سکھ مت کا تصور توحید اور اس پر اسلامی تعلیمات کے اثرات کا تجزیاتی مطالعہ (گرو گرنتھ صاحب کی روشنی میں) An analytical study of the concept of monotheism in Sikhism and Islamic influences on it

The basic concept of monotheism is found in the teachings of Guru Nanak. There are basically two doctrinal things in Sikhism. One is the belief in the oneness of God and the other is the promotion of human brotherhood. In Guru Granth Sahib, the words of some devotees also convey the idea of polytheistic beliefs. However, as far as the words and ideas of Guru Nanak are concerned, they seem to be safe from polytheism. According to Sikh Dharma, God is the Creator and Almighty of the world and he is eternal. Guru Nanak's concept of God is similar to Islam's concept of monotheism. The monotheism of Sikhism as a whole is between Islam and Hinduism.  In addition to acknowledging the existence of God, Granth Sahib also acknowledges the greatness of the gods and goddesses. But Guru Nanak used to give the status of creatures to all these gods and goddesses. The philosophy of Wahdat-ul-Wujud is very strong in Sikhism. But in Islam and Sikhism there is a clear difference between the interpretations of the doctrine of Wahdat-ul-Wujud and Wahdat-ul-Shuhud. Undoubtedly, Guru Nanak was deeply influenced by the concept of monotheism in Islam. Similarly, other Gurus have also stated contradictory teachings in their discourse on monotheism in Granth Sahib.

Teaching and Testing Oracy Skills in English as a Second Language

Teaching and Testing Oracy Skills in English as a Second Language In Pakistan the quality of English language teaching is too poor to be satisfactory. Students are taught literacy skills at the expense of oracy skills. Also, the literacy skills are taught by substandard and outdated methods which results in lopsided learning of language. Wrong language habits are the natural outcome of this faulty teaching among the learners. These habits are made further inveterate by their repeated practice at different stages before these learners come to NUML. So, the teaching of language to these students, especially oracy skills, poses serious challenges to the teachers dealing in this matter. Teachers of NUML come across multifaceted problems while teaching these students because they (students) are very weak in oracy skills and are treated as false beginners. The purpose of this study is to probe into the teaching and testing techniques which are used by the teachers of National University of Modern Languages (NUML). The investigation was based upon the responses of the English language lecturers to a self-designed questionnaire prepared by the researcher. The study was designed to investigate the problems of teachers and the significance which they would give to different problems related to Oracy skills. Teachers having experience of teaching functional courses were selected as a sample. Self-designed questionnaires were distributed among the teachers. The turnout remained hundred per cent as all the teachers were colleagues of the researcher. The data thus collected was analyzed statistically by finding frequencies and percentages of the responses to close-ended questions in the questionnaire and the trends of the data were identified and interpreted. Quantitative paradigm was applied in sorting out the data and interpreting it. It has been found on the basis of the responses by the teachers that the perceived problems related to oracy skills are genuine and also, that the teachers of NUML realize the gravity of these problems and treat these problems efficiently. However there are certain points which need a bit more attention related to areas of teaching and testing of oracy skills. At the end as an attempt to contribute to the efforts to tackle these problems the researcher has suggested some activities which can be used in classrooms for effective practice of oracy skills.