النتائج
أولاً :
تعرفنا علی ملکۃ من ملکات الشعر الغزلي وھي بروین شاکر، منذ ولادتھا إلی وفاتھا وأھم أعمالھا العلمیۃ والأدبیۃ فهي شاعرة باكستانية معروفة جداً .
ثانياً:
السبب الرئیسي في أحزانھا عشقھا غیر الناجح وزواجھا من شخص علی رضاء الوالدین ثم طلاقھا وسعادتھا الناقصۃ۔
ثالثاً:
أعطت بروین شاکر صورۃ واضحۃ لمشاعر وأحاسیس المرأۃ وأنھا لیست لعبۃ في عالم الرجال بل أن لھا مکانتھا العالیۃ ومنزلتھا اللائقہ بھا ودافعت کثیراً عن حقوق المرأۃ، ولها مجموعات شعرية رائعة وأكثر أشعارها عن الحب والعاطفة والوحدة والفراق والإشتياق إلى الحبيب.
Humankind has been granted a special status due to its being vicegerent of Allah on earth for he has been entrusted with the responsibility to keep order in the world according to the directives of its Creator. Humans are guided by Prophets in history. Some of these Prophets have got greater value, sphere and depth of influence on humanity due to different factors. Muhammad (Peace Be Upon Him) is the last Prophet of Allah, for the eternity and whole humanity. After him, Islam is completed for all times to come. Islam is a complete code of life; education and training constituting its crux. Prophet Muhammad (Peace Be Upon Him) was greatly concerned and cognizant of education and training of his followers which is evident from multifarious events of his life. Major emphasis was laid on training coupled with education and both are, thus, inevitably interlocked with each other. It is clear that education was considered an assimilation of knowledge and training was taken as its reflection in daily life. The verses of the Holy Quran and sayings of the Holy Prophet (Peace Be Upon Him) bear a perfect testimony to this aspect of foremost significance. The earlier people in the fold of Islam were much concerned about training and nurturing, hence they avoided mere memorization of facts. The present paper is an attempt to discover the compatibility between education and training in the light of the paradigm of secret of the Prophet (Peace Be Upon Him) of Islam.
The current research was originated by detecting the significance of the language learning strategies (LLS) with relation to the psychological factors. Previous research studies have shown language anxiety to be associated with broad based indices of language achievement. However, to date few researchers have empirically investigated the potential link between foreign language anxiety and language learning strategies. The objectives of current study were multifold. The first was to investigate which language learning strategies were frequently used by Pakistani high school students. The second was to discover the anxiety level of the participants and the third to find out the interaction of anxiety on the use of LLS. 476 high school students of grade 10th belonging to 18 schools (Private, Public, Rural and Urban)of Bahawalpur (Pakistan). Strategy Inventory for language learning (SILL) (Oxford, 1990) was used as an instrument to explore the language learning strategies used. Foreign Language Class Room Anxiety scale (Horwitz, Horwitz & Cope, 1986) was applied as an instrument for measuring the anxiety level of students. Data were analyzed using descriptive analyses, Pearson r correlation, Analysis of variance (ANOVA), T-Test and Cronbach’s alpha. The result of the SILL phase of the research revealed the frequency of strategies used by Private, Public, Rural, Urban, Science, Non Science, Low Proficiency and High Proficiency students. A significant relationship was explored between language learning strategies use and class room anxiety. Interaction of anxiety on language learning strategies was explored under three classes of anxiety as communication anxiety, test anxiety and fear of negative evaluation as stated by Horwitz et al. (1986). Students with medium level of communication anxiety used more memory and cognitive strategies than low and high communication anxiety level students. Students with low communication anxiety level used more cognitive strategies than medium and high communication anxiety level students, while students xi with high communication anxiety level used more affective strategies than low communication anxiety level students. Students with low test anxiety level used more cognitive and meta-cognitive strategies than medium test anxiety level students. High fear of negative evaluation level students used more memory and affective strategies than low fear of negative evaluation level students. The thesis concludes by bringing together the key findings and suggestive areas for further research. In sum, this research provides English language teachers and curriculum planners with ample and validated information about LLS currently used by Pakistani high school students and interaction of anxiety level on LLS use.