Teses / dissertações sobre o tema "In Urdu"
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1
Qaisrani, Sajid Mansoor. "Urdu press in Britain". Islambad : Mashal Publications, 1990. http://catalog.hathitrust.org/api/volumes/oclc/22907965.html.
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2
Lee, Christopher R. "Banaras, Urdu, poetry, poets (India)". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2002. http://wwwlib.umi.com/cr/syr/main.
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3
Manetta, Emily Walker. "Peripheries in Kashmiri and Hini-Urdu /". Diss., Digital Dissertations Database. Restricted to UC campuses, 2006. http://uclibs.org/PID/11984.
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4
Petievich, Carla Rae. "The two school theory of Urdu literature". Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/27184.
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The Two School theory, perhaps the most prevalent in Urdu literary criticism, holds that the Delhi School and the Lucknow School comprise the bulk of classical poetry. The two schools are named after the cities of Delhi and Lucknow, Muslim India's two greatest centers of Urdu culture. Dihlavi poetry (the poetry written in Delhi), considered by critics to be truer to the Persian literary tradition than the poetry of Lucknow, is described as emphasizing mystical concerns, Persian styles of composition, and a straightforward, melancholy poetic diction. Lakhnavi poetry (that written in Lucknow) by contrast, is characterized as sensual, frivolous, abstruse, flashy, even decadent.
Reasons posited for Lakhnavi poetry's decadence are the deleterious effects of the city's prosperous, even opulent, economic and social climate during the late eighteenth and nineteenth centuries. Delhi's ravaged condition during the same period is likewise considered the cause of Dihlavi poetry's allegedly contrasting, melancholic outlook.
The present study challenges the Two School theory on several counts, arguing that it is more an expression of cultural values than the supportable results of rigorous textual analysis. In the first place this study does not recognize the literary distinctions between Dihlavi and Lakhnavi poetry which are claimed by "Two School" critics. Secondly, it places the Two School theory in the context of cultural and political events of the eighteenth and nineteenth centuries which touched the two cities of Delhi and Lucknow, including their literary spokespeople.
This study's challenge is two-fold: it first traces the development of the Two School theory's articulation in Urdu critical literature. It follows the theory's transition from usually unspecific, subjective statements about Lakhnavi poetry by Urdu's earliest critics, Maulana Azad and Altaf Husain Hali—who were Dihlavi poets themselves—into a full-blown, formal classification of literary distinctions between a "Delhi School" and a "Lucknow School." This later classification was formalized by such twentieth century critics as Abdus Salam Nadvi, Andalib Shadani, Nurul Hasan Hashmi and Abul Lais Siddiqi.
The next section challenges both Nadvi*s and Shadani's literary distinctions and their methods of argumentation as well. A comparative study of Dihlavi and Lakhnavi poetry, based on a structurally-controlled sample of verses composed in the same zamin (meter and end-rhyme), suggests that the poetic choices made by any Urdu poet—regardless of his or her domicile—is influenced at least as much by the structural demands of the ghazal form as by societal influences.
Following the comparison between Dihlavi and Lakhnavi poetry comes a comparison of the two most important Lakhnavi ghazal poets, Nasikh and Atish. Though named by critics as co-founders of the Lucknow School, their styles are also characterized by the same critics as fundamentally different—some have even called Atish a "Delhi-style" Lucknow poet. This study concurs with the claim that Nasikh and Atish often write in two characteristically different styles, showing various differences in choice which the two exercise. These characteristic differences can be seen in ghazals composed by both poets in a single zamin. as well as in Nasikh's and Atish’s individual address of conventional ghazal themes (mazamin). The differences between the two foremost Lakhnavi poets further challenge the claim that Nasikh and Atish both developed and manifest the characteristic "Lakhnavi" style which forms the basis of a "school" distinction between Dihlavi and Lakhnavi poetry.
The concluding chapter argues that despite its literary questionability, the Two School theory endures because it satisfies fundamental elements of Indo-Muslim cultural identification. The theory's origins are tied in with the birth of literary criticism in Urdu, which occurred during a time when political circumstances had caused Indian Muslims to question established perceptions, both of themselves and of their role in Indian society as a whole. The symbolism attached to "Lucknowness" and "Delhiness" seems to reflect these socio-political dynamics better than they reflect text-based analyses of Delhi and Lucknow poetry.Arts, Faculty of
Asian Studies, Department of
Graduate
5
Husain, Razia A. "Urdu Resultive Constructions (A Comparative Analysis of Syntacto-Semantic and Pragmatic Properties of the Compound Verbs in Hindi-Urdu)". UKnowledge, 2015. http://uknowledge.uky.edu/ltt_etds/10.
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Among Urdu’s many verb+verb constructions, this thesis focuses on those constructions, which combine the stem of a main content verb with another inflected verb which is used in a semantically bleached sense. Prior work on these constructions has been focused on their structural make-up and syntactic behavior in various environments. While there is consensus among scholars (Butt 1995, Hook 1977, Carnikova 1989, Porizka 2000 et al.) that these stem+verb constructions encode aspectual information, to date no clear theory has been put forward to explain the nature of their aspectual contribution. In short, we do not have a clear idea why these constructions are used instead of simple verbs. This work is an attempt to understand the precise function of these constructions. I propose that simple verbs (henceforth SV) in Urdu deal only with the action of the verb whereas (regardless of the semantic information contributed by the second inflected verb,1) the stem+verb constructions essentially deal with the action of the verb as well as the state of affairs resulting from this action. The event represented by these constructions is essentially a telic event as defined by Comrie (1976), whose resultant state is highlighted from the use of these constructions. The attention of the listener is then shifted to the result of this telic event, whose salience in the discourse is responsible for various interpretations of the event; hence my term ‘resultive construction’ (henceforth RC). When these constructions are made using the four special verbs (rah ‘stay’, sak ‘can’, paa ‘manage’ and cuk ‘finish’), the product is not resultive. Each of these verbs behaves differently and is somewhere between a resultive and an auxiliary verb construction.
This work can be extended to other verb-verb construction in Urdu and other related and non-related languages as well. The analysis of the precise function of the RCs can also help in developing a model for them in various functional grammars. The proposed properties of RCs can be utilized in the semantic analysis of the Urdu quantifiers. This work should aid in identification and explanation of constructions in other languages, particularly those that are non-negatable under normal contexts.
[1] All second inflected verbs with the exception of four special verbs rah ‘stay’, sak ‘can’, paa ‘manage’ and cuk ‘finish’. These four special verbs are either auxiliaries or modals as identified in prior literature.
