(1) عبد الحق، پروفیسر، اقبال کے ابتدائی افکار، فکری سرگذشت، صفحہ 40
(2) عبدالحق، پروفیسر، تنقید اقبال اور دوسرے مضامین ، فکر اقبال کی سرگذشت کا دوسرا دور ، صفحہ 20
(3) اقبال، بکھرے خیالات، ڈاکٹر جاوید اقبال، مترجم، پروفیسر عبدالحق، صفحہ 93
(4) عبدالحق، پروفیسر، فکر اقبال کی سرگذشت ، صفحہ 144
(5) عبدالحق، پروفیسر ، فکر اقبال کی سرگذشت ، صفحہ 145
(6) اقبال، کلیات اقبال فارسی، جاوید نامہ، فلک زحل، صفحہ 730
(7) اقبال، بکھرے خیالات، ڈاکٹر جاوید اقبال، مترجم پروفیسر عبد الحق ، صفحہ 60
(8) اقبال ، کلیات اقبال اردو، بانگ درا، وطنیت ، صفحہ 18
(9) عبد الحق، پروفیسر، اقبال کا حرف شیریں، اقبال اور تعلیم و تربیت ، صفحہ 55
(10) عبد الحق، پروفیسر، اقبال اور اقبالیات، اقبال اور مقام شبیری، صفحہ 16
(11) عبد الحق، پروفیسر ، اقبال اور اقبالیات ، اقبال اور مقام شبیری ، صفحہ 11
(12) عبدالحق، پر وفیسر، تنقید اقبال اور دوسرے مضامین، مطالعہ اقبال کے چند اسلامی پہلو، صفحہ 21
(13) عبد الحق، پروفیسر ، اقبال اور اقبالیات ، اقبال کا شعری آہنگ، صفحہ 41
(14) اقبال ، کلیات اقبال اردو ، ضرب کلیم، مومن، صفحہ 558
Recognizing the unequivocal importance of English as the only and uncontested medium of global communication for disseminating the universal message of the Qur’an, this paper analyzes the ways in which translational incompetence or substantial incongruities could distort the very essence of the actual text and meaning of this last and eternal message of Allah. Taking selected parts of the first two “ruku’s” of surah al-baqara as a case study, it traces some salient instances of such deviation in the earliest purported English rendering of the Qur’an by Alexander Ross done in the middle of the seventeenth century. Besides attempting to make readers wary of such misleading attempts, it also aims at inculcating in them a sense of distinguishing the authentic works of genuinely qualified renderers from such ill-motivated and ill-informed purported translations.
This study explored the effectiveness of Task-Based Instruction (TBI) in enhancing students' fluency and appropriacy for oral communication skills (OCSs) as well as students' and teacher's perception about TBI at Government Boy's Model Primary School Rahmatpur, District Khairpur Mirs, Rural Sindh. The study involved Grade five students who were exposed to Task-Based Instruction approach involving them in task activities, placing an emphasis on functional use of language. The data was gathered through classroom observations, audio recording, semi-structured interviews, field notes, reflective journal and oral pre-test and post-test. Semi-structured interviews were conducted (before and after intervention) to explore the teacher's and students' perception about enhancement of OCSs and TBI approach. Oral pre-test before intervention and post-test after intervention were also conducted to assess the improvement of the focused students in OCSs. Data was analyzed qualitatively to investigate the effectiveness of TBI approach in enhancing students' OCSs. The investigator expected that this study would demonstrate students' and English language teacher's general perceptions of Task-Based Instruction Findings of this study revealed positive impacts of TBI approach in enhancing students' fluency and appropriacy. This study also helped English language teacher in teaching OCSs. As a result, teacher took content from English text book and converted into task activities according to a task-based approach, so that students could participate in oral practice of language use actively and improve their oral communication skills.