‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬

‫ﺇﻋﺪﺍﺩ‬
‫ﺗﻨﻜﻮ ﻧﻮﺭ ﻋﺎﺷﻘﲔ ﺑﻨﺖ ﻛﻮ ﻣﺖ‬

‫ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ -‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫ﻓﱪﺍﻳﺮ ‪2006‬ﻡ‬
‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬

‫ﺇﻋﺪﺍﺩ‬
‫ﺗﻨﻜﻮ ﻧﻮﺭ ﻋﺎﺷﻘﲔ ﺑﻨﺖ ﻛﻮ ﻣﺖ‬

‫ﲝﺚ ﺗﻜﻤﻴﻠﻲ ﻟﻨﻴﻞ ﺩﺭﺟﺔ ﻣﺎﺟﺴﺘﲑ ﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‬
‫) ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻠﻐﻮﻳﺔ (‬

‫ﻛﻠﻴﺔ ﻣﻌﺎﺭﻑ ﺍﻟﻮﺣﻲ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ‬

‫ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ -‬ﻣﺎﻟﻴﺰﻳﺎ‬

‫ﻓﱪﺍﻳﺮ ‪2006‬ﻡ‬
 ‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ‬
‫ﳛﺎﻭﻝ ﺍﻟﺒﺤﺚ ﺩﺭﺍﺳﺔ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﻭﻳﺘﺘﺒﻊ‬
‫ﺍﻟﺒﺤﺚ ﺍﳌﻨﻬﺞ ﺍﻟﻮﺻﻔﻲ ﺍﻟﺘﺤﻠﻴﻠﻲ ﺑﻌﺮﺽ ﻣﻮﺍﺿﻊ ﺍﻟﺘﻮﻛﻴﺪ ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﻣﻦ ﻧﺎﺣﻴﺔ ﺍﳉﻤﻞ ﺃﻡ ﻣﻦ‬
‫ﻧﺎﺣﻴﺔ ﺍﻷﻏﺮﺍﺽ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻳﻀﺎ ﻋﻠﻰ ﻣﻨﻬﺞ ﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﺒﻼﻏﻲ ﺑﺈﺣﺼﺎﺀ ﻣﻮﺍﺿﻊ ﺍﻟﺘﻮﻛﻴﺪ‬
‫ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﻭﲢﻠﻴﻠﻬﺎ ﲢﻠﻴﻼ ﺑﻼﻏﻴﺎ‪ .‬ﻭﻳﺒﲔ ﺍﻟﺒﺤﺚ ﺃﻥ ﻣﻦ ﺃﻟﻮﺍﻥ ﺍﻟﺘﻮﻛﻴﺪ ﺃﻥ ﺗﻜﻮﻥ ﰲ‬
‫ﺍﳉﻤﻠﺔ ﺃﺩﺍﺓ ﻣﻦ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ‪ ،‬ﻓﻤﻨﻬﺎ ﻣﺎ ﲣﺘﺺ ﺑﺎﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻭﻫﻲ ﻛـ) ﺇ ﹼﻥ (‪ ،‬ﻭ) ﺃ ﹼﻥ (‪،‬‬
‫ﻭ) ﻟﻜ ‪‬ﻦ (‪ ،‬ﻭ) ﻛﺄ ﹼﻥ (‪ ،‬ﻭﻻﻡ ﺍﻻﺑﺘﺪﺍﺀ‪ ،‬ﻭﺿﻤﲑ ﺍﻟﻔﺼﻞ‪ ،‬ﻭ) ﻫﺎﺀ ( ﻟﻠﺘﻨﺒﻴﻪ ﰲ ﺍﻟﻨﺪﺍﺀ‪ ،‬ﻭﺿﻤﲑ‬
‫ﺍﻟﺸﺄﻥ ﻭﻏﲑﻫﺎ‪ .‬ﻛﻤﺎ ﺗﺆﻛﺪ ﺍﳉﻤﻠﺔ ﺑـ) ﻗﺪ (‪ ،‬ﻭ) ﻟﻦ (‪ ،‬ﻭﺣﺮﰲ ) ﺍﻟﺴﲔ (‪ ،‬ﻭ) ﺳﻮﻑ (‪،‬‬
‫ﻭﻻﻡ ﺍﳉﺤﻮﺩ‪ ،‬ﻭﺍﻟﻼﻡ ﺍﻟﺪﺍﺧﻠﺔ ﻋﻠﻰ ﺟﻮﺍﺏ ) ﻟﻮ ( ﻭ) ﻟﻮﻻ (‪ ،‬ﻭﻧﻮﱐ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﺜﻘﻴﻠﺔ‬
‫ﻭﺍﳋﻔﻴﻔﺔ‪ ،‬ﻭﻛﻠﻬﺎ ﲣﺘﺺ ﺑﺎﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‪ ،‬ﻭﺗﺆﻛﺪ ﺍﳉﻤﻠﺔ ﺑﺬﻟﻚ ﻟﺘﺜﺒﻴﺖ ﻣﻌﻨﺎﻫﺎ ﻭﺗﻮﻃﻴﺪﻩ ﰲ‬
‫ﺍﻟﻨﻔﺲ‪ ،‬ﻭﻛﻠﻤﺎ ﻛﺎﻥ ﻫﺬﺍ ﺍﳌﻌﲎ ﳎﺎﻻ ﻟﻠﺸﻚ ﺃﻭ ﺍﻹﻧﻜﺎﺭ‪ ،‬ﻛﺎﻥ ﻣﻮﺿﻊ ﺍﻟﺘﻮﻛﻴﺪ ﺃﻧﺴﺐ‬
‫ﻭﺃﻗﻮﻯ‪ ،‬ﻭﻛﻠﻤﺎ ﺗﻮﻏﻞ ﺍﳋﱪ ﰲ ﻣﻴﺪﺍﻥ ﺍﻟﺸﻚ ﺯﺍﺩﺕ ﺃﻟﻮﺍﻥ ﺍﳌﺆﻛﺪﺍﺕ‪ ،‬ﻭﻫﻜﺬﺍ ﺫﻫﺐ‬
‫ﺍﻟﺒﻼﻏﻴﻮﻥ ﰲ ﺗﻮﺿﻴﺢ ﺃﺣﻮﺍﻝ ﺍﳌﺨﺎﻃﺒﲔ ﺍﳌﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﺸﺎﻙ ﻭﺍﳌﺘﺮﺩﺩ ﻭﺍﳌﻨﻜﺮ ﻭﺗﱰﻳﻞ ﻏﲑ ﺍﳌﻨﻜﺮ‬
‫ﻣﱰﻟﺔ ﺍﳌﻨﻜﺮ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻷﻥ ﻫﺬﺍ ﺍﻟﺘﻮﻛﻴﺪ ﱂ ﻳﺄﺕ ﻋﺒﺜﺎ ﻭﺇﳕﺎ ﻛﺎﻧﺖ ﺗﻘﺘﻀﻴﻪ ﻭﲢﺘﻤﻪ ﻣﻘﺎﻣﺎﺕ‪.‬‬
‫ﻭﻳﺴﺘﻨﺘﺞ ﺍﻟﺒﺤﺚ ﺃﻥ ﺍﳌﺆﻛﺪ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺑﻠﻎ ) ‪ ( 257‬ﻣﻮﺿﻌﺎ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﻛﻴﺪ ﻟﻘﺼﺪ ﺍﻟﺘﺮﻏﻴﺐ ﻭﺍﻟﺘﺮﻫﻴﺐ‪ ،‬ﻭﺍﻟﻮﻋﺪ ﻭﺍﻟﻮﻋﻴﺪ‪ ،‬ﻭﺍﻹﺭﺷﺎﺩ‪ ،‬ﻭﺍﻟﺘﻮﺑﻴﺦ‪،‬‬
‫ﻭﺍﻟﺘﺤﺬﻳﺮ ﻭﻏﲑ ﺫﻟﻚ‪ ،‬ﻭﻣﻦ ﰒ ﻓﺎﻟﺘﻮﻛﻴﺪ ﻣﻬﻢ ﰲ ﻓﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻓﻬﻤﺎ‬
‫ﺷﺎﻣﻼ ﺩﻗﻴﻘﺎ‪.‬‬

‫ب‬
 ABSTRACT

The thesis aims at studying emphasis (tawkīd) in Sura al-Nisa’, by using

the analytical descriptive method: the places where the emphasis occurs
are pointed out and calculated. It is found that among the particles used to
emphasize in sentences: some of them occur only with nominal sentences:
(‘inna), (‘annā), (lākinnā), and (kā’annā); others include: (qād), (lann),
the letter (sīn) and (sawfa), (lām ‘al-jūhūd), and (lām) which is used as
part of answer to the conditional particles of (lau) and (laulā), the two
letters of (nūn) with both its varieties (khāfifah and thāqīlāh)- all of which
occur only with verbal sentences. Sentences are emphasized by these
particles to effectively make their meaning understandable and deeply
appreciated. The more doubtful a proposition is, the more likely that
emphasizing particles will be utilized. This is the view of the scholars of
rhetoric in explaining the states of doubtfulness in the speech participants.
They elaberated that such states are undecided, hesitant, rejecting etc.,
due to their belief that emphasis is employed for reasons soundly
determined by the context of situations. The researcher has concluded that
Sura al-Nisa’ has 257 emphasis and it has different methods of
applications thus serving different purposes; it is employed to induce
favourable responses or simply as a deterrent or warnings. This can only
be done effectively by taking into account the states of the listeners
involved. Therefore, emphasis is important in understanding the meaning
of the Qur’ān and its teachings.

‫ج‬
 APROVAL PAGE
I certify that I have supervised and read this study and that in my opinion it conforms
to acceptable standards of scholarly presentation and is fully adequate, in scope and
quality as a thesis for degree of Master of Human Sciences in Arabic Language
( Linguistic Studies ).

______________________________
Abu Saiid Muhammad Abdul Majid
Supervisor

I certify that I have read this study and that in my opinion it conforms to acceptable
standards of scholarly presentation and is fully adequate, in scope and quality as a
thesis for degree of Master of Human Sciences in Arabic Language ( Linguistic
Studies ).

_____________________________
Shamsul Jamili Yeob
Examiner

This thesis was submitted to the Department of Arabic Language and Literature and is
accepted as partial fulfillment of the requirements for the degre of Master of Human
Sciences in Arabic Language ( Linguistic Studies ).

_____________________________
Abdul Rahman Chik
Head Department of Arabic
Language and Literature

This thesis was submitted to the Kuliyyah of Islamic Revealed Knowledge and
Human Sciences and is accepted as partial fulfillment of the requirements for the
degre of Master of Human Sciences in Arabic Language ( Linguistic Studies ).

_____________________________
Hazizan Md Noon
Dean Kuliyyah of Islamic Revealed
Knowledge and Human Sciences

‫د‬
 DECLARATION
I hereby declare that this thesis is the result of my own investigation, except where
otherwise stated. Other sources are acknowledged by footnotes giving explicit
references and bibliography is appended.

Name: Tengku Nur Asikin Binti Ku Mat

Signature:____________ Date:____________

‫ﻩ‬
 ‫ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ‪ -‬ﻣﺎﻟﻴﺰﻳﺎ‬
‫ﺇﻗﺮﺍﺭ ﺍﻟﻄﺒﻊ ﻭﺇﺛﺒﺎﺕ ﻣﺸﺮﻭﻋﻴﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﲝﺎﺙ ﻏﲑ ﺍﳌﻨﺸﻮﺭﺓ‬

