‬ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺃﻭ ﻓﻘﻪ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻌﺮﻓﺔ ﺧﺎﺻﺔ ﺑﺎﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺣﺪﻫﺎ‪ ،‬ﻭﻫﻮ ﰲ ﺍﻟﻨﺘﻴﺠﺔ ﻣﺴﺎ ﹴﻭ ﻟﻌﻠﻢ ﺃﺻﻮﻝ‬
‫ﺍﻟﻠﻐﺔ ﻗﻴﺎ ‪‬ﺳﺎ ﻋﻠﻰ ﻋﻠﻢ ﺃﺻﻮﻝ ﺍﻟﻨﺤﻮ‪ ،‬ﻣﻊ ﻗﺼﺪ ﻟﺒﻴﺎﻥ ﺧﺼﺎﺋﺺ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺮﺍﺣﻞ‬
‫ﺗﻄﻮ‪‬ﺭﻫﺎ ﻭﺗﻮﺟﻴﻪ ﺍﻻﻋﺘﻨﺎﺀ ‪‬ﺎ‪ .‬ﺃﻣﺎ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺼﻄﻠﺢ »ﻓﻘﻪ ﺍﻟﻠﻐﺔ« ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ‬
‫ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻴﺔ ﺃﻭ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻓﺮﻭﻋﻬﺎ )ﻛﺎﻟﺪﺭﺍﺳﺔ ﺍﳌﻘﺎﺭﻧﺔ( ﻓﻐﲑ ﻣﻘﺒﻮﻝ)‪.(١٩‬‬
‫ﻭﻟﻴﺲ ﻣﻘﺒﻮ ﹰﻻ ﻛﺬﻟﻚ ﺃﻥ ﻳﺒﺤﺚ ﺃﺣﺪ ﻣﻦ ﺍﻟﺪﺍﺭﺳﲔ ﻋﻦ ﻣﺼﻄﻠﺢ ﺑﺪﻳﻞ ﻟﻔﻘﻪ ﺍﻟﻠﻐﺔ‬
‫ﲝﺠﺔ ﻗﺪﻣﻪ‪ ،‬ﺃﻭ ﻋﺪﻡ ﻭﻓﺎﺋﻪ ﺑﺎﳌﻀﺎﻣﲔ ﺍﳉﺪﻳﺪﺓ‪ ،‬ﺃﻭ ﺗﺸﻌ‪‬ﺐ ﻣﺴﺎﺋﻠﻪ ﺍﻟﺘﺎﺭﳜﻴﺔ ﻭﺍﻟﺪﻻﻟﻴﺔ‬
‫ﰲ ﻋﻠﻮﻡ ﻭﻣﺒﺎﺣﺚ ﺗﻌﻠﻴﻤﻴﺔ‪ .‬ﺇﳕﺎ ﻳﻨﺒﻐﻲ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻴﻪ ﻭﺭﻓﺪﻩ ﺑﺎﳉﺪﻳﺪ‪ ،‬ﻭﺭﺳﻢ ﺣﺪﻭﺩﻩ‪،‬‬
‫ﻭﺑﻴﺎﻥ ﻣﻮﻗﻌﻪ ﻣﻦ ﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ‪ ،‬ﻋﻠﻰ ﳓﻮ ﻣﺎ ﻓﻌﻞ ﲤﺎﻡ ﺣﺴ‪‬ﺎﻥ ﰲ ﻛﺘﺎﺑﻪ »ﺍﻷﺻﻮﻝ«)‪.(٢٠‬‬
‫‪ -٤‬ﺃﳘﻴﺔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻟﻠﺪﺭﺱ ﺍﻟﻠﻐﻮﻱ ﺍﻟﻌﺮﰊ‬

‫ﺇ ﹼﻥ ﻣﻨﻄﻖ ﺍﻟﺘﺠﺪﻳﺪ ﺍﻟﺬﻱ ﳛﻘﹼﻖ ‪‬ﻀﺔ ﺍﻷﻣﺔ ﻳﻔﺮﺽ ﺃﻣﺮﻳﻦ ﻣﻬﻤ‪‬ﲔ ﰲ ﻭﻗﺖ ﻣ ‪‬ﻌﺎ‪،‬‬
‫ﳘﺎ‪ :‬ﺍﻷﻭﻝ ﲢﻮﻳﻞ ﻋﻨﺎﺻﺮ »ﺍﻟﺘﺮﺍﺙ« ﻣﻦ ﺯﻣﻦ ﺇﱃ ﺯﻣﻦ‪ ،‬ﻟﺘﺘﻔﺎﻋﻞ ﻣﻊ ﺍﳊﺎﺿﺮ ﻭﺗﺴﻬﻢ‬
‫ﻣﻌﻪ ﰲ ﺻﻨﻊ ﺍﳌﺴﺘﻘﺒﻞ ﻭﻓ ﹰﻘﺎ ﳌﺎ ﲢﻤﻠﻪ ﻣﻦ ﻃﺎﻗﺔ ﻭﺣﻴﻮﻳﺔ ﻭﺟﺪﻭﻯ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻌﺒ‪‬ﺮ ﻋﻨﻪ‬
‫ﻋﺎﺩﺓ ﲟﺼﻄﻠﺢ »ﺍﻹﺣﻴﺎﺀ«‪ ،‬ﻭﺍﻟﺜﺎﱐ ﺗﻠﻘﻲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ ﻭﺍﳌﻨﺎﻫﺞ ﺍﻟﻮﺍﻓﺪﺓ ﻋﻠﻰ‬

‫)‪ (١٨‬ﺍﻧﻈﺮ‪ :‬ﻛﺘﺎﺏ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﰲ ﺍﻟﻜﺘﺐ ﺍﻟﻌﺮﺑﻴﺔ ﻟﻌﺒﺪﻩ ﺍﻟﺮﺍﺟﺤﻲ )ﻣﺼﺪﺭ ﺳﺎﺑﻖ(‪.‬‬
‫)‪ (١٩‬ﺍﻧﻈﺮ‪ :‬ﺍﳌﺪﺧﻞ ﺇﱃ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﺹ‪.٢٥ -٢٤‬‬
‫)‪ (٢٠‬ﺍﻧﻈﺮ‪ :‬ﲤﺎﻡ ﺣﺴﺎﻥ‪ ،‬ﺍﻷﺻﻮﻝ‪ ،‬ﺹ‪.٢٧٥ -٢٦٣‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﺃﺳﺎﺱ ﺍﻟﺮﻓﺪ ﻭﺍﻹﻏﻨﺎﺀ ﻣﻦ ﺩﻭﻥ ‪‬ﻋ ﹶﻘﺪ ﻧﻘﺺ‪ ،‬ﺃﻭ ﻧﻮﺍﺯﻉ ﺍﺳﺘﻌﻼﺀ‪ .‬ﻭﻳﻮﺿﺢ ﻫﺬﺍ ﺍﳌﻨﻄﻖ‬
‫ﻣﺎ ﺃﺷﺮﻧﺎ ﺇﻟﻴﻪ ﰲ ﻣﻄﻠﻊ ﻫﺬﻩ ﺍﳌﻘﺎﻟﺔ ﻣﻦ ﻭﺟﻬﱵ ﻧﻈﺮ ﺃﻭ ﻣﻮﻗﻔﲔ ﺇﺯﺍﺀ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ‬
‫ﺍﻟﻠﻐﺔ‪ .‬ﺇﺫ ﻻ ﳚﻮﺯ ﺃﻥ ﺗﺒﻘﻰ ﻫﺬﻩ ﺍﳌﺴﺎﻟﺔ ‪‬ﺒﺎ ﻣﻮﺯ ‪‬ﻋﺎ ﺑﲔ ﻭﺟﻬﱵ ﻧﻈﺮ ﺑﺴﻴﻄﺘﲔ ﻭﻣﻔﺮﻃﺘﲔ‬
‫ﰲ ﺍﳊﻤﺎﺳﺔ)‪.(٢١‬‬
‫ﻭﻣﻊ ﺃ ﹼﻥ ﻣﺎ ﺃﺛﲑ ﺣﻮﻝ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﻦ ﺁﺭﺍﺀ ﻣﺘﻨﺎﻗﻀﺔ ﺍﺳﺘﻤ ‪‬ﺮ ﺯﻣ‪‬ﻨﺎ ﻟﻴﺲ ﺑﺎﻟﻴﺴﲑ )ﻣﻦ‬
‫ﺁﺧﺮ ﺳﺘﻴﻨﻴﺎﺕ ﺍﻟﻘﺮﻥ ﺍﳌﺎﺿﻲ‪ ،‬ﺇﱃ ‪‬ﺎﻳﺔ ﺍﻟﺘﺴﻌﻴﻨﻴﺎﺕ(‪ ،‬ﻭﻣﺎ ﺑﺮﺯ ﻣﻦ ﺃﺯﻣﺎﺕ ﺃﻭ ﻋﻘﺒﺎﺕ‬
‫ﻼ‪ ،‬ﻓﺈﻥ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﲣﺬﺕ ﻣﻦ ﺧﻼﻝ ﺍﻻﻗﺘﺒﺎﺱ ﻭﺍﻟﺘﺮﲨﺔ ﻭﺍﻟﺘﺄﻟﻴﻒ‬ ‫ﱂ ﻳﻜﻦ ﺳﻬ ﹰ‬
‫ﻭﺍﻟﺘﻮﻇﻴﻒ ﺳﺒﻴﻠﻬﺎ ﺇﱃ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻋﱪ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺍﳌﻨﺎﻫﺞ ﻭﺍﳌﻔﺎﻫﻴﻢ‬
‫»ﺍﻹﺑﺴﺘﻴﻤﻮﻟﻮﺟﻴﺔ« ﻭﺍﳌﻮﺍ ‪‬ﺩ ﺍﻟﻌﻠﻤﻴﺔ )ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳋﺎﻟﺼﺔ( ﻭﺍﻟﻌﻠﻮﻡ‬
‫ﺍﳉﺪﻳﺪﺓ‪ ،‬ﻭﻻ ﺳﻴ‪‬ﻤﺎ ﰲ ﺍ‪‬ﺎﻻﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﳌﺘﻌﺪ‪‬ﺩﺓ‪.‬‬
‫ﻭﳝﻜﻦ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍ‪‬ﺎﻻﺕ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﻣﺎ ﺃﻓﺎﺩﺗﻪ ﻋﻠﻮﻣﻨﺎ ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺣﻘﻴﻘﺔ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺍﻟﺘﻮﺳ‪‬ﻊ ﰲ ﺍﳌﺴﺎﺋﻞ ﺍﳋﻼﻓﻴﺔ ﻭﻭﺟﻬﺎﺕ ﺍﻟﺮﺃﻱ ﺍﻟﻨﻈﺮﻳﺔ‪.‬‬
‫ﺃﻣﺎ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﻴﻼﺣﻆ ﺍﻟﺒﺎﺣﺚ ﺃ ﹼﻥ ﺃﺳﺎﺗﺬﺓ ﺍﻟﻠﻐﺔ ﺍﻟﺬﻳﻦ ﺩﺭﺳﻮﺍ‬
‫ﰲ ﺍﻟﻐﺮﺏ ﺍﻗﺘﺒﺴﻮﺍ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺴﺎﺋﺪ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻭﺃﺭﺍﺩﻭﺍ ﻓﺮﺿﻪ ﻋﻠﻰ ﺍﻟﺪﺭﺱ‬
‫ﺍﻟﻌﺮﰊ ﻗﺪﳝﻪ ﻭﺣﺪﻳﺜﻪ‪ ،‬ﻓﺄﺣﺪﺛﻮﺍ ﻣﺸﻜﻠﺔ ﺍﻻﻧﻘﺴﺎﻡ ﺑﲔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﻭﻣﺎ ﻻﺑﺲ‬
‫ﺫﻟﻚ ﻣﻦ ﺧﻠﻂ ﻣﻨﻬﺠﻲ ﻭﲢﺮﻳﻒ ﻣﺒﺪﺋﻲ ﺗﻮﻟﺪﺕ ﻋﻨﻬﻤﺎ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﺤﻮﺙ‬
‫ﻭﺍﳌﻘﺎﻻﺕ‪ ،‬ﺍﻟﱵ ﱂ ﺗﻨﺼﻒ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻠﻮﻣﻬﺎ ﻭﱂ ﲣﺪﻡ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺗﺴﻬ‪‬ﻞ ﺍﻗﺘﺒﺎﺳﻬﺎ)‪.(٢٢‬‬

