Relevant bibliographies by topics / Arabic language in Pakistan

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  2. Dissertations / Theses
  3. Books
  4. Book chapters
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Academic literature on the topic 'Arabic language in Pakistan'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Arabic language in Pakistan"

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Jameel, Mahir, and Shafeeq ur Rahaman. "http://habibiaislamicus.com/index.php/hirj/article/view/101-110." Habibia Islamicus 4, no. 2 (December 17, 2020): 101–10. http://dx.doi.org/10.47720/hi.2020.0402a07.

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Arabic is the language of the holy Qura’n which was sent for the guidance of the entire humanity. Thus, Arabic has become the language of Islam. Since arrival of Islam in the Subcontinent, the Muslims in this region played a significant role in maintaining the language of the Qura’n. They learned this language to understand the holy Qura’n, Hadith and the religious sciences. As a result, religious consciousness spread far and wide in the Subcontinent. The study covers Pakistani institutions that affiliated with Wifaq-ul-Madaris Alarabiah Pakistan(A Board of Islamic and Arabic educational institutes in Pakistan) and offer Arabic as language, it measures effectiveness of such offering, outlines the issues of such offering and finally covers the learning outcomes of individual and as well as in group. The method used for conducting study is through survey and interview based quantitative methods.
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Raees Uddin, Umair. "http://habibiaislamicus.com/index.php/hirj/article/view/198." Habibia Islamicus 5, no. 2 (June 26, 2021): 123–39. http://dx.doi.org/10.47720/hi.2021.0502u09.

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Prof. Dr. Ihsan-ul-Haq was a prominent scholars of Arabic and Islamic studies who played a vital role in the promotion of Arabic language and literature and awaking of Muslim nation in in Pakistan. Dr. Ihsan was a great Islamic preacher, good writer, eloquent speaker, compassionate and exemplary teacher, an excellent researcher, good mentor and reformer as well. He always strived for the understanding of the Qur'an and the teaching of the Arabic language in Pakistan. He loved Arabic language very much. Listening, speaking, reading and writing Arabic was his favorite pastime. He edited various textbooks in Arabic to develop the expertise of the students in Arabic language. He was also a great admirer of Urdu language. His sermons, speeches, lectures, articles and scholarly writings published in Urdu language were very easy, simple and neat. He speaks in a common sense according to the mental level of the listener and the reader so that the right of communication can be exercised. In this study, I have viewed the impact of Arabic language in his literary services. I adopted the method of description, analytics and historical criticism which covers all the aspects.
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Iyengar, Arvind. "Variation in Perso-Arabic and Devanāgarī Sindhī orthographies." Written Language and Literacy 21, no. 2 (December 31, 2018): 169–97. http://dx.doi.org/10.1075/wll.00014.iye.

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Abstract The Sindhī language has been written in numerous scripts throughout its history. However, in the twentieth century, Perso-Arabic and Devanāgarī emerged as the dominant scripts for the language. Today, Perso-Arabic is the sole official script for Sindhī in Pakistan, while both Perso-Arabic and Devanāgarī are in concurrent use for the language in India. This paper identifies and analyses areas of orthographic standardisation and variation in the Perso-Arabic and Devanāgarī scripts for Sindhī, focusing primarily on practices in the Indian context. It first classifies orthographic variation into that stemming from phonological ambiguity, and that which is purely graphematic. The former includes the representation of reduced vowels, gemination, vocalic endings, loanwords, consonant clusters and sounds of unclear phonemic status. The latter includes the shapes and positioning of diacritics, allographs, derivative graphemes and collation orders. The paper concludes by summarising the possible pedagogical implications of such orthographic standardisation and variation.
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Джалилова, Б. Т. "ЧЕТ ӨЛКӨЛҮК (ПАКИСТАНДЫК, ИНДИЯЛЫК) СТУДЕНТТЕРГЕ КЫРГЫЗ ТИЛИНИН АЛФАВИТИН ҮЙРӨТҮҮНҮН УСУЛДАРЫ." Vestnik Bishkek Humanities University, Issue 52-53 (October 21, 2020): 44–47. http://dx.doi.org/10.35254/bhu.2021.52.14.

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Аннотация: Азыркы учурда Кыргызстанга келип, медициналык билим алууга кызыккан студенттердин көбүн Пакистан менен Индиялыктар түзөт. Тилдердин ар түрдүү тайпасына таандык болгон кыргыз тилин окуп-үйрөтүү бир топ кыйынчылыктарды жаратат. Урду тили тилдердин индия тобуна, ал эми кыргыз тили түрк тилдеринин тобуна кирет. Студенттерге кыргыз тилинин алфавитин үйрөтүүдө алар түшүнгөн араб тилинен алынып, бизде да колдонулуп жүргөн сөздөрдү мисалга келтирсек, кыргыз тилди кабыл алуусу жана биздин тилге болгон кызыгуусу артат. Аннотация: В настоящее время заметна тенденция увеличения количества иностранных студентов, которые хотят обучаться медицине в Кыргызстане. Это в основном жители Пакистана и Индии. Их обучение кыргызскому языку порождает определенные трудности, так как данные языки являются разносистемными (язык урду относится к индийской группе языков, кыргызский язык- к тюркской группе языков) индоевропейской семьи. В связи с этим, при изучении алфавита, мы предлагаем методику преподавания кыргызского языка в сравнении с родным языком студентов, находя в их языке схожие слова арабского происхождения. Annotation: Currently, there is a tendency to increase the number of foreign students who want to study medicine in Kyrgyzstan. These are mainly residents of Pakistan and India. Teaching the Kyrgyz language poses certain difficulties, as these languages are in different language groups (Urdu belongs to the Indian language group, Kyrgyz to the Turkic language group) of the Indo-European family. In this regard, when studying the alphabet, we offer teaching methods Kyrgyz language in comparison with the native language of students, finding in their language similar words of Arabic origin. Keywords: Alphabet, Urdu, Arabic, Farsi, dialect, methodology, language competence, comparative training, history of language, group of language.
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Jawad, Saqib, Barkat Ali, Muhammad Assad, and Muhammad Sohail. "Urdu as Official Language: A Constitutional Mandate Compliance; Challenges; Prospective." Review of Applied Management and Social Sciences 4, no. 1 (March 31, 2021): 261–71. http://dx.doi.org/10.47067/ramss.v4i1.120.

