IJBPAS, July, 2015, 4(7): TEXT CORRECTION, SUSPENSION, ANALYTICAL INTRODUCTION OF ARABIC DICTIONARY MANUSCRIPTS IN PERSIAN TOHFAT AL ALFAZ

Similar documents
, and Imperfect Verbs

Table of Contents 1-30

Assignments. HEBR/REL-131 &132: Elementary Biblical Hebrew I, Spring Charles Abzug. Books and Other Source Materials for the Assignments:

Investigating possession of human blood as a property in Iran s law with regard to legal and Islamic jurisprudential commentaries on organ transplant

StoryTown Reading/Language Arts Grade 3

Department of Arabic

ALI 210: Session 1 Understanding Divine Message This course will cover Qur'anic vocabulary, simple rules of Arabic grammar and lessons on

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Four. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 10

Arabic Media and Culture. August 8, September 1, 2016

INTRODUCTION TO THE Holman Christian Standard Bible

Arabic. 2 Dudley Street, Cheetham Hill Manchester, M89DA. s a l a f i s c h o o l. c o

LESSON 2 - THE BIBLE: HOW IT CAME TO US

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three. correlated to. IOWA TESTS OF BASIC SKILLS Forms M Level 9

StoryTown Reading/Language Arts Grade 2

Preliminary Examination in Oriental Studies: Setting Conventions

Assignments. HEBR/REL-131 & HEBR/REL-132: Elementary Biblical Hebrew I & II, Academic Year Charles Abzug

Correlation to Georgia Quality Core Curriculum

SESSION 31 FREQUENT RECITATIONS. I. SPOKEN ARABIC: Use 3SP. For continuity, see Spoken Arabic in previous lesson.

JCP Chumash Curriculum Framework

Prentice Hall Literature: Timeless Voices, Timeless Themes, Silver Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 8)

Prentice Hall Literature: Timeless Voices, Timeless Themes, Bronze Level '2002 Correlated to: Oregon Language Arts Content Standards (Grade 7)

TURCOLOGICA. Herausgegeben von Lars Johanson. Band 98. Harrassowitz Verlag Wiesbaden

Assignments. HEBR/REL-131 &132: Elementary Biblical Hebrew I, Spring Charles Abzug. Books and Other Source Materials for the Assignments:

Duals and Plurals and Constructions

P R E FA C E. The Bible. Translation Legacy. Translation Philosophy. vii

Everson Typography. 48B Gleann na Carraige, Cill Fhionntain Baile Átha Cliath 13, Éire. Computer Locale Requirements for Afghanistan TYPOGRAPHY

الفعل الماضي. The Past-Tense Verb

For the Lord gives wisdom; from his mouth come knowledge and understanding. Proverbs 2:6

Qu'ran fragment, in Arabic, before 911, vellum, MS M. 712, fols 19v-20r, 23 x 32 cm, possibly Iraq (The Morgan Library and Museum, New York)

Course Syllabus Spring and Summer School 2012 INTRODUCTION TO BIBLICAL HEBREW [HEBR 1013 & 1023] HEBREW GRAMMAR I & II [OLDT 0611 & 0612]

Houghton Mifflin Harcourt Collections 2015 Grade 8. Indiana Academic Standards English/Language Arts Grade 8

LISTENING AND VIEWING: CA 5 Comprehending and Evaluating the Content and Artistic Aspects of Oral and Visual Presentations

Correlates to Ohio State Standards

A Study of Perlocutionary in Two Different Types of Commandments in Quran and Their Translations

الفعل الماضي. The Past-Tense Verb

Rhode Island College

Sri Lanka International Buddhist Academy (SIBA) Department of Buddhist Studies Diploma in Pali

Houghton Mifflin English 2004 Houghton Mifflin Company Level Four correlated to Tennessee Learning Expectations and Draft Performance Indicators

First Arabic. Salman Hasan. Salman Hasan 2006 / 1427 AH Ibn Jabal Institute

Wilson Fundations Scope and Sequence

THE SCIENCE UNDERPINNING QURANIC VOWELS, INFLECTIONS AND DOTS

Scott Foresman Reading Street Common Core 2013

Houghton Mifflin English 2001 Houghton Mifflin Company Grade Three Grade Five

Course s Main Goals and Workflow Overview

The Walters Art Museum 600 N. Charles Street Baltimore, Maryland

Chumash Skills for 9-10G Breishit

Final Examination. ARB01: Indefiniteness and Definiteness

Arabic Stream 2 Level 3 for non-arabic Speakers Ihsan (Year 7-11)