‫)‪ (٢١‬ﺍﻗﺘﺒﺎﺱ ﺑﺘﺼﺮﻑ ﻣﻦ ﻛﺘﺎﺏ‪» :‬ﺍﻟﻘﺪﺱ« ﳊﺴﺎﻡ ﺍﳋﻄﻴﺐ‪ ،‬ﺍﲢﺎﺩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﺮﺏ‪ ،‬ﺩﻣﺸﻖ‬
‫‪ ،١٩٨٠‬ﺹ‪ ،١٦٧ -١٦٣‬ﻭﻛﻼﻡ ﺃﺳﺘﺎﺫﻧﺎ ﺍﳋﻄﻴﺐ ﻋﺎ ‪‬ﻡ ﻳﺸﻤﻞ ﺍﻟﺘﺮﺍﺙ ﻭﻣﺴﺎﺋﻠﻪ‪.‬‬
‫)‪ (٢٢‬ﺍﻧﻈﺮ‪ :‬ﻋﺒﺪﺍﻟﺴﻼﻡ ﺍﳌﺴﺪ‪‬ﻱ‪ ،‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺃﺳﺴﻬﺎ ﺍﳌﻌﺮﻓﻴﺔ )ﻣﺼﺪﺭ ﺳﺎﺑﻖ(‪ ،‬ﺹ‪.١٤ -١٣‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻭﺭﲟﺎ ﻛﺎﻥ ﻣﻮﻗﻒ ﲤﺎﻡ ﺣﺴﺎﻥ‪ -‬ﻭﻫﻮ ﺃﺣﺪ ﺭﻭ‪‬ﺍﺩ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ‪ -‬ﻣﻦ‬
‫ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﻫﻮ ﺍﻟﺬﻱ ﻳﻀﻌﻬﺎ ﰲ ﻣﻜﺎ‪‬ﺎ ﺍﳊﻘﻴﻘﻲ)‪ .(٢٣‬ﺇﺫ ﺇ ﹼﻥ ﺍﺧﺘﻼﻑ ﻣﻮﻗﻒ ﺍﳌﺘﻌﻠﻢ‬
‫ﻭﺍﳌﻌﻠﹼﻢ ﻣﻦ ﺍﻟﻠﹼﻐﺔ‪ ،‬ﻋﻦ ﻣﻮﻗﻒ ﺍﻟﺒﺎﺣﺚ ﺃﻭ ﺍﻟﻌﺎﱂ ﺍﻟﻠﻐﻮﻱ ﻫﻮ ﺍﻟﺬﻱ ﳜﻠﹼﺺ ﺍﳌﺮﺀ ﻣﻦ‬
‫ﺫﻟﻚ ﺍﻟﺘﻨﺎﻗﺾ ﺍﳌﻮﻫﻮﻡ‪ .‬ﻓﺎﳌﺘﻜﻠﻢ ﻻﺑ ‪‬ﺪ ﺃﻥ ﻳﺮﺍﻋﻲ ﻣﻌﺎﻳﲑ ﺍﻟﻠﻐﺔ ﺳﻠﻴﻘﺔ ﺃﻭ ﺗﻌﻠ ‪‬ﻤﺎ‪ ،‬ﻭﻟﻴﺲ‬
‫ﻟﻪ ﺃﻥ ﳜﺮﺝ ﻋﻨﻬﺎ‪ ،‬ﻷﻥ ﺍﳌﻮﺍﺿﻌﺔ ﻭﺍﻟﻌﻘﺪ ﺍﻻﺟﺘﻤﺎﻋﻲ ﻭﺍﻟﺴﻠﻮﻙ ﺗﺘﺤﻮﻝ ﺇﱃ ﺗﻘﻠﻴﺪ‬
‫ﳏﻔﻮﻅ ﻭﻋﺎﺩﺓ ﻣﺘﺒﻌﺔ‪ .‬ﻭﰲ ﺿﻮﺀ ﻫﺬﺍ ﺍﻟﻔﻬﻢ ﻳﻔﺴ‪‬ﺮ ﻣﻮﻗﻒ ﺍﳌﻌﻠﱢﻢ ﺍﻟﺬﻱ ﳛﺮﺱ ﻫﺬﻩ‬
‫ﺍﳌﻌﺎﻳﲑ ﻭﻳﻠﻘﻨﻬﺎ ﻟﻸﺟﻴﺎﻝ‪ ،‬ﺍﺳﺘﻤﺮﺍ ‪‬ﺭﺍ ﻟﻠﺘﻮﺍﺻﻞ ﻭﲨ ‪‬ﻌﺎ ﻋﻠﻰ ﺍﻷﺳﺲ ﻭﻣﺮﺍﻋﺎﺓ‬
‫ﻟﻠﺨﺼﺎﺋﺺ‪ .‬ﻭﻟﻴﺲ ﰲ ﻣﻮﻗﻒ ﺍﳌﺘﻌﻠﻢ ﺃﻭ ﺍﳌﻌﹼﻠﻢ ﻣﺎ ﻫﻮ ﻣﻄﻠﻮﺏ ﻏﲑ ﺍﻟﺬﻱ ﺗﻘﺪﻡ‪ .‬ﺃﻣﺎ‬
‫ﺍﻟﺒﺎﺣﺚ ﺃﻭ ﺍﻟﻌﺎﱂ ﻓﻴﻔﺘﺮﺽ ﻓﻴﻪ ﺃﻥ ﻳﺮﺍﻋﻲ ﺍﻟﻮﺻﻒ ﺍﶈﺎﻳﺪ‪ ،‬ﺇﺫ ﻳﻘﻮﻡ ﻋﻤﻠﻪ ﻋﻠﻰ‬
‫ﺍﳌﻼﺣﻈﺔ ﻭﺍﻻﺳﺘﻘﺮﺍﺀ ﻭﺍﺳﺘﺨﻼﺹ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﱵ ﺗﺴﺘﻨﺘﺞ ﻭﻻ ﺗﻔﺮﺽ‪ .‬ﻭﻟﻴﺲ ﻟﻪ ﺃﻥ‬
‫ﻱ ﺷﻲﺀ ﻣﻦ ﺫﻟﻚ ﲟﻌﺎﻳﲑ ﺍﻟﻘﺒﻮﻝ ﻭﺍﻟﺮﻓﺾ ﺃﻭ ﺍﳋﻄﺄ ﻭﺍﻟﺼﻮﺍﺏ‪ .‬ﻟﻜ ‪‬ﻦ‬ ‫ﳛﻜﻢ ﻋﻠﻰ ﺃ ‪‬‬
‫ﺗﻄﺒﻴﻖ ﻫﺬﻳﻦ ﺍﳌﻮﻗﻔﲔ ﻋﻠﻰ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻋﻠﻮﻣﻬﺎ ﻻﺑ ‪‬ﺪ ﺃﻥ ﻳﻈﻬﺮ ﻓﺮﻭﹰﻗﺎ ﳚﺐ ﺃﻥ‬
‫ﺗﺮﺍﻋﻰ‪ .‬ﺇﺫ ﺇﻥ ﻫﺬﻩ ﺍﻟﻠﻐﺔ ‪ -‬ﻛﻤﺎ ﺳﺒﻘﺖ ﺍﻹﺷﺎﺭﺓ ‪ -‬ﲤﱢﺜﻞ ﺣﺎﻟﺔ ﻓﺮﻳﺪﺓ ﺑﲔ ﺍﻟﻠﻐﺎﺕ‪،‬‬
‫ﻭﺫﻟﻚ ﺑﺎﺭﺗﺒﺎﻃﻬﺎ ﺑﺎﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﻭﻟﺬﻟﻚ ﺳﺮﻋﺎﻥ ﻣﺎ ﺍﲢﺪ ﻋﻤﻞ ﺍﳌﻌﻠﹼﻢ ﻭﺍﻟﻌﺎﱂ ﺇﺯﺍﺀﻫﺎ‪،‬‬
‫ﻭﺻﺎﺭ ﺍﻟﺒﺤﺚ ﻣﻨﺼ‪‬ﺒﺎ ﻋﻠﻰ ﺍﳉﺎﺋﺰ ﻭﻏﲑ ﺍﳉﺎﺋﺰ‪ ،‬ﻭﻋﻠﻰ ﻭﺿﻊ ﺷﺮﻭﻁ ﻭﺿﻮﺍﺑﻂ ﻓﺮﻋﻴﺔ‬
‫ﻣﺘﻌﺪﺩﺓ ﺗﻘﻴ‪‬ﺪ ﺍﻟﻜﻼﻡ ﺍﻟﻌﺮﰊ ﺍﻟﻔﺼﻴﺢ‪.‬‬
‫ﻭﻟﺴﻨﺎ ﻧﻘﻮﻝ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﺇ ﹼﻥ ﻋﻤﻞ ﻋﻠﻤﺎﺋﻨﺎ ﱂ ﻳﻜﻦ ﻋﻠﻤ‪‬ﻴﺎ‪ ،‬ﻷ‪‬ﻢ ﺍﻗﺘﺼﺮﻭﺍ ﻋﻠﻰ‬
‫ﻱ ﻣﻮﻗﻒ ﻣﻌﻴﺎﺭﻱ‪،‬‬ ‫ﺍﻟﻔﺼﻴﺢ ﻭﺣﺪﻩ‪ ،‬ﻭﻷ‪‬ﻢ ﻛﺎﻧﻮﺍ ﻣﻌﻴﺎﺭﻳﲔ‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺗﻨﺒﺬ ﺃ ‪‬‬
‫ﻭﲤﺴﻚ ﻋﻦ ﺇﺻﺪﺍﺭ ﺍﻷﺣﻜﺎﻡ ﻭﻋﻦ »ﺍﻟﺘﻘﻴﻴﻢ« ﻣﺪ ‪‬ﺣﺎ ﺃﻭ ﺫ ‪‬ﻣﺎ‪ ،‬ﻭﻋﻦ ﺍﻟﺘﻘﻮﱘ ﺧﻄﺄ ﺃﻭ‬
‫ﺻﻮﺍ‪‬ﺑﺎ‪ .‬ﺑﻞ ﻧﻘﻮﻝ‪ :‬ﺇ ﹼﻥ ﻋﻤﻠﻬﻢ ﺍﻟﻌﻠﻤﻲ ﻛﺎﻥ ﻣﺮﺍﻋ‪‬ﻴﺎ ﻟﻠﻐﺘﻬﻢ ﻭﻇﺮﻭﻓﻬﺎ ﻭﺍﻟﻐﺎﻳﺔ ﻣﻨﻬﺎ ﰲ‬