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Though Urdu language has no religious background, it is inspired by Arabic a mother-tongue of Islam. However, after its development, Urdu was exclusively attributed to be the language of Muslims of the Sub-continent. They faced many challenges for the survival of Urdu during the Movement of Independence. For the same reason, after independence, Urdu was declared to be the National Language of Pakistan. Afterward, certain bodies were established for its proper implementation as official language of the country. This aspect is recognized as constitutional obligation in term of Article 251 of Constitution, 1973. Though, the government was given sufficient time for the compliance of the same, this task could not have been accomplished despite of lapse of almost fifty years. Even, the judicial verdicts could not make the concerned institutions mindful. Instead, English is the official language of Pakistan since independence. Of course, there is difference of opinion on the matter of Official Language. Among others, the medium of education and legislation including policy papers are the major issues which are on English pattern. However, if these issues are addressed, the constitutional obligation of implementing Urdu as official language may be ensured.
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KURZON, DENNIS. "Romanisation of Bengali and Other Indian Scripts." Journal of the Royal Asiatic Society of Great Britain & Ireland 20, no. 1 (November 30, 2009): 61–74. http://dx.doi.org/10.1017/s1356186309990319.

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AbstractThis article will discuss two attempts at the romanisation of Indian languages in the twentieth century, one in pre-independence India and the second in Pakistan before the Bangladesh war of 1971. By way of background, an overview of the status of writing in the subcontinent will be presented in the second section, followed by a discussion of various earlier attempts in India to change writing systems, relating mainly to the situation in Bengal, which has one language and one script used by two large religious groups – Muslims and Hindus (in modern-day Bangladesh and West Bengal, respectively). The fourth section will look at the language/script policy of the Indian National Congress in pre-independence days, and attempts to introduce romanisation, especially the work of the Bengali linguist S. K. Chatterji. The penultimate section deals with attempts to change the writing system in East Pakistan, i.e. East Bengal, to (a) the Perso-Arabic script, and (b) the roman script.In all cases, the attempt to romanise any of the Indian scripts failed at the national – official – level, although Indian languages do have a conventional transliteration. Reasons for the failure will be presented, in the final section, in terms of İlker Aytürk's model (see this issue), which proposes factors that may allow – or may not lead to – the implementation of romanisation.
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Halabi, Abdel, and Ashraf Kazi. "The Influence of Quran and Islamic Financial Transactions and Banking." Arab Law Quarterly 20, no. 3 (2006): 321–31. http://dx.doi.org/10.1163/026805506778388836.

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AbstractThe Quran is the holy book of the followers of Islam, where simple solutions to the day-to-day problems of life are discussed in detail. Whatever the nationality of a Muslim, the Quran and Islamic prayers remain in a single universal language called "Arabic". Thus, uniformity has been maintained throughout the world from the days of the Prophet Mohammed, in the seventh century to the twenty-first century. Financial transactions and banking based upon Shariah are growing rapidly today. Islamic banking has been widely accepted in many countries such as Pakistan, Malaysia, Brunei, and Saudi Arabia, and are an increasing presence in Canada and Australia. Islamic banking and financial transactions are different from conventional banks, and this has led to some criticisms. After tracing the history of Islamic Banking some of these criticisms are discussed. While Islamic Banking does face some challenges, it continues to grow, and this growth reflects the desire for social, political and economic systems based on Islamic principles.
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Ibrahim, H. "REFORMASI PENDIDIKAN HUKUM DALAM PERSPEKTIF ABU AL-A’LA AL-MAUDUDI." POTENSIA: Jurnal Kependidikan Islam 2, no. 2 (December 15, 2016): 255. http://dx.doi.org/10.24014/potensia.v2i2.2541.

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Looking at the various phenomena and human social status is not clear, especially in the state of Pakistan, the amount of depravity and nuances unsightly, and the vagueness of the law in the life of the application, push Abul A'la al-Maududi moved to reform legal education in Pakistan. Education reform law made Maududi can be seen in several steps: (1) master the Arabic language as a pre-condition for entering the legal academy; (2) study the Qur'an and hadith before beginning their education in the field of law; (3) The curriculum emphasizes the legal academy to three main subjects: the fundamentals of Islamic jurisprudence, the history of Islamic jurisprudence, and fiqh (neutral assessment on all the major schools of fiqh); and (4) together with the legal education curriculum reform, followed by upgrading the moral and character development of students.
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Habib-ur-Rehman, Hafiz, Haroon Idrees, and Ahsan Ullah. "Organization and usage of information resources at Deeni Madaris libraries in Pakistan." Library Review 66, no. 3 (April 3, 2017): 163–78. http://dx.doi.org/10.1108/lr-02-2016-0016.

