مولوی عزیز الرحمن
مولوی عزیز الرحمن صاحب کوئر یاپار اعظم گڑھ کے ایک شریف و نجیب خاندان سے تعلق رکھتے تھے، اردو کے مشہور ادیب و نقاد جناب شمس الرحمن فاروقی ان کے حقیقی بھتیجے تھے، جو اور اس خاندان کے دوسرے اشخاص بھی بڑے سرکاری عہدوں پر فائر ہیں۔ علمی و دنیاوی وجاہت کی طرح دینداری میں بھی یہ خانوادہ ممتاز تھا۔
مولوی عزیز الرحمن صاحب کی تعلیم مدرسہ الٰہیات کانپور میں ہوئی تھی اور انھوں نے الٰہ آباد بورڈ کے امتحانات بھی اچھے نمبروں سے پاس کئے تھے، ۱۹۲۵ء میں وہ شبلی نیشنل ہائر سکنڈری اسکول میں تدریس کی خدمت پر مامور ہوئے اور ۶۶ء میں ریٹائر ہوئے۔
مولوی صاحب کو قومی و ملی اشغال سے بھی سروکار رہا اور جمعیۃ علمائے ہند اور کانگریس پارٹی سے وابستہ رہے، اعظم گڑھ کے نسواں اسکول کے جواب گریجویٹ کالج ہوگیا ہے، بانی ارکان میں تھے، برسوں اس کے صدر بھی رہے۔
ملازمت کے ابتدائی زمانے سے دارالمصنفین آنے کا معمول بنالیا تھا۔ اس وضع داری کو اس وقت تک نباہا جب تک پیروں میں قوت رہی، انہیں مولانا سید سلیمان ندوی صاحبؒ اور مولوی مسعود علی ندوی کی مجلس میں باریاب ہونے کا شرف حاصل تھا، شاہ معین الدین احمد اور سید صباح الدین عبدالرحمن صاحبان اور دوسرے رفقا اور کارکنوں سے نہایت بے تکلف تھے، اس ناچیز پر بھی بہت شفقت فرماتے تھے۔
دو تین برس سے بالکل معذور اور خانہ نشین ہوگئے تھے، بالاخر ۲۸؍ اور ۲۹؍ دسمبر کی درمیانی شب میں واصل بحق ہوگئے، اﷲ ان کے درجات بلند کرے اور پسماندگان کر صبر جمیل عطا فرمائے، آمین۔ (ضیاء الدین اصلاحی۔ جنوری ۱۹۹۴ء)
He Holy Qur’an is the last, divine, universal and comprehensive book of the guidance. This book is the biggest miracle of the Prophet. The miracles of the Qur’an have so many aspects to it. The most prominent among them is its literary, rhetorical and stylistic uniqueness. This rhetorical and interrogative style is not only very unique but also very fresh. This uniqueness can be found in the various chapters of the Qur’ an. The point in all this is to convey and communicate the spirit of Islam in the most effective way and to grab the attention of the audience. Teaching and learning take this interrogative style as the basic ingredient. It facilitates the learning process and explains the various difficult problems if any. It is also very Important to attract the attention of the audience in the most convenient and effective way and to keep them alert. Discussion, dialogue and informed communication are the best way to impart knowledge in today’s modern world, and the interrogative is inherent in it. The Qur’an adopted this style u * • years back and declared it the most significant way of rhetoric.
Role of Students and teachers Beliefs in English Language Learning at Federal Colleges of Pakistan 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.