‫)‪ (٢٣‬ﺍﻧﻈﺮ‪ :‬ﻛﺘﺎﺑﻪ‪ ،‬ﺍﻟﻠﻐﺔ ﺑﲔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻭﺍﻟﻮﺻﻔﻴﺔ‪ ،‬ﺹ‪ ٢٩‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪.‬‬

 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﺇﻃﺎﺭ ﺍ‪‬ﺘﻤﻊ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﻭﺇ ﹼﻥ ﻣﺎ ﺃﳒﺰﻭﻩ ﻓﺎﻕ ﻛ ﹼﻞ ﻣﺎ ﺃﳒﺰﺗﻪ ﺍﻟﺸﻌﻮﺏ ﺍﻟﻘﺪﳝﺔ ﰲ ﺩﺭﺍﺳﺔ‬
‫ﻟﻐﺎ‪‬ﺎ ﻭﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺧﺼﺎﺋﺼﻬﺎ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺁﺛﺎﺭﻫﺎ‪ .‬ﻭﺍﻟﺒﺎﺏ ﻣﻔﺘﻮﺡ – ﻭﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﺒﻘﻰ ﻛﺬﻟﻚ – ﻟﺪﺭﺍﺳﺎﺕ ﻭﺻﻔﻴﺔ ﺗﺘﻨﺎﻭﻝ ﻣﺼﺎﺩﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺼﺤﻰ ﻗﺪ ‪‬ﳝﺎ ﻭﺣﺪﻳﹰﺜﺎ‬
‫ﻟﻐﺎﻳﺎﺕ ﻋﻠﻤﻴﺔ ﺻﺮﻓﺔ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻮﻇﻴﻒ ﺍﻟﻌﻤﻠﻲ ﻓﻴﻨﺒﻐﻲ ﺃﻥ ﻳﺒﻘﻰ ﰲ ﺇﻃﺎﺭ ﻣﻌﺎﻳﲑ ﺍﻟﻠﻐﺔ‬
‫ﻭﻗﻮﺍﻋﺪﻫﺎ ﻭﺃﻗﻴﺴﺘﻬﺎ‪ ،‬ﻛﻠﹼﻤﺎ ﻛﺎﻥ ﻫﻨﺎﻙ ﺣﺪﻳﺚ ﺟﺪ‪‬ﻱ ﰲ ﺃﻱ ﳎﺎﻝ ﻣﻦ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ‪،‬‬
‫ﺃﻭ ﻛﺘﺎﺑﺔ ﰲ ﺍﻟﺼﺤﻒ ﻭﺍﻟﻨﺸﺮﺍﺕ‪ ،‬ﺃﻭ ﲝﺚ ﰲ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﺼﻄﻠﺤﺎﺕ‪ ،‬ﺃﻭ ﺇﺑﺪﺍﻉ ﰲ‬
‫ﺍﻷﺩﺏ ﻭﻓﻨﻮﻧﻪ‪ .‬ﺃﻣﺎ ﺑﻘﻴﺔ ﺍﳌﻨﺎﻫﺞ ﺍﻟﻠﺴﺎﻧﻴﺔ‪ ،‬ﻛﺎﳌﻨﻬﺞ ﺍﻟﺘﺎﺭﳜﻲ ﻭﺍﳌﻘﺎﺭﻥ ﻭﺍﻟﺘﻘﺎﺑﻠﻲ ﻓﻠﻢ‬
‫ﻚ ﰲ ﻣﺒﻠﻎ ﺍﻟﻔﺎﺋﺪﺓ ﺍﻟﱵ ﺗﻮﻟﹼﺪﻫﺎ‬
‫ﺗﻠﻖ ﻣﺜﻞ ﺗﻠﻚ ﺍﳌﻮﺍﺟﻬﺔ ﺑﲔ ﺍﻟﻮﺻﻔﻴﺔ ﻭﺍﳌﻌﻴﺎﺭﻳﺔ‪ .‬ﻭﻻ ﺷ ‪‬‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺍﳌﻨﻬﺞ ﺍﻟﺘﺎﺭﳜﻲ ﺍﻟﱵ ﺗﺮﺻﺪ ﺗﻄﻮﺭ ﺍﻟﻠﻐﺔ ﻋﱪ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﺗﻜﺸﻒ ﺣﻠﻘﺎﺕ ﻣﻬ ‪‬ﻤﺔ‬
‫ﻣﻨﻪ‪ ،‬ﻻ ﳚﻮﺯ ﺃﻥ ﳝ ‪‬ﺮ ‪‬ﺎ ﺍﻟﺒﺎﺣﺚ ﻣﻦ ﻏﲑ ﺗﺄ ‪‬ﻥ ﺃﻭ ﻓﺤﺺ ﺩﻗﻴﻖ‪ ،‬ﻭﻛﺬﻟﻚ ﳝﻜﻦ ﺃﻥ ﻳﻘﺎﻝ‬
‫ﻋﻦ ﺍﳌﻨﻬﺞ ﺍﻟﺘﻘﺎﺑﻠﻲ ﺍﻟﺬﻱ ﺗﻮ ﱠﻇﻒ ﺗﻄﺒﻴﻘﺎ‪‬ﺗﻪ ﰲ ﻓﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ ﻟﻐﲑ ﺍﻟﻨﺎﻃﻘﲔ ‪‬ﺎ‪،‬‬
‫ﻭﻫﻮ ﺃﺣﺪ ﻓﺮﻭﻉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ ﺍﻟﱵ ﺗﻌﻮﺩ ﻋﻠﻰ ﺩﺭﺳﻨﺎ ﺑﺎﳌﺰﻳﺪ ﻣﻦ ﺍﻟﺘﻮﺳ‪‬ﻊ‪،‬‬
‫ﺴﺪ‪ ‬ﺣﺎﺟﺎﺕ ﻣﺎﺳﺔ ﺟﺪﻳﺪﺓ ﰲ ﺣﻴﺎﺗﻨﺎ‪.‬‬ ‫ﻭ‪‬ﺗ ‪‬‬
‫ﺃﻣﺎ ﺍﳌﻨﻬﺞ ﺍﳌﻘﺎﺭﻥ ﺍﻟﺬﻱ ﺭﺃﻳﻨﺎ ﻧﺸﺄﺗﻪ ﺍﳌﺒﻜﺮﺓ ﰲ ﺍﻟﺪﺭﺳﲔ ﺍﻟﻔﻴﻠﻮﻟﻮﺟﻲ ﻭﺍﻟﻠﺴﺎﱐ‬