6
Sulger, Sebastian [Verfasser]. "Modeling Nominal Predications in Hindi/Urdu / Sebastian Sulger". Konstanz : Bibliothek der Universität Konstanz, 2017. http://d-nb.info/1129599124/34.
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7
Hardie, Andrew. "The computational analysis of morphosyntactic categories in Urdu". Thesis, Lancaster University, 2004. http://eprints.lancs.ac.uk/106/.
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Urdu is a language of the Indo-Aryan family, widely spoken in India and Pakistan, and an important minority language in Europe, North America, and elsewhere. This thesis describes the development of a computer-based system for part-of-speech tagging of Urdu texts, consisting of a tagset, a set of tagging guidelines for manual tagging or post-editing, and the tagger itself. The tagset is defined in accordance with a set of design principles, derived from a survey of good practice in the field of tagset design, including compliance with the EAGLES guidelines on morphosyntactic annotation. These are shown to be extensible to languages, such as Urdu, that are closely related to those languages for which the guidelines were originally devised. The description of Urdu grammar given by Schmidt (1999) is used as a model of the language for the purpose of tagset design. Manual tagging is undertaken using this tagset, by which process a set of tagging guidelines are created, and a set of manually tagged texts to serve as training data is obtained. A rule-based methodology is used here to perform tagging in Urdu. The justification for this choice is discussed. A suite of programs which function together within the Unitag architecture are described. This system (as well as a tokeniser) includes an analyser (Urdutag) based on lexical look-up and word-form analysis, and a disambiguator (Unirule) which removes contextually inappropriate tags using a set of 274 rules. While the system's final performance is not particularly impressive, this is largely due to a paucity of training data leading to a small lexicon, rather than any substantial flaw in the system.
8
Ranjan, Rajiv. "Acquisition of ergative case in L2 Hindi-Urdu". Diss., University of Iowa, 2016. https://ir.uiowa.edu/etd/3168.
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This dissertation contributes to an ongoing debate on the types of linguistic features which can be acquired in a second language by looking at the multiple learning challenges related to the ergative case system (the appearance of –ne with the subject) in Hindi-Urdu by classroom learners. Some hypotheses in second language research hold that interpretable features (features which contribute semantic information) can be acquired in a second language, whereas uninterpretable features (features which express grammatical information) cannot be easily acquired, if ever. Additionally, hypotheses in second language processing hold that the second language learners are able to process semantic information but not grammatical information. This dissertation investigates at the acquisition process of second language learners of Hindi-Urdu acquiring the uninterpretable ergative case. In Hindi-Urdu, the subject of a sentence appears with the ergative case marker –ne, when the verb is transitive and in the perfective aspect. In my dissertation, I test the validity of the aforementioned hypotheses and investigate the acquisition and acquisitional process of ergative case in L2 Hindi-Urdu by L1 English speakers by analyzing data collected by using an acceptability/grammaticality judgement task, a self-paced reading task and a production task from Hindi-Urdu learners and native speakers.
9
Lampp, Claire M. Melchert H. Craig. "Negation in modern Hindi-Urdu the development of nahII /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2006. http://dc.lib.unc.edu/u?/etd,465.
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Thesis (M.A.)--University of North Carolina at Chapel Hill, 2006.Title from electronic title page (viewed Oct. 10, 2007). "... in partial fulfillment of the requirements for the degree of Master of Arts in the Department of Linguistics." Discipline: Linguistics; Department/School: Linguistics.
10
Das, Pradeep Kumar. "Grammatical agreement in Hindi-Urdu and its major varieties /". Muenchen : Lincom Europa, 2006. http://catalogue.bnf.fr/ark:/12148/cb402426374.
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11
Munīr, T̤ayyab. "Cirāg̲h̲ Ḥasan Ḥasrat aḥvāl o as̲ār /". Karācī : Idārah-yi Yādgār-i G̲h̲ālib : G̲h̲ālib Lāʼibrerī, 2003. http://books.google.com/books?id=zcJjAAAAMAAJ.
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12
Bögel, Tina, Miriam Butt, Annette Hautli e Sebastian Sulger. "Developing a finite-state morphological analyzer for Urdu and Hindi". Universität Potsdam, 2008. http://opus.kobv.de/ubp/volltexte/2008/2715/.
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We introduce and discuss a number of issues that arise in the process of building a finite-state morphological analyzer for Urdu, in particular issues with potential ambiguity and non-concatenative morphology. Our approach allows for an underlyingly similar treatment of both Urdu and Hindi via a cascade of finite-state transducers that transliterates the very different scripts into a common ASCII transcription system. As this transliteration system is based on the XFST tools that the Urdu/Hindi common morphological analyzer is also implemented in, no compatibility problems arise.
13
Raza, Ghulam [Verfasser]. "Subcategorization Acquisition and Classes of Predication in Urdu / Ghulam Raza". Konstanz : Bibliothek der Universität Konstanz, 2011. http://d-nb.info/1018611495/34.
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Sohail, Ayesha. "Repetition : a method for affiliation and agreement in Urdu conversation". Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544161.
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Dodds, Martin C. L. "Examining Urdu : a study of 16+ examinations in the U.K". Thesis, SOAS, University of London, 1989. http://eprints.soas.ac.uk/29489/.
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The purpose of this thesis is to investigate some aspects of Urdu examinations in Britain. The changeover from GCE to GCSE has required Urdu teachers and students to develop a broader range of skills. The goals of the Urdu-using community do not necessarily accord with the demands of the GCSE, which requires Urdu to be examined according to criteria determined for French. Chapter 1 discusses factors which affect the examination and distinguish Urdu from French: the students' bilingual background, teachers and teaching provision, the implications of the change in the examination system, the introduction of the National Curriculum and the notion of parity of status with 'Modern Languages'. Chapter 2 analyses the GCSE criteria and the Urdu syllabuses derived from them. Certain aspects of the GCSE are given special consideration, including writing standards, the oral examination, discrete-skill testing and the use of dual language papers. In view of the social priority accorded to writing by the Urdu-using community it was thought appropriate to investigate examination candidates' written performance. Chapter 3 discusses the rationale for the collection and analysis of the corpus analysed. Chapter 4 demonstrates the types and range of verbs and verb forms used by the candidates and relates them to the GCSE vocabulary and structure lists. Chapter 5 analyses errors with particular reference to the influence of Panjabi and the relationship between phonemes and graphemes and considers them from the standpoint of the GCSE assessment criteria. Chapter 6 contains an analysis of English words used in the Urdu compositions and of those included in the GCSE vocabularies. The final chapter summarises the findings of the research and suggests areas worthy of further investigation. Alternative examination formats are also suggested which may be more appropriate for Urdu than those prescribed. These include graded assessment, the introduction of national attainment targets and the development of a new post 16+ examination.
