اک عمر جو گزاری تو ہم کو پتہ چلا
لازم نہیں ہے کوئی بھی جینے کے واسطے
Abstract: This paper describes that if we want to know about poetry we must understand that out of context we can never arrive at our destination. The Quran should be read and understood in totality of its message and spirit. Its verses are local and universal. Some verses are in local environments but leave universal and eternal message. The verses ofSura'h Yasin and Sura'h Najm related to poetry clearly exhibit the truth that God rejected the claim of the infidels who regarded the Quran as the book of poetry and Prophet Mohammad as a poet. The poets in general are not condemned in Sura Yasin. It is an apt reply to the infidels that the Quran is a message from God with a serious mission and motto. The Holy Prophet used to ask people to recite the holy poetry of Hazrat Abu Talib. Hassan bin Sabit used to recite "Naat" in the presence of the Prophet. Hazrat Ali was also a poet. They enhanced the divine mission of the prophets through their facile pen and noble spirit. Hence in the light of above brief dissertation, we can profess that Islam does not oppose poetry if it is written on didactic and divine lines.
Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of the learning and becomes more motivated and self-supportive towards the learning procedures. It has become a much discussed phenomena and has been given immense importance from the last few decades however it‟s still not practically implemented in the foreign language classrooms. The students in the foreign language classrooms are still much relying on their teachers and take less responsibility of their own learning. The present study is a quasi-experimental research design. The study at first explored the existing level of English as a foreign language learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies in the language classrooms. The study intended to design a learner-training program to develop autonomy among Pakistani foreign language learners. An eclectic approach was used in the research design, thus the learning-training program was designed on the basis of multiple theories of learner autonomy, with a compilation of foreign language learning strategies in each lesson. The major frameworks used for the research design were Oxford‟s framework (2011) Andrew‟s framework (2007), and Chamot‟s framework (2005), whereas the language learning strategies chosen for the learner-training program were cognitive, metacognitive and social-affective language learning strategies. The target population of the study was university level students of Lahore, Punjab (Pakistan), studying English as a compulsory subject and the sample was bachelor‟s level students of a public sector university of Lahore. The sample consisted of a nonintervention/control group and an intervention/experimental group each with 52 number of students. The learner- training program was implemented on the intervention group for 27 weeks. The quantitative data was collected through a pretest questionnaire, a post-test questionnaire and language learning diaries whereas the qualitative data was collected through the interviews of the participants. The findings of the research revealed that the learner-training program proved to be successful where the participants of the intervention group were using foreign language learning strategies in their language classrooms, were independently doing classroom tasks, and were very motivated to use autonomy practices in future as well. The research suggests that the use of language learning strategies can be introduced in the language classrooms to enhance autonomy among the foreign language learners. The learnertraining program can further be beneficial for the foreign language teachers as they can use the autonomous learning practices to make their language classrooms more engaging and interactive.