Reflection of Multiple Verbal Nouns of Triliteral Bare Verbs in Dictionaries for Teaching Arabic as a Foreign Language

Background/purpose. The phenomenon of multiple verbal nouns for the triliteral bare verb in Arabic represents a distinctive linguistic feature shaped by social and linguistic factors across historical periods. This study pursues two primary objectives: (1) to reassess the phenomenon from the perspectives of classical Arabic linguistic heritage and modern usage; and (2) to examine how monolingual and bilingual dictionaries used in teaching Arabic as a foreign language adapt to this phenomenon. Materials/methods. The study employs descriptive statistics to determine the frequency of the phenomenon in Classical Arabic and compares it with Modern Standard Arabic using a modern, comprehensive dictionary. Additionally, the study counts instances of the phenomenon in four monolingual and bilingual teaching dictionaries to examine how they have adapted to these linguistic changes. Results. The study concluded that the phenomenon of multiple verbal nouns for a single verb has noticeably declined in Modern Standard Arabic. While this feature was prominent in classical linguistic references, it is now far less common in contemporary usage. This shift is clearly reflected in educational dictionaries used for teaching Arabic to non-native speakers, which tend to mostly list one verbal noun per verb. The representation of verbs with multiple verbal nouns has become increasingly rare, indicating a broader trend toward simplification and standardization in modern lexicographic practices. Conclusion. The study underscores the importance of monitoring linguistic phenomena within the Arabic language, particularly in the context of Modern Standard Arabic. It highlights the necessity of updating educational tools and dictionaries in accordance with these phenomena. Such efforts support the advancement of high-quality, sustainable Arabic language education and ensure its alignment with contemporary linguistic and pedagogical developments, contributing directly to SDG 4: Quality Education.