16
Sneddon, Raymonde. "Language and literacy in the multilingual family". Thesis, Birkbeck (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312272.
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17
Dar, Mariam. "Order effects in English and Urdu speaking infants' and adults' discrimination of non-native consonants : Urdu affricate /tʃ/-/tʃʰ/ and English approximant-fricative /w/-/v/ contrasts". Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/20035/.
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This thesis examines the decline in non-native consonant discrimination at the end of the first year and perceptual asymmetries that were identified in course of experiments. In Study 1 & 2, 7- and 11-month-old monolingual infants from English speaking homes were tested on the Urdu affricate contrast /tʃʰ/ and /tʃ/. The order of presentation was counterbalanced. Younger infants discriminated the contrast, whereas older infants only showed discrimination when the non-native aspirated affricate /tʃʰ/ was presented first. This led to Study 3, in which the 11-month-olds from Study 2 were tested again at 15 months of age on the same Urdu affricate contrast, with a different word pair, with similar results. In order to test if the same results could be found in infants from a different language background, Study 4 tested bilingual infants from Urdu speaking homes at two age groups, 7- and 11-months of age, on non-native English /w/ vs. /v/. Study 4 found order effect irrespective of age. In both age groups, the discrimination score was higher when the unfamiliar /w/ was presented first. Lastly, in order to find out if these order effects are maintained in adulthood, monolingual English and bilingual Urdu adults were tested in Study 5 on both native and non-native /w/ vs /v/ and /tʃ/ vs /tʃʰ/ contrasts. Only Urdu adults showed asymmetry for the non-native English contrast. These asymmetries can be interpreted in light of the Magnet theory (Kuhl 1986; Kuhl 1991), which explains how prototypicality of a given token and the order in which tokens are presented effects discrimination in a speech perception task.
18
Leela, Maya. "Early acquisition of word order: evidence from hindi-urdu and malayalam". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/399556.
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L’adquisició de l’ordre de mots en dues llengües poc estudiades,
l’hindi-urdú i el malaiàlam, s’explora a partir de les assumpcions
de la Gramàtica Universal (Universal Grammar) i
de la Fixació Primerenc dels Paràmetres (Very Early Parameter
Setting, Wexler 1998). S’examina l’adquisició de l’ordre OV
amb un experiment dut a terme amb infants nadius del hindiurdú
de 19 mesos, a partir d’una combinació del mode de mirada
preferent, el paradigma de l’ordre de paraules estrany i
l’ús de pseudo-verbs. Els resultats mostren que els infants processen
l’ordre SOV gramatical, però no l’ordre VSO agramatical,
la qual cosa indica que el paràmetre responsable de l’ordre
OV ja està fixat als 19 mesos. L’adquisició de l’scrambling ha
estat investigada a través de tres experiments amb infants parlants
de malaiàlam. Els resultats de l’experiment mostren un
comportament no aleatori i per sobre el 50% en la comprensió
de la majoria de les ordres. El segon experiment va testar
l’adquisició de l’ordre de mots canònic i els ordres no canònics
en un context discursiu, en un tasca d’actuació (act-out task)
amb infants de 2 anys. Els resultats mostren un comportament
adult en tots els infants. El tercer experiment, realitzat amb
infants de 2 anys, va testar l’adquisició d’oracions canòniques
i oracions amb scrambling amb una anàfora. Tots els infants
varen mostrar comprensió de l’anàfora tant en les frases en ordre
canònic com en les frases amb scrambling, la qual cosa
indica que la resolució de l’anàfora és com la dels adults i que
no es veu alterada per l’operació de moviment. Les teories de
l’adquisició basada en l’ús i la hipòtesi de la Minimitat Relativitzada
en la gramàtica dels infants han estat analitzades críticament
a partir dels resultats obtinguts en els experiments de
l’hindi-urdú i el malaiàlam. L’evidència obtinguda dóna suport
a l’existència d’una sintaxi abstracta semblant a l’adulta des de
les edats més primerenques i a un funcionament del moviment
i la Minimitat Relativitzada com el dels adults.The acquisition of word order in two under-researched languages, Hindi-Urdu and Malayalam, is explored under the assumptions of Universal Grammar and Very Early Parameter Setting. The acquisition of the OV order was tested through an experiment that was conducted on 19-month old native Hindi- Urdu infants using a combination of the preferential-looking mode, the weird-word-order paradigm, and pseudo-verbs. The results showed that the infants parsed the grammatical SOV order and did not parse the ungrammatical VSO order, indicating that the parameter responsible for the OV order was set at 19 months of age. The acquisition of scrambling was investigated by means of three experiments in Malayalam speaking children. The first experiment tested the acquisition of the canonical word order SOV, and the scrambled non-canonical word orders OSV, OVS, and SVO, with no discourse context, through a picture matching task in children aged 3 to 5-years-old. The experimental results showed above chance performance in the comprehension of the canonical and most scrambled word orders by all age groups. The second experiment tested the acquisition of the canonical and the non-canonical word orders with a discourse context, in an act-out task in 2-year-old children. The results revealed at ceiling performance by all children. The third experiment, run with 2-year-old children, tested the acquisition of canonical and scrambled sentences with an anaphor. All children performed above chance indicating that anaphor resolution is adult like. Usage-based theories and the implications of the theory of Relativized Minimality in child grammar are critically analyzed using the results of the Hindi-Urdu and Malayalam experiments. The evidence gathered is in support of the fact that adult-like competence of abstract syntax is present within child grammar at early ages and that movement appears to be adult-like.
19
Kaleem, Mohammed. "Methodology and algorithms for Urdu language processing in a conversational agent". Thesis, Manchester Metropolitan University, 2015. http://e-space.mmu.ac.uk/344/.
