أثر السياق في الجمع بين الروايات الحديثية للموضوع الواحد

The Sunnah is a revelation from Allaah, and the Holy Prophet ( peace be upon Him ) addressed through it, His companions transferred it to narrators. The Hadith is narrated through many ways, so there is a difference between the words of the HadIth narrated by different narrators. It can not be construed to prove judgment. To understand meanings of different narrations of  same Hadith, the correct way is to collect  of these narrations, study the words of each narration, contemplation in all ways of speech and the difference of words, weighting among them, and then build a judgment on the most likely narrations through contextual study. This research reveals how Context plays an important role in reaching to correct meaning of the issue, the balance between words, the weightiness of the issue, and the removal of Suspicions.

پاکستان میں اردو زبان کی تدریس کے مسائل و مباحث

Language is a means of communication. Language is the recognition of a nation and the custodian of the culture in a society. Among the various languages of Pakistan, Urdu enjoys a unique status as national language. It is not only a lingua franca but also a means of unifying the whole nation as well. Urdu is taught as a compulsory subject up to higher secondary level. Teaching of Urdu language has been a very chronicle problem since long. A general outcome shows that Urdu is taken for granted as an easier subject, so no extra measures and arrangements are made in its teaching. There was a dire need to review this problem in order to find out the remedial measures. This research is an effort to find a clue for the said purpose. The research study includes both pedagogical and linguistic aspects keeping in view the ground realities. The first chapter deals with a comprehensive introduction and teaching importance of Urdu language whereas the second chapter relates to the pedagogical concepts associated with its teaching. Third chapter deals with the skills covering listening, speaking, reading and writing problems faced by the learners residing in all the areas of this country. Fourth chapter follows the art of written mode, punctuation, annotation and pronunciation problems. Fifth chapter deals with teaching of prose, poetry, grammar and composition. An overall summary and analysis has been given in the last chapter. Besides this, it includes conclusions and recommendations for the improvement of existing situation and further research. I hope this research may prove a useful addition in the realm of teaching Urdu as a language.