hope journal_lexical borrowing

HOPE JOURNAL OF RESEARCH Volume: 2 Issue: 3 ISSN (P): 2313-8122

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HOUSE OF PAKISTANI EDUCATIONISTS 47

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LEXICAL BORROWINGS FROM ARABIC AND SEMANTIC CHANGE IN URDU:

A CROSS LINGUISTIC ANALYSIS

Dr Intakhab Alam Khan

King Abdulaziz University, Jeddah

Saudi Arabia

Abstract

No language is exempted from the context of linguistic borrowings. Both Arabic

and Urdu are extremely important in Asia. Urdu is popularly known as the legitimate

child of Arabic. Many reasons can be attributed to the linguistic connection between the

two or more than two languages. Lexical borrowing from Arabic into Urdu vocabulary

is one of the examples of such a linguistic contact and its effect. This research paper

deals with the lexical analysis of Arabic borrowing in the present-day Urdu

vocabulary. The data have been collected from different sources, however

personal experience has contributed a lot in the formulation of the

hypotheses. The researcher analyzed the lexical aspects of Arabic borrowings in Urdu

and its use in semantically different context. The present paper is unique and different

from the previous attempts of studies in the area of ‘borrowings’ because the loan words are

used in the receiver language (Urdu) with a different meaning. For example, ‘ghareeb’ in

Arabic is a ‘stranger’ while the same word is used is Urdu as ‘poor’ who has no money. The

study alerts the users to take care while using (from its donor) in the context of the

receiver language (Urdu).The study is purely a theoretical attempt, however, the

findings will open up the room for future researchers to explore further in order to

study the corresponding causes of such semantic changes. The findings are expected to

be helpful in the classrooms especially at higher education level where contrastive


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studies are imperative in order to make diagnostic study to evolve comparative

methodologies of teaching the target language: Urdu.

Keywords: borrowings, semantic, lexical, morphological, donor, loan words,

comparative diagnostic study, methodology

1- Introduction

Word-borrowing is a common linguistic phenomenon. However, there is no

denying the fact that for most lexical borrowing a socio-cultural and linguistic

interaction between two or more linguistic communities is essential. The case of Arabic

borrowings in Urdu is also no exception. The interaction of Muslim army: Arabs, Iranians,

Turks, Afghans etc.) resulted into arrival in the Indian territory which later became the

basis for an emergence of a language like Urdu that etymologically means an ‘army’.

The presence of groups of lexical borrowings from different languages (especially

Arabic, Farsi, Turkish, Hindi etc) is evident from the historical development of Urdu

vocabulary and its contextual use. Urdu has been very close Arabic due to religious connection

of those who have been using the language for a very long time. Another factor associated with

the utilisation of the loan words could be the cultural connection especially with the migrants-

Muslims of other regions and the Iranians. It is said that Urdu is a nice composition of Persian,

Arabic and Turkish words emerged as a result of connections and interaction with the Muslim

travelers- armies and the local Hindi-speaking community in the medieval India.

1.1. Pedagogic connections

In order to arrive at an appropriate teaching of Urdu language at especially tertiary

education level, a contrastive analysis and a comparative study is imperative. The inference of

actual meaning in Urdu may not be possible unless the root word and the borrowing are studied.

The understanding of Urdu is better achieved when the connection of Urdu and Persian is

drawn.

2. The Linguistic Borrowing: Nature and types


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In a journey of a language, ‘words’ usually migrate from a place to another with cultures,

the users of language(s). Naturally speaking, there are many halts, stations and environments that

affect the linguistic achievement. In other words, there are so many linguistic, social, cultural

and political variables that attribute to the process of linguistic borrowing. As mentioned, Urdu is

known as a combination of many languages that originated abroad. It was believed that these

foreign languages were ‘mixed’ and may not be real or genuine, however Muslims welcomed

foreign languages and followed them for some reasons. Consequently, Urdu was born in the

Indian sub continent.