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This thesis presents the research and development of a novel text based goal-orientated conversational agent (CA) for the Urdu language called UMAIR (Urdu Machine for Artificially Intelligent Recourse). A CA is a computer program that emulates a human in order to facilitate a conversation with the user. The aim is investigate the Urdu language and its lexical and grammatical features in order to, design a novel engine to handle the language unique features of Urdu. The weakness in current Conversational Agent (CA) engines is that they are not suited to be implemented in other languages which have grammar rules and structure totally different to English. From a historical perspective CA’s including the design of scripting engines, scripting methodologies, resources and implementation procedures have been implemented for the most part in English and other Western languages (i.e. German and Spanish). The development of an Urdu conversational agent has required the research and development of new CA framework which incorporates methodologies and components in order overcome the language unique features of Urdu such as free word order, inconsistent use of space, diacritical marks and spelling. The new CA framework was utilised to implement UMAIR. UMAIR is a customer service agent for National Database and Registration Authority (NADRA) designed to answer user queries related to ID card and Passport applications. UMAIR is able to answer user queries related to the domain through discourse with the user by leading the conversation using questions and offering appropriate advice with the intention of leading the discourse to a pre-determined goal. The research and development of UMAIR led to the creation of several novel CA components, namely a new rule based Urdu CA engine which combines pattern matching and sentence/string similarity techniques along with new algorithms to process user utterances. Furthermore, a CA evaluation framework has been researched and tested which addresses the gap in research to develop the evaluation of natural language systems in general. Empirical end user evaluation has validated the new algorithms and components implemented in UMAIR. The results show that UMAIR is effective as an Urdu CA, with the majority of conversations leading to the goal of the conversation. Moreover the results also revealed that the components of the framework work well to mitigate the challenges of free word order and inconsistent word segmentation.
20
Pārekh, Ra'ūf. "Urdū nas̲r men mizāḥ nigārī kā siyāsī aur samājī pasmanẓar". Karācī : Anjuman Taraqqī-yi Urdū Pākistān, 1996. http://books.google.com/books?id=F5ELAAAAIAAJ.
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21
Islam, Riaz Ahmed. "The morphology of loanwords in Urdu : the Persian, Arabic and English strands". Thesis, University of Newcastle upon Tyne, 2012. http://hdl.handle.net/10443/1407.
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Language contact and the influence of one language on another are very common phenomena. Persian, Arabic and English have influenced various languages globally. Urdu is one of the recipient languages from these three sources, and shows linguistic features borrowed from them. This study focuses on the Persian, Arabic and English loanword morphology in Urdu. Loanwords from Persian/Arabic are far older than English loans, and function like native Urdu words. Therefore, native Urdu morphological structures and those from Persian and Arabic are treated as the patterns for English loans. The discussion describes the patterns and then the processes involving English loans in the light of these patterns. The hypothesis is that the affixation, whether inflectional or derivational, may be based on native Urdu patterns but that the compounding of English loans is more frequent with Persian and Arabic loanwords. This is a major factor, which needs to be established. It is equally vital to know whether Urdu also borrows any derivations of an English loan, as it did with Persian/Arabic loans with or without any morphological changes. Almost nothing is written on the morphology of loanwords, from the three languages, into Urdu. Furthermore, there is no theory on loanwords specifically dealing with the morphological adaptation of loans. So, the present work is descriptive and deals with the characteristics of the morphological structures from native Urdu, Persian, Arabic and English. Due to space restrictions, the primary focus is on gender/number and case morphology, and derivation of by affixation and by compounding. The study is divided into six chapters. The discussion begins in the first chapter with an introduction to the study and an overview of the sociolinguistic background of Urdu. It also discusses the influence of English loanwords on South Asian languages in general and Urdu in particular. The chapter exemplifies pluralisation of English loans and compound verb forms with the words of recipient languages. The next three chapters focus on inflectional morphology, derivation by affixation and derivation by compounding. In chapter 2, only the gender, number and case morphology of the Urdu noun with relevance to the three sources comes under discussion. Chapter 3 focuses mainly on derivational affixes in Urdu from the three sources. Although a discussion of morphological issues is the main concern, some phonological and semantic issues with relevance to morphology are also included. However, phonological issues are only discussed in connection with Arabic loanword phonology, which shares in lexical creations e.g. ɣʊnɖa ‘scoundrel’. Derivation of new words is also very frequent by means of compounding. Constituents from two different sources very often interact and are rather more frequent than normal, i.e. native + native, combinations in Urdu. Therefore, rather than looking at their source languages, Chapter 4 focuses on various types of compounds i.e. endocentric, exocentric and copulative etc. Chapter 5 discusses the features of English loanwords adaptation in the light of Persian and Arabic loanwords adaptations. Morphological changes occur both on the inflectional and derivational level. On the inflectional level, the changes are more frequent and based on the native Urdu patterns. Derivational changes are seen in various loans, but the adaptability is limited in the derivation of other categories irrespective of native Urdu or Persian and Arabic patterns. It is far less frequent than the adaptation seen in Persian and Arabic loans. It is more frequent with native Urdu affixes, but the formation of compounds is more frequent with Persian and Arabic loan constituents. Thus, the hypothesis made in the beginning of the study is supported. English loan affixes have not found a place in formal Urdu, although they are used informally. The chapter draws some conclusions. Chapter 6 then presents a summary of the discussion made in the thesis, and presents the implications of the study.
22
Kunis-Michel, Marit. "Paschtu, Urdu und Tigrinisch – Bibliotheken als Kulturbrücke: Integrationsangebote der Städtischen Bibliotheken Dresden". SLUB Dresden, 2016. https://slub.qucosa.de/id/qucosa%3A7394.
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Die Flüchtlinge, die Deutschland nach wie vor in hoher Zahl erreichen, bringen unterschiedliche Erfahrungen und Kulturen mit. Die Städtischen Bibliotheken Dresden möchten auch Asylsuchende gezielt ansprechen und mit einem breit gefächerten Integrationsangebot eine Brücke zwischen den Kulturen schlagen.
23
Carroll, Tahira. "Eye Behavior While Reading Words of Sanskrit and Urdu Origin in Hindi". BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6293.
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Hindi and Urdu are two branches of the same language sometimes known as Hindustani. They are divided by orthography and geography but when spoken are sometimes indistinguishable. Both have contributed loanwords that have now been completely assimilated into the language. The question of how the eye behaves during Hindi reading when it encounters Urdu loanwords has not been focused on extensively in prior research. The main purpose of this thesis is to document the eye behavior during reading Sanskrit-based words and Urdu loanwords in Hindi. We place fifteen word pairs consisting of one target Hindi Sanskrit-based word and its Urdu loanword equivalent in different sentences. Native Hindi speakers participate to read Hindi sentences containing either Urdu loanwords or the Sanskrit root word in Hindi. To quantify the differences in reading Hindi and Urdu loanwords in Devanagari (Hindi script) sentences we use an eye tracking methodology, which is used to measure eye movements of a participant during reading. We discover very distinctive eye behavior during reading of Urdu loanwords in comparison to reading Hindi Sanskrit-based words. Analysis also shows an interaction in eye behavior due to language and frequency.
24
Abbas, Qaiser [Verfasser]. "Building Computational Resources : The URDU.KON-TB Treebank and the Urdu Parser / Qaiser Abbas". Konstanz : Bibliothek der Universität Konstanz, 2014. http://d-nb.info/1079665315/34.