‫ﺣﻘﻮﻕ ﺍﻟﻄﺒﻊ ‪2006‬ﻡ ﳏﻔﻮﻇﺔ ﻟـ ﺗﻨﻜﻮ ﻧﻮﺭ ﻋﺎﺷﻘﲔ ﺑﻨﺖ ﻛﻮ ﻣﺖ‬

‫ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬

‫ﻻ ﳚﻮﺯ ﺇﻋﺎﺩﺓ ﺇﻧﺘﺎﺝ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻏﲑ ﺍﳌﻨﺸﻮﺭ ﺃﻭ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺃﻱ ﺷﻜﻞ ﻭﺑﺄﻱ ﺻﻮﺭﺓ ) ﺁﻟﻴﺔ‬
‫ﻛﺎﻧﺖ ﺃﻭ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻭ ﻏﲑﻫﺎ ( ﲟﺎ ﰲ ﺫﻟﻚ ﺍﻻﺳﺘﻨﺴﺎﺥ ﺑﺪﻭﻥ ﺇﺫﻥ ﻣﻜﺘﻮﺏ ﻣﻦ ﺍﻟﺒﺎﺣﺜﺔ ﺇﻻ‬
‫ﰲ ﺍﳊﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ -1‬ﳝﻜﻦ ﻟﻶﺧﺮﻳﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺃﻱ ﻣﺎﺩﺓ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻏﲑ ﺍﳌﻨﺸﻮﺭ ﰲ ﻛﺘﺎﺑﺘﻬﻢ ﺑﺸﺮﻁ‬
‫ﺍﻻﻋﺘﺮﺍﻑ ﺑﻔﻀﻞ ﺻﺎﺣﺐ ﺍﻟﻨﺺ ﺍﳌﻘﺘﺒﺲ ﻭﺗﻮﺛﻴﻖ ﺍﻟﻨﺺ ﺑﺼﻮﺭﺓ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫‪ -2‬ﻳﻜﻮﻥ ﻟﻠﺠﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﲟﺎﻟﻴﺰﻳﺎ ﻭﻣﻜﺘﺒﺘﻬﺎ ﺣﻖ ﺍﻻﺳﺘﻨﺴﺎﺥ ) ﺑﺸﻜﻞ ﺍﻟﻄﺒﻊ ﺃﻭ‬
‫ﺑﺼﻮﺭﺓ ﺁﻟﻴﺔ ( ﻷﻏﺮﺍﺽ ﻣﺆﺳﺴﻴﺔ ﻭﺗﻌﻠﻴﻤﻴﺔ ﻭﻟﻜﻦ ﻟﻴﺲ ﻷﻏﺮﺍﺽ ﺍﻟﺒﻴﻊ ﺍﻟﻌﺎﻡ‪.‬‬
‫‪ -3‬ﻳﻜﻮﻥ ﳌﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﲟﺎﻟﻴﺰﻳﺎ ﺣﻖ ﺍﺳﺘﺨﺮﺍﺝ ﻧﺴﺦ ﻣﻦ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻏﲑ‬
‫ﺍﳌﻨﺸﻮﺭ ﺇﺫﺍ ﻃﻠﺒﺘﻬﺎ ﻣﻜﺘﺒﺎﺕ ﺍﳉﺎﻣﻌﺎﺕ ﻭﻣﺮﺍﻛﺰ ﺍﻟﺒﺤﻮﺙ ﺍﻷﺧﺮﻯ‪.‬‬
‫‪ -4‬ﺳﺘﺰﻭ‪‬ﺩ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ ﲟﺎﻟﻴﺰﻳﺎ ﺑﻌﻨﻮﺍ‪‬ﺎ ﻣﻊ ﺇﻋﻼﻣﻬﺎ ﻋﻨﺪ ﺗﻐﻴﲑ‬
‫ﺍﻟﻌﻨﻮﺍﻥ‪.‬‬
‫‪ -5‬ﺳﻴﺘﻢ ﺍﻻﺗﺼﺎﻝ ﺑﺎﻟﺒﺎﺣﺜﺔ ﺑﻐﺮﺽ ﺍﺳﺘﺤﺼﺎﻝ ﻣﻮﺍﻓﻘﺘﻬﺎ ﻋﻠﻰ ﺍﺳﺘﻨﺴﺎﺥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻏﲑ‬
‫ﺍﳌﻨﺸﻮﺭ ﻟﻸﻓﺮﺍﺩ ﻣﻦ ﺧﻼﻝ ﻋﻨﻮﺍ‪‬ﺎ ﺍﻟﱪﻳﺪﻱ ﺃﻭ ﺍﻹﻟﻜﺘﺮﻭﱐ ﺍﳌﺘﻮﻓﺮ ﰲ ﺍﳌﻜﺘﺒﺔ‪ .‬ﻭﺇﺫﺍ ﱂ ﺗﺴﺘﺠﺐ‬
‫ﺍﻟﺒﺎﺣﺜﺔ ﺧﻼﻝ ﻋﺸﺮﺓ ﺃﺳﺎﺑﻴﻊ ﻣﻦ ﺗﺎﺭﻳﺦ ﺍﻟﺮﺳﺎﻟﺔ ﻣﻮﺟﻬﺔ ﺇﻟﻴﻬﺎ‪ ،‬ﺳﺘﻘﻮﻡ ﻣﻜﺘﺒﺔ ﺍﻹﺳﻼﻣﻴﺔ ﺍﻟﻌﺎﳌﻴﺔ‬
‫ﲟﺎﻟﻴﺰﻳﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺣﻘﻬﺎ ﰲ ﺗﺰﻭﻳﺪ ﺍﻟﻄﺎﻟﺒﲔ ﺑﻪ‪.‬‬
‫ﺃﻛﺪﺕ ﻫﺬﺍ ﺍﻹﻗﺮﺍﺭ‪ :‬ﺗﻨﻜﻮ ﻧﻮﺭ ﻋﺎﺷﻘﲔ ﺑﻨﺖ ﻛﻮ ﻣﺖ‬

‫‪..................‬‬ ‫‪..................‬‬
‫ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﺍﻟﺘﻮﻗﻴﻊ‬

‫و‬
‫ﻱ ﺍﻟﻠﺬﱠﻳﻦ ﻳﺮﺷﺪﺍﻧﲏ ﺇﱃ ﺍﻟﻌﻠﻢ ﻣﺬ ﺍﳌﻬﺪ‬
‫ﺇﱃ ﻭﺍﻟﺪ ‪‬‬
‫ﺇﱃ ﺯﻭﺟﻲ ﺍﻟﺬﻱ ﻳﺆﻛﹼﺪﱐ ﺑﺎﻟﻌﻠﻢ‬
‫ﺇﱃ ﺃﺑﻨﺎﺋﻲ ﻓﻌﻠﻴﻜﻢ ﺑﺎﻟﻌﻠﻢ‬
‫ﺇﱃ ﻣﻦ ﻳﻄﻠﺐ ﺍﻟﻌﻠﻢ‬
‫ﺃﻫﺪﻱ ﻗﻄﻌﺔ ﺍﻟﻌﻠﻢ‬

‫ز‬
 ‫ﺷﻜﺮ ﻭﺗﻘﺪﻳﺮ‬
‫ﺑﻌﺪ ﺍﳊﻤﺪ ﷲ ﺗﻌﺎﱃ ﺍﻟﺬﻱ ﻣ ‪‬ﻦ ﻋﻠ ‪‬ﻲ ﺑﺈﲤﺎﻡ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﴰﻠﲏ ﺑﺎﻟﺘﻮﻓﻴﻖ ﻭﺍﻟﺴﺪﺍﺩ‪ ،‬ﺃﺗﻮﺟﻪ‬
‫ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺇﱃ ﻋﺰﻳﺰﻱ ﳏﻤﺪ ﺯﻣﺮﻱ ﺑﻦ ﺃﲪﺪ ﻋﻤﺮ ﺍﻟﻌﺰﻳﺰ ﻋﻠﻰ ﺭﻋﺎﻳﺘﻪ ﻭﺗﺸﺠﻴﻌﻪ ﺇﻳﺎﻱ‬
‫ﻋﻠﻰ ﺍﻟﻌﻠﻢ ﻭﺍﳌﻌﺮﻓﺔ‪ .‬ﰒ ﺍﻟﺸﻜﺮ ﺍﳉﻠﻴﻞ ﻟﻮﺍﻟﺪﻱ ﻛﻮﻣﺖ ﺑﻦ ﻛﻮ ﲰﻦ ﻭﺟﻲﺀ ﺣﺴﻨﺔ ﺑﻨﺖ‬
‫ﺇﲰﺎﻋﻴﻞ ﺍﻟﻌﺰﻳﺰﻳﻦ ﻋﻠﻰ ﺗﻮﺟﻴﻬﺎ‪‬ﻤﺎ ﺇﻳﺎﻱ ﺇﱃ ﺳﺒﻴﻞ ﺍﻟﻌﻠﻢ‪ ،‬ﻭﻻ ﺳﻴﻤﺎ ﻋﻠﻮﻡ ﺍﻟﺪﻳﻦ‪ .‬ﻭﺃﺗﻘﺪﻡ‬
‫ﺑﺎﻟﺸﻜﺮ ﺍﻟﻮﺍﻓﺮ ﺍﳉﺰﻳﻞ ﺇﱃ ﺍﻷﺳﺘﺎﺫ ﺍﳌﺸﺎﺭﻙ ﺍﻟﺪﻛﺘﻮﺭ ﺃﺑﻮ ﺳﻌﻴﺪ ﳏﻤﺪ ﻋﺒﺪ ﺍ‪‬ﻴﺪ ﺍﻟﻔﺎﺿﻞ‬
‫ﺍﻟﺬﻱ ﺗﻔﻀﻞ ﺑﺎﻹﺷﺮﺍﻑ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﻭﺃﻓﺎﺩﱐ ﺑﺘﻮﺟﻴﻬﺎﺗﻪ ﺍﻟﻘﻴﻤﺔ‪ ،‬ﻭﺇﺭﺷﺎﺩﺍﺗﻪ ﺍﻟﺒﻨﺎﺀﺓ‪ .‬ﺃﺳﺄﻝ‬
‫ﺍﷲ ﺗﻌﺎﱃ ﺃﻥ ﳚﺰﻳﻬﻢ ﺧﲑ ﺍﳉﺰﺍﺀ‪ .‬ﻛﻤﺎ ﺃﺗﻮﺟﻪ ﲞﺎﻟﺺ ﺷﻜﺮﻱ ﻭﺗﻘﺪﻳﺮﻱ ﺇﱃ ﺍﻟﺪﻛﺘﻮﺭ ﴰﺲ‬
‫ﺍﳉﻤﻴﻞ ﻳﻮﺏ ﺍﻟﻔﺎﺿﻞ ﺍﳌﻤﺘﺤﻦ ﺍﻟﺜﺎﱐ ﻋﻠﻰ ﻗﺮﺍﺀﺗﻪ ﳍﺬﺍ ﺍﻟﺒﺤﺚ‪ ،‬ﻭﻋﻠﻰ ﻣﻠﺤﻮﻇﺎﺗﻪ ﺍﻟﻘﻴﻤﺔ‪.‬‬
‫ﻭﺃﺗﻘﺪﻡ ﺃﻳﻀﺎ ﺑﺎﻟﺸﻜﺮ ﺍﳉﺰﻳﻞ ﺇﱃ ﺍﻷﺳﺎﺗﺬﺓ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ ﻋﻠﻰ ﻣﺎ ﻗﺪﻣﻮﺍ ﱄ ﻣﻦ‬
‫ﺭﻋﺎﻳﺔ ﻭﺗﻮﺟﻴﻪ ﻃﻴﻠﺔ ﺩﺭﺍﺳﱵ ﰲ ﻫﺬﻩ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﻭﻋﻠﻰ ﺭﺃﺳﻬﻢ ﺍﻟﺪﻛﺘﻮﺭ ﻋﺒﺪ ﺍﻟﺮﲪﻦ ﺷﻴﻚ‪،‬‬
‫ﺭﺋﻴﺲ ﻗﺴﻢ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺁﺩﺍ‪‬ﺎ‪ ،‬ﻓﺠﺰﺍﻫﻢ ﺍﷲ ﻋﲏ ﻛﻞ ﺧﲑ‪ .‬ﻭﻻ ﺃﻧﺴﻰ ﺍﳉﻬﻮﺩ ﺍﳌﺸﻜﻮﺭﺓ‬
‫ﺍﻟﱵ ﺗﻘﻮﻡ ‪‬ﺎ ﺍﳉﺎﻣﻌﺔ‪ ،‬ﺍﳌﺘﻤﺜﻠﺔ ﰲ ﻣﺪﻳﺮﻫﺎ ﻭﻋﻤﺪﺍﺋﻬﺎ ﻭﻭﻛﻼﺋﻬﺎ ﻭﻛﻞ ﻣﻨﺴﻮﺑﻴﻬﺎ‪ ،‬ﻭﺃﺧﺺ‬
‫ﺑﺎﻟﺬﻛﺮ ﻋﻤﻴﺪ ﻛﻠﻴﺔ ﻣﻌﺎﺭﻑ ﺍﻟﻮﺣﻲ ﻭﺍﻟﻌﻠﻮﻡ ﺍﻹﻧﺴﺎﻧﻴﺔ ﺍﻷﺳﺘﺎﺫ ﺍﳌﺸﺎﺭﻙ ﺍﻟﺪﻛﺘﻮﺭ ﺣﺰﻳﺰﻥ‬
‫ﻣﺪ ﻧﻮﻥ‪ ،‬ﺷﻜﺮ ﺍﷲ ﳍﻢ ﲨﻴﻌﺎ‪ .‬ﻭﺃﺗﻘﺪﻡ ﺃﺧﲑﺍ ﺑﺸﻜﺮ ﺧﺎﺹ ﺇﱃ ﻛﻞ ﻣﻦ ﻟﻪ ﺇﺳﻬﺎﻡ ﰲ ﻫﺬﺍ‬
‫ﺍﻟﺒﺤﺚ ﻣﻦ ﻗﺮﻳﺐ ﺃﻡ ﻣﻦ ﺑﻌﻴﺪ‪ .‬ﻭﺃﺧﺺ ﻣﻨﻬﻢ ﺑﺎﻟﺬﻛﺮ ﻭﺍﻟﺪﻱ ﺯﻭﺟﻲ ﺃﲪﺪ ﻋﻤﺮ ﺑﻦ ﻋﺒﺪ‬
‫ﺍﷲ ﻭﺟﻲﺀ ﻓﻮﺍﻥ ﺑﻨﺖ ﳏﻤﺪ ﻋﻴﺴﻰ ﺍﻟﻌﺰﻳﺰﻳﻦ ﻋﻠﻰ ﺇﻋﻄﺎﺋﻬﻤﺎ ﺍﻟﻜﺜﲑ ﺇ ﹼ‬
‫ﱄ ﰲ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﰒ‬
‫ﺍﻷﺳﺘﺎﺫ ﺍﻟﺪﻛﺘﻮﺭ ﺣﺴﻦ ﺃﲪﺪ ﺇﺑﺮﺍﻫﻴﻢ ﺍﻟﺬﻱ ﻳﻮﺳﻊ ﺍ‪‬ﺎﻝ ﻟﻠﻄﻠﺒﺔ ﻭﺃﻋﻄﺎﻫﻢ ﺍﻟﻔﺮﺻﺔ ﻟﻄﻠﺐ‬
‫ﺍﻟﻌﻠﻢ‪ .‬ﻭﻻ ﻳﻔﻮﺗﲏ ﺍﻟﺘﻮﺟﻪ ﺑﺎﻟﺸﻜﺮ ﺇﱃ ﺍﻟﻌﺎﻣﻠﲔ ﲟﻜﺘﺒﺔ ﺍﳉﺎﻣﻌﺔ ﻋﻠﻰ ﺗﻌﺎﻭ‪‬ﻢ ﺍﳌﺴﺘﻤﺮ ﰲ ﺗﺬﻟﻴﻞ‬
‫ﺍﻟﻌﻘﺒﺎﺕ ﺍﻟﱵ ﺗﻮﺍﺟﻪ ﺍﻟﻄﻠﺒﺔ ﰲ ﺳﺒﻴﻞ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﳌﺼﺎﺩﺭ ﺍﻟﻼﺯﻣﺔ ﰲ ﺃﲝﺎﺛﻬﻢ‪ .‬ﻭﻛﺬﻟﻚ‬
‫ﻣﺮﻛﺰ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﺑﺎﳉﺎﻣﻌﺔ‪ .‬ﺟﺰﺍﻫﻢ ﺍﷲ ﺍﳉﻤﻴﻊ ﻛﻞ ﺧﲑ‪.‬‬