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Purpose Deeni Madaris of Pakistan and their libraries are playing an important role in educating the large fraction of society. They have always been engaged in the development of social and cultural values of the Pakistani society. This study aims to investigate the organization of information resources and their utilization at Deeni Madaris libraries in the central Punjab, Pakistan. Design/methodology/approach Quantitative research approach was adopted for this study. A questionnaire was developed on the bases of related literature and discussions with experts of librarianship as well as Islamic studies in Pakistan. The questionnaire was sent to 49 Deeni Madaris, of which five did not have libraries and four did not respond. Forty (81.6 per cent) Deeni Madaris responded and provided the relevant data about their libraries. The collected data were analyzed through SPSS 22. Mostly descriptive statistics were applied to calculate the frequencies, percentage, means and standard deviations. A two-tailed t-test was applied to check the impact of cataloguing and automation on the use of information resources. Findings It was found that majority of the respondents developed their own classification and cataloguing methods for the organization of information resources and did not have a proper retrieval system. Majority of the respondents were providing lending services to readers. Teachers and final-year students were the key users of the libraries. They mostly referred to books, theses and serials written in Urdu and Arabic language. The situation of library computerization was very weak; only 19 libraries had computers and 11 of them have partially automated the library activities. Library automation and catalogue put positive effects on the use of library resources. Originality/value The exploration of the literature showed that libraries of Madaris in Pakistan have always been a priority, but these libraries did not get a position in the library literature as they deserve. This study will fill this gap.
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Hussain, Muhammad Sabboor, Aisha Farid, and Muhammad Shahbaz. "Interactive Teaching to EFL Learners in Saudi Arabia and ESL Learners in Pakistan: Issues and Implications." Global Regional Review IV, no. I (March 31, 2019): 281–91. http://dx.doi.org/10.31703/grr.2019(iv-i).30.

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The study aims to explore how far interactive teaching can produce desirable learning outcomes in educational institutions in Saudi Arabia with EFL paradigm and no scope of social interlocutions in English language in most of the areas. This is in sharp contrast to ESL paradigm as is observed in Pakistan. It points out possible implications of interactive teaching with the contrastive analysis of EFL and ESL paradigms. Using mixed method research design, a survey from learners and teachers in Pakistan and KSA, observations and interviews, it finds out that most of EFL/ESL learners and teachers realize the importance of interactive teaching in optimizing language learning; however, there are certain administrative, psychological and social factors that discourage its application: too much stress on class discipline, the anxiety faced by the learners on their turn of speaking, and the negative social image of the language specially in the context of Saudi Arabia.
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Dissertations / Theses on the topic "Arabic language in Pakistan"

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Masood, Munazzah. "ARABIC IN PAKISTAN PROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING: ARABIC IN PAKISTANPROBLEMS AND SOLUTIONS IN THE FIELD OF TEACHING AND TESTING." Doctoral thesis, Universitätsbibliothek Leipzig, 2014. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-156200.

