Approaches to the Features of Phonological Study in Sibawayh: Issues and Problems

Abstract

There is no doubt that discussing phonological study and openness to knowledge, and one of the most important means of clarifying, understanding, consolidating, and enriching knowledge, distinguished phonological study in this context. This distinguished it from other languages throughout history by its ability to distinguish between different types and conditions in sensory or semantic matters, reflecting on the structural relationships of lexical and idiomatic discourse. It is no surprise that Sibawayh's phonological study was distinguished by this feature as well. It was considered a mechanism for language teaching and learning, a means of enriching vocabulary, and a fuel for expressive and communicative energy, its breadth, and its expansion. Mastery of phonological study is dependent on possessing a rich lexical stock, and building and enriching phonological study proficiency for Sibawayh is not a simple act, but rather is linked to cognitive, metacognitive, social, and emotional strategies. From here we arrive at the mental lexicon, the ultimate goal, where cognitive units are stored and mobilized as experiences that help the individual reflexively recognize unfamiliar vocabulary, and know its connotations and references in relation to the context and situation, whether in the case of reception through listening and reading, or in the case of production through speaking and writing. Hence, what are the scientific and cognitive foundations upon which Sibawayh relied? And what is the way to enter Sibawayh's world? All these questions and others will be answered by this research according to the descriptive and analytical approach