حاصل تحقیق
زبان اللہ تعالیٰ کی عطا کردہ نعمتوں میں سب سے بڑی اور عظیم نعمت ہے۔ اس پر سنجیدگی سے غورکرنے کا سلسلہ روزِ اول سے ہی جاری ہے۔ قبل مسیح کےمفکروں اور دانش وروں نے بھی اس پر بہت غور وخوض کیا اور اس کے متعلق مختلف نظریات قائم کیے، اس سلسلے میں مختلف کتب موجود ہیں جو زبان کے متعلق قبل مسیح کے نظریات سے بھری پڑی ہیں۔
اس کے بعد آنے والے مختلف مفکرین نے اس پر تحقیقی کام جاری رکھا۔ اور زبان کے متعلق اپنے نظریات پیش کرتے رہے۔ ان نظریات سے مختلف ماہرین لسانیات نے لسانیات کےمختلف شعبے تخلیق کیے اور ہر شعبے میں خاطر خواہ کام کیا۔
انیسویں صدی میں لسانیات پر باقاعدہ تحقیقی ادارے بننے شروع ہوئے،مغرب نے اس سلسلے میں بہت کام کیا، لیکن یہ بات عیاں ہے کہ بیسویں صدی میں ادب پر جتنا کام ہوا وہ گزشتہ ایک صدی تک نہ ہو سکا، بلاشبہ اس صدی کو ادب کی صدی کہا جاتا ہے اس میں باقی شعبوں کے ساتھ ساتھ لسانیات جیسے اہم مضمون پر بھی بہت زیادہ خامہ فرسائی کی گئی۔
زبان میں لسانیات کے موضوع کے حوالے سے اگر دیکھا جائے تو یہ مختلف عناوین اور اس کےمسائل ومباحث کو سمیٹے ہوئےہے۔ جہاں اس کا تعلق نطق انسانی سے ہے وہاں زبان کے قواعد اور لغتیات پر بھی بحث کرتی ہے۔ اگر لسانیات کی صرف نطق انسانی کے حوالے سے بات کی جائے تو یہ بات عیاں ہے کہ لسانیات کا کسی مخصوص گروہِ انسانی سے تعلق نہیں بلکہ یہ دنیا کی تمام زبانوں کے مسائل کو زیر بحث لاتی ہے۔ مختلف ماہرین لسانیات نے اس کی تعریف مختلف حوالوں سے کی ہے۔ ان میں چند ایک درج ذیل ہیں:
’’زبان کا سائنسی مطالعہ لسانیات کہلاتا ہے۔
This paper is formulated under the conceptual framework of Gayatri spivak’s theory of Can Subaltern Speak? And explores the potential permeability of visual resources as a form of discourse through which subalterns found opportunity to counter media hegemony and make their voices heard. In order to analyze the selected graphic novel Munnu: A Boy From Kashmir (2015) the present qualitative study applies Grunter Kress and Theo Van Leeuwen’s model of visual design (2010) that connects the representational meaning to the interactive one. The analyst reflected upon how the interplay of visuals images and words together displayed the theme of Kashmir’s subjugation as well as how this genre has proved supportive to author to counter the said hegemony. Hence, the study found consent, political domination and media control as the broad elements that can be seen in the novel and also the study concludes that counter hegemony is possible through such literary genres, as the novel’s narrator has communicated those aspects of hegemonic situation in Kashmir to a large audience through literary discourse of graphic novel genre that are chiefly absent from mainstream media’s treatments of the Kashmir’s conflict. ______
This study reports an action research conducted in a private school in Karachi. The purpose of the research study was to understand the implementation of the inquiry strategy in a physics classroom at secondary level. The research was guided by the main question 'How can I implement inquiry teaching strategies in a physics classroom at secondary level in a private school in Karachi?' For this purpose Wenning's (2005) 'hypothetical inquiry strategy' was adapted. To understand the inquiry process, Kemmis and McTaggart's spiral model of action research is employed. I used the qualitative approach to collect the data. The main tools for data collection included personal reflections, semi-structured interviews, observations and document analysis as well as informal talks with a critical friend. In this study, I played a dual role; as a researcher as well as a classroom teacher. During the study the main role of the physics teacher was as a nonparticipant observer, who helped me to monitor some of the groups at different stages during inquiry teaching. There were thirty students (in class IX) who participated in this study as learners. Their major role was to learn physics concepts through inquiry strategy, where they performed and observed hands-on activities, developed hypothesis, created and conducted experiments to give empirical evidence to their hypothesis and defended it by presenting their findings to the classmates. The study was conducted by implementing three action cycles (a total of nine lessons) where each learning cycle consisted of three lessons. The main finding of the study reveals that teaching physics through inquiry strategy in a Pakistani secondary school context was challenging but possible. Besides some facilitating factors, there were challenges and constraints ranging from content specific issues such as teaching and learning abstract ideas in physics to problems and challenges of general classroom management and the motivation of students towards inquiry. On the basis of the findings, the study suggests some implications for different stakeholders including myself, followed by recommendations for further study.