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مولانا مودودیؒ کی خدمات دین اورعلم

تفسیری خدمات

قرآن کی چار بنیادی اصطلاحیں،تفہیم القرآن

سیرت وحدیث پرکتب

سیرت سرورعالم ،ختم نبوت ، سیرت کاپیغام، تفہیم الحدیث۔

عبادات

(۱)اسلامی عبادات پرتحقیقی نظر (۲) خطبات (۳) مسئلہ قربانی (۴) تفہیمات (۵)نشری تقریریں (۶) مسئلہ جبروقدر (۷)توحیدورسالت (۸) زندگی کے بعدموت کاعقلی ثبوت

دعوت وتحریک پرلکھی جانے والی کتب

(۱) تنقیحات (۲) تجدید و احیائے دین (۳) شہادت حق (۴) دعوت ا سلامی اور اسکا طریقہ کار (۵) دین حق (۶) تحریک اسلامی کا آئندہ لائحہ عمل (۷) ہدایات(۸) اسلام کا نظام حیات (۹) اسلام کا اخلاقی نقطہ نظر (۱۰) اسلام اور جاہلیت (۱۱) تصوف اور تعمیر سیرت ۔ (۱۲) تحریک آزادی اور مسلمان ۔ (۱۳) تحریک آزادیٔ ہند اور مسلمان۔

اسلامی قانون وفقہ پرکتب

قادیانی مسئلہ ، مرتد کی سزا اسلامی قانون میں ، اسلامی قانون اور پاکستان میں اسکے عملی نفاد کی تدابیر ۔

نظام معیشت پر کتب

معاشیات اسلام،سود ،حرمت سود ،اسلام اور عدل اجتماعی ،قرآن کی معا شی تعلیمات ،اسلام ،سرمایہ داری اور اشراکیت، مسئلہ ملکیت زمین ۔

تعلیم

تعلیمات ۔اسلامی نظام تعلیم ۔ عالم اسلام کی تعمیر میں مسلمان طلباء کا کردار ۔

اسلام اورمعاشرت پر کتب

مسلم خواتین سے اسلام کے مطالبات، پردہ ، اسلام اورضبط ولادت ، اسلام اور خاندانی منصوبہ بندی ، خواتین کے دینی مسائل ،  مسئلہ تعدد ازدواج ، اسلام کا نظام معاشرت۔

اسلام کا سیاست و ریاست کا نظام

اسلامی ریاست میں ذمیوں کے حقوق ، اسلامی سیاسی نظریہ اسلامی دستور کی تدوین، مسئلہ قومیت ،...

محدثين كے ہاں قراء ثلاثہ كا مقام و مرتبہ اور علم حديث ميں ان كى خدمات

Allah Himself has taken the responsibility to protect the Holy Quran and the Hadith of the Holy Prophet. He Himself has provided the sources of their protection. One of the means of the protection that was the creation of such a group of the Qura who not only served the Holy Quran but also provided worth mentioning services in Ahadith of the Holy Prophet. But their services are hidden from us. By Qura the researcher means those Qura whose recitation styles and narrations are studied and taught in the different quarters of the world who are known as Qura Saba & Ashra (سبعہ وعشرہ). They are ten imams each with two Ravi’s. They are thirty Qura in total. I have selected only last three Imam & their two narrators in this Article. These Qurra are known as Qurra Thlathah (قراء ثلاثہ).  The services of these imams have been highlighted in the light of the following eleven Ahadith books. Sihah:   Sahih Bukhari, Sahih Muslim, Sahih Ibn-e-Habban, Sahih Ibn-e-Khuzeema. Sunan: Sunan Abu Dawud, Sunan al-Tirmidhi, Sunan al-Nasai, Sunan Ibn Majah, and Sunan al-Kubra. Masaneed: Musnad Ahmad ibn Hanbal, Musnad Abu Ya`la al-Mawsili. How many people have reported them and what is the standard of the weakness and soundness of those narrators have also been discussed in this article. Besides these books of Ahadith, these Ahadith have been searched in other books of Ahadith also. The status of these Qura has been explained in the light of the commentary of Muhadithin. Whether Ahadith critics have declared them thiqa or weak or have declared them as average sadooq. The most important thing is that there is no one weak reporter in these imam qura. Two out of three imam qura are ranked as thiqa and one sadooq. And among the narrators of these qura one is thiqa, one sadooq, and nobody are weak reporters. There is silence about the remaining four reporters of these qura. The reason is that there is no hadith reported from them. Because of all this their religious and scholarly authenticity could be determined. The narrations of these thalathah (ثلاثہ) Qura are confined to reporting the Holy Quran but they have also reported about every part of fiqh and they have been utilized and refered to  

Role of Technology in the Enhancement of English Language Speaking Skills of High School Students of Gojal, Gilgit Baltistan

English language, the ‘lingua franca’ of the globalized world necessitates (Jenkins, 2009) even countries where it is not spoken as the first language to institute it as a second language (Caine 2008). Pakistan is also amongst one of the countries where English language is given much importance and is being taught as a compulsory subject from Early Childhood Development (ECD) to graduation level. Literature (Ahmed, 2011; Noreen, Ahmed & Esmail, 2015) says that in Pakistani English as a Second Language (ESL) classrooms, reading and writing are the two main skills that are focused on more, while the two other language sub-skills: speaking and listening are ignored. Experiential data, specifically relating to the rural and far-flung areas of Pakistan, like Gojal, traditional method teaching and learning practices are also prevalent there: due to which the learners of (English language) EL lack in speaking skills. As a result of the growing numbers of ESL learners, there is an ongoing search for new, effective and efficient instructional methods for the improvement of the teaching and learning processes in English language. In the 21st century, technology has gained substantial attention due it offering an abundance of devices and tools that make authentic language input accessible to EL learners (Frenik, 2013). Technology and its usefulness in developing language sub-skills is being explored as an option in formal and informal settings in many parts of the developing world where access to authentic language input is limited due to the areas in question being relatively remote (Hsu, 2013). However, there seems to be a dearth of descriptive data on the role technology plays or is seen as playing for EL learning in the remote areas of Pakistan. Accordingly, a sequential mixed methods design was employed to explore the role of technology in the enhancement of high school students’ English language speaking skills. The data was collected in two phases. In the first phase, semi-structured-interviews were used to collect data from English language teachers. Two Focus Group Discussions (FGDs) were also conducted to obtain data from the students. In the second phase, a mixture of open-ended, 4 and 5 point rating scale questionnaire was developed based on the emerging themes of the first phase and was administered to 116 high school ESL learners. The study findings revealed that technology is perceived as a tool that supports students in the enhancement of their speaking skills. Technologies such as television,
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