Institutional Repository

Scholar@UOC is the primary academic repository of the University of Calicut.

This repository is aimed to collect, preserve and distribute the research output of the members of our University. This is an open access system hosted and managed by the University Library.

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Now showing 1 - 5 of 38

Recent Submissions

The plays of Sharon Pollock: culturalaAssimilation vis-a-vis linguistic restratification and theatrical actualization
(School of Drama and Fine Arts University of Calicut, 2007) Bijoy, C A.; Ramachandran Mokeri
Alcoholism: personality, marital adjustment and general wellbeing of spouse
(Department of Psychology, University of Calicut, 2007) Malini K; Anita Ravindran
Fabulations: A Metafictional Study of Italo Calvino, John Fowles, Charles Palliser, and Robert Kroetsch
(Department of English, University of Calicut., 2007) Hari K V Kollaroth; Ramachandran, N.
Methods of teaching arabic to non native speakers a comparative study of darul huda islamic university in India and Madrasah Aljunied al Islamiah in Singapore
(2025) Mohammed Noufal N; Rasheed Ahammed P
This research undertakes an in-depth comparative study of pedagogical approaches used to teach Arabic to non-native speakers. The study focuses on two distinct institutions: Darul Huda Islamic University (DHIU) in India and Al-Junied Islamic School in Singapore. The impetus for this research stems from the observation that while students of Arabic in Kerala's language institutions often possess excellent proficiency in writing and grammar, they frequently lag behind in conversational fluency. The primary objectives of this study were to identify the teaching methods followed by both institutions, evaluate their respective language learning goals, and specifically assess the effectiveness of these methods in enhancing students' speaking skills. The researcher collected necessary data through rigorous scientific methods, including classroom observation, interviews with teachers and students, and comprehensive curriculum analysis. Key findings indicate significant differences in the teaching methods adopted by the two institutions. Darul Huda primarily follows the traditional Grammar–Translation Method. This approach successfully enables students to acquire a deep understanding of Arabic grammar rules, conduct detailed analysis of classical texts, and achieve superior skills in reading and writing. In contrast, Al-Junied Islamic School employs a Communicative Approach. Here, language usage within everyday life contexts forms the core of instruction. This method creates a vibrant and dynamic learning environment in the classroom, allowing students to develop natural conversation skills and fluency. The comparative analysis clearly demonstrated that while DHIU students have a strong theoretical and structural foundation in the language, Al-Junied students show a definite advantage in conversational proficiency. The study further revealed that Al-Junied benefits from better teacher competency in communication, specialized training in speaking skills, and access to modern language learning aids. The communicative, interaction-centric approach adopted by Al-Junied plays a crucial role in developing verbally articulate students. In this context, the research proposes a balanced pedagogical model for Arabic language instruction—one that integrates the strong linguistic foundation provided by the Grammar– Translation Method with the vital communicative competence fostered by the Conversational Approach. To enhance the effectiveness and vitality of Arabic language teaching in both institutions, the study offers several practical recommendations. These include integrating communicative methods into DHIU’s curriculum, providing specific communication skill training for teachers, periodically revising the curriculum, and creating more real-life language practice opportunities in both settings. The research concludes optimistically that bridging the gap between theoretical knowledge and practical application will lead to greater completeness in Arabic language acquisition.
Bearing witness representation of communal violence and trauma in select twnety first century Indian cinema
(PTM Government College Perintalmanna, University of Calicut, 2025) Jouhar K; Abida Farooqui
This thesis argues that select Indian films offer a nuanced portrayal of communal violence, trauma and posttraumatic growth by representing the trauma of victims, perpetrators, and communities through cinematic techniques and innovative narrative strategies. Drawing on postcolonial theoretical discourses on violence and trauma developed by scholars such as Stef Craps, Irene Visser, and Michael Rothberg, the study investigates how the select films engage with direct, structural and cultural forms of violence, and portray the trauma of victim perpetrators and communities. It offers a comparative analysis of the techniques and strategies used in feature and documentary films to engage with the themes of suffering, resilience and healing. The thesis adopts a qualitative approach to study how these films engage with violence and trauma. Content analysis is employed to trace the patterns of violence and trauma, and close textual analysis is used to analyse these films' techniques, themes, and narrative structures. The corpus of this study comprises four feature films, Firaaq, Parzania, Amu, and Jogi, and two documentaries, Even the Crows: A Divided Gujarat and The Widow Colony: India's Unsettled Settlement, which are set against the background of the Anti-Sikh Riots in Delhi in 1984 and the Gujarat Riots in 2002. The study addresses a gap in existing scholarship by examining trauma suffered by victims and perpetrators in a postcolonial locality. This study's focus on the social and material dynamics of trauma, in addition to the psychological and linguistic, underscores its relevance.