Browsing by Author "de Silva, U.I."

Now showing 1 - 4 of 4

Japanese Language Education in Sri Lanka: A critical analysis of the past, present and future
(Faculty of Social Sciences, University of Kelaniya, 2009) de Silva, U.I.
Japanese Language Education in Sri Lanka: A critical analysis of the past, present and future
(University of Kelaniya, 2005) de Silva, U.I.
After completing more than fifty years of diplomatic relations between Sri Lanka and Japan, Japan plays a crucial role in Sri Lankan economy, culture and education. Economic and cultural relations including trade and tourism have increased the interest among Sri Lankans in Japan, its people and its language. With the so called “Japanese Boom” taking the Asian sub-continent with a storm, Japanese studies is a field which boasts of many academics and researchers. In respect of Sri Lanka, Japanese is the language with the highest demand in the field of foreign language education with the highest number of students offering it for their secondary and higher education. The Japanese language education boom which started in the 80’s, has now achieved its pinnacle where it has been included in the secondary and tertiary level education. Traditional book-based, teacher centred teaching methods have been replaced with more modernised methods of teaching. Multi-media teaching aids, computer assisted teaching and web-based learning have been introduced in order to enhance the quality of teaching enabling students to engage in their studies more effectively with enthusiasm. Even though the interest in Japanese Language Education in Sri Lanka has grown rapidly since its introduction to Sri Lanka decades ago, no considerable research that probes into its development has been carried out. Hence, this paper places its importance on the history, the present and the future perspectives of Japanese Language Education in Sri Lanka with an analysis of data collected from the secondary schools and at tertiary level including universities, language schools, and technical colleges. The role played by the Japanese Government through various institutions and organizations such as the Japan Foundation and the Japanese Language Education Association is also considered. Consequently, it will bring forth an understanding of the number of students and schools which offer Japanese as a foreign language, qualifications of the teachers and the facilities available. In summary, this paper probes into the history of Japanese language education, its progress, analyse the quality of teaching and learning and the benefits that have been imparted. Moreover, it will throw light on the standards achieved, the strengths and weaknesses of the teaching methodology, the facilities available and on the future perspectives in Japanese language education in Sri Lanka.
Japanese language studies at Sri Lankan universities: How important is subject benchmarking
(Sabaragamuwa University of Sri Lanka, 2006) de Silva, U.I.
Japanese Language Studies in Sri Lanka: A Critical Analysis
(University of Kelaniya, 2007) de Silva, U.I.
Study of foreign languages has become the newest interest in the Sri Lankan education field during the past few decades. There is a common perception that the learning of a foreign language will widen the scope of future career and employment opportunities. Relations between Japan and Sri Lanka has a long history. Since the introduction of Buddhism to Japan in the th Century B.C.: in the Nara Period, relations between the two countries existed in various forms leading to the establishment of Diplomatic relations. The Japanese language was introduced to the Sri Lankan education field as long as the 1960's. Presently Japanese is being taught at various levels: primary, secondary and tertiary and also is offered for the GCE Ordinary Level and Advanced Level examinations. Statistical data show the number of students who offers the language at these examinations is on the increase every year. It is also included in the university curriculum, enabling the students to further enhance their language skills. Students start learning Japanese as a foreign language at the GCE Ordinary Level or at the GCE Advanced Level. The successful candidates at the GCE NL are allowed to enter university for their further studies. Even though the selection criterion is a common examination, the level of language knowledge of the students who enter the university is different. Although Japanese is taught at various levels in various institutions, it is questionable whether a proper standard is maintained in both the teaching and learning processes. Thus it is extremely essential to analyse the current situation of Japanese language education in Sri Lanka. Hence, this study will focus on analysing the current situation of Japanese language education in Sri Lanka, but this will not be limited to a mere survey of Japanese language teaching institutions, schools etc. An analysis of teaching methodology, curricula, content and the knowledge of Japanese among the teachers at GCE Ordinary Level and GCE Advanced Level classes in schools will be carried out. Furthermore, the standards, strengths and weaknesses of the students who enter the university will be carried out. The standards students have gained when they enter the university after the completion of their secondary education along with the analysis of the student performance after the entrance to the university and to compare and evaluate their progress at graduation will be carried out. In this process the student strengths and weaknesses will be identified. The drawbacks in the teaching and learning processes will be taken into consideration in order to suggest means of improvement. Ultimately, it is expected to find out whether the students have the required potential to cater to the demands of the job market. Through the analysis of the findings, possible remedial issues for the problematic areas will be suggested.