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25
Lunn, David J. "Looking for common ground : aspects of cultural production in Hindi/Urdu, 1900-1947". Thesis, SOAS, University of London, 2012. http://eprints.soas.ac.uk/15640/.
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26
Mumtaz, Shazia. "Reading development of bilingual Urdu-English speaking children and monolingual English speaking children". Thesis, University of Birmingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365257.
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Saeed, Muzammil. "Sufism and its representation in Urdu press of South Punjab, Pakistan (2001-2005)". Paris, EHESS, 2015. http://www.theses.fr/2015EHES0076.
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Le soufisme, la facette spirituelle de l'Islam, a un grand impact sur les valeurs sociales, religieuses, politiques et culturelles de la partie sud du Punjab, au Pakistan. Ce mouvement de mysticisme islamique a émergé de l'Irak aux tout premiers jours de l'Islam comme une pratique qui a donné une fondation solide pour la connaissance spirituelle et le débat intellectuel. Il est devenu un mouvement institutionnel dynamique à partir du 12ème siècle, et au 13ème siècle, il a créé des bases solides dans le sud du Pendjab dont la pérennité peut être notée jusqu'aujourd'hui. Cette institution a servi les gens sans distinction de religion et elle s'est illustrée dans la conduite morale et la tolérance religieuse. Voilà pourquoi, dans le récent scénario de l'extrémisme islamique, le soufisme est devenu le point focal de débats dans les médias. Le gouvernement du Pakistan a créé aussi le «Conseil consultatif soufi» pour contrer l'idéologie du terrorisme. En outre, ces derniers temps, lorsque les technologies ont fait du monde un village planétaire en raison de ses modes ultra-rapides de transport et de diffusion, le rôle des médias a été considéré comme un outil efficace de communication de masse et la propagation contre le terrorisme. En mettant l'accent sur l'importance du soufisme et des médias dans la situation actuelle pathétique de l'intolérance religieuse, le but de ce travail est de contribuer aux études contemporaines des médias et de la religion en présentant l'analyse de la presse populaire en ourdou du sud du Pendjab, au Pakistan, sur les publications soufies. Pour ce travail de recherche, nous avons analysé l'histoire du soufisme, son développement et ses réalisations dans le sud du Pendjab, et de la culture soufie récente dans la région. Nous avons aussi étudié la relation entre les médias et la religion, puis les publications soufies de grands journaux en ourdou pour examiner le thème et la fréquence des publications, des reportages, des articles, des photos et de la publicité. Nous avons également mené l'enquête parmi les étudiants de sciences religieuses des madrassas et de l'université publique pour connaitre l'impact des journaux en ourdou concernant le soufisme. En un mot, les resultats de notre recherche ont demontre la pénétration profonde du soufisme dans la région et le rôle vital de presse en ourdou du sud Punjab dans la promotion des croyances, rituels et pratiques soufis parmi les masses à travers leurs publications. En outre, les resultats de I'enquête ont révélé que les enseignements et la poésie soufis inspirent la majorité des sectes religieuses du Pakistan comme les Ahl-e-Hadith, les Barelvis, les Deobandies, et les Chiites. Cependant, les rituels et les pratiques du soufisme sont acceptés seulement par les Barelvis des madrassas et I'université publique; tandis que I'interêt pour les rituels soufis se trouve dans une certaine mesure parmi les étudiants universitaires d'autres sectes. On a aussi constate que la majorite des répondants des madrassas comme de I 'université publique, n'était pas satisfaite avec les publications sur le soufisme des journauxSufism, the spiritual facet of Islam, has a great impact on social, religious, political and cultural values of the Southern part of Punjab, Pakistan. This movement of Islamic mysticism emerged from Iraq in very early days of Islam as a practice of self-awareness that further transformed in a concrete foundation for spiritual knowledge and intellectual debate to its seekers and followers. Later, it converted into a dynamic institutional movement in the 12th century, and in the 13th century this movement had established firm grounds here, in South Punjab, whose continuation can be noted hitherto. This institution served people, irrespective of their religion, and has a great history of moral conduct and religious tolerance. That is why, in the recent scenario of Islamic extremism, Sufism has become the focal point of media debates, and the Government of Pakistan also formed 'Sufi Advisory Council' to counter the ideology of terrorism. Moreover, in recent days when the technologies have made the world a global village due to its ultra-fast modes of transportation and broadcast, the role of media is considered as an effective tool of mass communication and propagation against terrorism. Ocusing on the importance of Sufism and media in current dismal situation of religious intolerance, the purpose of this work is to contribute to the contemporary studies of media and religion by presenting analysis of popular Urdu press of South Punjab, Pakistan regarding Sufi publications. For this research work, we analyzed the history of sufism, its development and achievements in South Punjab, and recent Sufi culture in the region. Moreover, we studied the relationship of media and religion and then investigated Sufi publications of leading Urdu newspapers to examine the theme and frequency ofpublications, news stories, articles, photos, and advertisement. Further, we conducted a survey among the students of religious studies of madrassas and regional public university to know the impact of Urdu newspapers regarding Sufism. In a nutshell, the results of our research exposed deep penetration of Sufism in the region and vital role of Urdu press of South Punjab in promoting Sufi beliefs, rituals and practices among the masses, through their publications. In addition, the results of the survey revealed that Sufi teachings and poetry inspired the majority of all religious sects of Pakistan namely Ahl-e-Hadith, Barelvis, Deobandi, and Shia. However, the rituals and practices of Sufism are accepted only in Barelvis of both institutions, madrassas and the regional public university; whereas affection for Sufi rituals is found, in some extent, among the university students of other sects. Moreover, the majority of respondents, from both sides of religious students of madrassas as well the public university, demonstrated their dissatisfaction with the Sufi publications of newspapers
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Fāt̤imah, Nasīm. "Urdū mak̲h̲t̤ut̤āt kī keṭalāg sāzī aur miʻyārbandī taḥqīq, tajziyah, masāʼil aur uṣūl /". Karācī : Lāʼibrerī Promoshan Biyuro, 2000. http://books.google.com/books?id=qgnhAAAAMAAJ.
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Hautli-Janisz, Annette [Verfasser]. "Urdu/Hindi Motion Verbs and Their Implementation in a Lexical Resource / Annette Hautli-Janisz". Konstanz : Bibliothek der Universität Konstanz, 2014. http://d-nb.info/1057842362/34.
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Sarkar, Saraswati. "Bangla ebong urdu bhasa : ekti tulanamulak adhyayan বাংলা এবং উর্দু ভাষা- একটি তুলনামূলক অধ্যয়ন". Thesis, University of North Bengal, 2011. http://hdl.handle.net/123456789/1663.
