منهجية الاشتقاق في اللغة العربية

Language is the identity of a nation, a region and a territory, which serves as a link between the people of that nation and territory. On the other hand, it causes unity, uniformity, brotherhood and love. That’s why study of language has been the subject of conversation of scholars and researchers from the very first day. Wherever human beings exist on this earth planet, there are languages with their noun, verb, preposition and its sub kinds i. E. Present, past and future tense, subject, Object and pronoun. A complete structure of language is founded upon which the learned men have made valuable contribution in various decades. Survival and development of these languages owe to the efforts of these learned people. The current research study is also an effort in which discussion has been made with reference to Arabic language. Arabic is the fourth largest language of the world. It is spoken and understood in Saudi Arabia, U. A. E, Egypt, Syria, Iraq, Iran, Jordon and Morocco. 3 The Universities all over the world, particularly those Universities which have leading role in the present time, not only adopt Arabic Language as medium of instruction but are not second to the Arabs in respect of Arabic Language. The present article discusses the one aspect of this historical grand language namely “derivation”. What is the source of derivation in the Arabic Language? How words are formed and how they are refined. What are different theories regarding derivation. This article is an effort to explain all these aspects

A Critical Analysis of the Effectiveness of the Teaching Methods of Quran and Sunnah at Secondary Level

The main purpose of the study was to identify effective and suitable methods for teaching the students at secondary level. In order to derive the desired objective the teaching methods of Quran and Sunnah and traditional methods were selected for teaching English grammar parts of speech, tenses, stories and composition at secondary level. The research study was experimental in nature and GGHS Tarnab Farm Peshawar Khyber Pakhtunkhwa was selected as sample through purposive sampling. There were two sections of class 9th in the school. From each section 30 students were selected randomly through new draw method techniques. One group was considered as experimental and other as control group. One of the teachers from the same school was selected to teach both the group English grammar (part of speech, tenses, stories, and composition in separate period of 40 minutes daily. For the control group teacher used traditional method while experimental group was taught by teaching methods of Quran and Sunnah. The researcher briefed and guided the teacher for both the traditional method and teaching methods of Quran and Sunnah, direct method, lecture method, question/answer method. The experiment was conducted in 48 working days. Two achievement tests were administered in the subject of English at secondary level. Pre-tets was administered before starting the experiment while post test was administered on completion of experimental task. Two attitude scales: one for control group and other for experimental group were also administered at the end in order to explore the students’ views about the selected methods of teaching and their effectiveness at secondary level. The collected data through achievement tests was analysed through SPSS version 17. The t-test was applied for two independent variables. And means, standard deviations, degree of freedom t-value and p-value were obtained, significance level between the mean scores was seen at .05 level as the criterion for the rejection of null hypothesis. The collected data through attitude scales was analyzed by applying percentage. The results obtained through two achievement tests and two attitude tests showed better performance of the students of experimental group than control group. The time schedule for per-period was divided in to three parts, time taken by teacher, time used by student and time used by both students and teacher, percentage was applied for analysis of proportionate amount of time. The findings of study are that the students who had been taught through Quran and Sunnah teaching methods showed good performance, understand more and considered these methods more effective than control group who had been taught by traditional method of teaching. The study recommends that the teaching method of Quran and Sunnah may be used at higher secondary level. These methods may be applied in teaching of other subjects like Urdu, Islamiyyat and Pakistan studies and other subjects. Distance education may play an important role by introducing these methods in teachers. All the pre-service and in service training institutes may bring awareness among teachers about benefits and effective uses of Quran and Sunnah teaching methods.