Morphological and Semantic Analysis of Augmented Triliteral Verbs in the Book of Purification from 'Umdat al-Ahkam and Their Application in Morphological Exercises for Intermediate Learners تحليل صرفي دلالي للأفعال الثلاثية المزيدة في كتاب الطهارة من عمدة الأحكام وتوظيفها في التدريبات الصرفية للمتوسطين

Abstract

This study analyzes augmented triliteral verbs (al-af'āl al-thulāthiyyah al-mazīdah) in the Book of Purification (Kitāb al-Ṭahārah) from 'Umdat al-Aḥkām by Imam 'Abd al-Ghani al-Maqdisi (d. 600 AH), and applies the findings to design morphological exercises for intermediate-level learners of Arabic as a foreign language. Despite the abundance of morphological studies on classical texts, a persistent gap exists between theoretical morphological analysis and its pedagogical application in the classroom. This study employs a descriptive-analytical method proceeding through four stages: extraction of augmented triliteral verbs from 49 selected ḥadīth texts in Kitāb al-Ṭahārah, classification by morphological pattern, semantic analysis within the ḥadīth context with reference to established lexicographical and morphological sources, and finally design of pedagogical exercises based on the findings. The results reveal 63 augmented triliteral verbs distributed across seven morphological patterns in the following order of frequency: af'ala (n=23), fa''ala (n=8), fā'ala (n=3), tafa'''ala (n=8), ifta'ala (n=8), infa'ala (n=3), and istaf'ala (n=9). Each pattern carries distinct semantic functions—af'ala primarily denotes transitivity and causation; istaf'ala denotes request and volition; tafa'''ala and ifta'ala denote reflexivity and self-directed action; fa''ala denotes intensification and transitivity; fā'ala denotes reciprocity; and infa'ala denotes passive reception of action. These findings confirm that morphological augmentation is a productive semantic mechanism in ḥadīth discourse. The study further demonstrates that these verbs can be systematically deployed in three categories of morphological exercises—mechanical, semantic, and communicative—appropriate for intermediate learners. This research contributes a replicable, evidence-based model for morphological pedagogy grounded in authentic Islamic texts.