Browsing by Author "Suwandaratna, D."

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Halo effect of the English language, its pernicious influence, and techniques to avoid it
(University of Kelaniya, 2011) Suwandaratna, D.
Students, on leaving campus, need English speech to secure employment and are therefore interested in mastering speech. Yet, the uncalled for importance attached to English in Sri Lanka makes this task exceptionally difficult. English, though a 2nd language used by a minority in the country, stands out from other languages representing a host of positive characteristics, and in Sri Lanka English is power and those who wield power have access to English. While proficiency in English elevates a person to the highest strata in society in Sri Lanka, non-proficiency in it reduces her/him to the level of a nonentity, and to be accepted as being proficient in English one should be able to perform in it with perfect accuracy both phonologically and grammatically. Attainment levels falling short of this norm are marginalized as erroneous. Therefore, Sri Lankans wish to make sure that they use only accurate English in their speech. When they cannot do so, they avoid speaking. This practice is incompatible with contemporary research which advocates the use of inter-language (i.e. - using the language naturally at the expense of its syntactic accuracy) as being an inevitable phase necessary for "hypotheses testing". Yet the undergraduates who had studied grammar patterns in isolation at school cannot integrate those patterns in order to commnicate. At the same time, their inability to use relative pronouns to describe, define etc., and the difficulty of distinguishing stative verbs from action verbs spontaneously are the other major obstacles they encounter in relation to speaking. I am presenting a technique which addresses these problems. Procedure followed : - Introduce basic grammar patterns as components of a single action with the help of visuals. - Isolate target language conventions which are absent in L1 ( i.e. relative pronouns stative verbs, impersonal subjects etc.) using familiar examples. - Use the knowledge gained by initiating short dialogues and expanding their parameters later. - Arrange the grammar patterns used in the dialogues in different combinations using new vocabulary and practising them cyclically to discourage rote learning. - Exploit the new experience to conduct normal class work using interlanguage.
The Impact of Affective Factors in the L2 Class and a Technique to Overcome them
(University of Kelaniya, 2005) Suwandaratna, D.
English language came into existence in Ceylon with the arrival of British in 1796. However, a need to teach it arose much later namely, when British felt the need of a "nucleus of native loyalists for their political stability and for the advancement of commercial interests". (Jayasuriya J.E.-1961: 1). Strategies adopted to meet these needs were ‘teaching English’ and ‘Christianisation’ of natives. English was needed to prepare natives for government employment and Christianisation was contemplated to civilise the natives whom British thought were ‘heathens’ (Sumathipala K.H.M. 1968: 01). Christian missionary societies wholeheartedly supported the latter. Although missionaries accepted native languages as the best media for ‘conversion’ they approved the former with the idea of reaching the “children of the higher social class "(ibid). This made commoners to associate English with Ceylonese elite. Levy of money for English education kept English out of the reach of the poor. Insistence of English as a pre requisite for government jobs, made English educated eligible for state jobs too. Introduction of the British public school curriculum which inculcated Christian and English ideals in English schools alienated the English educated from native languages and their cultures. Thus, during British rule English educated were an educated, wealthy, powerful esoteric group practising European life style. Following words of Fernando “ability to be at ease in English is a symbol of status, power, intelligence and breadth of vision“. (Fernando, Siromi 1986:46) prove the powerful position English occupies here even today. On account of this those who are skilled in English like to exhibit that proficiency; those non-proficient in it prefer to hide that fact. This paper discusses a technique based on vague pictures prepared to focus attention on meaning. Specially designed pictures which can be interpreted on the basis of the clues found in them are displayed on the board and students are asked to study these pictures carefully and interpret them, taking into consideration details like shadows ,position of various objects and postures of the people in them . As the pictures are vague, intelligent guesswork is necessary to understand them. In order to verify matters, students have to ask questions too. This encourages them to formulate meaningful language constructions as well. Purpose of the questions being eliciting information needed to interpret pictures, students’ aim here is meaning. Therefore, at this point they are prepared to use the language by means of whatever vocabulary and grammar they have at their disposal. This form of natural language, according to Rivers provides opportunities to students to test their ‘Hypotheses’ about L2.The other advantage is class begins to accept learner’s ‘Interim grammar’. (Rivers, W, M. 1983: 13) This ‘Interim grammar’ incidentally is what Nesmer defines as Approximative System. Nemser William in Richard (ed.) 1974; 63). This technique was tried out in E.L.T.U. classes, and the student participation was very encouraging.