‫ح‬
 ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬

‫ﺏ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻟﻌﺮﺑﻴﺔ‬

‫ﺝ‬ ‫ﻣﻠﺨﺺ ﺍﻟﺒﺤﺚ ﺑﺎﻹﳒﻠﻴﺰﻳﺔ‬
‫ﺩ‬ ‫ﺻﻔﺤﺔ ﺍﻟﻘﺒﻮﻝ ) ﺍﻟﺘﺼﺪﻳﻖ (‬
‫ﻫـ‬ ‫ﺍﻹﻗﺮﺍﺭ‬
‫ﻭ‬ ‫ﺍﻹﻗﺮﺍﺭ ﲝﻘﻮﻕ ﺍﻟﻄﺒﻊ‬
‫ﺯ‬ ‫ﺍﻹﻫﺪﺍﺀ‬
‫ﺡ‬ ‫ﺍﻟﺸﻜﺮ ﻭﺍﻟﺘﻘﺪﻳﺮ‬
‫ﻁ‬ ‫ﻓﻬﺮﺱ ﺍﶈﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻔﺼﻞ ﺍﻷﻭﻝ‪ :‬ﲤﻬﻴﺪ‬
‫‪1‬‬ ‫ﺍﳌﻘﺪﻣﺔ‬
‫‪2‬‬ ‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬
‫‪3‬‬ ‫ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﳕﻮﺫﺝ ﺍﻟﺒﺤﺚ‬
‫‪3‬‬ ‫ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‬
‫‪4‬‬ ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬
‫‪4‬‬ ‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‬
‫‪5‬‬ ‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬
‫‪10‬‬ ‫ﺣﺪﻭﺩ ﺍﻟﺒﺤﺚ‬
‫‪10‬‬ ‫ﻣﻨﻬﺞ ﺍﻟﺒﺤﺚ‬
‫‪11‬‬ ‫ﺃﻫﻢ ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﺒﺤﺚ‬

‫ط‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﱐ‪ :‬ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﻋﻨﺪ ﺍﻟﻨﺤﺎﺓ‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﺍﻟﺘﻮﻛﻴﺪ ﻭﻓﻮﺍﺋﺪﻩ‬
‫‪12‬‬ ‫ﺗﻌﺮﻳﻒ ﺍﻟﺘﻮﻛﻴﺪ‬
‫‪14‬‬ ‫ﻓﻮﺍﺋﺪ ﺍﻟﺘﻮﻛﻴﺪ‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ‬
‫‪17‬‬ ‫) ِﺇ ﹼﻥ ( ﻭ) ﹶﺃ ﹼﻥ (‬
‫‪17‬‬ ‫‪ِ ) -‬ﺇ ﹼﻥ ( ﺍﳌﻜﺴﻮﺭﺓ ﺍﳍﻤﺰﺓ ﺍﳌﺸﺪﺩﺓ ﺍﻟﻨﻮﻥ‬
‫‪18‬‬ ‫‪ ) -‬ﹶﺃﻥﱠ ( ﺍﳌﻔﺘﻮﺣﺔ ﺍﳍﻤﺰﺓ ﺍﳌﺸﺪﺩﺓ ﺍﻟﻨﻮﻥ‬
‫‪20‬‬ ‫) ِﺇ ﹾﻥ ( ﻭ) ﹶﺃ ِﻥ ( ﺍﳌﺨﻔﻔﺘﲔ‬
‫‪23‬‬ ‫) ﻛﹶﺄ ﹼﻥ ( ﺍﳌﺸﺪﺩﺓ ﻭ) ﻛﹶﺄ ِﻥ ( ﺍﳌﺨﻔﻔﺔ ﺍﻟﻨﻮﻥ‬
‫‪25‬‬ ‫) ﻟﻜ ‪‬ﻦ ( ﺍﳌﺸﺪﺩﺓ ﻭ) ﻟﻜ ِﻦ ( ﺍﳌﺨﻔﻔﺔ ﺍﻟﻨﻮﻥ‬
‫‪25‬‬ ‫) ﻳﺎﺀ ( ﺍﳌﻮﺿﻮﻋﺔ ﻟﻠﺒﻌﻴﺪ ﺇﺫﺍ ﻧﻮﺩﻱ ‪‬ﺎ ﺍﻟﻘﺮﻳﺐ‬
‫‪26‬‬ ‫) ﻫﺎﺀ ( ﻟﻠﺘﻨﺒﻴﻪ ﰲ ﺍﻟﻨﺪﺍﺀ‬
‫‪27‬‬ ‫ﺗﺼﺪﻳﺮ ﺍﳉﻤﻠﺔ ﺑﻀﻤﲑ ﺍﳌﺒﺘﺪﺃ‬
‫‪27‬‬ ‫ﺿﻤﲑ ﺍﻟﺸﺄﻥ‬
‫‪28‬‬ ‫ﻻﻡ ﺍﻻﺑﺘﺪﺍﺀ‬
‫‪30‬‬ ‫ﺿﻤﲑ ﺍﻟﻔﺼﻞ‬
‫‪32‬‬ ‫ﻣﺎ ﺍﻟﻨﺎﻓﻴﺔ‬
‫‪33‬‬ ‫ﺃ ﹶﻻ ﺍﻻﺳﺘﻔﺘﺎﺣﻴﺔ‬
‫‪33‬‬ ‫ﺗﺄﻛﻴﺪ ﺍﻟﻀﻤﲑ‬
‫‪34‬‬ ‫ﺍﻟﺘﻮﻛﻴﺪ ﺑﺎﻷﺣﺮﻑ ﺍﻟﺰﺍﺋﺪﺓ‬
‫‪34‬‬ ‫‪ِ -‬ﺇ ﹾﻥ‬
‫‪35‬‬ ‫‪ -‬ﹶﺃ ﹾﻥ‬
‫‪35‬‬ ‫‪ -‬ﻣﺎ‬
‫‪36‬‬ ‫‪-‬ﻻ‬

‫ي‬
‫‪37‬‬ ‫‪ِ -‬ﻣ ‪‬ﻦ‬
‫‪37‬‬ ‫‪ -‬ﺍﻟﻼﻡ‬
‫‪38‬‬ ‫‪ -‬ﺍﻟﺒﺎﺀ‬
‫‪39‬‬ ‫‪ -‬ﺍﻟﻜﺎﻑ‬
‫‪39‬‬ ‫) ﹶﺃﻣ‪‬ﺎ ( ﻭ) ِﺇﻣ‪‬ﺎ ( ﻭ) ﺃﻣﺎ (‬
‫‪39‬‬ ‫‪ ) -‬ﹶﺃﻣ‪‬ﺎ (‬
‫‪40‬‬ ‫‪ِ ) -‬ﺇﻣ‪‬ﺎ (‬
‫‪41‬‬ ‫‪ ) -‬ﺃﻣﺎ (‬
‫‪42‬‬ ‫ﻻ ﺍﻟﻨﺎﻓﻴﺔ ﻟﻠﺠﻨﺲ‬
‫‪44‬‬ ‫ﺍﻟﻘﺴﻢ‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ‬
‫‪47‬‬ ‫ﻧﻮﻧﺎ ﺍﻟﺘﻮﻛﻴﺪ‬
‫‪49‬‬ ‫ﺍﻟﺴﲔ ﻭﺳﻮﻑ‬
‫‪50‬‬ ‫ﻗﺪ‬
‫‪51‬‬ ‫ﺍﻟﻼﻡ ﺍﻟﺪﺍﺧﻠﺔ ﻋﻠﻰ ﺟﻮﺍﺏ ) ﻟﻮ ( ﻭ) ﻟﻮﻻ (‬
‫‪52‬‬ ‫ﻟﻦ‬
‫‪53‬‬ ‫ﻻﻡ ﺍﳉﺤﻮﺩ‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺗﻮﻛﻴﺪﺍﺕ ﺃﺧﺮﻯ‬
‫‪55‬‬ ‫ﺍﻟﺒﺪﻝ‬
‫‪56‬‬ ‫ﺍﳊﺎﻝ ﺍﳌﺆﻛﺪﺓ‬
‫‪58‬‬ ‫ﺍﳌﺼﺪﺭ ﺍﳌﺆﻛﺪ ﻟﻌﺎﻣﻠﻪ‬
‫‪59‬‬ ‫ﺍﻟﺘﺄﻛﻴﺪ ﺍﻟﻠﻔﻈﻲ‬
‫‪60‬‬ ‫ﺍﻟﺘﺄﻛﻴﺪ ﺍﳌﻌﻨﻮﻱ‬

‫ك‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﻋﻨﺪ ﺍﻟﺒﻼﻏﻴﲔ‬
‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺗﻌﺮﻳﻒ ﻋﻠﻢ ﺍﳌﻌﺎﱐ ﻭﺗﻘﺴﻴﻢ ﺍﻟﻜﻼﻡ ﺇﱃ ﺧﱪ ﻭﺇﻧﺸﺎﺀ‬
‫‪62‬‬ ‫ﺗﻌﺮﻳﻒ ﻋﻠﻢ ﺍﳌﻌﺎﱐ‬
‫‪66‬‬ ‫ﺗﻘﺴﻴﻢ ﺍﻟﻜﻼﻡ ﺇﱃ ﺧﱪ ﻭﺇﻧﺸﺎﺀ‬
‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺃﻏﺮﺍﺽ ﺍﳋﱪ ﻭﺍﳋﱪ ﺍﳌﺆﻛﺪ ﻭﺍﳋﱪ ﺍﳋﺎﱄ ﻣﻦ ﺍﻟﺘﺄﻛﻴﺪ‬
‫‪73‬‬ ‫ﺃﻏﺮﺍﺽ ﺍﳋﱪ‬
‫‪76‬‬ ‫ﺃﻏﺮﺍﺽ ﺍﳋﱪ ﺍﻟﺒﻼﻏﻴﺔ‬
‫‪79‬‬ ‫ﺍﳋﱪ ﺍﳌﺆﻛﺪ ﻭﺍﳋﱪ ﺍﳋﺎﱄ ﻣﻦ ﺍﻟﺘﺄﻛﻴﺪ‬
‫‪79‬‬ ‫ﺃﻭﻻ‪ :‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺨﺎﻃﺐ ﺧﺎﱄ ﺍﻟﺬﻫﻦ ﻣﻦ ﺍﳊﻜﻢ ﺍﳌﺮﺍﺩ ﺇﻓﺎﺩﺗﻪ ﺇﻳﺎﻩ‬
‫‪80‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺃﻥ ﻳﻜﻮﻥ ﺍﳌﺨﺎﻃﺐ ﻣﺘﺮﺩﺩﺍ ﰲ ﺍﳊﻜﻢ ﺍﳌﺮﺍﺩ ﺇﻓﺎﺩﺗﻪ ﺇﻳﺎﻩ‬
‫‪80‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﺃﻥ ﻳﻜﻮﻥ ﻣﻨﻜﺮ‪‬ﺍ ﻟﻠﺤﻜﻢ ﺍﳌﺮﺍﺩ ﺇﺧﺒﺎﺭﻩ ﺑﻪ‬
‫‪84‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﻟﺚ‪ :‬ﺧﺮﻭﺝ ﺍﻟﻜﻼﻡ ﻋﻦ ﻣﻘﺘﻀﻰ ﺍﻟﻈﺎﻫﺮ‬
‫‪86‬‬ ‫ﺃﻭﻻ‪ :‬ﺗﱰﻳﻞ ﺍﻟﻌﺎﱂ ﺑﺎﳊﻜﻢ ﻣﱰﻟﺔ ﺍﳉﺎﻫﻞ ﺑﻪ ﻟﻌﺪﻡ ﺟﺮﻳﻪ ﻋﻠﻰ ﻣﻘﺘﻀﻰ ﻋﻠﻤﻪ‬
‫‪86‬‬ ‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﱰﻳﻞ ﺧﺎﱄ ﺍﻟﺬﻫﻦ ﻣﱰﻟﺔ ﺍﳌﺘﺮﺩﺩ‬
‫‪89‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﺗﱰﻳﻞ ﻏﲑ ﺍﳌﻨﻜﺮ ﻣﱰﻟﺔ ﺍﳌﻨﻜﺮ ﺇﺫﺍ ﻇﻬﺮ ﻋﻠﻴﻪ ﺷﻲﺀ ﻣﻦ ﺃﻣﺎﺭﺍﺕ ﺍﻹﻧﻜﺎﺭ‬
‫‪91‬‬ ‫ﺭﺍﺑﻌﺎ‪ :‬ﺗﱰﻳﻞ ﺍﳌﻨﻜﺮ ﻣﱰﻟﺔ ﻏﲑ ﺍﳌﻨﻜﺮ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺪﻟﻴﻞ ﻋﻠﻰ ﻏﲑ ﻣﺎ ﻳﻌﺘﻘﺪ ﻭﺍﺿﺤﺎ‬
‫‪93‬‬ ‫ﺧﺎﻣﺴﺎ‪ :‬ﻭﻗﺪ ﻳﺆﻛﺪ ﺍﳋﱪ ﻣﻦ ﺃﺟﻞ ﺍﳌﺘﻜﻠﻢ ﻻ ﻣﻦ ﺃﺟﻞ ﺍﳌﺨﺎﻃﺐ‬

