رسم عثمانی میں غیر موجود اور صحیح سند سے ثابت قراءات کا حکم

Some of the variant readings of the Holy Quran having a sound chain of narration are not included in the Uthmanic Maṣāḥif (Codices). Hence, following three probabilities can be deduced about these readings; First: Those were abrogated in ʿArḍah Akhīrah (the last revision). Second: Those might be among those explanatory notes of the Holy Text by Prophet Muhammad (SWA) that were erroneously written by a few companions within the actual text of Quran considering them a part of the Quran. Third: Those may belong to such Aḥruf (readings) that were authentically transmitted from the Messenger of Allah (SWA) but, they were not mentioned in the orthography of the Uthmanic Maṣāḥif by the compilers due to any possible reason. To us, if we come across any authentically narrated recitation of the senior Qurrāʾ companions that seems contrary to the orthography of the Uthmanic Maṣāḥif and there is no proof of their being from the second category, then, it is better to consider them from the third category instead of the first one.

A Study to Investigate the Causes of English Speaking Anxiety Among the 8Th Grade Students of Elementary Schools in District Sialkot

English language enjoys its glory as an official language of Pakistan. It is used widely as a medium of instruction in educational organizations. The main focus of this investigation is to explore the causes of anxiety in speaking English as a second language at elementary level in district Sialkot. This investigation also aimed at determining the difference in speaking English as second language among eighth grade students at elementary level, if any across gender, school type and qualification. The design of the study was quantitative. Population of this study was comprised on all 110 publics (76 boys and 34 girls) and 20 private elementary schools of tehsil Sialkot. As far as sample of study is concerned 300 students of 8th grade was the sample of the study, out of which 150 students (75 girls and 75 boys) were from public and 150 students (75 boys and 75 girls) were from private elementary schools. Data were collected from 12 elementary schools (6 public elementary schools and 6 private elementary schools) of tehsil Sialkot, with the help of simple random sampling technique. Research tool used for data collection was ?Foreign Language Classroom Anxiety Scale? (FLCAS) questionnaire which was presented by Horwitz, Horwitz, & Cope?s (1986). This adopted instrument was consisted on 33 Likert type statements having 5 sub-scales. Mean and standard deviation was applied in the SPSS on the factors of FLCAS to find out the causes of anxiety in speaking English among the 8th grade students at elementary level in district Sialkot. Inferential statistics like t-test was applied in the SPSS to determine the difference of anxiety scores between gender (male/female) and school type (public/private) while ANOVA was done in SPSS to determine the anxiety scores of students taught by teachers having different academic background. The findings revealed that majority of the elementary students were having fear of speaking English in English language classroom and this factor is the main cause of anxiety among elementary students. Results revealed that negative relationship was found between school type and gender while having anxiety in speaking English among 8th grade students. Results also showed significant difference with regard to qualification of teachers. Considering the English language anxiety issues among 8th grade students of elementary schools in district Sialkot, it is recommended that in both public and private elementary schools, language teachers create a stress free, informal, friendly, and mastering environment. Little communicative activities like drama, role-play and motivation provoking techniques in a studying environment should be utilized. In public elementary schools, a language teacher should assign some task as homework for the preparation of next class so that students may prepare well and creates such an environment in language class in which all students participate in ongoing discussion without any hesitation. Private schools should not appoint less qualified and untrained teachers as they are also the main cause of creating anxiety in speaking English among students. Male and female 8th grade students of both sectors should constantly be prompted to practice English language speaking activities inside and outside the classroom without bothering little grammatical mistakes.