Application of Wood in Architectural Structures of Islamic Era in Mazandaran

E nglish to S ing and L earn Christian songs and exercises for beginning students of English

Russell on Plurality

Bible Versions. A. Overview of 'Literal Translations' 1. In this case 'Literal' is a relative word a. Using the KJV as a 'bench mark'

It should be noted that bless and do not curse coincide with overcome evil with good. If the verse breaks match the sentences it would look different:

Prentice Hall Literature, The Penguin Edition, Grade Correlated to: Utah Elementary Language Arts Core Curriculum (Grade 6)

PPL 399, Philosophical Perspectives on Liberty. Office Phone: Spring 2007 SYLLABUS

Religion Oral How I see Jesus

2. An analysis of Luke s process for gathering information for his Gospel is revealed in this excerpt:

LESSON 6. You will recognize the beginning form immediately. Right?

Language of the month

Women s Position in the Works of Reza Abbasi (The Safavid painter and the Founder of Isfahan School of Painting)

Introduction. I. Course Description and Objectives

PATHWAY OF LIGHT STUDY COURSE

Arizona Common Core Standards English Language Arts Kindergarten

RELIGION Islam It is not necessary to carry out all the activities contained in this unit.

Strand 1: Reading Process

Introducing Bayani Kermani and the Manuscripts of His Monsha at

Ancient New Testament Manuscripts Understanding Variants Gerry Andersen Valley Bible Church, Lancaster, California

Overview of Sessions Hebrew Review, OT 5165 June 18 22, 2018 Wisconsin Lutheran Seminary (Room 2)

A R A B I C L A N G U A G E F O R H Y D R O G R A P H I C D I C T I O N A R Y ( H D )

Wayne L. Atchison October 17, 2007

SB=Student Book TE=Teacher s Edition WP=Workbook Plus RW=Reteaching Workbook 47

What would count as Ibn Sīnā (11th century Persia) having first order logic?

Let The Buyer Beware. J. D. Logan. Let The Buyer Beware 1

INSTRUCTIONS FOR CONTRIBUTORS TO THE

TE Teacher s Edition PE Pupil Edition Page 1

THE LAST SERMON OF THE HOLY PROPHET (Peace be upon him)

Year 3 Learning Journey

A Correlation of. To the. Language Arts Florida Standards (LAFS) Grade 4

Arabic Immersion Advanced Level / SPLA025

by Mark S. Haughwout Copyright 2010 Mark S. Haughwout - all rights reserved Please include a link to this web page when quoting.

Another Day, Another Rhetorical Device. I am in a unique position as a First-year Composition student in his mid-thirties: I have a

GRAMMAR IV HIGH INTERMEDIATE

A Short Addition to Length: Some Relative Frequencies of Circumstantial Structures

Proceedings of the Meeting & workshop on Development of a National IT Strategy Focusing on Indigenous Content Development

ELA CCSS Grade Five. Fifth Grade Reading Standards for Literature (RL)

Qur an by Qur an 13. (Qur'an 38:29)

The comparative study of borrowing in Hafez and Iraqi s poetry

Cover Page. The handle holds various files of this Leiden University dissertation.

Appendix K. Exegesis for the Translation of the Phrase the Holy Spirit as Antecedent in John 14, 15 and 16

Saghalain Researches

2007 HSC Notes from the Marking Centre Classical Hebrew

South Carolina English Language Arts / Houghton Mifflin English Grade Three

HISTORY OF ISLAM. Muhammed is God s prophet. Despite different beliefs, Islam wastolerant of other religions, such as Jews and Christians.

Surah Yusuf. When you read the words of Allah, it is as if you can actually see all the incidents happening before your eyes.

Fasting A person must eat only one meal a day, after sunset, every day during the holy month of

The Hebrew Learning Revolution!

JOURNAL OF AL-IMAM AL-SHATIBI INSTITUTE FOR QURANIC STUDIES

John 1:1-14 Translated Grammatically

South Carolina English Language Arts / Houghton Mifflin Reading 2005 Grade Three

Foundation. 90 Hrs Certificate Course. Towards Understanding Qur «nic Arabic. Teaching Arabic through the Qur «n. By Dr Muhammad Ibrahim H. I.

