اختلاف الدلالات للكلمات المشتركة بين العربية والأردية وأثره في تعليم اللغة العربية

Arabic language is a family member of Semitic languages whereas Urdu is the member of Indo-European Languages. The Arabic language though is not from the same language family but amazingly it provides much of its share through alphabets, words with its meanings and pronunciation. These features of both languages have provoked to study it under the contrastive linguistics through semantic study of commonly used words. This research is a semantic study of commonly used words in both languages of different language family along with the applied linguistics in Language teaching. There are large numbers of Arabic words that are used in Urdu language and there are significant numbers of words that are used in different meanings, this change in meaning led to change in semantic field. This research paper also study the effect of semantic change of these words on Arabic Language teaching to the Pakistani students whose native language is Urdu. This study will also reveal the reasons of errors during language learning with the help of semantic study if commonly used words.

Prevalence of Students With Learning Difficulties in Mathematics at Primary Level in Punjab

This study aimed to find out the prevalence of students with learning difficulties in the subject of mathematics at primary level. Twenty-three hundred and ninety-two (2392) students were selected as a sample for this purpose. The term learning difficulty is not an indication of intelligence levels, but it means that the students may face problems resulting from physical, educational, emotional and environmental factors. It included the development of screening checklist for the identification of students with learning difficulties in Mathematics and the diagnostic test consisting of four subtests: 1-Pre-number Concepts Test (PNT), 2-Number Diagnostic Test (NDT), 3-Arithmetic Operations Test (AOT), and 4-Geometry Diagnostic Test (GDT). Content validity of the screening checklist and the diagnostic test were ensured through the opinion of the experts of the relevant field. Reliability of screening checklist and the diagnostic test was determined through Cronbach’s alpha coefficient which was .83 and .80 respectively. Descriptive and inferential statistical tools were applied to analyze the collected data. Independent sample t-test was used to find out the difference among the students with respect to gender, rural area, low and high achievers. The prevalence of the female students with learning difficulties in the subject of mathematics comparatively higher as compared to male students at primary level. Prevalence of male and female students with learning difficulties was 15.4 and 20.2 percent respectively. The prevalence of students with learning in mathematics is 15.6 percent. It was highly recommended that training programme should launch for the capacity building of the teachers teaching mathematics at primary level. Moreover teachers have to use the activity based pedagogical skills for the effective and forever learning in the subject of mathematics.