Browsing by Author "Karunanayake, S."

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Attitudes towards Sri Lankan English: An Attitudinal Survey in a University Context
(19th Conference on Postgraduate Research, International Postgraduate Research Conference 2018, Faculty of Graduate Studies,University of Kelaniya, Sri Lanka, 2018) Karunanayake, S.
Sri Lankan English makes sense for anyone who had resided in Sri Lanka. In the words of Michael Meyler, "Sri Lankan English is the language spoken and understood by those Sri Lankans who speak English as their first language, and/or who are bilingual in English and Sinhala or Tamil." In other words, those are the heavily localized words and phrases used by Sri Lankans when expressing themselves in English. Although there are a significant number of Sri Lankans who use English as their first language, the establishment of Sri Lankan English as a separate variety has not been realized so far. Presumably, part of the problem has always been with reference to the attitudes towards Sri Lankan English (SLE). Hence, this research aims at investigating the attitudes towards Sri Lankan English. Thereby, the researcher anticipates to find some implication regarding the variety status of Sri Lankan English. The population selected for the study was the second year undergraduates of the Sabaragamuwa University of Sri Lanka, those who use English as their second language. Sample selected was 100 undergraduates representing four faculties. It was drawn using simple random sampling so that each person had the chance of getting selected. A questionnaire was used as the main tool of primary data collection which was a combination of both closed-ended and open-ended questions. The secondary data was gathered using related journals, newspapers, theses and online sources. As the sample has been selected to represent four faculties of the Sabaragamuwa University of Sri Lanka, the undergraduates displayed an attitudinal difference towards Sri Lankan English in accordance with the specific disciplines that are being followed by them. The results of the questionnaire suggested that for most of the undergraduates, the term “Sri Lankan English” carried connotations of ‘broken English’ or something ‘substandard’ and ‘inferior’. They believed that Sri Lankan English is used by those who are uneducated and are not quite familiar with English. A majority of undergraduates aspired to speak ‘British English’ and nothing less. Despite their specific disciplines, most of the participants declared that they speak British English or the Queen’s English and they are of the perception that Sri Lankans speak British English. Interestingly, although there were few undergraduates who were generally positive in their attitude towards Sri Lankan English, they remained relatively unaware of what exactly it consists of and how it differs from Standard English
The impact of Task-Based Language Teaching in improving English-speaking skills in the ESL classroom
(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Karunanayake, S.
There has been a major shift towards the communicative approach and student-centered learning in education in the last few decades, reducing the amount of teacher talking time (TTT). That is one of the reasons to use task-based language teaching (TBLT) in the ESL classroom. From the preliminary investigations, it was identified that there are a surprising number of students who report that they have anxiety in language learning and that they do not possess enough confidence with their level of spoken English to initiate conversation in the class. Hence, by focusing on the value of research in Humanities, this study aims at investigating the impact of TBLT in the ESL classroom. Therefore, a structured approach was used where the objective, design, sample and the questions were predetermined. The community selected for the study was hundred first year undergraduates of the Faculty of Social Sciences and Languages, Sabaragamuwa university of Sri Lanka. They were observed during their usual lecture sessions in Compulsory English Language (CEL) using Test Teach Test (T-T-T) method where the learners first complete a task or activity without the help from the lecturer. Then, based on the problems seen, the target language was presented to practice the new language. A variety of task-based activities such as role plays, discussions, debates, interviews, dramas and information gaps were used. In addition, two female ESL lecturers participated in the study. They were interviewed regarding the use of TBLT in their classes. Research results denoted the fact that putting ESL learners in a variety of tasks gets them to speak up and to practice the target language effectively. The students‘ active participation in the lesson could be observed to a greater extent. It also enables students to learn from each other where the weaker students feed off the stronger students and vice versa. Moreover, the two participating lecturers expressed their opinions of TBLT in the interviews. They were of the view that TBLT helps in brainstorming more ideas and practicing more language where they can personalize the lesson and adapt its content to the learner needs. Therefore, integrating the value of Humanities in Language Teaching, the study proves that the use of TBLT in the ESL class room has a positive impact on communication and interaction, having students use authentic target language in completing meaningful tasks
Strategies to Minimize Learner Anxiety in Speaking English as a Second Language
(International Postgraduate Research Conference 2019, Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2019) Karunanayake, S.