‫ﻓﻼ ﳝﺎﺭﻱ ﺃﺣﺪ ﻓﻴﻤﺎ ﻗﺪ‪‬ﻣﻪ ﻣﻦ ﻣﻮﺍﺩ ﻋﻠﻤﻴﺔ ﻭﻃﺮﻕ ﻣﻨﻬﺠﻴﺔ‪ ،‬ﺗﻀﺎﻑ ﺇﱃ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﻭﺗﻜﻤﻞ ﻣﺎ ﻓﺎ‪‬ﺎ‪ .‬ﻭﻣﻌﺮﻭﻑ ﺃﻧﻪ ﻣﻨﺬ ﻣﻄﻠﻊ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺸﺮﻳﻦ ﺑﺪﺃﺕ ﺗﺘﺮﺟﻢ ﺇﱃ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳌﻮﺍﺩ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ‪ ،‬ﺃﻱ ﺍﻟﻌﺮﻭﺑﻴﺔ‪ ،‬ﻭﻛﺘﺎﺑﺎ‪‬ﺎ ﻭﺃﺑﺮﺯ ﻣﺎﻛﺸﻒ ﻣﻦ ﻧﻘﻮﺷﻬﺎ‪.‬‬
‫ﻭﻣﻦ ﺃﻭﺍﺋﻞ ﺫﻟﻚ »ﺗﺎﺭﻳﺦ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ« ﻟﻮﻟﻔﻨﺴﻮﻥ ﺍﻟﺬﻱ ﺃﻟﹼﻔﻪ ﺑﺎﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻛﺘﺎﺏ‬
‫»ﻓﻘﻪ ﺍﻟﻠﻐﺔ« ﻟﻌﻠﻲ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﻭﺍﰲ ﺍﻟﺬﻱ ﻋﺮ‪‬ﻑ ﻓﻴﻪ ﺑﺎﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ ﻭﻓﺮﻭﻋﻬﺎ‬
‫ﻛﺎﻷﻛﺎﺩﻳﺔ ﻭﺍﻟﻜﻨﻌﺎﻧﻴﺔ ﻭﺍﻵﺭﺍﻣﻴﺔ ﻭﺍﻟﻴﻤﻨﻴﺔ ﻭﺍﳊﺒﺸﻴﺔ ﻭﻟﻐﺎ‪‬ﺎ ﻭﳍﺠﺎ‪‬ﺎ‪ .‬ﻭﺑﺮﺯ ﻣﻦ ﻫﺬﺍ‬
‫ﺍﻟﻨﺤﻮ ﺁﺛﺎﺭ ﳉﻮﻳﺪﻱ ﻭﺑﺮﻭﻛﻠﻤﺎﻥ ﻭﻧﻮﻟﺪﻛﻪ ﻭﻣﻮﺳﻜﺎﰐ ﻭﻏﲑﻫﻢ‪ ،‬ﻭﻣﺆﻟﻔﺎﺕ ﻟﻠﺴﻴﺪ‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻳﻌﻘﻮﺏ ﺑﻜﺮ ﻭﺣﺴﻦ ﻇﺎﻇﺎ ﻭﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ ﻭﳏﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ‪ ،‬ﻭ ‪‬ﻣﻦ‬
‫ﻼ ﻋﻦ ﻣﺆﻟﻔﺎﺕ ﺧﺎﺻﺔ ﺑﺎﻵﺛﺎﺭ ﻭﺗﺎﺭﻳﺦ ﺍﻟﻮﻃﻦ ﺍﻟﻌﺮﰊ ﻭﺍﳊﻀﺎﺭﺍﺕ‬ ‫ﺗﺒﻌﻬﻢ‪ .‬ﻓﻀ ﹰ‬
‫ﺍﻟﻘﺪﳝﺔ)‪ .(٢٤‬ﻭﻗﺪ ﺃﺿﺎﻑ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺍﳌﻘﺎﺭﻥ ﺍﺧﺘﺼﺎ ‪‬‬
‫ﺻﺎ ﻟﻐﻮ‪‬ﻳﺎ ﺟﺪﻳ ‪‬ﺪﺍ ﻫﻮ »ﺍﻟﻠﻐﺎﺕ‬
‫ﺍﻟﺴﺎﻣﻴﺔ« ﺃﻭ ﺍﻟﻌﺮﻭﺑﻴﺔ ﺍﻟﱵ ﺻﺎﺭﺕ ﺗﺪﺭ‪‬ﺱ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻮﺿﻊ ﻓﻴﻬﺎ ﺍﻟﺮﺳﺎﺋﻞ‬
‫ﻚ ﰲ ﺃ ﹼﻥ ﺍﻟﺪﺭﺱ ﺍﳌﻘﺎﺭﻥ ﻋﺎﺩ ﻋﻠﻰ ﺍﳌﻌ ‪‬ﺮﺏ ﻋﻨﺪﻧﺎ ﺑﺄﻋﻈﻢ ﺍﻟﻔﻮﺍﺋﺪ‪ ،‬ﻷﻧﻪ‬
‫ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻻ ﺷ ‪‬‬
‫ﺑ‪‬ﻴﻦ ﺃﺻﻮﻟﻪ ﻭﻣﺼﺎﺩﺭﻩ‪ ،‬ﻭﺃﺧﺮﺟﻪ ﻣﻦ ﺩﺍﺋﺮﺓ ﺍﻟﺮﻭﺍﻳﺎﺕ ﻭﺍﻟﻈﻨﻮﻥ)‪ .(٢٥‬ﻛﻤﺎ ﻋﺎﺩ ﻋﻠﻰ‬
‫ﺗﺎﺭﻳﺦ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺃﺻﻮﳍﺎ ﺍﻟﻘﺪﳝﺔ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻮﺛﻮﻕ ‪‬ﺎ‪.‬‬
‫ﻭﺗﻨﻔﺮﺩ ﺍﳌﺼﻄﻠﺤﺎﺕ ﲜﺎﻧﺐ ﻣﻬ ‪‬ﻢ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻹﻓﺎﺩﺓ ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ .‬ﻓﻘﺪ ﺑﺪﺃﺕ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺗﻈﻬﺮ ﻣﻨﺬ ﻣﻄﻠﻊ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ ﻣﻊ ﻛﺘﺎﰊ ﻋﻠﻲ ﻋﺒﺪ ﺍﻟﻮﺍﺣﺪ ﻭﺍﰲ‬
‫ﺑﻄﺮﻕ ﺷﱴ‪ ،‬ﻣﻨﻬﺎ ﺍﻟﺪﺧﻴﻞ ﻭﺍﳌﻌﺮ‪‬ﺏ ﻭﺍﳌﻮﻟﹼﺪ ﺣﺪﻳﹰﺜﺎ)‪ .(٢٦‬ﻭﻣﻊ ﺃﻥ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬

‫)‪ (٢٤‬ﻣﻦ ﺫﻟﻚ ﻣﺎ ﻭﺿﻌﻪ ﺟﻮﻳﺪﻱ ﻣﻦ ﻛﺘﺎﺏ )‪ (١٩٢٩‬ﺑﻌﻨﻮﺍﻥ‪ :‬ﳐﺘﺼﺮ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﺍﳉﻨﻮﺑﻴﺔ‪ ،‬ﻭﻣﺎ ﻧﺸﺮﻩ ﺧﻠﻴﻞ ﳛﲕ ﻧﺎﻣﻲ ﻣﻦ ﻧﻘﻮﺵ ﺳﺎﻣﻴﺔ ﻭﲝﻮﺙ ﰲ ﺃﺻﻞ ﺍﳋﻂ ﺍﻟﻌﺮﰊ‬
‫)‪ ،(١٩٤٣ ،١٩٣٤‬ﻭﻣﺎ ﺃﻟﻔﻪ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﻋﺎﺑﺪﻳﻦ ﻋﻦ ﺍﻷﻣﺜﺎﻝ ﻭﻣﻘﺎﺭﻧﺘﻬﺎ ﺑﺎﻵﺩﺍﺏ ﺍﻟﺴﺎﻣﻴﺔ‬
‫)‪ ،(١٩٥٦‬ﻭﻣﺎ ﺗﺮﲨﻪ ﺭﻣﻀﺎﻥ ﻋﺒﺪ ﺍﻟﺘﻮﺍﺏ‪ ،‬ﻛﻜﺘﺎﺏ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ ﻟﻨﻮﻟﺪﻛﻪ‬
‫)‪ ،(١٩٦٣‬ﻭﻛﺘﺎﺏ ﻓﻘﻪ ﺍﻟﻠﻐﺎﺕ ﺍﻟﺴﺎﻣﻴﺔ ﻟﱪﻭﻛﻠﻤﺎﻥ )‪ .(١٩٧٧‬ﻭﻛﺬﻟﻚ ﺗﺮﲨﺔ ﺍﻟﺴﻴ‪‬ﺪ‬
‫ﻳﻌﻘﻮﺏ ﺑﻜﺮ ﻟﻜﺘﺎﺏ ﻣﻮﺳﻜﺎﰐ ﺑﻌﻨﻮﺍﻥ ﺍﳊﻀﺎﺭﺍﺕ ﺍﻟﺴﺎﻣﻴﺔ ﺍﻟﻘﺪﳝﺔ )‪ .(١٩٨٦‬ﻭﻣﻦ‬
‫ﺍﳌﺆﻟﻔﺎﺕ ﺍﻷﺧﺮﻯ ﻧﺬﻛﺮ ﻛﺘﺎﺏ ﺍﻟﺴﺎﻣﻴﻮﻥ ﻭﻟﻐﺎ‪‬ﻢ ﳊﺴﻦ ﻇﺎﻇﺎ‪ ،‬ﻭﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﳌﻘﺎﺭﻥ‬
‫ﻹﺑﺮﺍﻫﻴﻢ ﺍﻟﺴﺎﻣﺮﺍﺋﻲ‪ ،‬ﻭﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﶈﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ‪ ،‬ﻭﺩﺭﺍﺳﺎﺕ ﰲ ﻓﻘﻪ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﻟﻠﺴﻴﺪ ﻳﻌﻘﻮﺏ ﺑﻜﺮ ﻭﻏﲑ ﺫﻟﻚ ﻛﺜﲑ‪.‬‬
‫)‪ (٢٥‬ﻳﻨﻈﺮ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻣﺎ ﺻﻨﻌﻪ ﺍﻟﺴﻴﺪ ﻋﺒﺪ ﺍﻟﺮﺣﻴﻢ ﰲ ﲢﻘﻴﻘﻪ ﻟﻜﻠﻤﺎﺕ ﻛﺘﺎﺏ ﺍﳌﻌﺮ‪‬ﺏ‬
‫ﻟﻠﺠﻮﺍﻟﻴﻘﻲ‪.‬‬
‫)‪ (٢٦‬ﳘﺎ ﻛﺘﺎﺏ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﻭﻛﺘﺎﺏ ﻓﻘﻪ ﺍﻟﻠﻐﺔ ﺍﻟﺼﺎﺩﺭﺍﻥ ﻣﻄﻠﻊ ﺍﻷﺭﺑﻌﻴﻨﻴﺎﺕ‪.‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﻣﺜﻠﺖ ﻣﺸﻜﻠﺔ ﻣﻦ ﻣﺸﻜﻼﺕ ﺍﻟﺪﺭﺱ ﺍﻟﻠﺴﺎﱐ ﻋﻨﺪﻧﺎ‪ ،‬ﻓﺈﻥ ﻣﺎ ﻇﻬﺮ ﻣﻦ ﻣﻌﺎﺟﻢ ﺧﺎﺻ‪‬ﺔ ‪‬ﺎ‬
‫ﻗﻠﹼﻞ ﻣﻦ ﺗﺒﻌﺎﺕ ﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ‪ ،‬ﻭﺩﻓﻊ ‪‬ﺎ ﳓﻮ ﺍﳊ ﹼﻞ ﺗﺪﺭ ‪‬ﳚﺎ‪ .‬ﻭﻫﻜﺬﺍ ﺟﺎﺀﺕ ﻣﻌﺎﺟﻢ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺗﻘﻌﻴ ‪‬ﺪﺍ ﻟﺘﻄﻮﺭ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﺍﻟﻮﻟﻴﺪ‪ ،‬ﻭﺳﻌ‪‬ﻴﺎ ﺇﱃ ﺗﻼﰲ ﻣﺎ ﻳﻌﺎﻧﻴﻪ ﻣﻦ‬
‫ﺤﺎ‪ ،‬ﺇﺫ ﻋﻤﺪ ﺇﱃ ﺍﻟﻮﺻﻒ‬ ‫ﻗﺼﻮﺭ‪ .‬ﻭﻗﺪ ﺍﻧﻄﻠﻖ ﻣﻌﻈﻢ ﻫﺬﻩ ﺍﳌﻌﺎﺟﻢ ﺍﻧﻄﻼﹰﻗﺎ ﺻﺤﻴ ‪‬‬
‫ﻭﺍﳉﻤﻊ ﻭﺍﻟﺘﺼﻨﻴﻒ ﻗﺼ ‪‬ﺪﺍ ﺇﱃ ﺍﻟﺘﻮﺣﻴﺪ‪ .‬ﻭﻻ ﳝﺎﺭﻱ ﺃﺣﺪ ﰲ ﺃﳘﻴﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ‬
‫ﺍﳉﺪﻳﺪﺓ ﺍﻟﱵ ﺃﺿﻴﻔﺖ ﺇﱃ ﻣﺼﻄﻠﺤﺎﺗﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻋﱪ ﻭﺳﺎﺋﻞ ﺍﻟﺘﻌﺮﻳﺐ ﻭﺍﻻﺷﺘﻘﺎﻕ‬
‫ﻭﺍﻟﺘﻮﻟﻴﺪ ﺍﻟﺪﻻﱄ‪ ،‬ﻭﺻﺎﺭﺕ ﺟﺰ ًﺀﺍ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﻌﻠﻢ ﺍﳌﺘﺪﺍﻭﻟﺔ ﻟﺪﻯ ﺍﻟﺒﺎﺣﺜﲔ ﰲ ﳐﺘﻠﻒ‬
‫ﻓﺮﻭﻉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻭﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ .‬ﻭﳝﻜﻦ ﻟﻠﺒﺎﺣﺚ ﺃﻥ ﻳﺬﻛﺮ ﻋﺸﺮﺍﺕ ﺑﻞ ﻣﺌﺎﺕ‬
‫ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﱵ ﺗﺴﺘﻌﻤﻞ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺣﺪﻳﹰﺜﺎ ﻣﻦ ﺩﻭﻥ ﺗﻠﻜﺆ ﺃﻭ ﺗﺮﺩ‪‬ﺩ‪ .‬ﻭﻣﻦ ﻫﺬﺍ‬
‫ﻼ ﺑﺘﻨﺎ ﻧﻘﻮﻝ‪ :‬ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻨﻄﻘﻲ‪ ،‬ﻭﺍﳌﺨﱪﻱ‪ ،‬ﻭﺍﻟﻔﻴﺰﻳﺎﺋﻲ‪ ،‬ﻭﺍﻟﺴﻤﻌﻲ‪،‬‬ ‫ﺍﻟﻨﺤﻮ ﻣﺜ ﹰ‬
‫ﻭﺍﻟﺼﻮﺍﻣﺖ ﻭﺍﻟﺼﻮﺍﺋﺖ‪ ،‬ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻠﻐﺔ‪ ،‬ﻭﺍﳊﻘﻮﻝ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﻧﻈﺮﻳﺔ ﺍﻟﺴﻴﺎﻕ‪،‬‬
‫ﻭﺍﻷﺳﺮﺓ ﺍﻟﻠﻐﻮﻳﺔ‪ ،‬ﻭﺻﻨﺎﻋﺔ ﺍﳌﻌﺠﻢ‪ ،‬ﻭﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻮﻟﻴﺪﻳﺔ ﻭﺍﻟﺘﺤﻮﻳﻠﻴﺔ‪ ،‬ﻭﺳﻴﺎﻕ ﺍﳌﻮﻗﻒ‪،‬‬
‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺪﻻﻟﻴﺔ‪ ،‬ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﻌﻤﻴﻘﺔ ﻭﺍﻟﺒﻨﻴﺔ ﺍﻟﺴﻄﺤﻴﺔ‪ ،‬ﻭﺍﻷﻟﻔﺒﺎﺋﻴﺔ ﺍﻟﺼﻮﺗﻴﺔ‪ ،‬ﻭﺍﻟﺮﻣـﺰ‬
‫ﺍﻟﻠﻐﻮﻱ‪ ،‬ﻭﺍﻟﻠﻮﺍﺣﻖ ﻭﺍﻟﺴﻮﺍﺑﻖ ﻭﻏﲑﻫﺎ‪ ،‬ﻛﺎﻷﺳﻠﻮﺑﻴﺔ ﻭﻋﻠﻢ ﺍﻟﻨﺺ ﻭﺍﻟﺘﻠﻘﻲ‪ ،‬ﻭﺍﻟﺴﻴﻤﻴﺎﺋﻴﺔ‪،‬‬
‫ﻭﺍﻟﺒﻨﻴﻮﻳﺔ ﻭﺍﻟﺘﻔﻜﻴﻜﻴﺔ ﻭﺍﻟﺘﻨﺎﺹ‪ ،‬ﻭﳓﻮ ﺫﻟﻚ‪ .‬ﻭﻧﻘﻮﻝ‪ :‬ﺍﻟﻔﻮﻧﻴﻢ ﻭﺍﳌﻮﺭﻓﻴﻢ ﻭﺍﻷﻟﻔﻮﻥ‪،‬‬
‫ﻛﻤﺎ ﻧﻘﻮﻝ‪ :‬ﻭﺣﺪﺓ ﺻﻮﺗﻴﺔ ﻭﻭﺣﺪﺓ ﺻﺮﻓﻴﺔ ﻭﺻﻮﺭﺓ ﺻﻮﺗﻴﺔ)‪.(٢٧‬‬
‫ﺇ ﹼﻥ ﻣﺎ ﺃﺿﺎﻓﺘﻪ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺇﱃ ﺩﺭﺳﻨﺎ ﺻﺎﺭ ﺭﺍﻓ ‪‬ﺪﺍ ﻣﻦ ﺭﻭﺍﻓﺪ ﺍﳌﻌﺠﻢ‬
‫ﺍﻟﻌﺮﰊ ﺍﳊﺪﻳﺚ‪ ،‬ﻭﺷﺎﻫ ‪‬ﺪﺍ ﻋﻠﻰ ﺗﻄﻮ‪‬ﺭ ﺍﻟﻠﻐﺔ ﻭﺗﻠﻘﻲ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻮﺍﻓﺪﺓ‪ .‬ﻓﻘﺪ ﺷﺮﻉ ﳎﻤﻊ‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺎﻟﻘﺎﻫﺮﺓ ﻣﻨﺬ ﻋﺎﻡ ‪ ١٩٦٢‬ﰲ ﺇﺻﺪﺍﺭ ﳎﻤﻮﻋﺎﺕ ﻣﻦ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ‬
‫ﰲ ﻓﺮﻭﻉ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻭﻻ ﺳﻴﻤﺎ ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ‪ .‬ﻛﻤﺎ ﻋﻤﺪ ﺍﳌﺆﻟﻔﻮﻥ ﻣﻦ ﺃﻫﻞ‬