An Innovative Technique to Encourage Speech in A Second Language Class
(Faculty of Graduate Studies, University of Kelaniya, Sri Lanka, 2016) Suwandaratna, D.
Most of the tertiary level students joining English as a Second Language (ESL) classes expect to gain speaking ability. Yet, despite the encouragement provided to them to achieve this objective, they remain silent in class. Teachers, very often, misinterpret this silence as a manifestation of the students’ indifference towards speech and focus attention on reading and writing at the expense of speech. Although this approach improves the student’s proficiency in reading and writing it lets them down at interviews, limiting their chances of employment. Because career-related interviews are crucial matter to students, language teachers are responsible for equipping them by training them in speech. This presentation describes a technique used in class to overcome that problem. A questionnaire administered to the students revealed that the inability to recall grammar quickly for speech is a major problem students face with regard to speech. Ignorance of the functions of grammar too was an item they prioritized as a drawback. To overcome these problems, basic grammar patterns were transformed into symbols first. Subsequently they were replaced with self explanatory, simple gestures and used as additional material in class. The simplicity of gestures helped students recall as well as repeat those easily. Their selfexplanatory character helped them understand the salient features specific to different grammar patterns too. Discourse markers, relative pronouns and other deviant forms of T.L. too were taught using the same technique. These gestures were recalled at irregular intervals throughout the whole course of study in order to help them use those spontaneously. The Technique helped students to overcome the problems identified through the needs analysis.
A survey of the causes responsible for absenteeism of undergraduates in English language classes and proposals for remedial measures
(2003) Suwandaratna, D.
A survey of the causes responsible for absenteeism of undergraduates in English language classes and proposals for remedral measures
(2003) Suwandaratna, D.
A Technique to Tackle Both Speech and Writing Simultaneously: A Case Study based on Library and Information Science Degree Program
(Department of Library and Information Science, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Suwandaratna, D.
Library science graduates need to find employment in libraries to use the expertise they gain as students. Career opportunities in state libraries being negligible seeking work in private sector libraries is the option they have. Yet, because of the advanced oral proficiency. The interviewees are expected to display at career related viva voice examinations of the private sector, they fail to impress interviewers, and as result lose chances of employment. To help them face interviews satisfactory as well as tackle job related speech, providing them oral practice is a must. However, given the wide range of writing tasks needed to be taught to address the Final Examination needs, allocating separate time slots for speech is impracticable. Besides, tackling speech in isolation does not appear to be productive. As a solution to this, the presenter designed special illustrations to teach key writing areas of the Final Examination. Specialty of these illustrations was their ambiguity. To unravel the ambiguity students had to interpret the pictures differently. The focus of the class during this time being meaning, students did not mind using their interlanguage to interpret pictures. The use of the language for a communicative purpose enabled students to acquire it naturally. At the same time different interpretations provided raw materials for the writing tasks. Diverse interpretations that emerged in class were sorted out later and relevant once were arranged under different column headings of a specially designed table. Column were named as “Problem”, “Cause”, “Solution”, “Motivation”, “Reaction”, “Request” and so on, depending on the nature of the task. Contents in the column were orally practiced further and used to write letters reports, notices. Technique helped tackle both speech and writing simultaneously. Class room observations and feed back obtained from students suggest that the technique is effective and learner friendly.
The use of L1 strategies to encourage speech in L2 classes
(Indrabhivandana, Department of Hindi Studies, Faculty of Humanities, University of Kelaniya, 2019) Suwandaratna, D.
