ہمارے تعلیمی مسائل اور ان کا حل: اسلامی تناظر میں

Education plays a very important role in the life of individulals, society and the state. Dawa, tarbiya and modern media are also considered informal parts of education. Edcuational issues being confronted by the Pakistani community today are not mere outcome of recent government policies but are rather extension of legacy of our colonial past. Aligarh is the symmbol of Westernized modern education advocated by pro-West Sir Syed Ahamd Khan whereas Deoband is the role model of religious education sponsored by the religious elite of that time. The former is deprived of religious education and tarbiya while the latter ignores secular knowledge and skills. The need of the hour is that we get rid of this educational dichotomy and develop an holistic educational system integrating healthy aspecths of both these streams so that graduates of general and modern education do benefit from religious norms; and graduates of religious education are also well aware of modern knowledge and skills. We will discuss these issues in this paper in perspective of Dr. Mahmood Ahmad Ghazi’s reflections on this topic.

Fluency Enhancing and Fluency Hampering Factors in English and Their Effect on the Listening Comprehension of Pakistani Learners of English

The purpose of this study was to investigate the effect of fluency enhancing and fluency hampering factors in English on the listening comprehension of the Pakistani learners. English is not taught as a language in most educational institutes in Pakistan. It is treated as a subject. Naturally, its phonological aspect is badly ignored. This, later, affects the competence and performance of the learners. Before starting the research, the researcher had claimed that where the fluency enhancing features of English helped its native speakers in accelerating their verbal speed, they affected the aural comprehension of the Pakistani learners of it. Similarly, the fluency hampering factors in English also affected their listening comprehension. Based on this claim, the researcher formulated the hypothesis: Language learners who are taught listening skills with the help of fluency enhancing and fluency hampering factors of English perform better in aural comprehension than those language learners who are not taught through these factors. Using a quasi- experimental design the researcher conducted the study on two groups -one control group and the other experimental group. The design had the following stages: Pre-test treatment Post-test. The pre-test was set to assess the existing aural abilities of the members of the groups. T-test was used to know the significance or insignificance of the data. It was followed by the treatment that spanned over two months. During this period the researcher treated the experimental group with the help of eight model lesson plans, all focusing on fluency enhancing or fluency hampering factors in English. After the treatment, the post-test was conducted and the data were analyzed by using the t-test again. The results of the pre-test and the post- test of the both groups were compared. It was found that the experimental group (n = 15) achieved significantly higher score [t (28) = 10.16, p > .001] than the control group (n = 15).It was concluded that the fluency enhancing and fluency hampering factors affected the listening comprehension of the Pakistani learners of English and that students could overcome this problem if they were treated properly despite the fact that there were a number of independent variables.