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Liboiron, Paul Adrien. "The transformation of plot in the couplet of the Urdu Ghazal : an examination of narrative". Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/30140.
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This thesis examines a selection of verses taken from the Urdu divan of Mirza Asadullah Khan Ghalib. Ghalib is considered by many to be the preeminent writer of the classical Urdu ghazal (circa 1750-1850). Although the examination is restricted to Ghalib's verse, the problem it investigates is broader in nature and involves questions which some aspects of the ghazal raise with respect to the reader's involvement. An essential feature of the ghazal form is the fact that, although the ghazal poem consists of a set of couplets, each couplet of a ghazal is itself a complete text with respect to its content The question, then, is "how does the reader become involved in a form limited to two lines of text?" This thesis discusses the question from a narratological perspective: the couplet involves the reader by telling a story.
The narrative of the couplet differs from what one normally thinks of as narrative in that the significance of its plot is derived, not from a series of episodes arranged in chronological order, but from a thematic continuity which links couplet to couplet within the tradition as a whole. The world of the ghazal is inhabited by a few characters, the principal being the lover and the beloved, whose behaviour and attitudes are determined largely by a set of well-defined conventions. The characters who appear in the individual couplet are already familiar from the dramas to which these characters have been subjected in previous readings of other couplets. However, unlike the characters in a traditional novel whose histories connect a great variety of events within a chronological framework, the couplet is extremely limited in term of the number of chronological connections it can establish. The depiction of time in the ghazal is radically different from the often elaborate histories presented in forms such as the novel. The world of the ghazal is merely suggested. Consequently, the reader's role in reconstructing the world of the text is of particular importance in compact forms such as that of the ghazal. The contention of this thesis is that the restrictions imposed by the couplet on plot structure has been compensated for by the cultivation of a narrative style in the ghazal text which often forces the reader to become aware of the process of discovering the drama of the text. The first chapter begins with an introduction to the thesis, and is followed by an introduction to the formal features of the ghazal text and some of the important themes of the tradition. The second chapter presents a review of critical writings in English on the Urdu ghazal. The third chapter presents a discussion of methodology. In this chapter I use Peter Rabinowitz' analysis of the reader's beliefs in my attempt to define what I mean by the reader's involvement in the world of the text. According to Rabinowitz, a fictional work invites its reader to pretend that its plot is a historical account, even though the reader knows that the world of the text is imaginary. To account for the reader's dual role, Rabinowitz divides the reader's beliefs into what he calls the "authorial audience" and the narrative audience." Briefly, the authorial audience can be viewed as the competent reader, the one who possesses the required knowledge to understand the text, to decipher its allusions, but who knows the world of the text is a fiction. The narrative audience sees the fictional text as a description of events that "really" happened. My investigation of the reader's attempt to discover the world of the text is from the point of view of the narrative audience. The third chapter attempts to apply Rabinowitz' views to some general features of the plot structure in the ghazal text. The fourth and final chapter examines the ways in which the ghazal text forces the reader to become aware of the process of discovering the world of the text.Arts, Faculty of
Asian Studies, Department of
Graduate
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Akhtar, Shakil. "US politics of betrayal : the Urdu press on Pakistan-US relations since the 1971 War". Thesis, University of Central Lancashire, 2016. http://clok.uclan.ac.uk/16626/.
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This research examines the history and structure of the Urdu press discourse on Pakistan-US relations since the 1971 War in order to understand its perceptions of US betrayal. Two of the most popular Urdu newspapers in Pakistan have been studied with reference to three alleged cases of US betrayal. These are: the US failure in the 1971 War to provide sufficient military support to Pakistan to prevent its disintegration; US opposition to Pakistan's nuclear program and ignoring of the security concerns of its ally in the 1970s, 1980s, and 1990s; and the unilateral US operation conducted on 2 May 2011 targeting Osama bin Laden which violated Pakistan’s sovereignty. The Urdu press has not only been identifying examples of US betrayal of Pakistan since the 1971 War, but also has developed a structure for that discourse. The dominant voices of the discourse generally argue that the US not only betrays but also conspires against Pakistan's security. The discourse offers certain modalities of US conspiracy, such as pressurising tactics like sanctions and attaching conditions onto economic and military aid to Pakistan, or interfering in Pakistan's domestic affairs through diplomatic or undiplomatic means. Further, US conspiracy and betrayal is also rationalised by mainly offering three types of causes. First, it is argued that the US betrays Pakistan in order to pursue its own strategic interests in South Asia. Second, it is argued that the US is a hegemonic, capitalistic force, which conspires against Pakistan in collaboration with the Pakistani ruling elite and betrays it in order to protect its own material interests. Third, it is argued that the US is an anti-Islamic force, which conspires against and repeatedly betrays a Muslim country. Interviews with some of the prominent journalists and politicians conducted for this research also identified some excluded voices within Pakistan which did not agree with this discourse of a US politics of betrayal. Thus, this study analyses the history of the Urdu press discourse which contributes to the social construction of the idea of a US politics of betrayal, but in so doing, it also builds understanding of its structure, and helps to rationalise the perception of a US politics of betrayal since the 1971 War.
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Ansari, Sanaullah. "Researching Sindhi and Urdu students' reading habits and reading performance in a Pakistani university context". Thesis, University of Bedfordshire, 2015. http://hdl.handle.net/10547/581885.
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This study aimed to investigate the relationship between reading habits (in English, in L1 and overall) and English reading performance among Sindhi and Urdu students at the University of Sindh, Jamshoro, Pakistan, and also to explore the factors that might have influenced these aspects. The main motivation for the selection of this study was the participants’ poor English reading proficiency. An explanatory sequential mixed methods research design was adopted, which allowed collecting and analysing quantitative data first to gain a general understanding of the phenomenon followed by an in-depth qualitative interview with a smaller sample to further explore and explain the phenomena in question. After a pilot study, firstly the quantitative study was conducted with 220 students from Sindhi speaking (n=133) and Urdu speaking (n=87) groups using a reading habits questionnaire and an English reading test. The data was analysed in detail. Following analysis, six students, three from each Sindhi and Urdu group were selected for in-depth interviews and the data was analysed using Thematic Analysis. Finally, both quantitative and qualitative findings were synthesised to reach the outcome of the study. The findings of this study suggested that there was a lack of leisure reading habit among the participants other than textbook reading, and their reading frequency of academic articles was relatively low (Sindhi and Urdu as one group). The participants showed similar reading habits in English and in L1 and there were no significant differences between Sindhi and Urdu students’ reading habits in English, in L1 and overall. However, Urdu students scored significantly (p=.000) higher than Sindhi students on English reading performance. There was very little, if any, correlation between reading habits (in English, in L1 and overall) and English reading performance of all students (as one group) and between Sindhi and Urdu students respectively. However, this study strongly suggested that home background, educational background, English language learning environment in the past, and socio-cultural background greatly influence reading habits and English reading performance of Sindhi and Urdu students in the Pakistani university context. Additionally, this study suggested that Urdu students come from backgrounds that are more supportive of reading, which may be a probable cause of their English reading performance being higher than Sindhi students in this study.
