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The Relationship of Emotional Intelligence and Second Language Learning of Esl Students at Graduate Level

Thesis Info

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External Link

Author

Lodhi, Arfan

Program

PhD

Institute

The Islamia University of Bahawalpur

City

Bahawalpur

Province

Punjab

Country

Pakistan

Thesis Completing Year

2017

Thesis Completion Status

Completed

Subject

English Language & Literature

Language

English

Link

http://prr.hec.gov.pk/jspui/bitstream/123456789/13591/1/PhD%20Thesis%20Arfan%20Lodhi.pdf

Added

2021-02-17 19:49:13

Modified

2024-03-24 20:25:49

ARI ID

1676725123484

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Emotional intelligence plays significant role in developing and enhancing English language proficiency skills among ESL learners. Previous research findings affirm that emotional quotient (EQ) is as important as intelligence quotient (IQ) for learning language and attaining success. The current study was an attempt to investigate the relationship of emotional intelligence interventions with English proficiency skills among advanced level ESL learners. The study adopted descriptive framework in first phase to determine the association of emotional quotient scores with English proficiency skills among ESL learners. A sample of 556 students with equal ratio of male and female students was determined to find this correlation. Comparatively, male students demonstrated weak positive correlation while female students showed moderately positive correlation between their EQ level and ESL proficiency skills. The second phase of the study examined the impact of emotional intelligence on ESL learning skills in an explanatory cause and effect research design. Emotional intelligence based English language teaching (EI-ESL pedagogy) was used as treatment for ten weeks on students of experimental group and results were compared with the results of control group at pretreatment and post-treatment stage. Findings obtained from statistical results and logical interpretations revealed positive association between emotional intelligence interventions and language proficiency skills of ESL learners along with significant enhancement in their language learning abilities. EI-ESL pedagogy not only increased the EQ level of students, but it resulted in the significant enhancement of their language learning competencies. The study emphasized upon the effective, productive and integral use of emotional intelligence interventions in ESL teaching instructions, English curriculum and ESL classrooms; as emotional intelligence determines personal, academic and professional success among students and professionals at all levels.
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اردو زبان کے نام

موضوع 8: اردو زبان کے مختلف نام
اردو زبان کو مختلف ادوار میں مختلف ناموں سے پکارا گیا۔ مختلف ادوار میں اسے ہندی،ہندوی ، ہندوستانی کے ناموں سے پکارا جاتا رہا ہے۔ڈاکٹر سلیم اختر نے اپنی کتاب "اردو ادب کی مختصر تاریخ" میں کہا ہے:
"یہ نام بعض اوقات اس مخصوص عہد کے لیے ایک بلیغ استعارہ بھی بن جاتے ہیں۔"
اردو کا لفظ:
اردو کا لفظ وسط ایشیا یا بالائی یورپ سے برصغیر میں داخل ہوا۔وہاں ریوڑ کے معنی میں استعمال کیا گیا۔سندھی زبان میں ڈھیر اور ترکی زبان میں لشکر کے معنی میں ملتا ہے۔ مغل دور میں فوج اور چھتر شاہی کے معنی میں مستعمل رہا۔اسی لیے عساکر(عسکری) کی زبان کو زبان اردو کہا جاتا تھا۔
ہندی یا ہندوی:
اردو زبان کو ہندوستان کی مناسبت سے قدیم زمانے میں ہندی یا ہندوی کہا جاتا تھا۔بقول ڈاکٹر مرزا خلیل احمد بیگ :
"شروع شروع میں یہ زبان اپنی مقامی خصوصیات کی بنا پر ہندوی ، ہندوئی یا ہندی کہلائی۔"(اردو زبان کی لسانی تشکیل)
اس نام کی شہادت قدیم ادبی تصنیفات میں بھی ملتی ہیں۔ قاضی بدر سے لے کر میں سراج الدین خان آرزوتک قدیم لغت نویسوں نے اس زبان کو ہندی یا ہندوی لکھاہے۔ اس کے علاوہ صوفیا کرام کی تحریریں اور اقوال بھی کارآمد ہوتے ہیں۔میر تقی میر نے اپنا تذکرہ "نکات الشعراء میں بھی ہندی کا لفظ استعمال کیا تھا۔ڈاکٹر سہیل بخاری نے بھی اپنی کتاب " اردو کے روپ "میں ہندی یا ہندوی کی مثال دیتے ہوئے کہا :
" شاہ عبدالطیف نے بھی قرآن مجید کا جو ترجمہ کیا اسیزبان ہندی قرار دیا۔"
زبان دہلوی:
امیر خسرو نے اردو کے لیے زبان دہلوی کا نام استعمال کیا ہے۔ اپنی مثنوی "نئے سفر" میں انھوں نے ہندوستان میں تمام مروجہ زبانوں کا تذکرہ کیا ہے۔امیر خسرو کے300 سال بعد ابوالفضل...