Historically, when a language with a lot of foreign words try to make a place in a

language like Urdu it is accepted especially if it is the case of Arabic (due to religious

connections), however, the attention is not much given on the sound system or its semantic

changes (if any). Out of many reasons, it can be pointed out that linguistic borrowing is the direct

or indirect result of ‘language contact’ or cultural interaction in which people exchange languag,

life aspects, and other cultural phenomena.

Bilingualism can be another reason of linguistic borrowing. For many ears Indians have

been bilinguals or even polyglots. Muslims are supposed to learn Arabic for religious reasons,

while Urdu is broadly considered as the language of Muslims in the subcontinent. As a matter of

other linguistic needs, the learners acquire Hindi ( or a local language) and English as a lingua

franca (the second-link language).

Attempts have been made to explore the types of borrowings , however in a given

perspective. The types may be related to the language, dialect, words, meaning or even the

sound. Language borrowing is closely related to the cultural borrowing because both the culture

and language are based on each other.

2.1. The context of the borrowing: The Case of Arabic and Urdu

The borrowings take place in the following two basic conditions:

1. Two languages may have certain features in common because these features may be universal

in nature,


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2. Two languages may share features because they have inherited them from a common ancestor

language or common culture. In the following pages, we may explore commonly used words in

both Arabic and Urdu, but it is more interesting to note that the words borrowed from Arabic and

used in Urdu in different contexts. In languages, borrowing implies that one language takes

something from another language and makes it into a permanent part of its own system.

Linguistically, a language has four major elements: sound system (Phonology),

vocabulary (Lexicon), meaning (Semantics) and structure (Morphology). The most important

aspect of a language is ‘Vocabulary’ that is basically due to the reason that it is most commonly

affected by the cultural exchange and social interaction. The present attempt is also related to

Arabic lexicon and semantic change in Urdu.

2.2. Theoretical perspective

Linguistic borrowing is important to study because of its historical and linguistic

connections between the donor and the receiver languages. The borrowing may result into issues

pertaining to the sound system, dialect, lexicon, syntax and even morphology. The following

aspects are quite significant in this context:

2.2.1. Words appearing the same

The following are some of the borrowed words that appear to be nearly the same, and

learners are often found confused with.

Table-1

Words of Arabic roots Word(s) used in

Urdu

Razzaq Rozaiq Raziq - - Only ‘razzaq’ is

used in Urdu

Sakan sakin Sikkeen Miskeen ‘miskeen’


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Saad saeed Masood - - All these names are

found in Urdu

Hamad hammad Hameed Hamoud Mahmoud Hameed and

Mehmoud

Shahid shahadah shahood Shaheed shohda Almost all the words

are found in Urdu

Sahib sahabah Ashaab - - Sahib is mostly used

in Urdu

- - - Makaan makeen Makaan

- - Zayer Zuaar - None is used in Urdu

The borrowing from the Arabic to Urdu basically depends on the urgent need and

importance. In addition, the words that are typically and classically Arabic were not borrowed

due to the possible issue of difficulties in the use. In addition, borrowings to Urdu are not

limited to the Arabic language, rather a lot of words were borrowed from the classical Persian

language. And, if the needs were not fulfilled, Urdu borrowed certain words from the Turkish

language. The above table may explain the case. The Arabic words (singular) were easier so

they were borrowed to Urdu, and in other cases, the easier choice of plural formation were

borrowed and used more in other forms than the Arabic language. If we take the exam[le of

singular ‘sahib’(friend/master), it was borrowed and used, but used as a substitute for a

respectable person and not as a friend. On the other hand, in the case of its plural ‘ashab’, Urdu

did not borrow from the Arabic (for general use).

2.2.2. Words from ‘one’ family


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It is interesting to note that in some cases, almost all the words have been taken from one

family. However, we can notice minor changes in the contextual uses of these borrowed words.