Speaking is considered to be the most anxiety provoking aspect in a Second Language learning situation. This nervousness or anxiety seems to be triggering when the students are asked to speak in the second language in class. Through the preliminary investigations done, it was noticed that, in the context of the Faculty of Social Sciences & Languages, Sabaragamuwa University of Sri Lanka, there are surprising number of students who insist that they are anxious language learners. The students do not show any enthusiasm in speaking in the target language for any active practical purposes. In this backdrop, feelings of anxiety and nervousness are depicted by most of the learners when attempting to learn English Language. Therefore, this research aims at investigating the strategies that can be employed to minimize learner anxiety in speaking English as a Second Language. The study also attempts to shed light on the significance of the lecturer’s role in creating a friendly and productive learning environment to stimulate students to use second language in the class room. To accomplish the objectives of this study, a total of 60 students learning for Bachelor of Arts degree at the Faculty of Social Sciences and Languages, Sabaragamuwa University of Sri Lanka were selected. The sample selected for the study was two first year classes, each consisting of thirty students and the study took place in the academic year 2017/2018.Questionnaires, semi-structured interviews, direct observations, pre-test and post-test were utilized as the primary sources of data collection. Secondary data were gathered from books, related internet sources and journal articles. The research findings denoted that the main sources of speaking anxiety are stemming from certain teacher related factors, instructional practices, fear of negative evaluation and linguistic difficulties. In relation to this, several strategies have been explored in mitigating the learner anxiety in speaking English as a Second Language. It is proven that anxiety in speaking English could be treated efficaciously through less anxiety provoking pedagogic strategies such as group work, role plays, simulations, brainstorming sessions, games and some teacher related behaviours. That is, incorporating the communicative approach of language teaching in a strategic and prioritized way with a blend of digital technologies could succeed in tackling the speaking anxiety and making learning collaborative and interactive. Hence, it was apparent from the study that the implementation of the suggested strategies could make a significant difference in the speaking proficiency of the students, their patterns of behaviour and the classroom atmosphere, enabling them to produce real and natural language within the said context
A Study on the Awareness of Sri Lankan English among Undergraduates.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Karunanayake, S.
Michael Meyler (2007) defines Sri Lankan English as “the language spoken and understood by those Sri Lankans who speak English as their first language, and/or who are bilingual in English and Sinhala or Tamil”. Although there are many studies conducted on various topics related to Sri Lankan English (SLE), a study on the awareness of SLE among the undergraduates is an area seldom examined by researchers. Hence, this research is designed with the purpose of studying the awareness of SLE among the undergraduates. Therefore, a structured approach was used where the objective, design, sample and the questions were predetermined. The community selected for the study was the undergraduates of the faculty of Arts, University of Colombo, those who use English as their second language. The sample was drawn using simple random sampling so that each person had the chance of getting selected. A questionnaire was used as the main tool of primary data collection, which was a combination of both closed-ended and open-ended questions. The data collected were presented using pie charts and bar charts. Percentage calculations were used to discuss the findings. When examining the overall responses of the questionnaire, it was apparent that majority (84%) of the undergraduates use the lexicon of SLE. However, when asked what variety of English they speak, almost all the participants responded that it‟s British English. They were unable to identify a variety between British and American English. Hence, this research has specifically identified that there is lack of awareness of Sri Lankan English as a variety different from British and American English. The statistical analysis proves that colloquialisms have emerged in SLE and that there is a direct impact of the use of direct translations from Sinhala on the lexicon of Sri Lankan English.