Development of Micro, Small and Medium Enterprises (Msmes) Based on Creative Economy (Ekraf) and Gig Economy in Gorontalo Regency

The purpose of this study is to determine the development of MSMEs in Gorontalo Regency and to provide new innovations in the development of MSMEs based on Creative Economy (Ekraf) and Gig economy in Gorontalo Regency. This study uses a descriptive qualitative approach, which describes and describes facts according to the phenomenon of how development is seen from the strengths, weaknesses, threats and opportunities (SWOT analysis) with the aim of providing an Creative Economy-based MSME development strategy and the Gig economy in Gorontalo Regency. Data collection was carried out through observation, interviews and documentation about the strengths, weaknesses, opportunities, and threats of MSMEs against informants from three business fields, namely the Food Business Sector (dodol processed food), clothing (Sulaman Karawo) and handicrafts spread across three existing sub-districts in Gorontalo Regency. The results showed that the creative economy-based and gig economy-based MSMEs in Gorontalo Regency have not been fully implemented by MSME actors because they have limited capabilities and experience problems in their business development, this is due to several problems faced such as limited capital, raw materials and the use of simple production equipment, limited marketing media due to the absence of a MSME center, the types of products offered, quite a lot of transaction costs, less skilled labor, and product copyright registration problems for that from the results of the SWOT analysis of the diversification strategy at a more precise value to be applied, because it is considered more appropriate to the current conditions in Gorontalo Regency. In addition, the use of the gig economy is a part-time worker who is competent and innovative for MSMEs that are progressing and ready to compete.

Studies of the Effect of Transition Metal Ion on the Biological Activity of Some Novel Organic Compounds

This project was aimed at the synthesis of some chromone derived ligands and their transition metal complexes of biological significance. The ligands 1–17 were synthesized by the reactions of 6,8-dichloro-3-formylchromone and 4-aminobenzoic hydrazide, 4-brmobenzoic hydrazide 4- chlorobenzoic hydrazide, , 4-hydroxybenzoic hydrazide, isonicotinic hydrazide, nicotinic hydrazide, 2,5-dichlorophenylhydrazine, tetraflororophenylhydrazine, 2,5-diflororophenylhydrazine, m-tolylhydrazine hydrochloride, 2,3,5,6- 4-methoxyphenylhydrazine hydrochloride and 4-hydrazinobenzoic acid, semicabazide, 4-phenylsemicarbazide, 4,4- diphenylsemicarbazide, thiosemicarbazide and 4-phenylthiosemicarbazide respectively. The structures of all the ligands were determined by analytical and spectral (IR, 1H-NMR) techniques. These ligands 1–17 were used for synthesizing their copper (II) complexes 18 – 34. All the synthesized metal complexes were characterized by elemental analyses, molar conductance, magnetic moment, IR, electronic spectral and thermal data and were found to be six-coordinated exhibiting octahedral geomatry. The synthesized ligands and their transition metal complexes were screened for their in vitro antibacterial activity against four Gram-negative (Escherichia coli, Pseudomonas aeruginosa, Salmonella typhi, Shigella flexneri) and two Gram-positive (Bacillus subtilis, Staphylococcus aureus) bacterial strains by the agar-well diffusion method. The ligands were found to exhibit either no or low to moderate activity against one or more of the bacterial species. Whereas, all the metal complexes exhibited varied activity against different bacteria. The ligands, which were inactive before complexation became active and less active ones became more active upon coordination with copper ions. The complexes 18 - 22, 27 - 28 and 30 - 33 showed comparatively much higher activity. However, the metal complex 34 was found to be the most active one.