Table-2

Arabic words

written in

English

In Urdu In Arabic meaning Used in Urdu

katîb كاتب كاتب

(a machine)

Writer Person who writes

Kitâb كتاب كتاب Book Same use

Kutub كتب كتب

Pl.of book

Books Used in the same way

Kutayyib كتيب Booklet Not used in Urdu

Maktûb مكتوب Letter Written matter

Maktab مكتب مكتب office,

table

School

Miktâb Typewriter

Maktaba مکتبہ Library,

stationery

Used in the same

context

2.2.3. Individual borrowing

Another category of words that needs attention of the researchers and the learners

follow. Matbakh (noun) is used in classical Urdu in the same meaning but rest two are only used

in Arabic context: Matbakh(n), uTabbakh(v), Tabbaakh(n).

Table-3

Adjectives (Arabic) used in Urdu


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Praiseworthy

Arabic words Written in

Arabic

Used in

Urdu

Hameeda حًيذج حًيذج

Madihah يذيحح يذيحح

Mahmood يحًىد يحًىد

Muhammad دمحم دمحم

Hamoud حًىد Not used

Hammad حًاد Not used

2.2.4. Family borrowing

This category belongs to those borrowed words that belong to one family or the root.

But, there is no change in meaning in Urdu.

Table-4

Words Written in

Arabic

Written in

Urdu

Meaning in both the

languages

Madarsa مدرسه مدرسه school

Mudarris المدرس

Teacher يذرص

Mudarreseen مدرسين مدرسين Plural of teacher in

Urdu (two teachers in

Arabic)

Dars درس درس Teaching

Tadrees تدريس تدريس Teaching activity

Madaris مدارس مدارس Plural of school


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There are many other evidences that can be cited in relation to the linguistic features of

both the languages: Arabic and Urdu. The following is an example

2.2.5. The case of phonological variation: the sound of /t/ and /h/

Table-5

Words

written in

Arabic

Words

written in

English

Meaning

in

English

Words

written in

Urdu

Words written

in English

Meaning in English

,rukhsah License رخصح

paper

/Rukhsat leave/permission رخصت

dismissal

ZaHmat uneasiness of زحمت zaHmah Crowd سحًح

mind/trouble/pain

sharaarah spark/gle شزارج

am/flash

Sharaarah Mischief شرارت

suHbah Specific صحثح

union

SuHbat Company صحبت

Khairiyat Welfare خيريت Khairiyah Charity خيزيح

Though there is limitation of literature related to the present research due to the fact that

perhaps no study is available online to the best of the researcher’s knowledge, yet the following

review may create a connection and basis of the present study.

3. The Research Context

The studies of linguistic borrowings, especially i n t h e a r e a o f lexicon,

have a l w a y s c a u g h t a t t e n t i o n o f contemporary researchers, pedagogues and

linguists. However, to the best of my knowledge through related literature, no such

attempt has been made in the specific area of Arabic loan words in Urdu in which

the borrowed words are used in different contexts. As mentioned, ‘Linguistic borrowing’

is a natural linguistic phenomenon. Loanwords are prominent group of borrowings from the


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donor language. In this context , certain research and publications attempted to analyzes their

integration into the receptor language (e.g. Volland 1986, Meisenburg 1993, Hall & Hamann

2003, Heinemann 2003, Peperkamp & Dupoux 2003, LaCharité & Paradis 2005).

There is no denying the fact that certain features of borrowing or even loaning are not

understood by many research, they tried to depend on hunches, though. This leads to the idea of

heterogeneity as the researchers may hypothesise different options of studying the borrowing

perspectives. With respect to the phonological lexical/morphological level, there is an

agreement that they fall under the head of loanword integration ( Kiesler 1993, Blank 1995).