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This dissertation discusses with both the teaching and testing systems associated with the language of Arabic in Pakistan. This study does not only discuss the pedagogical issues of teaching this language in Pakistan, but it also highlights the importance of it being a symbolic language and the resultant symbolic interpretation. The focus of the study is the translation and interpretation of the Arabic language and how it has affected socio-political aspects, in general, and linguistic issues, in particular, in Pakistan. Due to the Arabic language, linguistic symbolism has brought a distinctive intervention in the society. Arabic, as a symbolic language, has promoted a parallel ideological perspective in Pakistan. This study was conducted in four phases. The first phase was empirical and it started in 2009 with the translation and teaching of the book entitled, “Modern Stan-dard Arabic: An Elementary-Intermediate Course” to the Arabic-language students in Lahore, Pakistan. The second phase was to evaluate the translation and teaching of the book with the help of pre- teaching and post-teaching assessments. The third phase of the research was to understand the scope of the Arabic language as it exists in Pakistan with the help of the survey method. The researcher interviewed 220 conveniently selected respondents in Lahore and Multan, Pakistan. The Statistical Package for the Social Sciences (SPSS) was used to analyze the three types of data (pre-teaching, post-teaching and the scope of the Arabic language). The fourth phase of the research was to analyze the data that comprised the research report. The study revealed that a significant majority (80%) of the respondents were interested in learning Arabic because it is the language of the Holy Qur’an and Islam. It also showed that people also wish to learn the Arabic language in order to secure employment in the Middle-Eastern and in the Arabian Gulf countries. The respondents also reported that they want to learn the Arabic language because of its rich literature of history, science and culture. However, the respondents were at odds with the traditional method of teaching and testing the Arabic language. As a result, these students were learning less language but more ideological construct in the name of Arabic. This pedagogical problem has serious consequences. The study also found that the “Modern-Standard Arabic: An Elementary-Intermediate Course” is an excellent resource to use to change the traditional peda-gogical skills. It ascertained that people shifted their traditional perspective of the Arabic learning for religious purposes to the “living language”, the language of everyday conversation. The students of the course ranked the “Modern Standard Arabic” high as compared to the traditional methods of teaching. However, they also had trouble and these were highlighted in the dissertation. This research gleaned that Madrasas (religious schools) in Pakistan were the major source of the Arabic-language teaching in Pakistan. These Madrasas teach with traditional methods and imparted a vested interest-based interpretation of the religion. In this way, the Arabic language as it existed in Pakistan did not give real linguistic meaning to the students but rather give a single-dimension perspective of the religion to the students. This inadequate teaching of the language has simultaneously promoted less tolerance and has expanded the extremist point of view in Pakistan. The language, in other words, seems to be a breeding ground of the extremism that appears to prevalent in Pakistan and thereby gives a misguided version of the language to the members of the society. The second source of Arabic-language teaching in Pakistan was the public-sector universities. These universities were training students to become religious scholars rather than linguistics or translators/interpreters of the Arabic language. The focus of the syllabi of the universities promoted Islamic Arabic literature and the Middle-Eastern perspective of Islam. However, a few of the universities were promoting some level of standard Arabic and Arabic language. Nevertheless, linguistic Arabic as such was virtually non-existent and people regard the language of English as a linguistic subject. Theoretically, ‘Arabic’ has not been treated as a living language in Pakistan. On the one hand, even native-Arabic societies did not take into account the importance of the Arabic language and they hardly emphasize the standardization of it. Native-speaking Arabic scholars have rarely developed theoretical perspectives of the Arabic language or have contributed to its linguistic theory, on the other hand. This state of affairs has developed pedagogical illusions regarding language and linguistics. This dissertation argues that Arabic is a ‘living language’ and that to incorporate it as such a lot of work needs to be done. A standardization of both the language itself and the systems of teaching and testing it needs to be developped. This language re-quires a modernized perspective, both pedagogically as well as linguistically. Theatrically, Arabic requires linguistic perspectives in order to address the pedagogical illusion. Generally, these scientific developments are lacking in the Arabic language. The result is the misinterpretation, confusion and vagueness that have left space for Arabic to be regarded simply as a symbolic language. This symbolic perspective has promoted a single dimension of the language, i.e. the ideological construct, but has also reduced the role as a language of translation and linguistic vigour.
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Almohimeed, Abdulaziz. "Arabic text to Arabic sign language example-based translation system." Thesis, University of Southampton, 2012. https://eprints.soton.ac.uk/345562/.

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This dissertation presents the first corpus-based system for translation from Arabic text into Arabic Sign Language (ArSL) for the deaf and hearing impaired, for whom it can facilitate access to conventional media and allow communication with hearing people. In addition to the familiar technical problems of text-to-text machine translation,building a system for sign language translation requires overcoming some additional challenges. First,the lack of a standard writing system requires the building of a parallel text-to-sign language corpus from scratch, as well as computational tools to prepare this parallel corpus. Further, the corpus must facilitate output in visual form, which is clearly far more difficult than producing textual output. The time and effort involved in building such a parallel corpus of text and visual signs from scratch mean that we will inevitably be working with quite small corpora. We have constructed two parallel Arabic text-to-ArSL corpora for our system. The first was built from school level language instruction material and contains 203 signed sentences and 710 signs. The second was constructed from a children's story and contains 813 signed sentences and 2,478 signs. Working with corpora of limited size means that coverage is a huge issue. A new technique was derived to exploit Arabic morphological information to increase coverage and hence, translation accuracy. Further, we employ two different example-based translation methods and combine them to produce more accurate translation output. We have chosen to use concatenated sign video clips as output rather than a signing avatar, both for simplicity and because this allows us to distinguish more easily between translation errors and sign synthesis errors. Using leave-one-out cross-validation on our first corpus, the system produced translated sign sentence outputs with an average word error rate of 36.2% and an average position-independent error rate of 26.9%. The corresponding figures for our second corpus were an average word error rate of 44.0% and 28.1%. The most frequent source of errors is missing signs in the corpus; this could be addressed in the future by collecting more corpus material. Finally, it is not possible to compare the performance of our system with any other competing Arabic text-to-ArSL machine translation system since no other such systems exist at present.
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Al-Khonaizi, Mohammed Taqi. "Natural Arabic language text understanding." Thesis, University of Greenwich, 1999. http://gala.gre.ac.uk/6096/.

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The most challenging part of natural language understanding is the representation of meaning. The current representation techniques are not sufficient to resolve the ambiguities, especially when the meaning is to be used for interrogation at a later stage. Arabic language represents a challenging field for Natural Language Processing (NLP) because of its rich eloquence and free word order, but at the same time it is a good platform to capture understanding because of its rich computational, morphological and grammar rules. Among different representation techniques, Lexical Functional Grammar (LFG) theory is found to be best suited for this task because of its structural approach. LFG lays down a computational approach towards NLP, especially the constituent and the functional structures, and models the completeness of relationships among the contents of each structure internally, as well as among the structures externally. The introduction of Artificial Intelligence (AI) techniques, such as knowledge representation and inferencing, enhances the capture of meaning by utilising domain specific common sense knowledge embedded in the model of domain of discourse and the linguistic rules that have been captured from the Arabic language grammar. This work has achieved the following results: (i) It is the first attempt to apply the LFG formalism on a full Arabic declarative text that consists of more than one paragraph. (ii) It extends the semantic structure of the LFG theory by incorporating a representation based on the thematic-role frames theory. (iii) It extends to the LFG theory to represent domain specific common sense knowledge. (iv) It automates the production process of the functional and semantic structures. (v) It automates the production process of domain specific common sense knowledge structure, which enhances the understanding ability of the system and resolves most ambiguities in subsequent question-answer sessions.
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Sharīf, Muḥammad Ṣalāḥ al-Dīn. "al-Sharṭ wa-al-inshāʼ al-naḥwī lil-kawn baḥth fī al-usus al-basīṭah al-muwallidah lil-abniyah wa-al-dalālāt /." Tūnis : Jāmiʻat Manūbah, Kullīyat al-Ādāb, 2002. http://books.google.com/books?id=1BhjAAAAMAAJ.