Transcription:

: 375-384 ISSN: 2277 4998 TEXT CORRECTION, SUSPENSION, ANALYTICAL INTRODUCTION OF ARABIC DICTIONARY MANUSCRIPTS IN PERSIAN TOHFAT AL ALFAZ MAHNOOSH JORAK *, MOHAMAD HASAN HASANZADEH NIRI Islamic Azad University, North Branch, Tehran, Iran * Corresponding Author ABSTRACT Valuable works of ancient ancestors which have remained in hand written manuscripts are among the works representing the culture of Iran. The hand written manuscript of Tohfat al Alfaz is one of the Arabic to Persian dictionaries which are limited in number and can be considered as our cultural asset, and in effect they are very important. The presence of a variety of nations and different languages on the one hand and the importance of communicating with communities and tribes on the other hand made people seek to expand their vocabulary. In addition, the borrowing process provided the scope for greater attention to the context of the dictionary coding. Among these dictionaries, those relating to the religious language of a tribe are in priority; Since Arabic language can be regarded as a religious Islamic language, Iranians paid it attention since its arrival to their land. The present dictionary is one of the ancient Arabic to Farsi dictionaries which has been written in the tenth and eleventh A.D. centuries. The name of this dictionary is Tohfat al Alfaz, the vocabulary of which is about 6000, but unfortunately there is no sign of the book's author in the book or its manuscripts. Keywords: Tohfat al Alfaz, Persian, dictionary, Arabic INTRODUCTION The present dictionary is one of the ancient Tohfat al Alfaz and the description of the Arabic to Farsi dictionaries which has been correction of its editor: written in the tenth and eleventh A.D. centuries. This dictionary has several copies 375

relating to the Safavid period thereafter; in the references of Persian manuscript professor Monzavi volume 3, p. 1967 has been introduced, however the date of its writing was gained by the list of Molk library, volume 5, p. 32, following the introduction of one of the two versions of Molk library. This dictionary called Tohfat al Alfaz is in thirty-four chapters including approximately 5500 to 6000 words. Some of these words are: Asma allah and some Quran words and phrases, some as singular and combined, synonym and similar, subjective noun, object noun, and time and place nouns. In some cases and chapters, the author has referred to the past, present, and future infinitive forms and in most cases, to the singular and plural words. Chapters are generally divided upon the order of Arabic alphabets but the first chapter concerns with the Asma allah and introducing and meaning of the nouns and sefat al-hosna; the second chapter concerns with the doors, weights, and clarifying the Arabic rules.the meaning of some words of this dictionary, like many published dictionaries is sometimes in Arabic and sometimes there are three or four Persian equivalents for an Arabic word. The prologue of this dictionary is very short. The author has explained the reason of his compiling as: "... in order to make it easy for the owners of speech to say Arabic words and in order for their language to be refined by Arabic terminology". The style of this dictionary is like other dictionaries; however, the only differentiated part refers to: noting syntax in one of its first chapters or in its content. The number of obsolete and old words such as Persian and Arabic whether in main words or the meaning part is another stylistic feature of this dictionary. In many cases, the meaning of the word is its Arabic synonymous word; the sphere of Arabic words is in a high frequency in the meaning section. In general the prose of the book is like a translation work so it has a smooth and simple style and as it was noted, except some old words certainly applied at the time of the author, it has no other difficulty. In the list of Persian manuscripts, four versions of the Tohfat al Alfaz dictionary were introduced: 1. The version of Astan Quds Razavi, the National Molk library: Numbered as 1766 and unfortunately the name of the author is not mentioned. It has written in the ninth of Rajab, 1055 AH and has 92 sheets of 12 lines'; in total it has 183 pages 376