Empirical researches in the past were mainly focused mainly to phonological integration ( Hall

& Hamann 2003). In the current research perspective, it is much debated whether such

processes of loanword adaptation are phonetic/perceptual (Peperkamp & Dupoux 2003) or

phonological/grammatical (LaCharité & Paradis 2005). It has also been felt by many researchers

that the difference of opinion may be because of the difference in methodological approach

that have been used in the two types of approaches (Rose & Demuth 2006: 1136-1137).

The history of research in the area of borrowing can be traced since the study attempted

by Haugen (1950) and Ullmann (1957). In the recent past, Blank (1999) tried to contribute to

the existing body of knowledge. Apart from many longitudinal and in-depth studies, some of

those researches can also be mentioned which were not directly related to the linguistic

borrowing, but definitely connected to, such as a change in meaning by metaphor (Lakoff and

Johnson 1980), and by prototype shifts (Dik, 1977).

In relation to the semantic change, researches in the past suggest that meaning change in

reanalysis is driven by a process: pragmatic inference and subsequent semanticization of the

originally inferred information (Hopper and Traugott 1993, Levinson 2000). Semantic analysis

is suspected to be the driving factor in the process rather than just one aspect involved (Auwera

2002: 23).

4. The Study

The study is of descriptive type, initially based on the lexical analysis in a given

sociolinguistic perspective.


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4.1. Statement of the Problem

Urdu in India has been historically important for many reasons. In the past, it was

mostly used in the courts of India. Presently, apart from its conventional use and

literary importance, its use is commonly realized in the Bollywood movies as most of

the dialogues are written and lyrics are composed in a melodious language- none

other than Urdu. In India alone there are hundred thousand families that use Urdu for

day to day conversations. In the departments of Urdu, in most universities in India,

Urdu linguistics includes the issues of borrowings in general, and Arabic connection

in particular. If not culturally alone, Arabic-Urdu connection is the outcome of

religious bond as well. In addition, a lot of workers/employees move to the Arab

countries from India and Pakistan who are mostly Urdu speakers. Thus, it is

imperative to explore relevant research issues related to the Arabic borrowings to

Urdu and its utilization in the receiver language in a different linguistic context. Such

an attempt is expected to facilitate the bilingual teachers, learners and users in

Arabic-Urdu environment.

4.2. Research Questions

-Do Arabic words borrowed in Urdu mean the same in Urdu?

-Are there any significant reasons attached to such linguistic phenomenon?

-Can teaching of Urdu be facilitated by the knowledge of Arabic root words?

4.3. Scope of the study

The scope of the present paper is focused on lexical aspect in particular, however

pedagogic connections have been drawn in order to evolve a better learning-teaching strategies

based on comparative analysis. The borrowing from Arabic to Urdu is not the main thrust of the

papers, however, the emphasis is on those borrowed words that is lexically used in a different

context. The reasons are unknown, but a prediction can be made on certain socio-cultural and

linguistic bases.

4.4. Methodology and Data Collection


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This is a descriptive analytical study and the data has been collected d u r i n g

t h e r e s e a r c h e r ’ s e x p e r i e n c e o f t e a c h i n g i n t h e k i n g d o m o f S a u d i

A r a b i a . The researcher consulted many bilingual dictionaries(both online and offline). He

also shared thoughts and experiences with his colleagues and bilingual experts. The related

literature also contributed a lot to the formulation of hypothesis.

Words based on the experience of the writers of this paper who are native

speakers of Urdu from the north of India and Arabic from Yemen respectively. The

data relate to Standard Urdu and Standard Arabic languages. The dictionaries and

discourse were studied and examined in the light of linguistic facts.

4.5.Limitation

The study is limited to those words that were borrowed from the donor

language(Arabic)and used in Urdu with a semantic change.

4.6.Analysis

A long list of Arabic loan words were collected, listed and studied to arrive at the

relevant findings. These loan words were categorized according to the characteristics.