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Soliman, Abdelmeneim. "The changing role of Arabic in religious discourse a sociolinguistic study of Egyptian Arabic /." Open access to IUP's electronic theses and dissertations, 2008. http://hdl.handle.net/2069/110.

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Almoaily, Mohammad. "Language variation in Gulf Pidgin Arabic." Thesis, University of Newcastle Upon Tyne, 2013. http://hdl.handle.net/10443/1859.

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works such as Smart 1990, Hobrom 1996, Wiswal 2002, Gomaa 2007, Almoaily 2008, Naess 2008, Bakir 2010, and Alshammari 2010. Importantly, since GPA is spoken by a non-indigenous workforce over a wide geographical area in a multi-ethnic speech community, language variation seems inevitable. However, to date, there is no account of variation in GPA conditioned by substrate language or length of stay. Therefore, in this thesis I analyse the impact of the first language of the speakers and the number of years of residency in their location in the Gulf as potential factors conditioning language variation in GPA. The data-base for the study consists of interviews with sixteen informants from three linguistic backgrounds: Malayalam, Bengali, and Punjabi. Interviews were conducted in two cities in Saudi Arabia: Riyadh and Alkharj. Half of the data is produced by informants who have spent five or less years in the Gulf while the other half has spent ten or more years in the Gulf by the time they were interviewed. The analysis is based on ten morpho-syntactic phenomena: free or bound object or possessive pronoun, presence or absence of the Arabic definiteness marker, presence or absence of Arabic conjunction markers, presence or absence of the GPA copula, and presence or absence of agreement in the verb phrase and the noun phrase. Given the fact that most of the current theories on contact languages have been made on the basis of Indo-European language based pidgins and creoles, analysing the above features in an Arabic-based pidgin promises to be a great addition to the literature of pidgins and creoles. Results of this thesis show that both first language and number of years of stay in the Gulf seem to have little effect on my informants’ choices as regards the studied morpho-syntactic features. There is a significant adaptation to the system of Gulf Arabic (the lexifier language) only with respect to one feature: conjunction markers. This finding could be taken to support Universalist theories of the emergence of contact languages. However, some substratal effect can still be noticed in the data.
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Mustafa, Ali Mohammed. "Mixed-Language Arabic- English Information Retrieval." Doctoral thesis, University of Cape Town, 2013. http://hdl.handle.net/11427/6421.

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Includes abstract.
Includes bibliographical references.
This thesis attempts to address the problem of mixed querying in CLIR. It proposes mixed-language (language-aware) approaches in which mixed queries are used to retrieve most relevant documents, regardless of their languages. To achieve this goal, however, it is essential firstly to suppress the impact of most problems that are caused by the mixed-language feature in both queries and documents and which result in biasing the final ranked list. Therefore, a cross-lingual re-weighting model was developed. In this cross-lingual model, term frequency, document frequency and document length components in mixed queries are estimated and adjusted, regardless of languages, while at the same time the model considers the unique mixed-language features in queries and documents, such as co-occurring terms in two different languages. Furthermore, in mixed queries, non-technical terms (mostly those in non-English language) would likely overweight and skew the impact of those technical terms (mostly those in English) due to high document frequencies (and thus low weights) of the latter terms in their corresponding collection (mostly the English collection). Such phenomenon is caused by the dominance of the English language in scientific domains. Accordingly, this thesis also proposes reasonable re-weighted Inverse Document Frequency (IDF) so as to moderate the effect of overweighted terms in mixed queries.
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Fahim, Donia. "Developmental language impairment in Egyptian Arabic." Thesis, Birkbeck (University of London), 2005. http://discovery.ucl.ac.uk/1445435/.

