أثر المناسبة في توجيه المعنى في النص القرآني

241 ً : ا وَ وَذَ ُ ((وَا }10 - 17 { . : ً i«it 627.is2l 62C.i«it (( } 2- 7ً 644.i«it . وَأَ (( وَزَرَا } 8- 16 : وً )) ُ وَا أً . اً ً اً « 1 . : ً 633.i«it . (( ا : إً ُ ((وَا إً ً : إً i«it : ً ((ا : ))وً i«it :إً 627.is2l ً : ً i«it (( « 2 . و أً ً ً . اً : ً ((وُ } 2، و وُ i«it (( : } 8، أً 18 / 404 2uni0646:medi/uni0626:init 136

242 : ً i«it (( : 27 : ، وأً (( إِ : 23 : ، وً 644.i«it (( : }14 { « 1. ً ً اً « 2. و ً ل اً »ll»5 طرً : ورد ً 643.i«it ((وَ } 17 – 18 : وً i«it i«it . ((أَوْ } 11 – 16 : وً وَ i«it ((وَ } 23 – 26 وً : اً ٌ . وَا i«it (( : } 19 – 20 { . ً ً « 3. » اً ً 18 / 462 28 / 413 38 / 469

243 –ً « 1 . و ً 1.m326 ً :ً ٌ . وَا i«it (( : } 19 – 20 : وً i«it ((وَ } 14 – 15 . ، وھ ً ً ً « 2. ً ً » ً « . ً » : 642.i«it (( : } 9: ، ھم أً وَ (( دَ }10 ، ً « 3. و اً : ھذه اً وَ 18 / 425 2uni0646:medi/uni0628:medi/uni0645:medi 8 / 473 3uni0646:medi/uni0626:init 137 – 138

244 i«it (( : } 9 – 10 ً : ً i«it i«it (( : } 5 – 10 ً .ل ً : ً ((وَ «1 . .ن ً ً ً وا ً ً ً « 2. إً :ً i«it (( : } 5 : ، وً 642.i«it (( زَ } 9: ، وً ((وَأَ } 8: ، ً وَ ((دَ } 10 : ً ((وَإِنك } 13 : وً ُ (( وَ } 4{ . : وً ((وَ }21 : ، وً i«it (( }5 { « 3 . 643.i«it اً ً ً 4ً .اً 18 / 477 28 / 445 3uni0646:medi/uni0626:init 138 411 / 6711

245 ً اً : اً (( وَ } 2 – 3 { . : ً ((ا } 5 { . : اً ((ا } 6 { . : اً ((وَ } 6 { . ً : ً ((إِ } 1أي إً : و ((ا : ، ً i«it (( : } 2، أي :دم ً ((ا :ً 644.i«it (( : } 2، أي اً : ة ً ((وَ : ، ً ((وَا } 2« 1وذً أً 2 . اً أً ً ً ً ً ً ً ً ً ً ً » )...(اً 132 / 117 28 / 520

246 : ً ((إِ أي إً « 1 . أً :ً 627.is2l ((أَ } 1- 2 { . )ً 642.i«it ً ً ً ً ً أً ( . ً وأً ً طرً ً )أً َ 642.i«it ً )ً َ 642.i«it ً ً « 2 . ً وً ً « 3 . 132 / 119 232 / 120 – 121 38 / 547

247 646.i«it ً : ، وً 1ً أً ً وً ً . ً 2وً اً . ، أو ً 3وأً و . ً 4ً ً اً

248 » . ً 5وً ع وً .ً 6وً وً . د ، وً 8وً اً . ً 9وً اً ً .آن اً 10 » . ً 11 وً » ً . ً

249 ا •آن اً •ً .اً •ً دار اً 1، 1408 -ھـ 1987 .م •اً .اً •اً ً ، ط 1، 1413 -ـ ھ 1993 . م •ً 1957 . م •ً ً 1، 1406 -ھـ 1986 . م •ً ً 1427 -ھـ 2006 . م •ً . ً •. د : اً .ً

50 •ً راث واً 1، 1414 -ھ 1994 .م •ً اً 1397 -ھـ 1977 . م •ً اً 1، 1402 -ھـ 1982 . م •اً ً 1963 . م •ً .ت . ً •ً 1 ، 1401 -ھـ 1981 . م •اً ً 1978 –م 1398 . ھـ •ً ً 1، 1406 -ھـ 1986 . م •أً ، ً 1، 1422 -ھـ 2001 . م •ً ، ط 5، 2004 . م • –أً ً 1402 -ھـ 1982 . م •ً وً 11 ، 1996 –م 1417 . ھـ •أً ط اً 1، 1319 .ھـ