‫ل‬
 ‫ﺍﻟﻔﺼﻞ ﺍﻟﺮﺍﺑﻊ‪ :‬ﺩﺭﺍﺳﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻷﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫‪96‬‬ ‫ﺍﳌﺒﺤﺚ ﺍﻷﻭﻝ‪ :‬ﺗﺼﻨﻴﻒ ﺍﳉﺪﺍﻭﻝ ﺍﻹﺣﺼﺎﺋﻴﺔ ﻷﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ‬
‫ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬

‫ﺍﳌﺒﺤﺚ ﺍﻟﺜﺎﱐ‪ :‬ﺑﻴﺎﻥ ﺗﻮﻇﻴﻒ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﻭﺃﻏﺮﺍﺿﻪ ‪116‬‬

‫ﻭﺣﺎﻝ ﺍﳌﺨﺎﻃﺐ ﰲ ﺍﻵﻳﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﺘﺬﻛﲑ‬
‫‪116‬‬
‫‪117‬‬ ‫ﺛﺎﻧﻴﺎ‪:‬ﺍﻟﻮﻋﺪ ﻭﺍﻟﻮﻋﻴﺪ‬
‫‪120‬‬ ‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﻟﺘﺮﻏﻴﺐ ﻭﺍﻟﺘﺮﻫﻴﺐ‬

‫‪122‬‬ ‫ﺭﺍﺑﻌﺎ‪ :‬ﺍﻹﺭﺷﺎﺩ‬

‫‪124‬‬ ‫ﺧﺎﻣﺴﺎ‪ :‬ﺍﻟﺘﺤﺬﻳﺮ‬

‫‪127‬‬ ‫ﺳﺎﺩﺳﺎ‪ :‬ﺍﻟﺘﻬﺪﻳﺪ‬

‫‪130‬‬ ‫ﺳﺎﺑﻌﺎ‪ :‬ﺍﻟﺘﻨﺒﻴﻪ‬

‫ﺛﺎﻣﻨﺎ‪ :‬ﺍﻟﺘﻮﺑﻴﺦ‬
‫‪133‬‬

‫ﺍﻟﻔﺼﻞ ﺍﳋﺎﻣﺲ‪ :‬ﺍﳋﺎﲤﺔ‬

‫ﻧﺘﺎﺋﺞ ﺍﻟﺒﺤﺚ‬
‫‪136‬‬
‫‪138‬‬ ‫ﺍﻟﺘﻮﺻﻴﺎﺕ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ‬

‫م‬
 ‫ﺍﳌﺼﺎﺩﺭ ﻭﺍﳌﺮﺍﺟﻊ‬
‫ﺃﻭﻻ‪ :‬ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‬
‫ﺛﺎﻧﻴﺎ‪ :‬ﺍﳌﺼﺎﺩﺭ‬ ‫‪139‬‬
‫‪139‬‬
‫ﺛﺎﻟﺜﺎ‪ :‬ﺍﳌﺮﺍﺟﻊ‬
‫‪148‬‬ ‫‪ 144‬ﺭﺍﺑﻌﺎ‪ :‬ﺍﻹﻧﺘﺮﻧﻴﺖ‬

‫ن‬
 ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﲪﻦ ﺍﻟﺮﺣﻴﻢ‬

‫ﺍﳌﻘﺪﻣﺔ‬

‫ﻼ ﻹﺷﺮﺍﻕ ﺍﳌﻌﺎﱐ ﰲ ﺍﳉﻨﺎﻥ‪.‬‬

‫ﺍﳊﻤﺪ ﷲ ﺍﻟﺬﻱ ﺭﻓﻊ ﺑﺎﻹﻋﺮﺍﺏ ﺧﻄﻞ ﺍﻟﻠﺴﺎﻥ‪ .‬ﻭﺟﻌﻠﻪ ﺃﺻ ﹰ‬
‫ﻭﻧﺼﺐ ﻟﻪ ﻗﻮﺍﻋﺪ ﻭﻗﻮﺍﻧﲔ ﻳﻌﺮﻓﻬﺎ ﺍﻟﻌﻠﻤﺎﺀ ﻣﻦ ﺑﲏ ﺍﻹﻧﺴﺎﻥ‪ .‬ﻓﺠﺰﻣﻮﺍ ﺑﻴﻘﻴﻨﻪ ﰲ ﻛﻞ ﺧﺎﺹ‬
‫ﻭﻋﺎﻡ‪ .‬ﻭﺧﻔﻀﻮﺍ ﺑﻪ ﻭﺻﻤﺔ ﺍﻟﻠﺤﻦ ﻋﻦ ﺍﻟﻜﻼﻡ‪ .‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺳﻴﺪﻧﺎ ﳏﻤﺪ ﻋﻠﻢ‬
‫ﺍﳍﺪﻯ‪ .‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﻭﻣﻦ ﳓﺎ ﳓﻮﻫﻢ ﻭﺍﻫﺘﺪﻯ‪ .‬ﺃﻣﺎ ﺑﻌﺪ‪:‬‬

‫ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﲟﻮﺿﻮﻉ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﻻ‬
‫ﺷﻚ ﺃﻥ ﺍﻟﺘﻮﻛﻴﺪ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﱵ ﺳﺎﳘﺖ ﰲ ﺍﻹﻋﺠﺎﺯ ﺍﻟﻘﺮﺁﱐ‪ .‬ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻫﻮ‬
‫ﻣﻌﺠﺰﺓ ﺍﻹﺳﻼﻡ ﺍﳋﺎﻟﺪﺓ ﺍﻟﱵ ﻻ ﻳﺰﻳﺪﻫﺎ ﺍﻟﺘﻘﺪﻡ ﺍﻟﻌﻠﻤﻲ ﺇﻻ ﺭﺳﻮﺧﺎ ﰲ ﺍﻹﻋﺠﺎﺯ‪ ،‬ﺃﻧﺰﻟﻪ ﺍﷲ‬
‫ﺗﻌﺎﱃ ﻋﻠﻰ ﺭﺳﻮﻟﻨﺎ ﳏﻤﺪ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ﻟﻴﺨﺮﺝ ﺍﻟﻨﺎﺱ ﻣﻦ ﺍﻟﻈﻠﻤﺎﺕ ﺇﱃ ﺍﻟﻨﻮﺭ‬
‫ﻭﻳﻬﺪﻳﻬﻢ ﺇﱃ ﺍﻟﻄﺮﻳﻖ ﺍﳌﺴﺘﻘﻴﻢ ﻭﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﲢﺪﻯ ﺑﻪ ﺍﻟﻨﱮ ﺻﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺳﻠﻢ ﺍﻟﻌﺮﺏ‬
‫ﻭﺍﻟﻨﺎﺱ ﺃﲨﻌﲔ‪ .‬ﻭﻗﺪ ﻋﺠﺰﻭﺍ ﻋﻦ ﻣﻌﺎﺭﺿﺘﻪ ﻣﻊ ﻃﻮﻝ ﺑﺎﻋﻬﻢ ﰲ ﺍﻟﻔﺼﺎﺣﺔ ﻭﺍﻟﺒﻼﻏﺔ ﻭﻣﺜﻞ ﻫﺬﺍ‬
‫ﺠ ‪‬ﻦ ‪‬ﻋﻠﹶﻰ ﹶﺃ ﹾﻥ ‪‬ﻳ ﹾﺄﺗ‪‬ﻮﺍ ِﺑ ِﻤﹾﺜ ِﻞ‬
‫ﺲ ﻭ‪‬ﺍﹾﻟ ِ‬
‫ﺖ ﺍﹾﻟﺈِﻧ ‪‬‬
‫ﻻ ﻳﻜﻮﻥ ﺇﻻ ﻣﻌﺠﺰﺍ‪ .‬ﻗﺎﻝ ﺗﻌﺎﱃ‪ } :‬ﹸﻗ ﹾﻞ ﻟﱠِﺌ ِﻦ ﺍ ‪‬ﺟ‪‬ﺘ ‪‬ﻤ ‪‬ﻌ ِ‬
‫‪.( 88‬‬ ‫ﺾ ﹶﻇ ِﻬﲑ‪‬ﺍ { )ﺍﻹﺳﺮﺍﺀ‪:‬‬ ‫‪‬ﻫﺬﹶﺍ ﺍﹾﻟ ﹸﻘﺮ‪‬ﺁ ِﻥ ﻻ ‪‬ﻳ ﹾﺄﺗ‪‬ﻮ ﹶﻥ ِﺑ ِﻤﹾﺜِﻠ ِﻪ ‪‬ﻭﹶﻟ ‪‬ﻮ ﻛﹶﺎ ﹶﻥ ‪‬ﺑ ‪‬ﻌﻀ‪‬ﻬ‪ ‬ﻢ ِﻟ‪‬ﺒ ‪‬ﻌ ٍ‬

‫ﻓﻘﻮﺍﻋﺪ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺗﺴﺎﻋﺪﻧﺎ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻓﻬﻤﹰﺎ ﺳﻠﻴﻤﺎﹰ‪ ،‬ﻭﻣﻌﺮﻓﺔ ﻣﻌﺎﻧﻴﻪ ﻣﻌﺮﻓﺔ‬
‫ﺣﻘﹰﺎ ﻭﻛﺸﻒ ﺃﺳﺮﺍﺭﻩ ﻛﺸﻔﹰﺎ ﻭﺍﺳﻌﹰﺎ‪ .‬ﻭﺃﻣﺎ ﺩﺭﺍﺳﺔ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﻓﻬﻲ ﻣﻦ ﺿﻤﻦ ﻋﻠﻤﻲ‬
‫ﺍﻟﻨﺤﻮ ﻭﺍﻟﺒﻼﻏﺔ‪ ،‬ﻭﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﱂ ﻳﺄﺕ ﻋﺒﺜﹰﺎ ﻭﺇﳕﺎ ﻟﻪ ﻣﻘﺎﻣﺎﺕ‬
‫ﻭﺩﻻﻻﺕ ﺗﻘﺘﻀﻴﻪ ﻭﲢﺘﻤﻪ‪.‬‬

‫‪1‬‬
‫ﻭﺃﺧﲑﺍ‪ ،‬ﺃﺳﺄﻝ ﺍﷲ ﺃﻥ ﳚﻌﻞ ﻫﺬﺍ ﺍﻟﻌﻤﻞ ﻟﻮﺟﻬﻪ ﺍﻟﻜﺮﱘ ﻧﺎﻓﻌﺎ ﻟﻠﻌﺎﻣﻠﲔ ﰲ ﺣﻖ ﻓﻬﻢ ﻟﻐﺔ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ﻭﺗﻌﻠﻴﻤﻪ‪ ،‬ﺇﻧﻪ ﲰﻴﻊ ﳎﻴﺐ ﺍﻟﺪﻋﻮﺍﺕ‪.‬‬

‫ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ‬

‫ﻻ ﻳﺰﺍﻝ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﲝﺮﺍ ﺯﺍﺧﺮﺍ ﺑﺄﻧﻮﺍﻉ ﺍﻟﻌﻠﻮﻡ ﻭﺍﳌﻌﺎﺭﻑ‪ ،‬ﳛﺘﺎﺝ ﺇﱃ ﻣﻦ ﻳﺮﻏﺐ ﰲ ﺍﳊﺼﻮﻝ‬
‫ﻋﻠﻰ ﻵﻟﺌﻪ ﻭﺩﺭﺭﻩ‪ ،‬ﺃﻥ ﻳﻐﻮﺹ ﰲ ﺃﻋﻤﺎﻗﻪ‪ ،‬ﻭﻻ ﻳﺰﺍﻝ ﺍﻟﻘﺮﺁﻥ ﻳﺘﺤﺪﻯ ﺃﺳﺎﻃﲔ ﺍﻟﺒﻠﻐﺎﺀ‪ ،‬ﻭﻣﺼﺎﻗﻴﻊ‬
‫ﺍﻟﻌﻠﻤﺎﺀ‪ ،‬ﺑﺄﻧﻪ ﺍﻟﻜﺘﺎﺏ ﺍﳌﻌﺠﺰ‪ ،‬ﺍﳌﱰﻝ ﻋﻠﻰ ﺍﻟﻨﱯ ﺍﻷﻣﻲ ﺷﺎﻫﺪﺍ ﺑﺼﺪﻗﻪ‪ ،‬ﳛﻤﻞ ﺑﲔ ﺩﻓﺘﻴﻪ ﺑﺮﻫﺎﻥ‬
‫ﻛﻤﺎﻟﻪ‪ ،‬ﻭﺁﻳﺔ ﺇﻋﺠﺎﺯﻩ‪ ،‬ﻓﻨﺤﺎﻭﻝ ﺍﺳﺘﺨﺮﺍﺝ ﻛﻨﻮﺯﻩ ﺍﻟﺜﻤﻴﻨﺔ‪ ،‬ﻭﺍﺳﺘﻨﺒﺎﻁ ﺭﻭﺍﺋﻌﻪ ﻭﺃﺳﺮﺍﺭﻩ ﺣﱴ‬
‫ﻧﺘﺬﻭﻕ ﺑﺬﻭﻕ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻌﻈﻴﻢ‪.‬‬