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Three longitudinal case studies were conducted to investigate developmental language impairment (1)1.1) in Egyptian Arabic (EA). While there have been descriptions of adult acquired aphasic deficits in Arabic, this study details the linguistic characteristics of children with impairments specific to language. To select the subjects, an exclusionary checklist was used based on the criteria used for specific language impairment (SLI, Ixronard, 1998). The subjects consisted of two males and one female, first seen at less than 5 (X) years and recorded longitudinally (21 -36 months). Data from 12 normally developing children, aged between 1 00 4,04 years, was also collected for comparative purposes and to detail normal developmental errors in EA. Patterns of language impairment and development were investigated using spontaneous language measures and specific structured tasks. The language samples were phonetically transcribed from video tapes during non-directive therapy and parent child play sessions. The spontaneous language measures included, Mean Morphemes per Unit (MPU), percent structural errors, functional analysis of utterances and an error analysis of specific grammatical morphemes. 'Ihe three EA-DLI children shared similar patterns of errors although cognitively they had different strengths. 'Their patterns of impairment reflected primarily morpho-syntactic difficulties. Many of the linguistic characteristics observed in the EA-DLI children's language were also produced by the controls, but less frequendy. The EA-DLI children's MPUs were found to be restricted with higher percentages of morphological errors than the language matched controls. An unmarked default verb form resembling the Imperfective-stem was a frequent substitution error. The functional analysis revealed that the EA-DLI children were similar to the controls in their use of requests and labels, however they produced more Learnt Repetitive phrases and disordered sentences and fewer Intravcrbals due to their difficulties with abstract verbal reasoning. 'ihe difficulties described in this study compnse of some linguistic features specific to EA and other features that have been reported in cross-linguistic studies of SLI. The shared features included difficulty with grammatical morphology, lack of master)' at expected developmental stages and limited use of inflectional morphology leading to agreement errors. Verbs were difficult, percentages of errors were high and fewer verbs were produced than nouns. In contrast to the findings of SLI in other languages Tense and Aspectual marking was not problematic, but difficulty was with subject verb agreement for gender, number and person. Prepositions, pronouns, plurals and negative particles were either omitted or substituted resulting in error patterns. The grammatical theories developed to account for SLI reported in English, German and Swedish (Hakansson et al., 2003 Clahsen and Hansen, 1997 van der Lely, 2002) were judged against the evidence acquired in this study on the three EA-DLI children. The limitations of these theories are discussed and alternative interpretations are provided.
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Aftab, Asma. "English language textbooks evaluation in Pakistan." Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3454/.

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This multidimensional study comprehensively explores the English language textbook situation in Pakistan in five stages utilizing mixed methods approach. Two preliminary stages were small scale – a survey of the English language requirements and interviews of the officials involved in sanctioning and publishing textbooks. The main stages were the critical examination of the English curricula and syllabi, the survey of the views of the textbook users, and the detailed coursebook evaluation. The evaluation criteria checklists and questionnaires employed during these stages were mainly based on the materials development, ‘needs analysis’ and curriculum design literature. The research highlighted shortcomings in the overall educational arena and these weaknesses are assumed to be indirectly responsible for the poor standard of English prevailing in the country. The curriculum and textbook policies were found to be inadequate. Generally the teachers/administrators lacked critical, in-depth and practical understanding of language learning objectives, teaching techniques, syllabus design, and materials. By and large, the coursebooks overwhelmingly relied on controlled and artificial activities to teach English. In conclusion, suggested improvements in the curriculum development process, teachers and textbook writers training programmes and, importantly, the prescribed coursebooks can in the long run aid in facilitating English language acquisition in the Pakistani learners.
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Haseeb, Ahmed Abdul, and Asim Ilyas. "Speech Translation into Pakistan Sign Language." Thesis, Blekinge Tekniska Högskola, Sektionen för datavetenskap och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-5095.

