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انا

حالات کی اک ضرب نے دیکھو
ایسی رُت بھی کھولی تھی

کہ ہم تم جو یکجاں بہت تھے
دور بہت جا بیٹھے تھے

دل کو پر گماں تھا یہ
غلط نہیں ہے تو پر تجھ سے

اس رُت میں غلط ہو رہا ہے
گردش کا یہ کھیل ہے شاید

دل کی ان زمینوں پہ
جو فاصلے بو رہا ہے

اس سب میں تو بھی تھک گئی تھی
چلتے چلتے رُک گئی تھی

میں بھی ٹھیک تھا اپنے تئیں
رُک گیا تھا میں بھی وئیں

پر تجھ سے یوں بچھڑنے کو
میں نے بہتر سمجھا مرنے کو

اُٹھا میں اپنے کمرے بند سے
تیرے پیروں میں انا دھرنے کو
میں آیا سب ٹھیک کرنے کو

Psychological Effects of First Language Attrition on Undergraduate English Level Learners in Faisalabad

For many years, researchers have debated the impact of a learner's second language (L2) on their first language (L1). The general goal of this study is to identify the psychological elements that contribute to first language loss when learning a second language. Because this study is limited to Faisalabad, the first language is Urdu, and the data was gathered from undergraduate English as a second language students. The present study investigates to what degree English, as a second language, learners feel it difficult to communicate in a foreign language environment. English language classrooms of two universities including a private and government-level university have been taken as a sampling frame. Data have been collected through questionnaires which were given to twenty-five (25) students from each university. In addition, semi-structured interviews were done to assess replies. The findings demonstrated that psychological abruptions are a primary cause of the smothering of the first language to the constraints of foreignness and oddity in English Language Learners. The study finds that improved language education rules are required, and students should be able to utilize their first and second languages in day-to-day conversation. The study is useful for improving pedagogical practice in English Language Teaching (ELT).

Exploring Teachers Knowledge and Skills to Do Formative Assessment in Chemistry Teaching at Secondary Level in a Public School of District Skardu, Gilgit-Baltistan

Assessment for learning has been given prime importance in K-12 education across the countries. This study aimed to explore the assessment practices and perceptions of two grade IX Chemistry teachers in a Government secondary school Gilgit-Baltistan, Pakistan. The study adopted qualitative case study design, where data were generated through semi-structured interviews, classroom observations, and document analysis. The findings of this study highlight that the teachers perceive that effectiveness of assessment is determined by its potential to promote further learning. Such assessment practices not only improve student’ learning but also provide opportunities to teachers for reflection and improvement of their instruction. The participant teachers have knowledge about number of formative assessment techniques to gauge students’ learning during the class. Among them, questioning and feedback were the two key elements of participant teachers’ assessment practices. Teachers argued that extensive reason based questioning for assessment purposes provided a venue to students to share their science conceptions in class and get feedback on them by fellow students and teachers to check whether their own conceptions are in line with established scientific ideas. The study also identified that the teachers were very concerned about monitoring students’ learning. However, teachers’ assessment practices are much influenced by the local board examinations which are mainly based on regurgitation and time bound paper-pencil tests. Because of expectations from parents and school management, teachers were obliged to train students to get high marks in the board examination. Therefore, it is recommended that the teachers’ assessment during the course of study should be given some weightage in the cumulative board examination results. Teachers should also be given professional development extensive repertoire of assessment techniques including use of ICT. There should be consultative dialogue with parents to make them understand the importance of students’ creative work which may not reflect through their marks and grades.
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