‫ﻭﻗﺪ ﻇﻬﺮﺕ ﻣﺸﻜﻠﺔ ﺍﻟﺒﺤﺚ ﺣﻴﺚ ﺇﻥ ﺑﻌﺾ ﺍﻟﺬﻳﻦ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻻﺳﻴﻤﺎ‬
‫ﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻗﺪ ﻳﻮﺍﺟﻬﻮﻥ ﺑﻌﺾ ﺍﻟﺼﻌﻮﺑﺎﺕ ﰲ ﻓﻬﻢ ﺩﻻﻟﺔ ﺍﻟﺘﻮﻛﻴﺪ ﻭﳑﻴﺰﺍﺗﻪ ﻭﺧﺼﺎﺋﺼﻪ‬
‫ﰲ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ .‬ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﻧﺄﺧﺬ ﻗﻮﻟﻪ ﺗﻌﺎﱃ‪ } :‬ﹶﺍﷲُ ﻻ ِﺇﹶﻟ ‪‬ﻪ ِﺇﻟﱠﺎ ﻫ‪ ‬ﻮ‬
‫)‬ ‫ﺣﺪِﻳﺜﹰﺎ {‬
‫ﷲ ‪‬‬
‫ﺻ ‪‬ﺪﻕ‪ِ ‬ﻣ ‪‬ﻦ ﺍ ِ‬
‫ﺐ ﻓِﻴ ِﻪ ‪‬ﻭ ‪‬ﻣ ‪‬ﻦ ﹶﺃ ‪‬‬
‫ﺠ ‪‬ﻤ ‪‬ﻌ‪‬ﻨﻜﹸ ‪‬ﻢ ِﺇﻟﹶﻰ ‪‬ﻳ ‪‬ﻮ ‪‬ﻡ ﺍﹾﻟ ِﻘﻴ‪‬ﺎ ‪‬ﻣ ِﺔ ﻻ ‪‬ﺭ‪‬ﻳ ‪‬‬
‫ﹶﻟ‪‬ﻴ ‪‬‬
‫ﺍﻟﻨﺴﺎﺀ‪.( 87:‬‬

‫ﺇﻥ ﻫﺬﻩ ﺍﻵﻳﺔ ﻣﻠﻴﺌﺔ ﺑﺎﻟﺘﻮﻛﻴﺪﺍﺕ ﻭﻫﻲ‪:‬‬

‫ﺃ‪ -‬ﻭﺭﻭﺩ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ } ﹶﺍﷲُ ﻻ ِﺇﹶﻟ ‪‬ﻪ ِﺇﻟﱠﺎ ﻫ‪ ‬ﻮ { ﺍﻟﱵ ﺗﺪﻝ ﻋﻠﻰ ﻣﻌﲎ ﺍﻟﺜﺒﺎﺕ ﻭﺍﻻﺳﺘﻤﺮﺍﺭ‪.‬‬
‫ﺏ‪ -‬ﺃﺳﻠﻮﺏ ﺍﳊﺼﺮ ﻭﺍﻟﻘﺼﺮ ﰲ } ﻻ ِﺇﹶﻟ ‪‬ﻪ ِﺇﻟﱠﺎ ﻫ‪ ‬ﻮ {‪.‬‬
‫ﺝ _ ﺗﻮﻛﻴﺪ ﻣﻀﻤﻮﻥ ﺍﳉﻤﻠﺔ ﺍﻟﻔﻌﻠﻴﺔ ﺑﺎﻟﻼﻡ ﻭﻧﻮﻥ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﺜﻘﻴﻠﺔ‪ ،‬ﻭﲢﻮﻳﻠﻬﺎ ﺇﱃ ﺯﻣﻦ‬
‫ﺍﻻﺳﺘﻘﺒﺎﻝ‪.‬‬
‫ﺐ ﻓِﻴ ِﻪ {‪.‬‬
‫ﺩ‪ -‬ﳎﻲﺀ ﻻ ﺍﻟﻨﺎﻓﻴﺔ ﻟﻨﻔﻲ ﺍﳉﻨﺲ ﰲ } ﻻ ‪‬ﺭ‪‬ﻳ ‪‬‬
‫ﻫـ ﻭﺭﻭﺩ ﺍﳉﻤﻠﺔ ﺍﻻﲰﻴﺔ ﻣﻊ ﺍﺳﻢ ﺍﻟﺘﻔﻀﻴﻞ ﻭﺍﻟﺘﻤﻴﻴﺰ‪ ،‬ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﻣﻌﲎ ﺍﻟﺘﻮﻛﻴﺪ ﻭﺍﻟﺜﺒﺎﺕ‪.‬‬

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‫ﻭﻧﻈﺮ‪‬ﺍ ﺇﱃ ﺃﻥ ﺩﻻﻟﺔ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﺘﻌﺒﲑ ﺍﻟﻘﺮﺁﱐ ﺃﺳﻠﻮﺏ ﻣﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﻠﻐﻮﻳﺔ ﰲ‬
‫ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﺗﺮﻯ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺘﺸﺮﻑ ﺑﺎﻟﺒﺤﺚ ﻋﻨﻬﺎ ﻭﺗﻄﺒﻘﻬﺎ ﰲ ﺳﻮﺭﺓ ﻣﻦ ﺳﻮﺭ ﺍﻟﻘﺮﺁﻥ‬
‫ﺍﻟﻜﺮﱘ ﲢﺖ ﻋﻨﻮﺍﻥ ) ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺗﻄﺒﻴﻘﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ( ﻭﻟﻌﻞ ﻫﺬﺍ‬
‫ﺍﻟﻌﻤﻞ ﻳﻜﻮﻥ ﺇﺳﻬﺎﻣﺎ ﻣﺘﻮﺍﺿﻌﺎ ﰲ ﺗﺴﻬﻴﻞ ﻓﻬﻢ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﻠﻐﻮﻳﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‬
‫ﺧﺎﺻﺔ ﻭﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻋﺎﻣﺔ‪.‬‬

‫ﺃﺳﺒﺎﺏ ﺍﺧﺘﻴﺎﺭ ﳕﻮﺫﺝ ﺍﻟﺒﺤﺚ‬

‫ﻭﻗﺪ ﺍﺧﺘﺎﺭﺕ ﺍﻟﺒﺎﺣﺜﺔ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﳕﻮﺫﺟﺎ ﻟﻠﺘﺤﻠﻴﻞ؛ ﺇﺫ ﺇﻥ ﻫﺬﻩ ﺍﻟﺴﻮﺭﺓ ﻣﻠﻴﺌﺔ ﺑﺎﻷﺣﻜﺎﻡ‬
‫ﺍﻟﺸﺮﻋﻴﺔ‪ ،‬ﺍﻟﱵ ﺗﻨﻈﻢ ﺍﻟﺸﺆﻭﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻭﺍﳋﺎﺭﺟﻴﺔ ﻟﻠﻤﺴﻠﻤﲔ‪ ،‬ﻭﻗﺪ ﲢﺪﺛﺖ ﺍﻟﺴﻮﺭﺓ ﺍﻟﻜﺮﳝﺔ‬
‫ﻋﻦ ﺃﻣﻮﺭ ﻣﻬﻤﺔ ﺗﺘﻌﻠﻖ ﺑﺎﻟﻨﺴﺎﺀ‪ ،‬ﻭﺍﻟﺒﻴﺖ‪ ،‬ﻭﺍﻷﺳﺮﺓ‪ ،‬ﻭﺍﻟﺪﻭﻟﺔ‪ ،‬ﻭﺍ‪‬ﺘﻤﻊ‪ ،‬ﻭﻟﻜ ‪‬ﻦ ﻣﻌﻈﻢ ﺍﻷﺣﻜﺎﻡ‬
‫ﺍﻟﱵ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﻛﺎﻧﺖ ﺗﺘﻜﻠﻢ ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﻟﻨﺴﺎﺀ‪ ،‬ﺑﺪﺭﺟﺔ ﱂ ﺗﻮﺟﺪ ﰲ ﻏﲑﻫﺎ ﻣﻦ ﺍﻟﺴﻮﺭ‪.‬‬
‫ﻭﻓﻴﻬﺎ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﻜﺜﲑﺓ ﻭﺃﻭﺟﻪ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ ﺍﳌﺘﻨﻮﻋﺔ ﳑﺎ ﻳﺜﺒﺖ ﺍﻷﺣﻜﺎﻡ‬
‫ﺍﻟﺸﺮﻋﻴﺔ ﻋﺎﻣﺔ ﻭﺍﻷﺣﻜﺎﻡ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﻨﺴﺎﺀ ﺧﺎﺻﺔ ﰲ ﻫﺬﻩ ﺍﻟﺴﻮﺭﺓ‪.‬‬

‫ﺃﺳﺌﻠﺔ ﺍﻟﺒﺤﺚ‬

‫‪ .1‬ﻣﺎ ﳑﻴﺰﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻣﺎ ﺃﻭﺟﻪ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ؟‬
‫‪ .2‬ﻭﻛﻴﻒ ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺮﺁﻥ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ؟‬
‫‪ .3‬ﻫﻞ ﺗﺘﻮﺍﻓﺮ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﺑﺄﻧﻮﺍﻋﻪ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ؟‬
‫‪ .4‬ﻛﻴﻒ ﻳﺮﺍﻋﻲ ﺍﻟﻘﺮﺁﻥ ﰲ ) ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ( ﺃﺣﻮﺍﻝ ﺍﳌﺨﺎﻃﺒﲔ ﺍﻟﺬﻳﻦ ﻳﺘﺤﺪﺙ ﺇﻟﻴﻬﻢ؟‬
‫‪ .5‬ﻭﻛﻴﻒ ﻓﺴ‪‬ﺮ ﺍﳌﻔﺴﺮﻭﻥ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ؟‬

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 ‫ﺃﻫﺪﺍﻑ ﺍﻟﺒﺤﺚ‬

‫ﻳﺴﻌﻰ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺇﱃ ﲢﻘﻴﻖ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪ .1‬ﺍﻟﻮﻗﻮﻑ ﻋﻠﻰ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﻻﺳﻴﻤﺎ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪.‬‬
‫‪ .2‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪.‬‬
‫‪ .3‬ﺍﻟﺘﻄﺒﻴﻖ ﻋﻠﻰ ﺇﺧﺮﺍﺝ ﺍﳌﺆﻛﺪﺍﺕ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪.‬‬
‫‪ .4‬ﺍﻟﺘﻌﺮﻑ ﻋﻠﻰ ﻓﻮﺍﺋﺪ ﺍﻟﺘﻮﻛﻴﺪ ﻭﺃﻏﺮﺍﺿﻪ ‪.‬‬
‫‪ .5‬ﻓﻬﻢ ﻣﻌﺎﱐ ﺃﻟﻔﺎﻅ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﻌﺮﻓﺔ ﺇﻋﺠﺎﺯﻩ ﻋﻠﻰ ﺿﻮﺀ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ‪.‬‬

‫ﺃﳘﻴﺔ ﺍﻟﺒﺤﺚ‬

‫ﺣﻘﹰﺎ ﺃﻥ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﺑﺎﺏ ﻣﻬﻢ ﻣﻦ ﺃﺑﻮﺍﺏ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻭﺍﻟﺒﻼﻏﺔ‪ ،‬ﻭﻗﺪ ﺍﺭﺗﺒﻄﺖ ﺃﳘﻴﺘﻪ‬
‫ﺑﻔﻬﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ‪ ،‬ﻭﺗﺮﻋﺮﻉ ﻋﻠﻤﻪ ﰲ ﺭﻛﺎﺏ ﺍﳌﻔﺴ‪‬ﺮﻳﻦ‪ .‬ﻭﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻣﺼﺪﺭ ﺍﻟﻠﻐﺔ ﺍﻷﻭﻝ‬
‫ﺍﻟﺬﻱ ﲤﺜﻠﺖ ﻓﻴﻪ ﻗﻮﺍﻋﺪﻫﺎ‪ ،‬ﻭﻣﻦ ﺣﻖ ﺃﻧﻔﺴﻨﺎ ﺃﻥ ﻧﺘﻔﻬﻢ ﺃﺳﺮﺍﺭ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻋﻦ ﻃﺮﻳﻖ ﺩﺭﺍﺳﺔ‬
‫ﺃﺳﺎﻟﻴﺐ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻌﻈﻴﻢ‪ ،‬ﻭﻻﺳﻴﻤﺎ ﺃﺳﻠﻮﺏ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ؛ ﻷﻧﻪ ﻻ ﳝﻜﻦ ﻓﻬﻢ‬
‫ﻧﺼﻮﺻﻪ ﻓﻬﻤﺎ ﺷﺎﻣﻼ ﺩﻗﻴﻘﺎ ﺇﻻ ﺑﻔﻬﻢ ﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﻮﻛﻴﺪ‪.‬‬

