اثنان وعشرون كتاب
(ithnaan wa3ishruun kitaab) 二十二本書
ثلاثة وعشرون كتاب
(thalaatha wa3ishrun kitaab) 二十三本書
真是頭痛！
列表：
還有一件有趣的事：阿拉伯文的眾數有分小眾數（三至十）和大眾數（十以上），會有不同的變化方式：
PS. 阿拉伯字母原是用Abjad次序a-b-j-d，跟希臘字母a-b-g-d類似，因為都是源於腓尼基字母。阿拉伯人取用印度數字以前，就用字母記數。字母自帶數字這件事想來哲學上很有趣，豈不是天然的哥德爾編號（Gödel numbering）？哥德爾編號的做法是給符號指派數字後，順序將算式中的符號放在質數列的幂，再乘積，該積就是系統中該算式的獨一可還原代表。當然電腦用二進制數字串代表文字也是一個數字與符號互相轉化的方法，比起哥德爾編號小多了，大概是理論家的浪費與工程師的節約？哈哈。
//Learners of English appear to learn 600–700 words a year during school education (e.g. Anglin 1993; Biemiller and Slonim 2001) and this slows to about 500 words a year by the time speakers are at university. After university the lexicon may stabilise or grow more modestly at 100–200 words per year (Wilson et al. forthcoming). It is thought the lexicon develops in relation to Zipf effects. There is a tendency for learners to learn the most frequent words first and these words contribute most to coverage. The more of these words that are learned, therefore, and the greater cover- age of normal language they provide, the harder it is to encounter and learn the remaining, less frequent, words. Lexical growth will tail off with age as a consequence. In adolescence, learners of English are known to acquire the less frequent morphological derivations (Milton 2009) but, crucially, because these tend to be infrequent and irregular, these are learned as separate and less frequent
items within the lexicon and are counted as separate word forms. The task at this age in English, therefore, is to carry on learning more and more, progressively less frequent, word forms.
Among the Arabic learners in this study a different process is suggested. Arabic learners up to the age of about 12 or 13 appear to learn words at about the same rate of English learners at this age; about 600–700 words a year. After this point, far from diminishing, the rate of lexical growth increases to something like 2500 words a year at university. Our best explanation for this lies in the way Arabic has a smaller resource of base words than English and we suspect that learners of both languages, up to about adolescence, are engaged in learning these base words. In adolescence, once a basis of word forms is known, Arabic speakers can also turn their attention to the acquisition of morphological deri- vations but the effect of this learning is quite different. In Arabic these are far more regular and frequent than in English and by learning a comparatively small number of derivational rules a whole class of new words can be generated more widely across the lexicon (Atwell 2008; Bar and Dershowitz 2012; Habash 2010). Learning new words this way leads to exponential rather than incremental growth. This means, in effect, more words are added to the lexicon and this might explain the increasing rate of lexical growth.//
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