Maimanis and Memonis: Akin Ethno-linguistic Groups Shifting from the (M)other Tongue to the Other Tongue (Published)
The linguistic situation in Oman and Pakistan symbolizes a wide diversity reflected in an array of languages spread over their different parts, with some indigenous ones and others used in nearby or distant proximities. Few of these languages originate from the same linguistic affiliation with speech communities found in both countries. Exotic among these communities are Maimanis in Oman and Memonis in Pakistan, who appear to have certain commonalities worthy of exploration. Their ethnic appellations (Maimani vs. Memoni) are so alike that they suggest two variants of the very appellation. Apart from their ethnic designations, the resemblance between the two communities includes historical, cultural and linguistic aspects. Communal narrations of both groups cite two parallel recitations regarding their ancestral pedigrees, which could trace them back to the same kinfolk. The languages of both ethnicities appear to share a considerable amount of lexical items that ensure a decent rate of mutual intelligibility. Besides the linguistic aspect, both ethnicities share cultural commonalties represented by their adherence to a local system called ‘Jamaat’, and their evident involvement in trade and mercantile activities. Such resemblance seems to go further to encompass other nearby ethnicities like Lawatis and Khojas who have had a certain contact with Maimanis and Memonis respectively.
Keywords: Khoja, Lawati, Maimani, Memoni, Oman, Pakistan
USE OF MOTIVATIONAL EXPRESSIONS AS POSITIVE REINFORCEMENT IN LEARNING ENGLISH AT PRIMARY LEVEL IN RURAL AREAS OF PAKISTAN (Published)
The aim of this study is to examine good changes in learning and behaviour in the students at primary level by the use of motivational expressions within the context of behavioral perspective of Skinner’s model of reinforcement. Results can be used as key for seeing the reason behind the misconduct and failure of the students at schools as well in society. For non-native learners of English language most difficult task is to concentrate on learning in the class. The learner is less motivated to learn because he/she has no motivation at all particularly when the learner is at the early age. It is also felt that the teacher’s method and teaching style to teach English at primary level are lacking motivation in the learners. This research make hypothesis that Pakistani young learner especially in rural context is less motivated to learn English because teachers do not motivate students in the class. The finding of the research shows that children become more motivated towards learning English language when they are positively reinforced.
Keywords: English as a second language (ESL), English language teaching (ELT), Motivation, Pakistan, behaviourism, reinforcement