The basic difference in sound and writing may lie in the ending /t/ and /h/ as in ‘jannat’ (جُد )

and ‘jannah’( انجُح ) in Urdu and Arabic respectively.

4.6.1. Some borrowed words used in different connotations

The following list belongs to those Arabic words which are commonly used in Urdu

with an entirely different meaning. However, there might be some socio-linguistic reasons

attached to the case. (A complete list can be seen in Appendix: A)

Words related to transportation/transfer

Table-6

S.

N.

Words

written in

Urdu/

Words Meanings

in Urdu

Meanings

in Arabic

Analysis of possible semantic

change


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Arabic

,Naql copy َقم 3

cheat,

change

transfer

move

‘Naql’ is to change and move from

ne from one place to other,

therefore people started using for a

change of place (transfer)also

.Ziyarah Holy visit Visit A concept of visit is common سيارِ 17

Jawaz Justificati جىاس 18

on

passport The justification of one’s identity

is mainly one’s passport.

Intiqaal transfer death Both the contexts have ‘move’ in انتقال 20

common.

Manzil Destinatio يُشل 13

n, floor

Home,

residence

One’s residence is always the

ultimate destination.

The case of borrowings took place in almost all the dimensions of life. It may

accordingly be grouped as under:

Table-7

Related to learning/institution

S.

N.

Words

written in

Urdu/

Arabic

Words Meanings in

Urdu

Meanings

in Arabic


change

,Naql copy, cheat َقم 3

change

transfer

move

‘Naql’ is to change and move

from one place to other, therefore

people started using for a change

of place (transfer)also

Lughat Language dictionary Dictionary is extremely important نغد 4


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for a language. People use to

learn a language mainly via

dictionary, thus the usage came

into existence.

,Taqreer Lecture ذقزيز 9

Speech

Report There seems to be relation: a

report may be presented in the

form of a lecture.

Uloom Pl. of ilm عهىو 11

(knowledge)

sciences Knowledge of science was focus

in the olden days

Maktab Elementary يکرة 14

religious

school

Desk,

office

Schools have offices and desks.

Nijah Redemption Success Nijah is the final success َجاح 16

Hadhir Ready Present The one hadir is understood as حاضز 6

ready

It has always been interesting to note that the words borrowing pertaining to the of status

(economic and social)noticed great shifts in meaning, however, a literary connections can be

traced.

Table-8

Words related to status/condition

S.

N.

Words

written in

Urdu/

Arabic

Words Meanings

in Urdu

Meanings

in Arabic


change

Faqeer Sufi/poor Poor Sufis used to poor(without money) فقيز 5

so the word faqeer was understood


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as faqeer (sufis)

ghareeb Economic غزية 7

ally poor

strange

.Ameer rich Prince A ‘prince’ is always rich اييز 10

Apart from the words discussed under various groups, a long list of various words of multiple

types can be developed to mention the case of borrowing and semantic change in a perspective.

The following belongs to the same kind.

Miscellaneous words

Table-9

S.

N.

Words

written in

Urdu/

Arabic

Words Meanings

in Urdu

Meanings

in Arabic


change

.Taareef Praise definition In a definition, usually one praises ذعزيف 1

Therefore, the Arabic root word

was borrowed with a little change

in meaning.

Mahal Gorgeous يحم 2

building, a

palace

Shop A shop is gorgeous (shining)-an

attractive place, and a palace is

also grand and gorgeous.

Ajeeb strange wonderful Most wonderful things are strange عجية 7

to most of us, therefore, it became

the usage in a context in Urdu

language.

Zahmat A crowded place is a matter of سحًد 8


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trouble so these were

synonymously used in two

language, however, there exists a

difference.

Nazzarah sight Glasses Glasses may help to have good َظارِ 12

sighting.

.Sharab Alcohol Drink Sharab is also a think to drink شزاب 15

Dam Soul Blood Since blood is solely important for دو 19

human life, it could have been

understood as ‘soul’ in Urdu.

