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5 لوک گیت

لوک گیت

 

                پنجابی لوک گیتاں دا دامن بڑا وسیع اے۔ بچے دے جمن توں لے کے بڈھے دے مرن تک دے لوک گیتاں نال ایہہ شاعری مالا مال اے، لوک گیت لوکاں دے دلاں دیاں دھڑکناں تے عام لوکاں دیاں خوشیاں دیاں منہ بولدیاں تصویراں ہوندے نیں۔ لوک گیت اوہناں وَن سونے پھلاں وانگوں ہوندے نیں جیہڑے مٹی دی زرخیزی پاروں دھرتی وچوں آپ مہارے پنگر پیندے نیں۔ تے دماغ وچ لہہ جان والی خوشبو نال دھرتی نوں خوبصورتی بخشدے نیں۔ ایہہ لوک گیت عام لوکاں دے دکھاں تے درداں دیاں کہانیاں ہوندے نیں تے ایہدے نال نال کسے وی علاقے دیاں ثقافتی قدراں دے ذخیرے وی ہوندے نیں۔

                لوک گیت کسے وی قوم دا بڑاوڈا نمونہ ہوندے نیں۔ ایہناں وچ نہ صرف قوم دے رہن سہن دے ڈھنگ بلکہ اوس وسیب دیاں من موہنیاں تصویراں وی ہوندیاں نیں۔ لوک گیتاں وچ صدیاں دے تجربے، مت دیاں گلاں، قوم دے رسم ورواج، گزرے ہوئے ویلے دی جھلک، سوہنی دھرتی دا رنگ، اُگن والیاں فصلاں، دریاواں، ندیاں دیاں کانگاں، طوفاناں تے جھکھڑاں توں وکھ ریت دے ٹیلے، نخلستان تے ہرے بھرے میداناں دا ذکر ملدا اے۔

                ایہہ لوک گیت ساڈے سوچ تے...

أهمية المنهج التطبيقي في تدريس الحديث النبوي وعلومه

Hadîth is the second important source of Islamic Law after the Qur’ᾱn. There is a consensus among the Muslims that Sunnah is the second revealed fundamental source of Islamic sciences. Due to the importance of these fundamental sources, Muslim scholars and educational institutions around the world have played an important role in the development of Hadîth sciences. There are different teaching methodologies and learning approaches. We should use different teaching methods to improve the quality of Hadith studies to the best level and achieve our objectives. The Applied approach is an approach that emphasizes the relevance of what is being learnt to the real world outside the classroom and makes that relevance as immediate and transparent as possible. It is a valuable approach that can be used at all levels of education. It motivates students, improves their confidence and also provides a meaningful context for learning both theoretical concepts and practical skills. There are immense possibilities for development in Hadîth studies by using the applied approach in teaching and learning of Hadîth and its sciences. The challenge is to ensure that applied approach in teaching of Hadith and its sciences plays a constructive role in improving the educational quality of Hadith studies to the level best. This research article is based on importance of applied approach in teaching of Hadîth and its Sciences.

An Analysis of the Design Features of Urdu - English Dictionary for Advanced Learners of English in Pakistan

The present study is an empirical study into the design features of Urdu - English dictionary for advanced learners of English in Pakistan. It takes into account the language needs as well as the reference skills of advanced Pakistani learners of English. The introductory chapter is a brief introduction to the origins of Urdu and tries to answer questions like: Why some Urdu lexicographers included Sanskrit and Persian words in their dictionaries? Has Urdu changed much over time? Is there a dominant variety of Urdu? What is the relationship between Urdu and indigenous languages? Situations where the users of an Urdu-English dictionary may not be the native speakers of Urdu? It also spells out the aims of the study. Chapter II contains the Dictionary Research Test (DRT) which was conducted at the Bahauddin Zakariya University Multan, Pakistan. The purpose of the DRT was to evaluate the effectiveness of a trial dictionary, Power Advanced Learners Urdu-English Dictionary (PALUED) which had been specially prepared for the test. The dictionary was, in fact, an improved version of the existing learner’s dictionary, namely, Caravan Advanced Learners Urdu-English Dictionary (CALUED). The results showed that the participants found the trial dictionary to be more useful than the existing dictionary. Chapter III deals with the reference skills of the participants of the study. It seeks to point out the weaknesses in their ability to locate and retrieve the required information and suggests some practicable measures to improve the skills of the dictionary users. Chapter IV examines various criteria, such as pedagogic, linguistic and sociolinguistic, for determining the macro-structure of the advanced learner’s Urdu-English dictionaries with special focus on the language needs and reference skills of the target users. Chapter V is concerned with the various kinds of the information – semantic, syntactic, phonological, and stylistic – to be included in the 3dictionaries under discussion. Chapter VII is on reference works other than L1-L2 dictionaries which are aimed to help users in encoding activities. Such awareness is an integral part of the reference skills of the users who should know which kind of reference works can fulfill which language needs. The final chapter contains recognition of the shortcomings of the thesis along with recommendations, and suggestions for future research.
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