عطا اﷲ عطاؔ قاضی (۱۹۳۴ء پ) محلہ ٹلہ پسرور میں پیدا ہوئے میٹرک کے بعد منشی فاضل کا امتحان پاس کیا۔ آرٹس میں ڈپلومہ سنٹرل ٹریننگ کالج لاہور سے کیا۔ شہر فہمی اور شعر گوئی کے علاوہ قاضی عطا نثر نگاری ، مصوری ،فوٹو گرافی اور خوش نویسی کے فن میں بھی ماہر ہیں۔(۱۲۰۹)
آپ کے مزاج میں ادبی چاشنی رچی بسی ہے۔آپ کے شعری مجموعے ’’فراز سخن‘‘، (سورہ بقرہ کا منظوم ترجمہ) ،’’اعزازِ سخن‘‘،( توحیدی آیات کا منظوم ترجمہ)’’اعتزاز سخن‘‘،( سورہ نسا ،مائدہ کااورسورہ توبہ کا منظوم ترجمہ)’’رازِ سخن‘‘ ، (پارہ عم کا منظوم ترجمہ)’’امتیاز سخن‘‘( سورہ مائدہ کا منظوم ترجمہ) ناز سخن (حمد ونعت ،قرآنی دعائیں ،منظوم ترجمہ)اور ’’اشکوں کی لو ‘‘(غزلیہ مجموعہ ) ادبی سبھا پسرور سے شائع ہو چکے ہیں۔ ان شعری مجموعوں کے علاوہ قاضی عطا کا سب سے بڑا کارنامہ ’’مفہوم القرآن ‘‘کے نام سے قرآن مجید کا مکمل منظوم ترجمہ ہے۔
یہ ترجمہ تین ہزار صفحات کی ضخامت اور تین جلدوں پر مشتمل ہے۔ اب تک ’’مفہوم القرآن ‘ ‘ کے دو ایڈیشن شائع ہو چکے ہیں۔ قاضی عطاؔ کا قلم کسی ایک موضوع الہیات کے موضوع ہی کا محتاج نہیں رہا ۔ اس کا خامہ زرفشاں زندگی کے ہر پہلو پر رواں رہا ہے۔ الہیات کے موضوع کو ملاحظہ کریں کس خوبصورت انداز سے اس کا اظہار کرتے ہیں:
لاکھ پردوں میں بھی ہے بے پردہ
1کل ہے اجزا میں آشکارا ہے
â۱۲۱۰)
ہر آئینہ جزو میں جلوہ نما ہے کل
پنہاں ہے گو نظر سے مگر وہ کہاں نہیں
Hazrat Abdul Rehman (may Allah be pleased with him) belonged to Arab tribe of Quraish and was a close relative of Mohammad (peace be upon him). At the time of conquest of Makkah He (may Allah be pleased with him) entered the circle of Islam. He (may Allah be pleased with him) is counted among the companions of Muhammad (may Allah be pleased with him) who came to sub-continent specially Balochistan in order to preach for Islam and Jihad during the Khilafat of orthodox caliphs. He (may Allah be pleased with him) came to Balochistan twice for Jihad and conquests first during the Khilafat of Hazrat Usman (may Allah be pleased with him) and second time in the early era of Hazrat Muawia (may Allah be pleased with him). He (may Allah be pleased with him) played a vital role in the wars of Balochistan. He (may Allah be pleased with him) established Zehri his abode and capital after conquering Kalat, Khuazdar (Sajistan), Kachi, Gandhava, and Chaghi, and from here he expanded the series of his conquests till Kabul and Qandar. Besides this, he included many areas of sub-continent in the Islamic empire of conquered areas. His (may Allah be pleased with him) life is consists of great chapters of sincerity in deeds. Wisdom and valor, determination fearlessness, strife, hospitality, simplicity and patience. He (may Allah be pleased with him) is counted among the great generals of Islam had the honour to have carried the message of Holy faith in every corner of Balochistan in tough and unfavorable conditions and planted the flag of Islam in Balochistan forever.
Beliefs play a vital role in shaping actions. They not only drive the actions but also help in identifying strategies to practice beliefs. English Language Learning beliefs and strategy use is a relatively unexplored area in Pakistani context. The aim of this study is to investigate Pakistani college students’ and teachers’ beliefs about English language learning, to explore English language learning strategies used by the students and preferred by the teachers and to find out relationship between beliefs and strategy use. 419 college students and 40 teachers participated in the study. A wide range of data collection tools were used, including four Likert-scale questionnaires, comprising different versions for teachers and students respectively, The Individual Background Questionnaire (IBQ), the Beliefs About Language Learning Inventory (BALLI), the Strategy Inventory for Language Learning (SILL) and Teachers Preferred Strategy Questionnaire (TPSQ). Apart from these questionnaires, other information gathering tools including Focus Group Discussions (FGDs), Open-ended Questions, Interviews and Classroom Observations were also used for collecting qualitative data with a view to imparting more reliability and objectivity to the data used for the study. In this regard, five focus group discussion sessions and 12 classroom observations were conducted. Data were analyzed using SPSS 20 for quantitative date, while the software Nvivo 9 was used for qualitative data analysis. The results largely suggest convergence in teachers’ and students’ beliefs, yet they differ from each other in many respects. The data revealed that metacognitive strategies are most frequently used by Pakistani students, while social strategies are amongst those least preferred. Gender as well as exposure to English is among significant factors in determining the use of these strategies. The study also showed that teachers preferred certain strategies over the others. Most importantly, the study testified that there existed a significant association between beliefs and strategy use. The study has important implications for language teaching, teacher training, syllabus reformation and the examination system. The study recommends that curriculum, teacher training programs and examination system prevalent in colleges of Pakistan be revised keeping in view teachers’ and students’ beliefs towards learning of English in order to improve English language teaching/learning situation in the country.