Special Degree in Library Science is a programme of study offered by the University of Kelaniya and proficiency in English language is a pre-requisite needed to register for it. Although students' language ability related to writing and reading in English which they had acquired in school help them manage their academic work during undergraduate period, they meet their Waterloo on leaving campus; at the job market. Very often other candidates having relatively less academic achievement with regard to Library Science but are more fluent than them in English speech grab the job opportunities for which they are most suited. This disaster is not specific to library science graduates only but common to counterpart too in other faculties. The cause responsible for this is the uncalled for importance both public and private sectors in Sri Lanka attach to English language.
Use of the examination paper as a motivating factor to gain English proficiency of the library and information science graduates
(Research Symposium 2010 - Faculty of Graduate Studies, University of Kelaniya, 2010) Suwandaratna, D.
Although a large number of students seek registration in the Department of Library and Information Science annually to pursue studies there, it has to restrict the intake owing to logistic and academic constraints. Former being the concern of the Administration, the Department's task is tackling the latter. A major obstacle it faces in this regard is finding students with English Language competence. Despite the attractive English Language grades the students have obtained at O/L exam, their English proficiency falls far short of the standard the Department aspires to gain as its proposed mission: "producing well trained, skilled, and competent resource persons". This proficiency level presupposes, among other things, the need of an advanced communicative ability, in both vernaculars and English. Yet, given the low English proficiency the students display at entry level, achieving the Departments objective in respect of English, without a concerted effort on the part of the students, is a far cry. Hence, a substantial exposure to English is imperative to reach the language level the Department anticipates. This necessitates regular attendance at English classes. Yet, reluctance on the part of students to attend classes is a phenomenon common to English as well. However, even with reluctance they need to be present in class as English language question paper tests a vast language area. Moreover, its format is changed frequently to discourage guess work. Hence, extensive scrutiny of past question papers is necessary to prepare for the examination. Thus, wash back effect of the question paper can be considered as a factor that motivates class participation, which helps achieve Department’s objective. Aim of this paper is discussing the communicative functions the paper addresses and their impact on Department’s mission.
Use of the Story Element for Language Teaching
(Department of Sanskrit, University of Kelaniya, Kelaniya, 2016) Suwandaratna, D.
In the past the proponents of different pedagogies were bitterly critical of methods their opponents advocated. Bloomfield’s words: “errors should be avoided like sin”, and Wilga Rivers’ branding of learners coached on Audio lingal lines as “trained parrots” prove this. However the healthy orientation that came in to existence later: eclectic approach (V.J. Cook in West) has enabled language teachers to use combinations of different pedagogies either in original or modified form. Present technique is a modified form of a strategy recorded in Hithopadeshaya. It defines how story telling was used successfully to educate 3 sons of the king Amarashakthi who were found to be very low in intelligence. Despite this weakness the princess were able to grasp the concepts relevant to the complex items taught, because of the story element used to put those across. Thus, in the case of the princess story telling was a strategy used to overcome a weakness inherent in the princess, namely low intelligence. Presenter used the some device to tide over a difficulty specific to English language. For instance, the use of linguistic items such as “had”, “would” etc. to refer to concepts of present or future relevance, completely disorientates L2 learners as those are normally associated with acts or states related to pat. However, if these complex grammar patterns are couched in stories or anecdotes the learning task becomes simple as the story enables the learner to understand the principal characteristics of the message. This understanding or in other words this knowledge is used later to justify the deviant features of the complex grammar patterns. Apart from facilitating comprehension the technique offers another advantage. Stevick’s assertion that “bringing back one item of an image tends to bring back the other items of the same image” suggests that ability to recall the anecdotes because of their interesting features helps recall the language used to explain those as well. Constant recollections helplearners grasp the meaning of the patterns firmly. This technique was tried out successfully at universities of Kelaniya, Colombo, and Moratuwa and in language classes of National Youth Center, Maharagama.