251 •ً واً 1، 1997 –م 1417 . ھـ •أً ، ط ً 5، 1401 -ھـ 1981 . م •ً ً . ً •ً ً 1، 1403 -ھـ 1983 . م •اً 3، 1988 . م •أً 5.68ol ً 1، 1414 -ھـ 1994 .م •أً –ً ً 2، 2001 . م •ً ً 1، 1410 ھ - 1990 . م •أً ر ً •أً ً ً 2، 1428 -ھ 2007 . م •ً ً ، ً 1 2002 -ھـ 1423 . ھـ

252 •ً اً 1، 1408 -ھـ 1987 . م •ھ اً 1 1991 –م 1411 . ھـ •أً 3، 1403 ھ - 1983 .م •أً ً 1، 1408 -ھـ 1988 .م •أً ً 1، 1402 -ھـ 1982 . م •: أً .ت . ً •ً .ت . اً •ً اً 1415 -ھـ 1994 .م •: اً ت ) اً 708 ً دار اً 1403 -ھـ 1983 .م •إً ، وً 1، 1373 -ھـ 1954 . م •ً اً 1988 . م •ً ً 3، 1427 -ھ 2006 . م •أً ً 2000 –م 1420 . ھـ

253 ا •ً اً 2008 .م •ً 1، 1405 ھ - 1985 . م •ً اً 1391 -ھـ 1971 . م •ً . ت . ً •ً ً 2، 1427 -ھـ 2006 . م •ً ، واً 2003 . م •ً 2، 1420 -ھ 2000 . م •.ً •ً 16 ، 1423 ھـ - 2002 . م •ً 5، 1428 -ھ 2007 . م •ً ، ً 1، 2008 . م •ً 2000 . م •أً . ت . ، ً •ً 1، 1388 . ھـ

254 •أً . ً • . ت . د ً •اً 2000 .م •ً 34 ، 1425 -ھـ 2004 . م •ً ً 1992 –م 1413 .ھـ •ً اً 2، 2006 . •ً 3، 1421 -ھـ 2000 . م •ً اً 3، 1988 . م •ردً ً 1، 2009 –م 1430 . ھـ •ً 1، 1415 ھـ - 1995 . م •اً ً 1، 1417 – 1997 . م •أً ،ط 1، 2001 .م وا •ً )ً 11 ً 1423 ً 2002 . م •.د ً

255 University of Kufa College of Arts Arabic Department The Impact of Textual Apprparatiness in Addressing the Meaning in Holly Koran's Text . A Dissertation submitted to the council of college of arts/ Kufa University By Muhammad Amir Muhammad Supervised by Prof. Dr . Ali Khadim Assid م The Impact of Textual Apprparatiness in Addressing the Meaning in Koran's Text .

256 The present study deals with the textual appropriateness science, depending on collecting of the essential scientific material for this study, selecting the analytical and descriptive method in analyzing these texts and trying to investigate the implied meaning for the text. :The study consists of Introduction: the researcher presents the reasons for choosing his topic, its significance and the plan for studying the textual appropriateness science. Preface: The researcher presents the theoretical background for textual appropriatenes science and its development, where the beginning of this science is related with the the other fields which deals with kora'nic text as major point for syntax . This point offers the fact that the mistakes in order or structure leads to understand the Meaning in Kora'nic text, and the relationship of comma with syllable. . The question is develop to include the difference in context with its difference in lexical or in Fronting or delaying or expiation or conciseness . Chapter one consists of the impact of textual appropriateness within one verse. The Researcher deals with comma in Kora'nic text and its role for keeping the coherence of : Kora'nic verse, he shows commas' relationship within its context, he refers to the main Questions which deal with comma, why the verse doesn't end with this, and doesn't end with another? He presents the scientists' way for dealing with this matter . Chapter two consists of the impact of textual appropriateness among verses. The researcher Deals with the difference and similarity among the presents Kora'nic texts in verses and the Inclusive for lexical where the verse is to related with its following and its proceeding an all the process which are related with structure in fronting and delaying and its relation with the general context for verse even this is related with the shortness or length . . Chapter three consists of the impact of textual appropriateness among chapter in Holly Kora'n , Is implied the textual cohesion among chapters for chapter 's relationship with its following And its proceeding. So it appears the value of the verse and intentions of the following Chapter with the purpose and intention of the proceeding chapter.