Proper Nouns in Context of Arabic as a Foreign Language Learning

This study investigates the national worldview represented by proper nouns in educational texts for Arabic as a foreign language. The primary objective of this research is to explore the ethnocultural semantics and pragmatics of proper nouns within the context of Arabic language acquisition. A total of 910 proper names extracted from teaching materials are analyzed using descriptive and linear comparative methods, along with contextual, componential, and functional-stylistic analysis techniques. Nine microgroups of proper nouns are identified, reflecting significant realities for Arabs, encompassing both physical entities (people and their locations) and spiritual components (beliefs, food traditions, celebrations, etc.). Statistical data is provided; for instance, the proportion of anthroponyms in educational texts accounts for 60%, which is attributed to the study of speech etiquette norms in Arab culture. The use of toponyms constitutes 18%, aligning with the necessary linguistic and cultural aspects of foreign language education. Additionally, religious onomastic units make up 10% of the corpus, referencing ethical principles within Islamic culture. The authors conclude that proper nouns play a crucial role in reconstructing the image of the target language country, necessitating adherence to several selection principles: frequency, precedence, positive connotation, symbolic significance, and alignment with Islamic cultural principles.

Arabic as a foreign language, proper noun, onym, pragmatic aspect of speech, educational text