الروايات التاريخية الأندلسية بين الفن والواقع دراسة مقارنة بين الأدبين العربي والأردي

Comparative study is one of the most important aspects of literary criticism in literature. It helps us to discover what differentiates the work of different writers in different literatures. It clarifies many important aspects which may have been left unnoticed while studying independently. It opens many vistas of literary research. In the present dissertation an effort has been made to compare Jurj฀ Zayd฀n, M฀r฀f al Arnaw฀t, Abdul Hal฀m Sharar and An฀yatull฀h Al-Tamash as historical novelists because most of these writers considered as pioneer of historical novels, while everyone is at top list in novel writing in respective country. The present work on a comparative study of historical novelists of Arabic and Urdu literature (about Spanish Era) may, perhaps, be the first research work in Arabic on four writers belonging to four different climates, cultures and origins by any University in Pakistan In this research work you will find out, the similarities and differences in the narrative techniques of writers in their novels and how these writers creates a conformity between romance and real history through literary innovation. In what way they represent the distinctive individualities and civilizations of a particular era. What aspects of theme, characterization and various narrative techniques they use to make the historical novel an attractive and coherent representation of the social and political life. There is a certain connection and dependence on history but using imagination how they contributes to color the descriptive details with romantic flavor. You will find out whether these writers work subordinated to history or distorting history. History tells us what really happens and fiction relates what can happen. In the historical novel the writer tries to create a coalition between history and fiction. In this research you will find that coalition.

An Exploration of Motivation and Attitude of Teachers Towards English As Medium of Instruction in Rural Pakistan.

History of medium of instruction in Pakistan is marked by alternations mainly between two languages i.e. Urdu and English, the former being its national while the latter official language. Lately, the government of Punjab took an ostensibly decisive step in this regard by imposing EMI (English as Medium of Instruction) for content subjects in all public sector schools of Punjab. It led to a complex situation because the teachers, expected to use EMI, are in no way different from EFL learners of any level in their proficiency. In view of this situation, the current study was designed to explore the motivation and attitude of the teachers of rural areas towards EMI policy of the Punjab government. A survey from six districts of Punjab (selected on the basis of Human Development Index) was conducted using triangulation as a data collection technique. Following convenience sampling 100 questionnaires were distributed among the teachers from each of the selected districts making it thus a total of 600 questionnaires overall. Interviews of 25 pricipals/incharges of the schools were conducted with at least three from each of the six districts. A hybridization of socio-educational model of R. C. Gardner and WTC (Willingness to Communicate) model by MacIntyre was used for theoretical grounding and for the purpose of instrumentation. Percentages and chi-square were used to find variation on the basis of gender, age and qualification. Correlation and regression analyses were used to discover the nature of relationship among the selected variables. Structural Equation Modeling (SEM) was used to confirm the path from motivation to WTC as hypothesized (but found not confirmed) by Yashima (2002). The path from motivation towards WTC was confirmed through SEM. Qualification was found to be the most important predictor of motivation. The teachers were discovered not to be motivated by any means at present. However, a predominantly optimistic view was found existent among the participants about the future of EMI. Training was pointed out as one of the most important requirements by the teachers. Therefore, it is strongly recommended that these teachers should be provided intensive language training to develop adequate proficiency.