This article discusses the teacher-student relationship in the context of learning and teaching the Arabic language, its specific characteristics, and the distinctive features of grammatical schools. At the same time, it explores the antithesis between the works of two great historical grammarians, Mutarriz and Mutarrizi; despite the similarity of their pseudonyms, their linguistic works demonstrate diverse approaches to language teaching. The article provides a scientific and structural analysis of the works of these two scholars, highlighting their similarities and differences.

Nahw (syntax), grammar, linguist, Basra, Damascus, Baghdad, atetethas, Mutarriz, Mutarrizi, comparative evidence, mubtada (subject), marfu’ (nominative case), mansub (accusative case), majrur (genitive case), element, theory of governance (Amil theory), methodology, grammatical schools.

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