5. Findings and conclusions

Based on the analysis, literature review and personal experience, it has been found that

there are many aspects of linguistic borrowings are available in the case of Arabic and Urdu.

The thrust of the paper reveals the fact that there are a lot of borrowed or loan words that are

actively used in Urdu, however, in a different semantic context. To conclude it can be stated that

though borrowed words are used in Urdu, it is difficult to explore the reasons of the semantic

differences between Arabic and Urdu lexical items.

Moreover, the advantage of knowing the meanings of the root words of Arabic will

facilitate the teacher to enhance the learners by teaching sound, meaning, grammar and

contextual use. The practice is not unique in the present context, but these connections are

always drawn while teaching English by studying root words from French, Latin and Greek in

particular. The findings will be of special use with reference to socio-cultural aspects, religion,

and Diaspora elements.

Scope for further research

This research explored a comprehensive list of Arabic loan words in Urdu. The reasons

attributed to the semantic change in Urdu is not well known for many reasons. Other researchers


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may take up further researches in this direction especially in the area of methods of teaching

Urdu with the help of mother language-Arabic.

References

Auwera, J.(2002). More thoughts on degrammaticalization. In Wischer and Diewald, eds.,19-29.

Blank, A. (1995). Lexikalische Entlehnung – Sprachwandel – Sprachvergleich: Beispiele

aus dem Computer-Wortschatz. In Schmitt, C. & Schweickard, W. (eds.), Die

romanischen Sprachen im Vergleich. Akten der gleichnamigen Sektion des Potsdamer

Romanistentags, 38-69. Bonn: Romanistischer Verlag.

Blank, A. and Koch, P. eds. (1999). Historical Semantics and Cognition. Berlin: Mouton de

Gruyter.

Dik, S. (1980). Studies in functional grammar. Foris, Dordrecht/ Cinnaminson: N J. Greenberg,

Joseph H., Charles A. Ferguson, Edith Moravcsik, eds. (1978).

Hall, T. A. & Hamann, S. (2003). Loanword Nativization in German. Zeitschrift für

Sprachwissenschaft 22, 56-85.

Haugen, E. (1950). The Analysis of Linguistic Borrowing. Language 26, 210-231.

Heinemann, S. (2003). Hai letto il mio ? Anmerkungen zur lautlichen Adaption von

Anglizismen im Italienischen. Romanische Forschungen 115, 295-326.

Hopper, P. and Traugott, E.Grammaticalization. (1993) (2003). Cambridge University Press

Cambridge. http://ansatte.uit.no/laura.janda/grammar.pdf

Kiesler, R. (1993). La tipología de los préstamos lingüísticos: no sólo un problema de

terminología. Zeitschrift für romanische Philologie 109, 505-52

LaCharité, D. & Paradis, C. (2005). Category Preservation and Proximity versus

Phonetic Approximation in Loanword Adaptation. Linguistic Inquiry 36/2, 223- 258.

Lakoff, G. and Johnson G. (1980). Metaphors we live by. Chicago: University of Chicago Press.

Lehmann, Winfred P. and Yakov Malkiel, eds. 1968. Directions for Historical Linguistics: a


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Symposium. Austin: University of Texas Press.

Levinson, Stephen C. (2000). Presumptive Meanings: The Theory of Generalized

Conversational Implicature. MIT Press.

Meisenburg, T. (1993). Graphische und phonische Integration von Fremdwörtern am

Peperkamp, S. & Dupoux, E. (2003). Reinterpreting loanword adaptations: The role of

perception. Proceedings of the 15th International Congress of Phonetic Sciences 2003,

367-370.

Rose, Y. & Demuth, K. (2006). Vowel epenthesis in loanword adaptation: Representa- tional

and phonetic considerations. Lingua 116, 1112-1139.