and 25 articles in which the features of old manuscript is evident. The Arabic words and phrases of this version has no punctuation, but every word is distinct from the next word by a red line above it; the words are written together and are not separated, the edge of some of the pages has been destroyed due to tear and puncture and some others under binding patch is invisible. 2. The version of Tehran University: Numbered as 2/7553 and is available at the central library of Tehran University. It has written in 1065 AH. and is very reliable regarding the soundness of word recording and oldness. The version is detected with the abbreviated name of "Don". 3. The version of Astan Quds Razavi, the National Molk Tehran Library: Numbered as 437, the name of the author of the versions of Tehran is not mentioned too. It has written in the 12th century and the name of its scribe is not mentioned. It has 207 pages and 104 sheets; each sheet has 11 to 12 lines and 29 topics; The Arabic words and phrases of this version have not been punctuated. Contrary to the original and university manuscript, the words are not marked and distinguished with red line; some words are written together and some separated, but the accuracy of recording words is worthy of attention. This version is also introduced with the abbreviated sign of "Mol". 4. The version of Islamic parliament library: Numbered as 208 423 and 17258 as the number of its shelf. This version is very like the version 3 (Mol) with regard to word recording with the difference that the introduction has been lost because of water-corrosion and in effect the words are not legible; This version with the height of 13 cm and width of 18 cm has about 200 pages and thirty-four topics which has been written about the 12th century that we can again see no sign of its scribe. The abbreviated sign of this version during the correction would be "Maj". The first version (version of Astan Quds Razavi, the National Molk library: No. 1766) due to its oldness and soundness of writing in the present context has been the basic version. THE BOOK CALLIGRAPHY: 377

In the calligraphy of the scripts, the letter "g" is never used and instead the letter "k" is used. In most cases, words are attached to the main word: Bellah. Punctuation like the other manuscripts is sometimes missing. In the versions "h" (Ta for the femininity) has a high frequency: Elleh "Hemi (-ing)" can be seen in using the continuous form of a verb, however, "Hemi" is not always used instead of "me" in all continuous verbs. In some sections of the versions, the distinctive feature of potential present and future has been separated from the main verb and written in terms of word: to see; but this is a rare case in the basic version. The pagination of the pages was modern for the ease of use. In some cases, the Persian meanings are used less that have obsolete and archaic especially today: arrogant: magnifier. Broken irregular plurals of words have been put next to the singular form of word without observing the alphabetical order of words. Spelling errors, words and letters of near organ of pronunciation, and phrases and words that were mistakenly become idiom are other features of these manuscripts. CORRECTION METHOD In correcting this dictionary, we have put the version of Molk library written in 1055 and being the oldest version as our basis that has been compared to the three versions of Tehran University, Molk, and Parliament. The university version with the abbreviated statement of "Don", the Molk version: "Mol" and the Parliament version "maj" were distinguished. During the correction, it was attempted to preserve the full integrity of the original manuscript, but sometimes, the problems and shortcomings compelled the corrector to have so little manipulation of other versions that are listed in the footnotes; Except for the calligraphy that were the basis of the academy rules. In the calligraphy of the book the letter "g" is not used at all and some other letters are not detectable for the punctuation problem so the common form has been cited and the other features - to the extent that the writing possibilities allow are preserved in the text. The section of suspension includes: verses and allusions. The mistakes of the basis version are: vowel pointing, spelling, and writing. The plural of words. Rules: that examines the second issue of the basis version that is the issue of weights and we 378

mentioned some mistakes and some syntactic tips in this section. Words used less: in which part of the words used in the version and which are not so common in the Persian language are mentioned. Meaning: To better clarify the meaning of a word or the meanings in which some mistakes have been recorded; for compiling this section, we have used Moin Persian dictionary, Arabic to Persian dictionary of Al-Mojam Al-Vasit translated by Mohammad Bandar Rigie and Al-monjed Mostafa Rahimi and Arabic to Arabic dictionary of Mohit al-mohit. In the process of correction, the phrases and words not in the original manuscript have been cited with the sign + and noting the acronym of "comparable version" in the footnote. If a word or phrase in other versions has been the same as it original form, we have marked it with the sign _ in the footnote. In the following, an example of the correction of the author has been brought for knowing the correction style of this valuable collection: In chapters and weights: An Arabic sentence is no more than noun, verb, and word. But all verbs 1 are proper, 1 Don: verb moatal (verbs with a weak letter), ajvaf, naghes (incomplete), lafif (triliteral verbs containing two of the weak letters), Maghroon 2 (connected), Moszaaf ( doubled), and Mahmooz (having a hamzah for one of its radical letters); all words are Elleh 3 consisting of "Alef", "vav", and "yaa" the combination of which is "vay" 4 ; the noun was a name, the verb an action "kard", and the word the one that comes at the beginning or end of a word; proper verb is the one in which there is no Elleh word,, moatal verb is the one whose first letter is Elleh, ajvaf is the one which has an Elleh in between, naghes is the one whose last letter is Elleh, Lafif Maghroon is the one that has two continuous Elleh, subtrahend Lafif is the one that has two separated Elleh, Mosaaf is the one that has two homogeneous aggravating trill words, and mahmooz is the one with a hamzah having "alef" with vowel point in order to compose a word 5 because: Faala: did Yafalo: is doing Feale: doing Fael 6 : the doer Mafool: has been done 7 2 Don Mol and Maj: + subtrahend Lafif 3 Don: +three 4 Don and Mol and Maj: does not have until here 5 Mol and Maj: basis 6 Mol and Maj: + and he: that 379