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ABSTRACT Context: Communication is a primary human need and language is the medium for this. Most people have the ability to listen and speak and they use different languages like Swedish, Urdu and English etc. to communicate. Hearing impaired people use signs to communicate. Pakistan Sign Language (PSL) is the preferred language of the deaf in Pakistan. Currently, human PSL interpreters are required to facilitate communication between the deaf and hearing; they are not always available, which means that communication among the deaf and other people may be impaired or nonexistent. In this situation, a system with voice recognition as an input and PSL as an output will be highly helpful. Objectives: As part of this thesis, we explore challenges faced by deaf people in everyday life while interacting with unimpaired. We investigate state of art work done in this area. This study explores speech recognition and Machine translation techniques to devise a generic and automated system that converts English speech to PSL. A prototype of the proposed solution is developed and validated. Methods: Three step investigation is done as part of thesis work. First, to understand problem itself, interviews were conducted with the domain experts. Secondly, from literature review, it is investigated whether any similar or related work has already been done, state of the art technologies like Machine translation, speech recognition engines and Natural language processing etc. have been analyzed. Thirdly, prototype is developed whose validation data is obtained from domain experts and is validated by ourselves as well as from domain experts. Results: It is found that there is a big communication gap between deaf and unimpaired in Pakistan. This is mainly due to the lack of an automated system that can convert Audio speech to PSL and vice versa. After investigating state of the art work including solutions in other countries specific to their languages, it is found that no system exists that is generic and automated. We found that there is already work started for PSL to English Speech conversion but not the other way around. As part of this thesis, we discovered that a generic and automated system can be devised using speech recognition and Machine translation techniques. Conclusion: Deaf people in Pakistan lack a lot of opportunities mainly due to communication gap between deaf and unimpaired. We establish that there should be a generic and automated system that can convert English speech to PSL and vice versa. As part of this, we worked for such a system that can convert English speech to PSL. Moreover, Speech recognition, Machine translation and Natural language processing techniques can be core ingredients for such a generic and automated system. Using user centric approach, the prototype of the system is validated iteratively from domain experts.
This research has investigated a computer based solution to facilitate communication among deaf people and unimpaired. Investigation was performed using literature review and visits to institutes to gain a deeper knowledge about sign language and specifically how is it used in Pakistan context. Secondly, challenges faced by deaf people to interact with unimpaired are analyzed by interviews with domain experts (instructors of deaf institutes) and by directly observing deaf in everyday life situations. We conclude that deaf people rely on sign language for communication with unimpaired people. Deaf people in Pakistan use PSL for communication, English is taught as secondary language all over Pakistan in all educational institutes, deaf people are taught by instructors that not only need to know the domain expertise of the area that they are teaching like Math, History and Science etc. but they also need to know PSL very well in order to teach the deaf. It becomes very difficult for deaf institutes to get instructors that know both. Whenever deaf people need to communicate with unimpaired people in any situation, they either need to hire a translator or request the unimpaired people to write everything for them. Translators are very difficult to get all the time and they are very expensive as well. Moreover, using writing by unimpaired becomes very slow process and not all unimpaired people want to do this. We observed this phenomena ourselves as instructors of the institutes provided us the opportunity to work with deaf people to understand their feelings and challenges in everyday life. In this way, we used to go with deaf people in shopping malls, banks, post offices etc. and with their permission, we observed their interaction. We have concluded that sometimes their interaction with normal people becomes very slow and embarrassing. Based on above findings, we concluded that there is definitely a need for an automated system that can facilitate communication between deaf and unimpaired people. These factors lead to the subsequent objective of this research. The main objective of this thesis is to identify a generic and an automated system without any human intervention that converts English speech into PSL as a solution to bridge the communication gap between deaf and unimpaired. It is identified that existing work done related to this problem area doesn’t fulfill our objective. Current solutions are either very specific to a domain, e.g. post office or need human intervention i.e. not automatic. It is identified that none of the existing systems can be extended towards our desired solution. We explored state of the art techniques like Machine translation, Speech recognition and NLP. We have utilized these in our proposed solution. Prototype of the proposed solution is developed whose functional and non functional validation is performed. Since none of existing work exactly matches to our problem statement, therefore, we have not compared the validation of our prototype to any existing system. We have validated prototype with respect to our problem domain. Moreover, this is validated iteratively from the domain experts, i.e. experts of PSL and the English to PSL human translators. We found this user centric approach very useful to help better understand the problem at the ground level, keeping our work user focused and then realization of user satisfaction level throughout the process. This work has opened a new world of opportunities where deaf can communicate with others who do not have PSL knowledge. Having this system, if it is further developed from a prototype to a functioning system; deaf institutes will have wider scope of choosing best instructors for a given domain that may not have PSL expertise. Deaf people will have more opportunities to interact with other members of the society at every level as communication is the basic pillar for this. The automatic speech to sign language is an attractive prospect; the impending applications are exhilarating and worthwhile. In the field of Human Computer Interface (HCI) we hope that our thesis will be an important addition to the ongoing research.
Ahmed Abdul Haseeb & Asim ilyas, Contact no. 00923215126749 House No. 310, Street No. 4 Rawal town Islamabad, Pakistan Postal Code 44000
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Books on the topic "Arabic language in Pakistan"

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Jane, Wightwick, ed. Arabic: English-Arabic, Arabic-English. New York: Hippocrene Books, 2004.

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Versteegh, Kees. The Arabic language. Edinburgh: Edinburgh University Press, 1997.

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Versteegh, C. H. M. The Arabic language. New York: Columbia University Press, 1997.

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Wortabet, John. Arabic-English, English-Arabic. New York, NY: Hippocrene, 1995.

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Rahman, Tariq. Language-teaching policies in Pakistan. Islamabad: Sustainable Development Policy Institute, 1998.

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Rahman, Tariq. Language and politics in Pakistan. Karachi: Oxford University Press, 1996.

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Rahman, Tariq. Language and politics in Pakistan. Karachi: Oxford University Press, 1997.

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Wortabet, John. Arabic-English and English-Arabic dictionary. Beirut: Librairie du Liban, 1991.

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Holes, Clive. Gulf Arabic. London: Routledge, 1990.

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Pronouncing Arabic. Oxford [England]: Clarendon Press, 1990.

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Book chapters on the topic "Arabic language in Pakistan"

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Musolff, Andreas. "The Nation as a Body or Person in L1 Language Samples from Middle Eastern Countries: Saudi Arabia, Iraq, Algeria, Morocco, Turkey, Israel, Pakistan." In National Conceptualisations of the Body Politic, 143–58. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-8740-5_10.

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Nielsen, Helle Lykke. "“Arabic-as-Resource” or “Arabic-as-Problem”?" In The Routledge Handbook of Heritage Language Education, 363–78. New York, NY ; Milton Park, Abingdon, Oxon : Routledge, [2017] | Series: Routledge Handbooks in Linguistics: Routledge, 2017. http://dx.doi.org/10.4324/9781315727974-26.

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Badawi, ElSaid M. "Educated Spoken Arabic." In Scientific and Humanistic Dimensions of Language, 15. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/z.22.09bad.

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Ben Amor, Taoufik. "Language through literature." In Arabic Literature for the Classroom, 96–106. Abingdon, Oxon; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315451657-7.

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Bar, Kfir, Mona Diab, and Abdelati Hawwari. "Arabic Multiword Expressions." In Language, Culture, Computation. Computational Linguistics and Linguistics, 64–81. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-45327-4_5.

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Baldwin, Jennifer Joan. "Three Strategic Languages: Russian, Korean and Arabic." In Language Policy, 137–59. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-05795-4_6.