‫)‪ (٢٧‬ﺍﻧﻈﺮ ﺣﻮﻝ ﻣﺸﻜﻼﺕ ﺍﳌﺼﻄﻠﺢ ﺍﻟﻠﺴﺎﱐ ﻛﺘﺎﰊ‪ :‬ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﺁﻓﺎﻕ ﺍﻟﺪﺭﺱ ﺍﻟﻠﻐﻮﻱ‪،‬‬
‫ﺹ‪.٣٧ -١١‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﺍﻻﺧﺘﺼﺎﺹ ﺇﱃ ﺗﺄﻟﻴﻒ ﻣﻌﺎﺟﻢ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ ﺍﳉﺪﻳﺪﺓ ﰲ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﰲ ﺍﳌﻐﺮﺏ‬

‫ﻭﺍﳌﺸﺮﻕ ﻋﻠﻰ ﺣ ‪‬ﺪ ﺳﻮﺍﺀ‪ .‬ﻧﺬﻛﺮ ﻣﻦ ﻫﺆﻻﺀ ﳏﻤﺪ ﺭﺷﺎﺩ ﺍﳊﻤﺰﺍﻭﻱ ﻭﻋﺒﺪﺍﻟﺮﺳﻮﻝ ﺷﺎﱐ‬
‫ﻭﳏﻤﺪ ﻋﻠﻲ ﺍﳋﻮﱄ ﻭﻋﺒﺪ ﺍﻟﺴﻼﻡ ﺍﳌﺴﺪ‪‬ﻱ ﻭﺑﺴﺎﻡ ﺑﺮﻛﺔ ﻭﺭﻣﺰﻱ ﻣﻨﲑ ﺍﻟﺒﻌﻠﺒﻜﻲ)‪.(٢٨‬‬
‫ﻭﻻ ﺑ ‪‬ﺪ ﻣﻦ ﺍﻹﺷﺎﺭﺓ ﺇﱃ ﺃ ﹼﻥ ﻋﻤﻞ ﳎﺎﻣﻊ ﺍﻟﻠﻐﺔ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‪ ،‬ﻋﻠﻰ ﺃﳘﻴﺘﻪ‪ ،‬ﱂ‬
‫ﳛﻘﻖ ﺍﻟﻔﺎﺋﺪﺓ ﺍﳌﺮﺟﻮﺓ ﻣﻨﻪ‪ ،‬ﻷﻥ ﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﻮﺙ ﻭﺍﳉﺎﻣﻌﺎﺕ ﻻ ﺗﻮﱄ ﺍﳌﺼﻄﻠﺢ ﺍﻟﻌﻠﻤﻲ‬
‫ﻋﺎﻣﺔ ﻣﺎ ﻳﺴﺘﺤﻘﹼﻪ‪ ،‬ﻭﻻ ﺗﺒﺎﺩﺭ ﺇﱃ ﺍﺳﺘﺨﻼﺹ ﻣﺎ ﺃﲦﺮﺗﻪ ﺍﳉﻬﻮﺩ ﺍﳌﻀﻨﻴﺔ ﻟﻠﹼﻐﻮﻳﲔ‬
‫ﻭﺃﺻﺤﺎﺏ ﺍﻻﺧﺘﺼﺎﺻﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ .‬ﻭﻟﺬﻟﻚ ﺑﻘﻴﺖ ﺍﳉﻬﻮﺩ ﺗﻀﻴﻊ ﰲ ﺍﻟﺘﺠﺎﻫﻞ ﺃﻭ‬
‫ﺍﻟﺘﻜﺮﺍﺭ ﰲ ﻏﻴﺎﺏ ﻓﺎﻋﻠﻴﺔ ﺟﻬﺎﺕ ﺍﻟﺘﻨﺴﻴﻖ ﺃﻭ ﺍﻟﻌﻤﻞ ﺍﳌﺸﺘﺮﻙ‪ ،‬ﻭﺍﻻﻓﺘﻘﺎﺭ ﺇﱃ ﺁﻟﻴﺔ‬
‫‪‬ﻟﻌﻤﻞ»ﻣﻜﻨـﺰ« ﻣﺼﻄﻠﺤﺎﺕ ﻣﻌﺘﻤﺪﺓ ﻳﻮﺿﻊ ﻋﻠﻰ ﺍﻟﺸﺎﺑﻜﺔ‪ ،‬ﻭﻳﺮﻓﺪ ﺑﻜﻞ ﺟﺪﻳﺪ‪.‬‬
‫ﺃﻣﺎ ﻣﺎ ﺃﺿﺎﻓﺘﻪ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻋﻠﻰ ﺻﻌﻴﺪ ﺍﻷﻃﺮ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻹﺑﺴﺘﻤﻮﻟﻮﺟﻴﺔ‪ ،‬ﻭﲢﺪﻳﺚ‬
‫ﺑﻌﺾ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻓﻬﻮ ﻣﻦ ﺍﻷﳘﻴﺔ ﺍﻟﺒﺎﻟﻐﺔ ﲟﻜﺎﻥ‪ .‬ﻭﺃﻭﻝ ﻣﺎﻳﺬﻛﺮ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ‬
‫ﺍﺳﺘﻌﺎﺭﺓ ﺍﻟﻨﻤﺎﺫﺝ )‪ (Paradigmes‬ﺍﻟﻠﺴﺎﻧﻴﺔ ﻹﻋﺎﺩﺓ ﺗﺸﻜﻴﻞ ﺑﻌﺾ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ‬
‫ﻛﺎﻧﺖ ﲢﻔﻞ ﺑﺎﳌﻌﻄﻴﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺃﻥ ﺗﺼﻞ ﺇﱃ ﺣ ‪‬ﺪ ﻳﺼ ‪‬ﺢ ﻓﻴﻪ ﺃﻥ ﺗﺪﻋﻰ ﻋﻠﻮ ‪‬ﻣﺎ‬
‫ﻣﻀﺒﻮﻃﺔ‪ .‬ﻣﺜﺎﻝ ﺫﻟﻚ‪ :‬ﺍﻟﺪﻻﻟﺔ ﻭﺍﻷﺻﻮﺍﺕ ﻭﺍﳌﻌﺠﻢ ﻭﺍﳌﺼﻄﻠﺢ‪ .‬ﺇﺫ ﺇ ﹼﻥ ﻛ ﹼﻞ ﻭﺍﺣﺪ ﻣﻦ‬
‫ﻫﺬﻩ ﺍﳌﻌﺎﺭﻑ ﳛﺘﺎﺝ ﺇﱃ ﺃﻃﺮ ﻭﳕﺎﺫﺝ ﺟﺪﻳﺪﺓ ﻟﻮﺿﻊ ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻘﺪﳝﺔ ﻭﺿ ‪‬ﻌﺎ ﳚﻌﻠﻬﺎ‬
‫ﻋﻠﻮ ‪‬ﻣﺎ ﺑﺎﳌﻌﲎ ﺍﻟﺪﻗﻴﻖ ﳌﺼﻄﻠﺢ ﺍﻟﻌﻠﻢ‪ .‬ﻭﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﺟﺮﺕ ﺩﺭﺍﺳﺎﺕ ﻭﺟﻬﻮﺩ ﻛﺜﲑﺓ‬

‫)‪ (٢٨‬ﺃﺻﺪﺭ ﳎﻤﻊ ﺍﻟﻘﺎﻫﺮﺓ ﻣﺼﻄﻠﺤﺎﺕ ﻟﻐﻮﻳﺔ ﻋﺎﻡ ‪ ،١٩٦٢‬ﻭﻣﺼﻄﻠﺤﺎﺕ ﻟﻌﻠﻢ ﺍﻷﺻﻮﺍﺕ ﻋﺎﻡ‬
‫‪ ١٩٦٥‬ﺑﺪﺍﻳﺔ‪ ،‬ﻭﺻﻨ‪‬ﻒ ﺍﳊﻤﺰﺍﻭﻱ ﻣﻌﺠ ‪‬ﻤﺎ ﻟﻠﻤﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳊﺪﻳﺜﺔ ﻋﺎﻡ ‪ ،١٩٧٧‬ﻛﻤﺎ‬
‫ﻀﺎ‪ ،‬ﺃﻣﺎ ﺍﳋﻮﱄ ﻓﻘﺪ ﺃﺻﺪﺭ ﻣﻌﺠﻢ ﻋﻠﻢ‬
‫ﲨﻊ ﺷﺎﱐ ﻣﺎ ﲰ‪‬ﺎﻩ ﻣﻌﺠ ‪‬ﻤﺎ ﻟﻌﻠﻮﻡ ﺍﻟﻠﻐﺔ ﻋﺎﻡ ‪ ١٩٧٧‬ﺃﻳ ‪‬‬
‫ﺍﻟﻠﻐﺔ ﺍﻟﻨﻈﺮﻱ ﻋﺎﻡ ‪ ،١٩٨٢‬ﻭﻣﻌﺠﻢ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﻄﺒﻴﻘﻲ ﻋﺎﻡ ‪ ،١٩٨٦‬ﻛﻤﺎ ﺃﺻﺪﺭ ﻣﻌﺠﻢ‬
‫ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ ﻋﺎﻡ ‪ .١٩٨٢‬ﻭﺃﺻﺪﺭ ﺍﳌﺴﺪ‪‬ﻱ ﻗﺎﻣﻮﺱ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻋﺎﻡ ‪ ،١٩٨٤‬ﻭﺑﺮﻛﺔ‬
‫ﻗﺎﻣﻮﺱ ﺍﻟﻠﺴﺎﻧﻴﺔ ﻋﺎﻡ ‪ ،١٩٨٥‬ﻭﺍﻟﺒﻌﻠﺒﻜﻲ ﻣﻌﺠﻢ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﺎﻡ ‪.١٩٩٠‬‬
 ‫ﺑﲔ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻭﻋﻠﻮﻡ ﺍﻟﻠﻐﺔ ‪ -‬ﺩ‪ .‬ﺃﲪﺪ ﳏﻤﺪ ﻗﺪﻭﺭ‬