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Shoeb, Nadia. "An analysis of Urdu and English editorial coverage of the 2007 emergency from Pakistani newspapers". Connect to Electronic Thesis (CONTENTdm), 2008. http://worldcat.org/oclc/441858898/viewonline.
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Mahmood, Anwer. "Die Satzbaupläne des Deutschen und des Urdu : eine konstrastive grammatische Untersuchung im Rahmen der Valenztheorie /". Freiburg i. Br. : Hochschulverl, 1985. http://catalogue.bnf.fr/ark:/12148/cb34960391p.
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Yaqin, Amina. "The intertextuality of women in Urdu literature a study of Fahmida Riaz and Kishwar Naheed /". Thesis, Online version, 2001. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.246743.
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Malik, Aisha. "Feminist Edutainment and the Pakistan Televisual Commons: A multi-site Ethnography of Urdu Serial Drama". Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24751.
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The Urdu serial drama, a television form indigenous to Pakistan, was first created in the 1960s in the context of state-controlled broadcast television but has proven enduringly popular with audiences at home and abroad. In this multi-sited ethnography, I consider the role of transnational institutions, such as foreign aid agencies, who provide funding to developing countries with the intention of creating content in the context of a deregulated television industry. Central to my research is the voice of the creative workers, such as writers and producers, who navigate complex structures to ensure that the content is relevant to local conditions. Lastly, with participant observation conducted in three households across a sustained period of time, the audience reception study explores how drama serials enthral, educate and ultimately bind Pakistani women by creating a space where they can engage issues of gender violence in ways that speak to their own experience but also have implications beyond it. By exploring these aspects of content creation and reception, I showcase the role of women in creating a cultural public sphere, a televisual commons or zannana, where issues of importance to their lives can be discussed and debated. I also demonstrate how, through the power of social media, such discussions are no longer relegated to the domestic sphere but spill out into a technologically expanded public sphere.
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Muquim, Naimul. "Strangers to citizenship: an analysis of the deplorable conditions of the Urdu-speaking community in Bangladesh". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61187.
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The despairing position of the Urdu-speaking Community, popularly known as the ‘Biharis’, who are currently living in Bangladesh, has been an intricate issue that has not garnered enough attention from both a local and international level than it actually merits. Even though the Government of Bangladesh has declared them as citizens, there is still a predicament for achieving a permanent long-lasting solution for their rehabilitation.
This thesis asks whether it is sufficient to recognize the community’s lawful rights in Bangladesh and see this issue reciprocally from the Government of Bangladesh’s perspective. It argues for the requirements of protection and human rights that the Urdu-speakers legally deserve from Bangladesh. A major facet of the contention explores the international laws and treaties to which the Bangladesh government is obligated to for upholding the people’s rights. As the Urdu-speakers are living in a despondent situation for many decades, this thesis critically analyzes Bangladesh’s existing domestic legislation, and stresses for large-scale improvements for the settlements the community is living in, which would hopefully be a catalyst for change in governmental policy and organizational measures for dealing with them more efficiently.
The question of whether the Urdu-speaking Community can be nationally integrated within Bangladesh is further examined in this thesis. Due to the convoluted nature of the subject and lack of political will in Bangladesh, no silver bullet for the Urdu-speakers’ quandaries can be suggested, but this thesis investigates some potential ways for mitigating their sufferings.Law, Peter A. Allard School of
Graduate
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Jabeen, Farhat [Verfasser]. "Prosody and Word Order : Prominence Marking in Declaratives and Wh-questions in Urdu/Hindi / Farhat Jabeen". Konstanz : KOPS Universität Konstanz, 2019. http://d-nb.info/1212796543/34.
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Siddiqui, Nadia. "Who reads Urdu women's magazines and why? : an investigation of the content, purpose and production of digests". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/4024/.
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This study investigates the very popular Urdu women's magazines and their readership, to find out what images of Pakistani life and values the digests promote, who reads them, and whether there is evidence that this vision influences the readers for good or ill. The study involves a content analysis of 30 issues of the digests for the past seven years, a thematic analysis of interview with five editors/producers of the digest and 21 of their readers, and a survey of 308 Urdu speakers - including both avid and non-readers of the digests. The individual and group interview with readers and non-readers provide further explanation of the choice and possible impact of reading digests. The findings show the digests as very conservative, intolerant of romance outside marriage, with no portrayal of alternative life styles, and a largely unsympathetic portrayal of western women and values - although there are some interesting tensions in the images used for the revenue-generating advertisements. The readers are generally moderate Muslims, who read the digests to pass time, for enjoyment, or to learn more about something meaningful to their lives. Regular digest readers are likely to have more leisure time than self-reported non-readers or occasional readers, and are also more likely to seek other entertainment via TV and films. Intriguingly, both the regular and non-readers have very similar values and ideals in their life - about relationships and religion, for example. Therefore, the digests appear to be 'mental chocolate', with no evidence here of insidious influence from the continuously conservative portrayal of Muslim women. If so, and if editors and publishers of these digests accept that this is so, then they can afford to offer their readers a greater variety of 'flavours', particularly by adding a more rounded liberal view of Pakistani women, and of women more generally. This finding has lessons for the conduct and validity of past and future research in this area. Where this study differs from the 'established wisdom' of prior research, it is largely because it compares the views of readers with non-readers, whereas most studies only consider readers, and because it looks at textual content, the intent of the text producers, and the reactions of the readers in one study.
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Daechsel, Markus. "The politics of self-expression : the Urdu middle-class milieu in mid-twentieth-century India and Pakistan /". London : Routledge, 2006. http://catalogue.bnf.fr/ark:/12148/cb410236968.
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Raheem, Muhammad Arslan. "A comparative study of the attitudes of students attending Urdu medium, English medium and seminary schools in Pakistan". Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6425/.