Efal: do (you 8 ) La tafal: do not do (you) In a case that "faal" 9 is the past form of a verb 10 ; "Yafalo" is the future form 11, "foala" is the infinitive, subject is the noun of subject, object is the noun of object, "Efal" is the imperative 12, "la Tafal" is the negative imperative; All verbs have such a grammar rule. In order to conjugate a verb, the first letter of the verb is called "fa al-fael", the second leter "ayn al-fel", and the third letter as "lam al-fel". The past form of the verb is conjugated as the following: Nasarta: helped you the present 19 man Nasartoma: helped you two present 20 men Nasartom: helped you the congregation 21 of present 22 men Nasarte: helped you the present 23 Nasartoma: helped you two present 24 women Nasartonna: helped you the congregation 25 of present 26 women Nasarto: helped me a man Nazarene: helped we the congregation of men 27 absent men Nasara: helped an absent man Nasara: helped two absent men 13 Nasaru: helped the congregation 14 Nazareth: helped an absent 15 Nazareth: helped two absent 16 women of Nazarene: helped the congregation 17 of absent 18 women 7 Mol and Maj: -been 8 Don and Mol and Maj: _you 9 Don and Mol and Maj: is 10 Don and Mol and Maj: +verb 11 Don: +is 12 Don: + and 13 Maj: man 14 Don: full. Mol: many 15 Don and Mol: absent 16 Don and Mol: absent 17 Don and Mol: many. Maj: collective 18 Don and Mol: absent absent men Future verb 28 : Yansoruna: help the congregation 29 of Tansoro: helps an absent 30 Tansorane: help two absent women 31 19 Maj: helped a present man 20 Maj: helped two present men 21 Don and Mol: full 22 Maj: helped a collective of present men 23 Don and Mol: present. Maj: helped a present 24 Don and Mol: present. Maj: helped two present women 25 Don and Mol: full 26 Don and Mol: present. Maj: helped a collective of present women 27 Don and Mol: we the full men helped. Maj: helped me with another 28 Don and Mol and Maj: + yansoro : helps an absent man, yansoran : help two absent men 29 Don and Mol: full 30 Don and Mol: absent 31 Don and Mol: absent 380

Yansorna: help the congregation 32 absent 33 Tansoro: help you a present man of Tansorane: help you the present two men 34 Tansoroona: help you 35 the congregation 36 of present 37 men Tansorina: help 38 you a present 39 Tansorane: help 40 you two present 41 Tansorna: help 42 you the congregation 43 of present 44 women Onsoro: help me a man Nansoro: help we the congregation of present men 45 The imperatives are as the following: Ansor: help you the present man Ansera: help you two present men 32 Don and Mol: full 33 Don and Mol: absent 34 Mol and Maj: help two present men 35 Don and Mol: _ you 36 Don and Mol: full 37 Mol Maj: help two present men 38 Mol and Maj: do 39 Don and Mol: present 40 Mol and Maj: do 41 Don and Mol: present 42 Mol and Mol and Maj: do ()! 43 Don and Mol: full 44 Don and Mol: present 45 Don and Mol: we the full men help. Maj: help me with another Anseru : help you the congregation 46 of present men Ansery: help you a present Ansera: help you two present women Ansorna :ا) help 47 the congregation 48 of present women men The absent are as 49 the following: Le yansora: should help an absent man Le yansora : should help two absent Le yansoru: should help the congregation 50 of absent men women Le tansora: should help an absent Le yansora : should help two absent Le yansorna : should help the congregation 51 of absent women following: man The negative imperatives are as the La tansor: do not help you a present La tansora: do not help you two present men 46 Don and Mol: full 47 Don and Mol: + you 48 Don and Mol: full 49 Don: and 50 Don and Mol: full 51 Don and Mol: full 381