‫ﻹﻧﺸﺎﺀ ﻋﻠﻮﻡ ﻟﻠﺪﻻﻟﺔ‪ ،‬ﻭﺍﻷﺻﻮﺍﺕ ﺑﻔﺮﻭﻋﻬﺎ‪ ،‬ﻭﺩﺭﺍﺳﺔ ﺍﳌﻌﺠﻢ ﻭﺍﳌﺼﻄﻠﺢ ﻭﻗﻀﺎﻳﺎﻩ‪.‬‬

‫ﻭﺑﺬﻟﻚ ﺗﺼﺒﺢ ﻋﻠﻮﻣﻨﺎ ﺍﻟﻠﻐﻮﻳﺔ ﻛﺎﻓﺔ ﻋﻠﻮ ‪‬ﻣﺎ ﻣﻀﺒﻮﻃﺔ ﻛﺎﻟﻨﺤﻮ ﻭﺍﻟﺼﺮﻑ ﲤﺎ ‪‬ﻣﺎ)‪.(٢٩‬‬
‫ﻭﻳﺘﺠﺎﻭﺯ ﺃﺛﺮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺗﻠﻚ ﺍﻹﺿﺎﻓﺔ ﻋﻠﻰ ﺃﳘﻴﺘﻬﺎ ﺇﱃ ﺇﺣﺪﺍﺙ ﻋﻠﻮﻡ ﺟﺪﻳﺪﺓ‪،‬‬
‫ﳓﻮ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺎﻣﺔ )ﺃﻭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺎﻡ(‪ ،‬ﻭﺗﺎﺭﻳﺦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ )ﺃﻭ ﺗﺎﺭﻳﺦ ﻋﻠﻢ ﺍﻟﻠﻐﺔ‬
‫ﺍﻟﻌﺎﳌﻲ(‪ ،‬ﻭﻣﻌﻈﻢ ﻓﺮﻭﻉ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﻄﺒﻴﻘﻴﺔ‪ ،‬ﻭﺃﺑﺮﺯﻫﺎ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ )ﺃﻭ‬
‫ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻻﺟﺘﻤﺎﻋﻲ(‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ )ﺃﻭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻔﺴﻲ(‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ‬
‫ﺍﳉﻐﺮﺍﻓﻴﺔ )ﺃﻭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﳉﻐﺮﺍﰲ(‪ ،‬ﻭﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﺘﺮﺑﻮﻳﺔ )ﺃﻭ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﺘﺮﺑﻮﻱ(‪.‬‬
‫ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﻣﻦ ﺍﻟﻔﺮﻭﻉ ﺍﳌﺴﺘﻘﺮ‪‬ﺓ‪ :‬ﻋﻠﻢ ﺍﻟﻠﻬﺠﺎﺕ ﻭﻋﻠﻢ ﺃﻣﺮﺍﺽ ﺍﻟﻜﻼﻡ ﻭﻋﻠﻢ‬
‫ﺺ ﻭﺍﻷﺳﻠﻮﺑﻴﺔ ﻭﺍﻟﺘﺮﲨﺔ ﻭﻓ ‪‬ﻦ ﺗﻌﻠﻴﻢ ﺍﻟﻠﻐﺎﺕ)‪.(٣٠‬‬
‫ﺍﻟﻨ ‪‬‬
‫ﻭﻫﻜﺬﺍ ﻳﺘﺒﲔ ﻣﻮﻗﻊ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﻦ ﻋﻠﻮﻣﻨﺎ‪ ،‬ﺇﺫ ﺃﺿﺎﻓﺖ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺇﱃ ﻫﺬﻩ ﺍﻟﻌﻠﻮﻡ‬
‫ﺍﻟﺸﻲﺀ ﺍﻟﻜﺜﲑ ﻣﻦ ﺩﻭﻥ ﺃﻥ ‪‬ﺗﻠﻐﻲ ﺷﻴﹰﺌﺎ ﻗﺪ ‪‬ﳝﺎ ﻟﻘﺪﻣﻪ‪ .‬ﺃﻣﺎ ﻣﺎ ﻭﺭﺩ ﰲ ﺳﻴﺎﻕ ﺍﳌﺮﺍﺟﻌﺔ ﻭﺇﻋﺎﺩﺓ‬
‫ﺍﻟﻨﻈﺮ ﰲ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻌﻠﻤﻴﺔ ﻓﺄﻣﺮ ﻃﺒﻴﻌﻲ ﳚﺮﻱ ﰲ ﻛﻞ ﺍﻟﻌﻠﻮﻡ ﺍﳊﻴ‪‬ﺔ‪ .‬ﻋﻠﻰ ﺃﻥ ﺍﻷﻣﻞ ﻣﻌﻘﻮﺩ‬

‫)‪ (٢٩‬ﻳﺬﻛﺮ ﰲ ﻫﺬﺍ ﺍﻟﺼﺪﺩ ﻣﺎ ﺃﻟﻔﻪ ﺇﺑﺮﺍﻫﻴﻢ ﺃﻧﻴﺲ ﻣﻦ ﻛﺘﺎﺏ ﺩﻻﻟﺔ ﺍﻷﻟﻔﺎﻅ ﻋﺎﻡ ‪ ١٩٥٨‬ﻭﻛﺘﺎﺏ‬
‫ﺍﻷﺻﻮﺍﺕ ﺍﻟﻠﻐﻮﻳﺔ ﻋﺎﻡ ‪ ،١٩٤٧‬ﻭﺃﻟﻔﻪ ﻋﻠﻲ ﺍﻟﻘﺎﲰﻲ ﰲ ﻛﺘﺎﺑﻪ ﻣﻘﺪ‪‬ﻣﺔ ﰲ ﻋﻠﻢ ﺍﳌﺼﻄﻠﺢ ﻋﺎﻡ‬
‫‪ ،١٩٨٥‬ﻭﺍﳊﻤﺰﺍﻭﻱ ﰲ ﻛﺘﺎﺏ ﺍﳌﻨﻬﺠﻴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺘﺮﲨﺔ ﺍﳌﺼﻄﻠﺤﺎﺕ ﻭﺗﻮﺣﻴﺪﻫﺎ ﻭﺗﻨﻤﻴﻄﻬﺎ‬
‫ﻋﺎﻡ ‪ ،١٩٨٦‬ﻭﰲ ﻛﺘﺎﺏ ﻣﻦ ﻗﻀﺎﻳﺎ ﺍﳌﻌﺠﻢ ﺍﻟﻌﺮﰊ ﻗﺪ ‪‬ﳝﺎ ﻭﺣﺪﻳﹰﺜﺎ ‪ ،١٩٨٣‬ﻭﻣﺎ ﻭﺿﻌﻪ‬
‫ﺍﳌﺴﺪﻱ ﰲ ﻣﻘﺪﻣﺔ ﻛﺘﺎﺑﻪ ﻗﺎﻣﻮﺱ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﻦ ﻣﻘﺪﻣﺔ ﰲ ﻋﻠﻢ ﺍﳌﺼﻄﻠﺢ ﻋﺎﻡ ‪،١٩٨٤‬‬
‫ﻭﻣﺎ ﺃﻟﻔﻪ ﺃﲪﺪ ﳐﺘﺎﺭ ﻋﻤﺮ ﰲ ﻛﺘﺎﺏ ﻋﻠﻢ ﺍﻟﺪﻻﻟﺔ ‪ ،١٩٨٢‬ﻭﳓﻮ ﺫﻟﻚ ﳑ‪‬ﻦ ﳓﺎ ﻫﺬﺍ ﺍﻟﻨﺤﻮ‬
‫ﺍﻟﺘﺠﺪﻳﺪﻱ ﻛﻜﺘﺎﺏ ﺍﻷﺳﺲ ﺍﻟﻠﻐﻮﻳﺔ ﻟﻌﻠﻢ ﺍﳌﺼﻄﻠﺢ ﶈﻤﻮﺩ ﻓﻬﻤﻲ ﺣﺠﺎﺯﻱ ﻭﻏﲑﻩ‪.‬‬
‫)‪ (٣٠‬ﺍﻧﻈﺮ‪ :‬ﺍﳌﺴﺪﻱ‪ ،‬ﻗﺎﻣﻮﺱ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﺹ‪ ،١٥٥‬ﻭﺍﳋﻮﱄ‪ ،‬ﻣﻌﺠﻢ ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻨﻈﺮﻱ‪،‬‬
‫ﺹ‪ ،١٥٧ -١٥٥‬ﻭﻋﺎﻃﻒ ﻣﺪﻛﻮﺭ‪ ،‬ﻋﻠﻢ ﺍﻟﻠﻐﺔ ﺑﲔ ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ‪ ،‬ﺹ‪،٥٢ -٤٢‬‬
‫ﻭﺹ‪ ٥٩‬ﻭﻣﺎ ﻳﻠﻴﻬﺎ‪.‬‬
 ‫ﳎﻠﺔ ﳎﻤﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺑﺪﻣﺸﻖ – ﺍ‪‬ﻠﺪ )‪ (٨٥‬ﺍﳉﺰﺀ )‪(٤‬‬