‫ﻭﻣﻦ ﺍﳌﻌﻠﻮﻡ ﺃﻥ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻫﻮ ﺍﻟﺒﺎﻋﺚ ﻭﺭﺍﺀ ﺗﻄﻮﺭ ﻋﻠﻮﻣﻪ ﻭ‪‬ﻀﺘﻪ ﻭﻋﻠ ‪‬ﻮ ﺍﻟﻌﺮﺑﻴﺔ ﻭﳘﺘﻬﺎ‪،‬‬
‫ﻭﺃﻥ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ ﻧﺸﺄ ﳋﺪﻣﺔ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﺍﳊﺪﻳﺚ ﺍﻟﺸﺮﻳﻒ‪ ،‬ﻭﻇﻞ ﻳﻨﻤﻮ ﺑﺘﻄﻮﺭ‬
‫ﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ ﻭﻣﻨﺎﻫﺠﻬﺎ‪ .‬ﻭﻣﻦ ﰒ ﲢﺎﻭﻝ ﺍﻟﺒﺎﺣﺜﺔ ﺑﺄﻥ ﺗﺘﻨﺎﻭﻝ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻮﻛﻴﺪ‪ ،‬ﻷﻥ ﻫﺬﺍ‬
‫ﺍﳌﻮﺿﻮﻉ ﻣﻬﻢ ﻟﻠﻐﺎﻳﺔ ﺣﻴﺚ ﻻﺣﻈﺖ ﺃﻥ ﺑﻌﺾ ﺍﻟﺬﻳﻦ ﻳﺘﻌﺎﻣﻠﻮﻥ ﻣﻊ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻗﺪ‬
‫ﻳﻮﺍﺟﻬﻮﻥ ﺍﳌﺸﻜﻼﺕ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﰲ ﻓﻬﻢ ﺩﻻﻻﺕ ﺍﻟﻨﺼﻮﺹ ﺍﻟﻘﺮﺁﻧﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺳﻮﺭﺓ‬
‫ﺍﻟﻨﺴﺎﺀ ﺧﺎﺻﺔ ﻭﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻋﺎﻣﺔ‪.‬‬

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‫ﻭﻣﻦ ﻫﻨﺎ ﺗﺄﰐ ﺃﳘﻴﺔ ﻫﺬﺍ ﺍﻟﺒﺤﺚ ﺍﻟﺬﻱ ﺳﻴﺴﻌ‪‬ﻰ ﺇﱃ ﺗﻮﺿﻴﺢ ﺩﻻﻻﺕ ﺍﻟﺘﻮﻛﻴﺪ ﻣﻦ ﻧﻮﺍﺡ ﳐﺘﻠﻔﺔ‬
‫ﻭﻣﻮﺍﻃﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﺍﻟﺴﻮﺭﺓ‪ .‬ﻛﻤﺎ ﺗﺘﺠﻠﻰ ﺃﳘﻴﺘﻪ ﻛﺬﻟﻚ ﻣﻦ ﻛﻮﻧﻪ ﳏﺎﻭﻟﺔ ﳌﻌﺮﻓﺔ ﺗﻮﻇﻴﻔﻪ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺴﻮﺭﺓ ﻭﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﳎﺎﻻﺕ ﺷﱴ‪ ،‬ﻭﺇﻳﻀﺎﺡ ﻣﺪﻯ ﺍﻟﻘﻴﻤﺔ ﺍﻟﱵ ﻳﺼﻔﻴﻬﺎ ﺍﻟﺘﻮﻛﻴﺪ ﻋﻠﻰ‬
‫ﻣﻌﲎ ﺍﻵﻳﺔ ﰲ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﱘ ﻭﻣﺪﻯ ﻣﺮﺍﻋﺎﺗﻪ ﺍﳌﺨﺎﻃﺒﲔ ﻭﳐﺎﻃﺒﺔ ﻛﻞ ﻣﻨﻬﻢ ﲝﺴﺐ ﻣﺎ ﻳﻘﺘﻀﻴﻪ‬
‫ﺍﻟﻮﺿﻊ ﻓﻀﻼ ﻋﻦ ﻛﻮﻧﻪ ﺍﲣﺎﺫ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ ﻭﻻﺳﻴﻤﺎ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ ﺃﺳﺎﺳﺎ ﻭﺣﻜﻤﺎ‬
‫ﻟﻠﻘﻮﺍﻋﺪ ﺍﻟﺒﻼﻏﻴﺔ ﻭﺍﻟﻨﺤﻮﻳﺔ‪.‬‬

‫ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ‬

‫‪ .1‬ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻛﺘﺎﺏ ) ﺍﻟﻜﺘﺎﺏ ( ﻟﺴﻴﺒﻮﻳﻪ‪ ، 1‬ﻓﻴﻌﺪ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ‬
‫ﻫﻮ ﺃﻭﻝ ﻣﺼﻨﻒ ﻛﺎﻣﻞ ﰲ ﺍﻟﻨﺤﻮ ﺍﻟﻌﺮﰊ‪ ،‬ﻭﻟﻴﺲ ﺫﻟﻚ ﻓﺤﺴﺐ ﺑﻞ ﺃﻧﻪ ﻳﺸﻤﻞ ﺍﻟﻌﻠﻮﻡ ﺍﻟﻌﺮﺑﻴﺔ‬
‫ﻛﻠﻬﺎ ﻣﻦ ﻋﻠﻢ ﺍﻷﺻﻮﺍﺕ‪ ،‬ﻭﺍﻟﻨﺤﻮ‪ ،‬ﻭﺍﻟﺼﺮﻑ‪ ،‬ﻭﺍﻟﺒﻼﻏﺔ ﻭﻏﲑﻫﺎ‪ .‬ﺃﻣﺎ ﺗﻨﺎﻭﻟﻪ ﳌﻮﺿﻮﻉ ﺍﻟﺘﻮﻛﻴﺪ‬
‫ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﱂ ﻳﺮﺗﺐ ﻫﺬﺍ ﺍﻟﺒﺎﺏ ﺑﺸﻜﻞ ﻣﻨﻈﻢ‪ ،‬ﺃﻱ ﺑﻌﻨﺎﺻﺮ ﻣﺘﻔﺮﻗﺔ ﺑﲔ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﻛﻴﺪ‬
‫ﻣﻦ ﺍﻟﺘﻮﻛﻴﺪ ﺍﳌﻌﻨﻮﻱ ﻭﺍﻟﻠﻔﻈﻲ ﻭﺑﲔ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ ﺍﻷﺧﺮﻯ ﺇﻻ ﺃﻧﻪ ﻗﺪ ﺑﺬﻝ ﺟﻬﻮﺩﹰﺍ ﻋﻈﻴﻤﺔ‬
‫ﰲ ﲨﻊ ﺃﻭﺟﻪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺘﻮﻛﻴﺪ ﻣﻦ ﻛﻼﻡ ﺍﻟﻌﺮﺏ ﻣﻊ ﺇﻳﺮﺍﺩ ﺍﻟﺸﻮﺍﻫﺪ ﻭﺍﻷﻣﺜﻠﺔ ﺍﻟﱵ ﺗﺆﻳﺪ‬
‫ﻗﻮﺍﻋﺪﻩ ﺍﻟﻨﺤﻮﻳﺔ ﻣﺜﻞ ﻗﻮﻟﻪ‪ :‬ﻫﺬﺍ ﺑﺎﺏ ﺍﻟﻨﻮﻥ ﺍﻟﺜﻘﻴﻠﺔ ﻭﺍﳋﻔﻴﻔﺔ‪ .‬ﻭﻳﻘﻮﻝ‪ :‬ﻭﺯﻋﻢ ﺍﳋﻠﻴﻞ ﺃ‪‬ﻤﺎ‬
‫ﻼ‪ :‬ﻓﺈﺫﺍ ﺟﺌﺖ ﺑﺎﳋﻔﻴﻔﺔ ﻓﺄﻧﺖ ﻣﺆﻛﺪ‪ ،‬ﻭﺇﺫﺍ ﺟﺌﺖ ﺑﺎﻟﺜﻘﻴﻠﺔ ﻓﺄﻧﺖ‬‫ﺗﻮﻛﻴﺪ ﻛﻤﺎ ﺍﻟﱵ ﺗﻜﻮﻥ ﻓﺼ ﹰ‬
‫ﺃﺷﺪ ﺗﻮﻛﻴﺪﹰﺍ‪ .‬ﰒ ﺟﻲﺀ ﺑﺎﻷﻣﺜﻠﺔ ﻟﺬﻟﻚ ﻳﻘﻮﻝ‪ :‬ﻓﻤﺎ ﺟﺎﺀ ﻓﻴﻪ ﺍﻟﻨﻮﻥ ﰲ ﻛﺘﺎﺏ ﺍﷲ ﻋﺰ ﻭﺟﻞ‪:‬‬
‫ﺳﺒِﻴ ﹶﻞ ﺍﱠﻟﺬِﻳ ‪‬ﻦ ﻻ ‪‬ﻳ ‪‬ﻌﹶﻠﻤ‪‬ﻮ ﹶﻥ {‪... 2‬ﺍﱁ‪ .‬ﻭﺳﺘﺴﺘﻔﻴﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺗﻮﺿﻴﺤﺎﺕ‬
‫} ‪ ...‬ﻭ‪‬ﻻ ‪‬ﺗ‪‬ﺘﺒِﻌﺂ ﱢﻥ ‪‬‬
‫ﺳﻴﺒﻮﻳﻪ ﻟﻠﺘﻮﻛﻴﺪ ﻣﻦ ﺣﻴﺚ ﺩﻻﻟﺘﻪ ﻭﻭﺟﻬﺎﺕ ﺍﻟﺒﻨﺎﺀ ﻭﺍﻹﻋﺮﺍﺏ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﲟﻮﺿﻮﻋﺎﺕ ﺍﻟﺒﺤﺚ‪.‬‬

‫‪ 1‬ﺳﻴﺒﻮﻳﻪ‪ ،‬ﺃﺑﻮ ﺑﺸﺮ ﻋﻤﺮﻭ ﺑﻦ ﻋﺜﻤﺎﻥ ﺑﻦ ﻗﻨﱪ ‪ ،‬ﺍﻟﻜﺘﺎﺏ‪ ،‬ﺍﻟﻘﺎﻫﺮﺓ ‪ :‬ﻣﻜﺘﺒﺔ ﺍﳋﺎﳒﻲ ‪1412 ،‬ﻩ ‪1992 /‬ﻡ‪ ،‬ﺝ ‪-119 :3‬‬
‫‪.529-508 ،145‬‬
‫‪ 2‬ﺳﻮﺭﺓ ﻳﻮﻧﺲ‪.89 :‬‬

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‫‪ .2‬ﳑﺎ ﺫﻛﺮ ﺍﻟﺰﺭﻛﺸﻲ‪ 1‬ﰲ ﻛﺘﺎﺑﻪ ) ﺍﻟﱪﻫﺎﻥ ﰲ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ ( ﻣﻮﺿﻮﻉ ﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻞ‬
‫ﺍﻻﲰﻴﺔ ﻭﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻞ ﺍﻟﻔﻌﻠﻴﺔ‪ .‬ﻭﻗﺴﻢ ﺍﳌﺆﻟﻒ ﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻞ ﺍﻻﲰﻴﺔ ﺇﱃ ﺳﺒﻊ ﻋﺸﺮﺓ‬
‫ﺃﺩﺍﺓ‪ ،‬ﺃﻣﺎ ﻣﺆﻛﺪﺍﺕ ﺍﳉﻤﻞ ﺍﻟﻔﻌﻠﻴﺔ ﻓﻘﺴﻤﻬﺎ ﺇﱃﲬﺴﺔ ﺃﻧﻮﺍﻉ‪ .‬ﻭﻣﻦ ﺗﻠﻚ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺗﺪﺧﻞ‬
‫ﻋﻠﻰ ﺍﳉﻤﻞ ﺍﻻﲰﻴﺔ ) ﺇ ﹼﻥ ﻭﺃ ﹼﻥ ﻭﻛﺄ ﹼﻥ ﻭﻟﻜ ‪‬ﻦ ﻭﻻﻡ ﺍﻻﺑﺘﺪﺍﺀ ﻭﺿﻤﲑ ﺍﻟﻔﺼﻞ ﻭﺿﻤﲑ ﺍﻟﺒﻴﺎﻥ‬
‫ﻟﻠﻤﺬﻛﺮ ﻭﺍﻟﻘﺼﺔ ﻟﻠﻤﺆﻧﺚ ﻭﻏﲑﻫﺎ (‪ .‬ﻭﺃﻣﺎ ﺃﺩﻭﺍﺕ ﺗﻮﻛﻴﺪ ﺍﳉﻤﻞ ﺍﻟﻔﻌﻠﻴﺔ ﺍﻟﱵ ﺫﻛﺮﻫﺎ‬
‫ﺍﻟﺰﺭﻛﺸﻲ ﻓﻬﻲ ) ﻗﺪ ﻭﺍﻟﺴﲔ ﻭﺳﻮﻑ ﻭﺍﻟﻨﻮﻥ ﺍﻟﺸﺪﻳﺪﺓ ﻭﻟﻦ (‪ .‬ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻗﺪ ﻳﻔﻴﺪﱐ ﻛﺜﲑﺍ‬
‫ﻭﻻﺳﻴﻤﺎ ﰲ ﺃﺩﻭﺍﺕ ﺗﻮﻛﻴﺪ ﺍﳉﻤﻞ‪.‬‬