La tansoru : do not help you the congregation 52 of present men 53 La tansorie : do not help you a present La tansora : do not help you two present women 54 La tansorna : do not help the congregation 55 of present women 56 The absent negative imperatives are as the following: La yansor : do not help you a absent man 57 La yansora : do not help you two absent men 58 La yansoru : do not help you the congregation of absent men 59 La yansorie : do not help you an absent 60 La yansora : do not help you two absent women 61 La yansorna : do not help the congregation of absent women 62 52 Don and Mol: full. Maj: collective 53 Mol: present 54 Mol: present 55 Don and Mol: full. Maj: collective 56 Don: present 57 Don and Mol and Maj: do not help an absent man 58 Don and Mol and Maj: do not help two absent men 59 Don and Mol and Maj: do not help the full absent men 60 Don and Mol and Maj: do not help an absent 61 Don and Mol and Maj: do not help two absent women The subjective nouns are as the following 63 : Naser : is a helper a man 64 Naseran : are helpers the two men, Naserun : are helpers many 65 men Nasereh 66 : is a helper a 67 Naseratan : are helpers two women 68 Naserat : are helpers many 69 women The objective nouns (past participle) are as the following 70 : Mansour : has been 71 helped a man Mansouran : have been helped the two men 72 Mnsourun : have been helped many men 73 Mnsoureh 75 two women 74 : has been helped a Mnsouratan : have been helped 76 62 Don and Mol and Maj: do not help the full absent women 63 Don and Mol and Maj: _ to be this 64 Don and Mol and Maj: a man 65 Don and Mol: full. Maj: collective 66 Don: Naserat 67 Don and Mol: a 68 Maj: 69 Don and Mol: full. Maj: collective 70 Don and Mol and Maj: _ to be this 71 Don and Mol and Maj: _ to be 72 Don and Mol: helped two men. Have helped two men 73 Don and Mol and Maj: have helped the full men 74 Don: Mansurat 75 Don and Mol and Maj: has helped a the 382

Mansourat 77 : have been helped the congregation of women 78 sentence and to measure the verbs using these masculine 87 weights. Every "set" 79 word in the verbs are referred to as this and all 80 these are not the case including unit, Deuteronomy, plural, masculine 81, femineity, subjective noun, objective noun, addressee, absent, the news of self and the news of others, imperative, negative imperative, verification 82, active, passive, past, and future 83. The meaning of a unit is a person 84, male masculinity the men, femineity the women, Deuteronomy the two people, plural the many persons, imperative to do and negative imperative not to do. The distinction of the paradigms of the verbs is with regard to the weights, words, and vowels such as: faala yafalo, faela yafelo, faola yafelo, faela yafalo 85, efaal, tafiel 86, tafaol, enfeaal, efaal, estefaal, efielal, efenlal, efevval, efenlal, efan and set forth. Therefore, we need to know the CONCLUSIONS: The corrector has endured many problems in order to correct this valuable but obsolete book, however, thanks to God and with the help of learned professors he could deal with this important issue to a large extent. Unfortunately, due to a lack of familiarity of the literary men and students of the related fields, such issues are not on the agenda. Most often, they prefer to trace common and obvious subjects and in effect most subjects are repeated among the academics. Although those are very valuable and practical issues, we can trace such new and innovative subjects which can at the same time identify a person and book on the culture of this land being unfamiliar to many people and can make many obscure points clear in the history of our civilization. REFERENCES - Holy Quran 76 Don and Mol and Maj: have done 77 Don and Mol: Mansurat 78 Don and Mol and Maj: have helped the full women 79 Don and Mol and Maj: the conjugation of set 80 Don and Mol and Maj: sentence 81 Don and Mol and Maj: masculinity 82 Mol and Maj: verification 83 Don: is not 84 Don and Maj: _ b, a person 85 Don: does not have until here 86 Don: + Mafaiel, Tafaala, and Efelal - Al-bostani, Betros, Bita: Mohit Al-Mohit, Beirut - Anis Ibrahim [et al.], 2010: Arab Dictionary Al-Moejam Al-vasit Arabic- Persian, translated by Mohammad Bandrigi, Tehran, Islamic Thought 87 Don: + knew and. 383

- Maʹtouf, Lewis, 1998: Al-monjad, translated by Mostafa Rahimi Ardestani, Tehran, Saba - Moein, M., 2008: Moein dictionary, Tehran, Amir Kabir 384