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Bakalla, Muhammad Hasan. "What is a Secret Language?" In Perspectives on Arabic Linguistics, 171–83. Amsterdam: John Benjamins Publishing Company, 2002. http://dx.doi.org/10.1075/cilt.230.10bak.

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Prunet, Jean-Francois, and Ali Idrissi. "Overlapping morphologies in Arabic hypocoristics." In Language Faculty and Beyond, 177–92. Amsterdam: John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lfab.12.14pru.

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Paoli, Bruno. "Generative linguistics and Arabic metrics." In Language Faculty and Beyond, 193–208. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/lfab.2.09pao.

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Hasegawa-Johnson, Mark, Mohamed Elmahdy, and Eiman Mustafawi. "Arabic speech and language technology." In The Routledge Handbook of Arabic Linguistics, 299–311. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315147062-16.

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Conference papers on the topic "Arabic language in Pakistan"

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AlJuburi, Prof Dr May. "Arabic Language Allophones." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.70.

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Malmasi, Shervin, and Mark Dras. "Arabic Native Language Identification." In Proceedings of the EMNLP 2014 Workshop on Arabic Natural Language Processing (ANLP). Stroudsburg, PA, USA: Association for Computational Linguistics, 2014. http://dx.doi.org/10.3115/v1/w14-3625.

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Ahmed, Abdelmoty M., Reda Abo Alez, Gamal Tharwat, Wade Ghribi, Ahmed Said Badawy, Suresh Babu Changalasetty, B. Belgacem, and Ahmad M. J. Al Moustafa. "Gestures Arabic Sign Language Conversion to Arabic Alphabets." In 2018 IEEE International Conference on Computational Intelligence and Computing Research (ICCIC). IEEE, 2018. http://dx.doi.org/10.1109/iccic.2018.8782315.

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Sarker, Mohammad Zakir Hossain, and Shaila Rahman. "Exploring Cross Language Independency in .NET Framework." In 2005 Pakistan Section Multitopic Conference. IEEE, 2005. http://dx.doi.org/10.1109/inmic.2005.334436.

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Ukasha, A. A. "Arabic Language Letters Contour Compression." In ACIT - Information and Communication Technology. Calgary,AB,Canada: ACTAPRESS, 2010. http://dx.doi.org/10.2316/p.2010.691-073.

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Taha, Muhammad, Tarek Helmy, and Reda Abo Alez. "Agent Based Arabic Language Understanding." In 2007 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Workshops. IEEE, 2007. http://dx.doi.org/10.1109/wiiatw.2007.4427622.

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Taha, Muhammad, Tarek Helmy, and Reda Abo Alez. "Agent Based Arabic Language Understanding." In 2007 IEEE/WIC/ACM International Conferences on Web Intelligence and Intelligent Agent Technology - Workshops. IEEE, 2007. http://dx.doi.org/10.1109/wi-iatw.2007.56.

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Mukhametshina, Evelina, Tatiana Morozova, and Farida Shigapova. "TEACHING ARABIC LANGUAGE VIA ENGLISH." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.1803.

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El Kah, Anoual, Imad Zeroual, and Abdelhak Lakhouaja. "Application of Arabic language processing in language learning." In BDCA'17: 2nd international Conference on Big Data, Cloud and Applications. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3090354.3090390.

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Alsudais, Abdulkareem. "Extending ImageNet to Arabic using Arabic WordNet." In Proceedings of the First Workshop on Advances in Language and Vision Research. Stroudsburg, PA, USA: Association for Computational Linguistics, 2020. http://dx.doi.org/10.18653/v1/2020.alvr-1.1.

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Reports on the topic "Arabic language in Pakistan"

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Tratz, Stephen C. Arabic Natural Language Processing System Code Library. Fort Belvoir, VA: Defense Technical Information Center, June 2014. http://dx.doi.org/10.21236/ada603814.

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El-Sherbiny, A., M. Farah, I. Oueichek, and A. Al-Zoman. Linguistic Guidelines for the Use of the Arabic Language in Internet Domains. RFC Editor, February 2010. http://dx.doi.org/10.17487/rfc5564.

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Davidson, Robert B., and Richard L. Hopely. Foreign Language Optical Character Recognition, Phase II: Arabic and Persian Training and Test Data Sets. Fort Belvoir, VA: Defense Technical Information Center, May 1997. http://dx.doi.org/10.21236/ada325444.

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Loureiro, Miguel, Maheen Pracha, Affaf Ahmed, Danyal Khan, and Mudabbir Ali. Accountability Bargains in Pakistan. Institute of Development Studies (IDS), May 2021. http://dx.doi.org/10.19088/ids.2021.046.

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Poor and marginalised citizens rarely engage directly with the state to solve their governance issues in fragile, conflict and violence-affected settings, as these settings are characterised by the confrontational nature of state–citizen relations. Instead, citizens engage with, and make claims to, intermediaries some of them public authorities in their own right. What are these intermediaries’ roles, and which strategies and practices do they use to broker state–citizen engagement? We argue that in Pakistan intermediaries make themselves essential by: (1) being able to speak the language of public authorities; (2) constantly creating and sustaining networks outside their communities; and (3) building collectivising power by maintaining reciprocity relations with their communities. In doing so, households and intermediaries engage in what we are calling ‘accountability bargains’: strategies and practices intermediaries and poor and marginalised households employ in order to gain a greater degree of security and autonomy within the bounds of class, religious, and ethnic oppression.
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