‫‪ .3‬ﺇﻥ ﻛﺘﺎﺏ ) ﺷﺮﺡ ﺍﺑﻦ ﻋﻘﻴﻞ ( ﻻﺑﻦ ﻋﻘﻴﻞ‪ ،2‬ﻻﻳﻘﻞ ﺃﳘﻴﺘﻪ ﰲ ﺑﻴﺎﻥ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻮﻛﻴﺪ ﺇﻻ‬
‫ﺃﻧﻪ ﻛﻜﺘﺐ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺮﺍﺙ ﺍﻟﱵ ﱂ ﻳﻜﻦ ﺑﺎ‪‬ﺎ ﻟﻠﺘﻮﻛﻴﺪ ﻣﺮﺗﺒﹰﺎ ﺑﺸﻜﻞ ﻣﻨﻈﻢ ﺑﻞ ﻋﻠﻰ ﺃﺑﻮﺍﺏ‬
‫ﻣﻨﻔﺼﻠﺔ‪ .‬ﻟﺬﻟﻚ ﻳﻨﺒﻐﻰ ﻟﻠﺒﺎﺣﺜﺔ ﺃﻥ ﺗﺒﺤﺚ ﻭﲡﻤﻊ ﻛﻼ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻮﻛﻴﺪ ﻭﺃﺣﻜﺎﻣﻪ ﻣﻦ ﻭﻃﺮﻕ‬
‫ﺍﺳﺘﺨﺪﺍﻣﻪ ﻭﺗﻮﻛﻴﺪﺍﺕ ﺍﳉﻤﻞ‪.‬‬

‫‪ .4‬ﻭﻣﻦ ﺍﻟﻜﺘﺐ ﺍﻟﱵ ﺭﺟﻌﺖ ﺍﻟﺒﺎﺣﺜﺔ ﺇﻟﻴﻬﺎ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻫﻮ ﻛﺘﺎﺏ ) ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﰲ (‬
‫ﻟﻌﺒﺎﺱ ﺣﺴﻦ‪ 3‬ﺣﻴﺚ ﻗﺎﻝ ﺇﻥ ﺍﻟﻨﺤﺎﺓ ﻳﺴﻤ‪‬ﻮﻥ ﺍﳊﺮﻭﻑ ﺍﻟﱵ ﻫﻲ ﻗﺴﻢ ﻣﻦ ﺃﻗﺴﺎﻡ ﺍﻟﻜﻠﻤﺔ‬
‫) ﺃﺩﻭﺍﺕ ﺍﻟﺮﺑﻂ ( ﻭﺣﺮﻭﻑ ﺍﻟﺮﺑﻂ ﻧﻮﻋﺎﻥ‪ ،‬ﻧﻮﻉ ﻳﺴﻤ‪‬ﻰ‪ ) :‬ﺣﺮﻭﻑ ﺍﳌﻌﺎﱐ ( ﻷﻧﻪ ﻳﻔﻴﺪ ﻣﻌﲎ‬
‫ﺟﺪﻳﺪﺍ ﻋﻠﻴﻪ ﻣﻌﻪ‪ ،‬ﻭﻧﻮﻉ ﻟﻴﺲ ﻟﻠﻤﻌﺎﱐ‪ ،‬ﻭﺇﳕﺎ ﻫﻮ ﺯﺍﺋﺪ ﺃﻭ ﻣﻜﺮﺭ‪ ،‬ﻭﻛﻼﳘﺎ ﻟﺘﻮﻛﻴﺪ ﻣﻌﲎ‬
‫ﻣﻮﺟﻮﺩ‪ ،‬ﻣﺜﻞ‪ ) :‬ﻣﺎ ( ﺍﻟﺰﺍﺋﺪﺓ‪ ،‬ﻭﻛﺬﺍ ) ﺍﻟﺒﺎﺀ ( ﻭ) ﻣﻦ ( ﻭﻏﲑﳘﺎ ﻣﻦ ﺍﳊﺮﻭﻑ ﺍﳌﻜﺮﺭﺓ ﻹﻓﺎﺩﺓ‬
‫ﺗﻮﻛﻴﺪ ﺍﳌﻌﲎ ﺍﻟﻘﺎﺋﻢ‪ .‬ﻭﺍﻟﺬﻳﻦ ﻳﻌﺘﱪﻭﻥ ﺍﻟﺘﻮﻛﻴﺪ ﻣﻌﲎ ﻳﺪﺧﻠﻮﻥ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﰲ ﺣﺮﻭﻑ ﺍﳌﻌﺎﱐ‪.‬‬
‫ﻭﱂ ﳜﺘﻠﻒ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻋﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺇﺫ ﺃﻧﻪ ﱂ ﻳﺮﺗﺐ ﺑﺎﺏ ﺍﻟﺘﻮﻛﻴﺪ ﺑﺸﻜﻞ ﻣﻨﻈﻢ‬
‫ﺑﻞ ﰲ ﺃﺑﻮﺍﺏ ﺃﺧﺮﻯ ﻣﺘﻔﺮﻗﺔ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺫﻟﻚ ﻓﺈﻥ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻻ ﺷﻚ ﺃ‪‬ﺎ ﺗﻔﻴﺪ ﺍﻟﺒﺎﺣﺜﺔ ﰲ‬
‫ﺃﺛﻨﺎﺀ ﺗﻜﻤﻴﻞ ﻫﺬﺍ ﺍﻟﺒﺤﺚ‪.‬‬

‫‪ 1‬ﺍﻟﺰﺭﻛﺸﻲ‪ ،‬ﺍﻹﻣﺎﻡ ﺑﺪﺭ ﺍﻟﺪﻳﻦ ﳏﻤﺪ ﺑﻦ ﻋﺒﺪ ﺍﷲ‪ ،‬ﺍﻟﱪﻫﺎﻥ ﰲ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﻃﺒﻌﺔ ﺩﺍﺭ ﺍﻟﺘﺮﺍﺙ‪ ،‬ﺝ‪.1:2‬‬
‫‪ 2‬ﺍﺑﻦ ﻋﻘﻴﻞ‪ ،‬ﻗﺎﺿﻲ ﺍﻟﻘﻀﺎﺓ ‪‬ﺎﺀ ﺍﻟﺪﻳﻦ ﻋﺒﺪ ﺍﷲ ﺑﻦ ﻋﻘﻴﻞ ﺍﻟﻌﻘﻴﻠﻲ‪ ،‬ﺍﳌﺼﺮﻱ‪ ،‬ﺍﳍﻤﺪﺍﱐ‪ ،‬ﺷﺮﺡ ﺍﺑﻦ ﻋﻘﻴﻞ‪ ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻔﻜﺮ‪،‬‬
‫ﺳﻨﺔ ‪1994‬ﻡ‪.‬‬
‫‪ 3‬ﻋﺒ‪‬ﺎﺱ ﺣﺴﻦ‪ ،‬ﺍﻟﻨﺤﻮ ﺍﻟﻮﺍﰲ ‪ ،‬ﻣﺼﺮ‪ ،‬ﺩﺍﺭ ﺍﳌﻌﺎﺭﻑ‪ ،‬ﻁ ‪ ،5‬ﺳﻨﺔ ‪1966‬ﻡ‪.‬‬

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‫‪ .5‬ﻛﺘﺎﺏ ) ﺍﻟﻜﻮﺍﻛﺐ ﺍﻟﺪﺭﻳﺔ ( ﻟﻸﻫﺪﻝ‪ ،1‬ﻭﳝﻴﺰ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﰲ ﺣﺴﻦ ﺗﺮﺗﻴﺒﻪ‪ ،‬ﻭﻟﻘﺪ‬
‫ﺧﺼ‪‬ﺺ ﺍﳌﺆﻟﻒ ﺑﺎﺑﺎ ﻳﺘﺤﺪﺙ ﻓﻴﻪ ﻋﻦ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺍﻟﻠﻐﺔ ﺍﻟﻌﺮﺑﻴﺔ ﻭﺟ ﹼﻞ ﺍﻫﺘﻤﺎﻣﻪ ﻛﺎﻥ ﻋﻠﻰ‬
‫ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺘﻮﻛﻴﺪ ﺍﳌﻌﻨﻮﻱ‪ ،‬ﻛﻤﺎ ﺃﻧﻪ ﻻﻳﺘﺮﻙ ﺍﻟﺒﺎﺏ ﺍﻵﺧﺮ ﻟﻠﺘﻮﻛﻴﺪ ﳓﻮ ﰲ ﻧﻮﻥ‬
‫ﺍﻟﺘﻮﻛﻴﺪ ﺍﻟﺜﻘﻴﻠﺔ ﻭﺍﳋﻔﻴﻔﺔ ﻭﻏﲑﻩ‪ ،‬ﻭﻗﺪ ﺷﺮﺣﻪ ﺷﺮﺣﺎ ﻭﺍﻓﻴﺎ ﻭﺃﺗﻰ ﺑﺸﻮﺍﻫﺪ ﻛﺜﲑﺓ ﻭﻭﺟﻪ‬
‫ﺍﻹﻋﺮﺍﺏ ﻟﺘﻠﻚ ﺍﻟﺸﻮﺍﻫﺪ ﻭ‪‬ﺬﻩ ﺍﳌﻤﻴﺰﺍﺕ ﺍﻟﻘﻴ‪‬ﻤﺔ ﺗﻌﺮﻑ ﺍﻟﺒﺎﺣﺜﺔ ﺃﻭﺟﻪ ﺍﻹﻋﺮﺍﺏ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻨﺤﻮ‬
‫ﻭﻻﺳﻴﻤﺎ ﺇﻋﺮﺍﺏ ﺣﺮﻭﻑ ﺍﻟﺘﻮﻛﻴﺪ ﻭﺃﺩﻭﺍﺗﻪ‪.‬‬

‫‪ .6‬ﻛﺘﺎﺏ ) ﺩﻻﺋﻞ ﺍﻹﻋﺠﺎﺯ ( ﻟﻌﺒﺪ ﺍﻟﻘﺎﻫﺮ ﺍﳉﺮﺟﺎﱐ‪ .2‬ﻳﻌﺪ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻣﻦ ﺃﻫﻢ ﺍﳌﺼﺎﺩﺭ‬
‫ﰲ ﻋﻠﻢ ﺍﻟﺒﻼﻏﺔ‪ ،‬ﻷﻧﻪ ﺃﻭﻝ ﻛﺘﺎﺏ ﻣﻔﺼﻞ ﰲ ﻫﺬﺍ ﺍﻟﻌﻠﻢ‪ .‬ﻭﻟﻘﺪ ﺃﺷﺎﺭ ﺍﳉﺮﺟﺎﱐ ﺇﱃ ﻣﻮﺿﻊ‬
‫ﺍﻟﺘﻮﻛﻴﺪ ﻋﻨﺪ ﺣﺪﻳﺜﻪ ﰲ ﺇﻥ ﻭﻣﻮﺍﺿﻌﻬﺎ ﻭﺍﻟﻔﺮﻭﻕ ﺍﻟﱵ ﲡﻬﻠﻬﺎ ﺍﻟﻌﻠﻤﺎﺀ ﻓﻴﻬﺎ‪ ،‬ﻭﰲ ﻣﺴﺄﻟﺔ ) ﺇﳕﺎ (‬
‫ﻭﻣﻮﺍﻗﻌﻬﺎ‪ .‬ﻭﻛﺬﻟﻚ ﰲ ﻣﻮﺍﺿﻊ ﺍﻟﺘﻘﺪﱘ ﻭﺍﻟﺘﺄﺧﲑ‪ .‬ﻭﺳﺘﺴﺘﻔﻴﺪ ﺍﻟﺒﺎﺣﺜﺔ ﻣﻦ ﺗﻮﺿﻴﺤﺎﺕ ﺍﳉﺮﺟﺎﱐ‬
‫ﺍﹾﻟﻜﹶﺎِﻓﺮ‪‬ﻭ ﹶﻥ‬ ‫ﻟﺘﻠﻚ ﺍﻟﻔﺼﻮﻝ ﻛﻠﻬﺎ‪ ،‬ﻭﻣﻦ ﺗﻠﻚ ﳓﻮ ﺗﻮﺿﻴﺤﻪ ﰲ ﻗﻮﻟﻪ ﺗﻌﺎﱃ‪ِ } :‬ﺇﻧ‪ ‬ﻪ ﻻ ﻳ‪ ‬ﹾﻔِﻠﺢ‪‬‬
‫{‪ 3‬ﻓﻘﺎﻝ‪ :‬ﻳﻔﻴﺪ ﻣﻦ ﺍﻟﻘﻮﺓ ﰲ ﻧﻔﻲ ﺍﻟﻔﻼﺡ ﻋﻦ ﺍﻟﻜﺎﻓﺮﻳﻦ ﻣﺎ ﻟﻮ ﻗﻴﻞ‪ :‬ﺇﻥ ﺍﻟﻜﺎﻓﺮﻳﻦ ﻻ ﻳﻔﻠﺤﻮﻥ‪:‬‬
‫ﱂ ﻳﻔﺪ ﺫﻟﻚ‪ .‬ﻭﱂ ﻳﻜﻦ ﺫﻟﻚ ﻛﺬﻟﻚ ﺇﻻ ﻷﻧﻚ ﺗﻌﻠﻤﻪ ﺇﻳﺎﻩ ﻣﻦ ﺑﻌﺪ ﺗﻘﺪﻣﻪ ﻭﺗﻨﺒﻴﻪ ﺃﻧﺖ ﺑﻪ ﰲ‬
‫ﺣﻜﻢ ﻣﻦ ﺑﺪﺃ ﻭﺃﻋﺎﺩ ﻭﻭﻃﺪ‪ ،‬ﰒ ﺑﲔ ﻭﻟﻮﺡ ﰒ ﺻﺮﺡ‪ .‬ﻭﻻ ﳜﻔﻰ ﻣﻜﺎﻥ ﺍﳌﺰﻳﺔ ﻓﻴﻤﺎ ﻃﺮﻳﻘﻪ ﻫﺬﺍ‬
‫ﺍﻟﻄﺮﻳﻖ‪.‬‬