‫ﻋﻠﻰ ﺗﻜﻴﻴﻒ )‪ (Adaptation‬ﺍﳌﻌﻄﻴﺎﺕ ﺍﻟﻠﺴﺎﻧﻴﺔ ﺣﱴ ﻻ ﺗﺒﻘﻰ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻋﻠ ‪‬ﻤﺎ ﺃﺟﻨﺒ‪‬ﻴﺎ‬

‫ﻻﻳﺘﻌﺪﻯ ﺩﻭﺭﻧﺎ ﻓﻴﻪ ﺣﺪﻭﺩ ﺍﻟﺘﺮﲨﺔ ﻭﺍﻻﻗﺘﺒﺎﺱ‪ .‬ﻭﺭﲟﺎ ﲢﺴﻦ ﺍﻹﺷﺎﺭﺓ ﻫﻨﺎ ﺇﱃ ﺃﺛﺮ ﺩﺭﺱ‬
‫ﺍﻟﻌﺮﺑﻴﺔ ﰲ ﺿﻮﺀ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ‪ ،‬ﻭﻫﻮ ﻛﺘﺎﺏ »ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻣﻌﻨﺎﻫﺎ ﻭﻣﺒﻨﺎﻫﺎ« ﻟﻠﻌﻼﻣﺔ ﲤﹼﺎﻡ‬
‫ﺣﺴﺎﻥ‪ ،‬ﻭﻫﻮ ﻣﺒﲏ ﻋﻠﻰ ﻣﻌﺮﻓﺔ ﻭﻭﻋﻲ ﺑﺈﳒﺎﺯﺍﺕ ﻋﻠﻤﺎﺋﻨﺎ ﰲ ﻛ ﹼﻞ ﳎﺎﻝ ﺩﺭﺳﻲ ﻣﻦ‬
‫ﳎﺎﻻﺕ ﺍﻟﻌﺮﺑﻴﺔ‪ ،‬ﻭﻓﻬﻢ ﻭﺍﺿﺢ ﳌﻨﺎﻫﺞ ﺍﻟﺪﺭﺱ ﺍﻟﻠﺴﺎﱐ ﻭﻣﻘﺎﺻﺪﻩ ﻭﻣﺪﻯ ﻣﺎ ﻳﻨﻄﻮﻱ‬
‫ﻋﻠﻴﻪ ﻣﻦ ﻓﺎﺋﺪﺓ‪ ،‬ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﺟﺎﺀ ﻛﺘﺎﺏ »ﺍﻟﺘﻔﻜﲑ ﺍﻟﻠﺴﺎﱐ ﰲ ﺍﳊﻀﺎﺭﺓ ﺍﻟﻌﺮﺑﻴﺔ«‬
‫ﻟﻌﺒﺪ ﺍﻟﺴﻼﻡ ﺍﳌﺴﺪ‪‬ﻱ ﺍﻟﺬﻱ ﻭﻗﻒ ﻓﻴﻪ ﻋﻠﻰ ﻣﻮﺍ ‪‬ﺩ ﺗﺮﺍﺛﻴﺔ ﳐﺘﻠﻔﺔ ﻭﺻﻨﻔﻬﺎ ﺗﺼﻨﻴ ﹰﻔﺎ ﻟﺴﺎﻧ‪‬ﻴﺎ‬
‫ﺣﺪﻳﹰﺜﺎ ﻟﺘﻘﺮﻳﺐ ﺍﻟﺸﻘﺔ ﺑﲔ ﺍﻟﻘﺪﱘ ﻭﺍﳊﺪﻳﺚ‪ ،‬ﻭﺍﻹﺳﻬﺎﻡ ﰲ ﻣﺴﲑﺓ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﺑﺎﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﻜﺜﲑ ﻣﻦ ﺟﻬﻮﺩ ﻋﻠﻤﺎﺋﻨﺎ ﻭﻣﺎ ﺣﻘﻘﺘﻪ ﻣﻦ ﺳﺒﻖ)‪.(٣١‬‬
‫ﻭﺍﳋﻼﺻﺔ ﻫﻲ ﺃﻧﻪ ﻻ ﺧﻮﻑ ﻋﻠﻰ ﻋﻠﻮﻣﻨﺎ ﺍﳌﻮﺭﻭﺛﺔ ﻛﺎﻟﻨﺤﻮ ﻭﺍﻟﺼ‪‬ﺮﻑ‪ ،‬ﻭﻻ ﲡﺎﻭﺯ‬
‫ﻟﻮﻇﻴﻔﺘﻬﺎ ﰲ ﺍﶈﺎﻓﻈﺔ ﻋﻠﻰ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﻔﺼﺤﻰ‪ ،‬ﻭﻻ ﺧﻮﻑ ﻋﻠﻰ ﺍﳌﻌﻄﻴﺎﺕ ﻭﺍﳌﻌﺎﺭﻑ‬
‫ﺍﻟﻠﻐﻮﻳﺔ ﺍﻷﺧﺮﻯ ﻣﺎﺩﺍﻡ ﺍﳌﻮﻗﻒ ﻣﻦ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﻣﻮﻗ ﹰﻔﺎ ﻋﻠﻤ‪‬ﻴﺎ ﻭﺍﻋ‪‬ﻴﺎ‪ ،‬ﻋﻤﺎﺩﻩ ﺍﻹﻏﻨﺎﺀ‬
‫ﻭﺍﻟﺘﻮﺳ‪‬ﻊ ﻭﺍﻟﺘﺼﺤﻴﺢ‪ ،‬ﻣﻊ ﺑﻘﺎﺀ ﺍﻷﺳﺲ ﺍﻟﱵ ﺃﺭﺳﺘﻬﺎ ﻋﻠﻮﻣﻨﺎ ﺭﺍﺳﺨﺔ‪ ،‬ﻭﺍﻟﻮﻇﺎﺋﻒ ﺍﻟﱵ‬
‫‪‬ﻀﺖ ‪‬ﺎ ﻣﺴﺘﻤﺮ‪‬ﺓ‪ .‬ﻭﰲ ﺍﳊﻖ ﺃﻥ ﻣﺎ ﺑﻌﺜﺘﻪ ﺍﻟﻠﺴﺎﻧﻴﺎﺕ ﰲ ﻋﻠﻮﻣﻨﺎ ﻣﻦ ﻋﻮﺍﻣﻞ ‪‬ﻮﺽ‬
‫ﻼ‪ ،‬ﻟﻜ ‪‬ﻦ ﺍﳊﺪﻳﺚ ﻋﻦ ‪‬ﻀﺔ ﻟﻐﻮﻳﺔ ﺣﻘﻴﻘﻴﺔ ﻣﺎﺯﺍﻝ ﺑﻌﻴ ‪‬ﺪﺍ‪ .‬ﺇ ﹼﻥ ﻭﺍﻗﻊ ﻟﻐﺘﻨﺎ‬ ‫ﻟﻴﺲ ﻗﻠﻴ ﹰ‬
‫ﻭﻣﺴﺘﻮﻯ ﻋﻠﻮﻣﻨﺎ ﻣﺎ ﻫﻮ ﺇﻻ ﺗﻌﺒﲑ ﻋﻦ ﻭﻋﻴﻨﺎ‪ ،‬ﻭﺍﻣﺘﻼﻛﻨﺎ ﻟﻠﻘﺪﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﱵ ﺗﺘﺠﻠﻰ ﰲ‬
‫ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﻭﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ‪ .‬ﻭﻟﻦ ﻳﺘﺤﻘﻖ ﺷﻲﺀ ﺫﻭ ﺑﺎﻝ ﻣﻦ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ ﻣﺎﱂ ﺗﺘﻔﻖ‬
‫ﺍﳉﺎﻣﻌﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﻮﺙ ﺍﳌﻌﻨﻴﺔ ﻭﳎﺎﻣﻊ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ »ﺳﻴﺎﺳﺔ« ﻟﻐﻮﻳﺔ ﳏﺪ‪‬ﺩﺓ‬
‫ﺗﻌﻄﻲ ﺍﻟﻠﻐﺔ ﻣﻜﺎﻧﺘﻬﺎ ﰲ ﺑﻨﺎﺀ ﺍﳊﻀﺎﺭﺓ ﻭﺍﳊﻔﺎﻅ ﻋﻠﻰ ﺍﳍﻮﻳﺔ ﻭﺑﻠﻮﻍ ﺍﻟﺘﺤﺪﻳﺚ ﺍﳌﻄﻠﻮﺏ‪.‬‬

‫)‪ (٣١‬ﺍﻧﻈﺮ‪ :‬ﻛﺘﺎﺏ ﺍﻟﻠﻐﺔ ﻣﻌﻨﺎﻫﺎ ﻭﻣﺒﻨﺎﻫﺎ ﻟﺘﻤﺎﻡ ﺣﺴ‪‬ﺎﻥ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ ،١٩٧٣‬ﻭﻛﺘﺎﺏ ﺍﻟﺘﻔﻜﲑ ﺍﻟﻠﺴﺎﱐ‬
‫ﻟﻠﻤﺴﺪ‪‬ﻱ‪ ،‬ﺗﻮﻧﺲ ‪ .١٩٨١‬ﻭﻗﻠﻴﻠﺔ ﻫﻲ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﳓﺖ ﻫﺬﺍ ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﺿﺢ ﺍﻟﻌﻤﻴﻖ‪.‬‬