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In Pakistan, educational institutions function in parallel under three separate systems: public, private and madrassas. The incidents of 9/11 brought madrassas into the limelight and they emerged as the most controversial educational institutions of Pakistan. International scholarship is polarized on the madrassa issue and presents two opposing pictures about these institutes. For some, madrassas are the cause of radical ideology and militancy, while for others they are a source of free education for the underprivileged. This research compares the attitudes of students attending madrassas with those of students attending other types of school. A comparison of the world view of students coming from different schooling systems was made concerning socio-political and educational issues including an examination of attitudes towards jihad and Islamic militancy. It is argued that students educated under different systems have divergent ideologies about the primary purpose of education, sectarian diversity, the status of women and non-Muslims in Pakistan and, most importantly, Islamic militancy. To determine the worldview of students about the aforesaid issues, both quantitative and qualitative approaches were used. The data were collected from the students of private and public schools and madrassas in South Punjab (N=500). It is argued that madrassas are stratified with some being more liberal than others. The questionnaire and interview tool used in the study attempted to find out the students‘ responses on armed Jihad, sectarian divide, the status of women, the position of non-Muslims in Pakistan and about the purpose of education. The analysis illustrated the ways in which Pakistani society is polarized along socio-economic lines and how different types of schooling are associated with distinct world views. The results indicate that the students from madrassas are somewhat more aggressive and intolerant towards the religious minorities and women than the students of English medium and Urdu medium public schools. They are also less tolerant towards people of other sects and are more susceptible to sectarian prejudices than their counterparts in the English medium and Urdu medium schools. In the same vein, the students from madrassas are more supportive of militancy and jihadist activities than their counterparts. In this regard, the students from Shia and Brailvi madrassas are comparatively less inclined towards the Jihadi notion than that of Ahle Hadith, Deaoband and Jamaat-e-Islami madrassas. While most previous studies of madrassas have presented them as homogeneous institutions, this study highlights the extent to which they are internally stratified and shows that the students studying in these schools have contradictory viewpoints with respect to certain socio-political and religious issues.
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Robertson, Leena. "Early literacy in parallel literacy classes : young bilingual children learning to read in English, Urdu and classical Arabic". Thesis, Goldsmiths College (University of London), 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413719.
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Skov, Bjarne. "Mitt hjemland Panjab : verdier i urdulærebøker fra 1.-5. klasse i grunnskolen i Pakistan og rammebetingelser i det pakistanske skoleverket : hva er relevansen for Osloskolen? /". Oslo : Institutt for kulturstudier og orientalske språk, Universitetet i Oslo, 2007. http://www.duo.uio.no/publ/IKOS/2007/59612/Master-AAS-urdu-BjarneSkov.pdf.
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Wide, Thomas. "The refuge of the world : Afghanistan and the Muslim imagination 1880-1922". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:351ccbc9-d635-418d-ae5c-e53d2d9cf336.
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This dissertation is an attempt to solve a puzzle: how and why did the poor, remote and isolated country of Afghanistan become a site of international Muslim aspiration and imagination in the early 20th century? To answer this question, the dissertation focuses on the creation of ‘place’ - of Afghanistan in conceptual and material terms - out of the movement through ‘space’ of Afghan and Muslim travellers, and the inscriptions of such movement in texts. Through such a study, the dissertation argues that Afghanistan’s emergence as imperial counter-space and practical base for Muslims was the product of new physical and intellectual interactions amongst Afghan and Muslim travellers, powered by new technologies of steam and print. Such an argument resituates Afghanistan in connection to larger transformations taking place elsewhere. It thus marks an attempt to write late 19th and early 20th century Afghanistan back into global history. At the same time as drawing Afghanistan into that larger global story, however, the dissertation stresses the distinctiveness of the ‘Muslim turn’ to Afghanistan: how many of these new physical and intellectual movements relied on older physical or imagined connections with ‘the land of the Afghans’; how other movements offered strikingly original visions of what Afghanistan was and could be; how the Afghan court fostered and encouraged such movements through its particularist policies; how Afghanistan’s seemingly remote location, on the peripheries of the religious heartlands of the Middle East and the political and economic centres of western imperialism, made it such a prominent and attractive focus of Muslim interest and action. By plotting the inter-connections of Afghan and Muslim travellers over a forty-year period, the dissertation charts how Afghanistan grew to become one of the great hopes of the Muslim world. At the same time, the dissertation charts the growing gap between the idealized representation of Afghanistan and its reality. Finally, it illustrates how the ‘Muslim turn’ to Afghanistan ended in disillusionment and disaster, on Afghanistan’s plains.
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Steadman-Jones, Richard. "Colonialism and linguistic knowledge : John Gilchrist and the representation of Urdu in the late eighteenth and early nineteenth centuries". Thesis, University of Cambridge, 1998. https://www.repository.cam.ac.uk/handle/1810/272827.
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Helms-Park, Rena. "Building an L2 lexicon, the acquisition of verb classes relevant to causativization in English by speakers of Hindi-Urdu and Vietnamese". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0007/NQ27949.pdf.
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Mufti, Aamir Rashid. "Enlightenment in the colony the Jewish question and dilemmas in postcolonial modernity /". Full text available online (restricted access), 1998. http://images.lib.monash.edu.au/ts/theses/Mufti.pdf.
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Ashton, K. "Comparing proficiency levels in an assessment context : the construct of reading for secondary school learners of German Japanese and Urdu in England". Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596187.
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‘Can do’ statements are commonly used, and are being promoted for wider adoption (see Council of Europe, 2008), in educational assessment to describe the level of a learner’s reading proficiency. However, there is no research as to how, or whether, such ‘can do’ frameworks can be applied to all languages, particularly non-Latin script or community languages. The majority of research in this area has focused on learners of English, although the few single language research studies undertaken indicate that reading in languages like Japanese and Urdu requires different processing strategies from reading in alphabetic languages such as German for learners with English as their first language. Existing research has also failed to relate findings to proficiency level, making it impossible to compare findings across studies. This thesis employs a mixed-methods approach, using self-assessment ‘can do’ surveys and think-aloud protocols, to compare the reading proficiency of secondary school learners of German, Japanese and Urdu in England. Findings show that the same three factors best represent learners’ understanding of reading proficiency across all three languages. However, there are also strong differences. For example, the difficulty of script acquisition in Japanese impacts on learners’ understanding of the construct, while learners of both Japanese and Urdu were unable to scan texts in the way learners of German were able to. Urdu learners under-related their ability, not taking into account the wide range of natural contexts in which they use Urdu outside the classroom. The data also illustrates how Urdu learners use their spoken knowledge of Urdu as a resource when reading. Finally, this research demonstrates that the construct of reading in the National Curriculum for Modern Foreign Languages is not endorsed by any of the learner groups, which is worrying for language education and assessment within England.
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Mobbs, Michael Christopher. "Languages as identity symbols : an investigation into language attitudes and behaviour amongst second-generation South Asian schoolchildren in Britain, including the special case of Hindi and Urdu". Thesis, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360315.
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