‫‪ .7‬ﻛﺘﺎﺏ ) ﺗﻔﺴﲑ ﺍﺑﻦ ﻋﺎﺷﻮﺭ ( ﻻﺑﻦ ﻋﺎﺷﻮﺭ‪ .4‬ﻭﺍﻋﺘﻤﺪﺕ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻷﻧﻪ‬
‫ﻳﺘﻀﻤﻦ ﺗﻔﺴﲑ ﺍﻵﻳﺎﺕ‪ ،‬ﻭﺫﻛﺮ ﻓﻴﻪ ﺃﻭﺟﻪ ﺍﻟﻘﺮﺍﺀﺍﺕ‪ ،‬ﻭﺍﻹﻋﺮﺍﺏ‪ ،‬ﻭﻳﺸﺮﺡ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻮﻛﻴﺪ ﻣﻦ‬
‫ﺍﻟﻨﺎﺣﻴﺔ ﺍﻟﻨﺤﻮﻳﺔ ﻭﺍﻟﺒﻼﻏﻴﺔ‪ ،‬ﻛﻤﺎ ﺫﻛﺮ ﰲ ﺍﻵﻳﺔ ﺃﺣﻮﺍﻝ ﺍﳌﺨﺎﻃﺒﲔ ﻭﺃﻏﺮﺍﺽ ﺍﻟﺘﻮﻛﻴﺪ ﻓﻴﻬﺎ‪ ،‬ﻭ‪‬ﺎ‬
‫ﳝﻜﻨﲏ ﲢﺪﻳﺪ ﺍﳌﺴﺎﺋﻞ ﺍﻟﻠﻐﻮﻳﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻟﺘﻮﻛﻴﺪ ﺑﺸﱴ ﺃﻧﻮﺍﻋﻪ ﻭﺃﺣﻜﺎﻣﻪ ﻣﻦ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪.‬‬

‫‪ 1‬ﺍﻷﻫﺪﻝ‪ ،‬ﺍﻟﺸﻴﺦ ﳏﻤﺪﺑﻦ ﺃﲪﺪ ﺑﻦ ﻋﺒﺪ ﺍﻟﺒﺎﺭﻱ ‪ ،‬ﺍﻟﻜﻮﺍﻛﺐ ﺍﻟﺪﺭﻳﺔ‪ ،‬ﺑﲑﻭﺕ‪ :‬ﺩﺍﺭ ﺍﻟﻜﺘﺐ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺳﻨﺔ ‪1995‬ﻡ‪.‬‬
‫‪ 2‬ﺍﳉﺮﺟﺎﱐ‪ ،‬ﺍﻹﻣﺎﻡ ﻋﺒﺪ ﺍﻟﻘﺎﻫﺮ‪ ،‬ﺩﻻﺋﻞ ﺍﻹﻋﺠﺎﺯ‪ ،‬ﻁ‪ ،6‬ﻣﻜﺘﺒﺔ ﻭﻣﻄﺒﻌﺔ ﳏﻤﺪ ﻋﻠﻲ ﻭﺃﻭﻻﺩﻩ‪1960 ،‬ﻡ‪.‬‬
‫‪ 3‬ﺳﻮﺭﺓ ﺍﳌﺆﻣﻨﻮﻥ‪.117 :‬‬
‫‪ 4‬ﺍﺑﻦ ﻋﺎﺷﻮﺭ‪ ،‬ﺗﻔﺴﲑ ﺍﺑﻦ ﻋﺎﺷﻮﺭ‪ ،‬ﻁ‪ ،1:‬ﺝ‪ ،4 :‬ﺑﲑﻭﺕ‪ :‬ﻣﺆﺳﺴﺔ ﺍﻟﺘﺎﺭﻳﺦ‪1420 ،‬ﻫـ‪2000 -‬ﻡ‪.‬‬

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‫‪ .8‬ﺇﻥ ﻛﺘﺎﺏ ) ﺣﺎﺷﻴﺔ ﺍﳌﻨﻴﺎﻭﻱ ﻋﻠﻰ ﺷﺮﺡ ﺣﻠﻴﺔ ﺍﻟﻠﺐ ﺍﳌﺼﻮﻥ (‪ 1‬ﳛﻤﻞ ﻗﻴﻤﺔ ﻛﺒﲑﺓ‬
‫ﰲ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﺒﻼﻏﻴﺔ ﻣﻊ ﺻﻌﻮﺑﺔ ﺃﺳﻠﻮﺑﻪ ﻭﻫﻮ ﻳﻌﺪ ﻣﻦ ﺃﻫﻢ ﺍﳌﺼﺎﺩﺭ ﰲ ﻋﻠﻢ ﺍﻟﺒﻼﻏﺔ‪ .‬ﻓﻘﺪ‬
‫ﻗﺴﻢ ﺍﳌﺆﻟﻒ ﻋﻠﻢ ﺍﻟﺒﻼﻏﺔ ﺇﱃ ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﺃﺳﺎﺳﻴﺔ ﻭﻫﻲ‪ :‬ﻋﻠﻢ ﺍﻟﺒﻴﺎﻥ‪ ،‬ﻭﺍﳌﻌﺎﱐ‪ ،‬ﻭﺍﻟﺒﺪﻳﻊ‪ .‬ﻟﻘﺪ‬
‫ﺃﺷﺎﺭ ﺍﳌﻨﻴﺎﻭﻱ ﺇﱃ ﻣﻮﺿﻮﻉ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﻋﻠﻢ ﺍﳌﻌﺎﱐ ﻋﻨﺪ ﺣﺪﻳﺜﻪ ﻋﻦ ﺣﺎﻝ ﺍﳌﺨﺎﻃﺐ ﻭﺇﺧﺮﺍﺝ‬
‫ﺍﻟﻜﻼﻡ ﻋﻠﻰ ﻣﻘﺘﻀﻰ ﻇﺎﻫﺮ ﺍﳊﺎﻝ‪ .‬ﻣﻊ ﺃﻧﻪ ﻻ ﳜﺼﺺ ﻫﺬﺍ ﺍﻟﺒﺎﺏ ﲟﻮﺿﻮﻉ ﺍﻟﺘﻮﻛﻴﺪ ﺇﻻ ﺃﻧﻪ ﻗﺪ‬
‫ﻓﺼﻞ ﺍﻟﻘﻮﻝ ﺣﻮﻝ ﻗﻀﺎﻳﺎ ﺍﻟﺘﻮﻛﻴﺪ ﺑﺼﻮﺭﺓ ﺩﻗﻴﻘﺔ ﺣﱴ ﺍﺳﺘﻔﺎﺩﺕ ﺍﻟﺒﺎﺣﺜﺔ ﻟﺘﻜﻤﻴﻞ ﻫﺬﻩ‬
‫ﺍﻟﺪﺭﺍﺳﺔ‪.‬‬

‫‪ .9‬ﻭﻣﻦ ﺍﳉﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﻛﺘﺎﺏ ) ﺍﻹﺗﻘﺎﻥ ﰲ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ ( ﻟﻠﺤﺎﻓﻆ ﺟﻼﻝ ﺍﻟﺪﻳﻦ‬
‫ﺍﻟﺴﻴﻮﻃﻲ‪ 2‬ﻣﻦ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﳌﻬﻤﺔ ﺍﻟﱵ ﻛﺘﺒﺖ ﰲ ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪ .‬ﻓﻘﺪ ﲨﻊ ﰲ ﻛﺘﺎﺑﻪ ﺍﻷﺩﻭﺍﺕ‬
‫ﺍﻟﱵ ﳛﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﳌﻔﺴﺮ‪ .‬ﻭﻣﻦ ﺗﻠﻚ ﺍﻷﺩﻭﺍﺕ ﺍﻟﱵ ﺫﻛﺮﻫﺎ ﺍﳌﺆﻟﻒ ﻫﻲ ) ﺇ ﹼﻥ ﻭﺃ ﹼﻥ ﻭﺍﻟﺴﲔ‬
‫ﻭﺳﻮﻑ ﻭﻗﺪ ﻭﺍﻟﻔﺎﺀ ﻭﺍﻟﻼﻡ ﻭﻟﻜﻦ ‪ ( ...‬ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﺩﻭﺍﺕ ﻭﻛﻠﻬﺎ ﺗﻔﻴﺪ ﺍﻟﺒﺎﺣﺜﺔ ﰲ ﺇﺗﻘﺎﻥ‬
‫ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ‪.‬‬

‫‪ .10‬ﻛﺘﺎﺏ ) ﺇﻋﺮﺍﺏ ﺍﻟﻘﺮﺁﻥ ﻟﻠﺰﺟﺎﺝ ( ﻟﺸﻠﱯ‪ ،3‬ﻭﻫﻮ ﺍﻟﻜﺘﺎﺏ ﺍﻟﺬﻱ ﳜﺘﺺ ﲟﺠﺎﻝ‬
‫ﺇﻋﺮﺍﺏ ﺍﻵﻳﺎﺕ ﺍﻟﻘﺮﺁﻧﻴﺔ‪ ،‬ﻭﺍﻟﺘﻔﺴﲑ ﻣﻦ ﺧﻼﻝ ﺍﻷﻟﻔﺎﻅ ﻭﺍﻟﺘﺮﺍﻛﻴﺐ ﺍﻟﻘﺮﺁﻧﻴﺔ‪ ،‬ﻭﺭﺗﺐ ﺍﻹﻋﺮﺍﺏ‬
‫ﻋﻠﻰ ﺣﺴﺐ ﺗﺮﺗﻴﺐ ﺍﻟﺴﻮﺭ‪ ،‬ﺳﺘﻌﺘﻤﺪ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻳﻀﺎ ﻟﻠﺒﺤﺚ ﻋﻦ ﺁﺭﺍﺀ ﺍﻟﻨﺤﺎﺓ‬
‫ﻭﺍﳌﻔﺴﺮﻳﻦ ﺍﶈﻘﻘﲔ ﰲ ﲢﻠﻴﻞ ﺍﻵﻳﺎﺕ ﻭﻻﺳﻴﻤﺎ ﰲ ﺑﻴﺎﻥ ﺃﻭﺟﻪ ﺍﻹﻋﺮﺍﺏ ﻭﺍﻟﻘﺮﺍﺀﺍﺕ ﰲ ﺑﻌﺾ‬
‫ﻣﻮﺍﺿﻊ ﺍﻟﺘﻮﻛﻴﺪ ﰲ ﺳﻮﺭﺓ ﺍﻟﻨﺴﺎﺀ‪.‬‬

‫‪ 1‬ﺍﳌﻨﻴﺎﻭﻱ‪ ،‬ﺍﻟﻌﻼﻣﺔ ﳐﻠﻮﻑ ﺑﻦ ﳏﻤﺪ ﺍﻟﺒﺪﻭﻱ ﺍﳌﻨﻴﺎﻭﻱ‪ ،‬ﺣﺎﺷﻴﺔ ﺍﳌﻨﻴﺎﻭﻱ ﻋﻠﻰ ﺷﺮﺡ ﺣﻠﻴﺔ ﺍﻟﻠﺐ ﺍﳌﺼﻮﻥ‪ ،‬ﻣﺼﺮ‪ :‬ﻣﻄﺒﻌﺔ ﻣﺼﻄﻔﻰ‬
‫ﺍﻟﺒﺎﰊ ﺍﳊﻠﱯ ﻭﺃﻭﻻﺩﻩ‪.‬‬
‫‪ 2‬ﺍﻟﺴﻴﻮﻃﻲ‪ ،‬ﺍﳊﺎﻓﻆ ﺟﻼﻝ ﺍﻟﺪﻳﻦ ﺍﻟﺴﻴﻮﻃﻲ‪ ،‬ﺍﻹﺗﻘﺎﻥ ﰲ ﻋﻠﻮﻡ ﺍﻟﻘﺮﺁﻥ‪ ،‬ﺝ‪ ،2-1‬ﺑﲑﻭﺕ‪ :‬ﺍﳌﻜﺘﺒﺔ ﺍﻟﻌﺼﺮﻳﺔ‪ ،‬ﺳﻨﺔ ‪.1988‬‬
‫‪ 3‬ﺷﻠﱯ‪ ،‬ﻋﺒﺪ ﺍﳉﻠﻴﻞ ﻋﺒﺪﻩ‪ ،‬ﻣﻌﺎﱐ ﺍﻟﻘﺮﺁﻥ ﻭﺇﻋﺮﺍﺑﻪ ﻟﻠﺰﺟﺎﺝ‪ ،‬ﻁ‪ ،1‬ﺑﲑﻭﺕ‪1988 ،‬ﻡ‪.‬‬

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