خیرالنساء فاطمۃ الزھراؓ کے حضور!
شرم و حیا کا اوج ہیں ، پیکر رضا کی ہیں
زوجہ علی کی، بیٹی رسولِ خدا کی ہیں
معیار بے نظیر ہے اُن کے حجاب کا
عورت کا ہیں وقار تو زینت حیا کی ہیں
The concept of cohesion is not only a semantics one that exists within the meaning of text; it refers to grammatical relations of the Text The concept of cohesion is not only a semantics one that exists within the meaning of text; it refers to grammatical relations of the Text that exist within surface structure of the text, and that define it as a text. That is why the study of cohesion is important in text linguistics, especially in the Text of holy Qur‘ān. Therefore the ancient researchers have chosen it in different ways in the Qur‘ānic textual analysis. The ancient Arab started the study of Cohesion to prove the Qur‘ānic text as “Mojza” and “ijaaz” because of its organization and arrangement of text according the “Nazem” “Insijaam” “Ittisaaq” “Iltehaam” and many others. The English term that substitutes these terms is just Cohesion and Coherence. So we can say that the Arab was doing well about the discourse/textual analysis of the texts, especially the Qur‘ānic textual cohesion was their main goal. This research work differ from previous works in many aspects, while the researcher focuses on the concept of cohesion and its various aspects, particularly in terms of the cohesion and coherence in Arabic Language in the light of Qur‘ānic text. That exist within surface structure of the text, and that define it as a text. That is why the study of cohesion is important in text linguistics, especially in the Text of holy Qur‘ān. Therefore the ancient researchers have chosen it in different ways in the Qur‘ānic textual analysis. The ancient Arab started the study of Cohesion to prove the Qur‘ānic text as “Mojza” and “ijaaz” because of its organization and arrangement of text according the “Nazem” “Insijaam” “Ittisaaq” “Iltehaam” and many others. The English term that substitutes these terms is just Cohesion and Coherence. So we can say that the Arab was doing well about the discourse/textual analysis of the texts, especially the Qur‘ānic textual cohesion was their main goal. This research work differ from previous works in many aspects, while the researcher focuses on the concept of cohesion and its various aspects, particularly in terms of the cohesion and coherence in Arabic Language in the light of Qur‘ānic text.
Vocabulary has been found to be a predictor of later language development (Lee, 2011). Research indicates stories to be great stimulators of language, especially in enhancing children’s vocabulary. Pakistan’s National Curriculum for Early Childhood Education (2007) also emphasizes on the importance of supporting children’s vocabulary development. Through a collaborative action research, I explored the role of stories, told monolingual and bilingually, to support vocabulary development of two years old bilingual children at a private English-medium school in Karachi, Pakistan. Two teachers, facilitating this age group and four randomly chosen children from the classroom participated with me in the study. Data was gathered through various tools including, interviews, classroom teaching, and reflective conversations. Anecdotes of the four participant children were also maintained throughout the study. Findings revealed that stories supported children’s vocabulary development. Children enjoyed both monolingual (English or Urdu) and bilingual stories (Urdu and English). Moreover, vocabulary development can further be supported by reinforcing the key vocabulary through play and language games. A change in the teachers’ and my perception regarding the power of stories and storytelling, both monolingual and bilingual stories, was seen as a result of the intervention. The study also brings to light the importance of having bilingual stories to support language development in both the home and classroom languages. It also raises questions about assessing progress in both languages. It also highlights that along with stories, the storyteller, in this case the teacher helps support vocabulary development in children. It also raises questions about supporting the professional development of these teachers, about the use of stories as a teaching pedagogy as well as different strategies of telling stories.