Volland, B. (1986). Französische Entlehnungen im Deutschen. Transferenz und Inte- gration

auf phonologischer, graphematischer, morphologischer und lexikalisch- semantischer

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an Introduction to the Science of Meaning. Oxford: Basil Blackwell.

…………………………………………………………………………………………………….

Appendix-A

(List of Most Common Arabic Borrowings in Urdu)

Word

written in

Urdu/Arabic

Word Meaning in Urdu

Meaning in Arabic

Aksar Frequently comparative degree of أكثز

katheer (more/many)

/Ijaazat permission/leave إجاسِ

sanction

long vacation

Auqaat Power Plural of time (waqt) اوقاخ

Aetemad Trust Dependence اعرًاد


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Musallah Piece of cloth spread for انًصهى

praying

Place of offering prayers

Takleef Trouble Responsibility ذکهيف

Nuskha Prescription Copy َظخہ

Riyayah Public care رعايح

Hurmat Dignity Woman حزيح

Khat Letter, writing Line خظ

Shahadah shahadat Witness شهادج

Ghadab Disaster Anger غضة

Hadith Prophets traditions Both traditions and new انحذيث

Alim scholar Scientist عانى

Raees Rich Head رئيض

Muhkamah Dept/place of work Court يحکًہ

Hakeem A practitioner of حکيى

alternative medicine

Wise

Tib Medicine (dawa) Medicine (ilaaj) طپ

Mudeer Editor Head يذيز

Akhbaar Newspaper Pl of news اخثار

Neher Lake/canal River َہز

Burqa Veil/body cover Face cover تزقع

Unwan Title Address عُىاٌ

Shaoor Sensibility Feeling شعىر

Ittifaq By chance Agreement اذفاق

Juloos Political gathering Gathering جهىص

Daulat Riches Country دونہ

Idara Institution Administration ادارِ

Lisaan Tongue Linguistic نظاٌ

Halwa A kind of sweet Something sweet حهىِ


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Hisaab Calculation/Maths Calculation حظاب

Elaqah Region relation عالقہ

Kalaam holy words/poetic کالو

composition

kalmah/word

- Nazzarah Scenery َظارِ

Nazarah - Glasses َظارِ

Jild Skin Leather جهذ

Faarigh Free, unoccupied Vacant فارغ

Martaba Level Mattress يزذثہ

Khazana Store Wardrobe خشاَہ

Raudhah Noble place Nursery روضہ

Wajib Important Homework واجة

Daftar Office Notebook دفرز

Tuwaiif Bad woman Sect طىائف

Deen Mazhab Religion ديٍ

Aqeedah Belief, faith Creed عقيذِ

Tabiyah Health Nature طثيہ

Nisbah Relation Percentage َظثّ

Silsilah Sequence Chain طهظهہ

Seerah Personality Bio details طيزِ

Wazeefa Stipend Job وظيفہ

Ilawah Other than Increment عالوِ

Wakeel Lawyer Agent وکيم

Reyadhi Maths Athlete رياضی

Majlis Religious gathering Gathering يجهض

Qurb Relation Beside قزب

Ghaliban Perhaps Often غانثا

BaHs dispute/argument/debate/co تحث Research


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ntroversy

Bukhaar temperature/fever Evaporation تخار

Saabit Proved, established Fixed ثاتد

Mazaaq Joke, fun Taste (of food) يذاق

Zauq Interest, taste Taste سوق

Sadr Head, chief Chest صذر

Surat Shape, face Photocopy صىرج

Taalib Seeker, candidate Student طانة

Makaan House, building Place يكاٌ

Ajnabi Unknown Foreigner اجُثی

Taabeer Symbol Expression ذعثيز

Qareeb Near Relative قزية

Maqbarah Tomb Grave, graveyard يقثزج

Muqaddimah Case, suit Introduction يقذيح

Maktaba Stationary Library يكرثح

Akhbar Newspaper Pl. of khabar (news) أخبار

Ekhteyaar Right Choose إختيار

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