ICLSL 2016

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The Accuracy of the Usage of Prepositions by Learners of English as a Second Language in Dictation Tasks: Primary and Secondary Levels in Schools
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Jayasinghe, R.R.
English prepositions are often vague and confusing, and extremely hard for Sinhala speaking ESL (English as a second language) learners to learn the nuances of all the prepositions. Littlefield (2006) has found four categories in the domain of English prepositions based on ± lexical and functional categories: adverbial prepositions [+lexical, -functional], particles [-lexical, - functional], semi-lexical prepositions [+lexical, + functional] and functional prepositions [-lexical, + functional]. The aim of the study is to examine the accuracy patterns in the usage of English prepositions of ESL students in Sri-Lankan schools, comparing primary and secondary levels. The research problem of this study is, whether these ESL learners would initially imitate the sentences with different prepositional categories differently in the lower grades and by Grade 10, all the prepositional categories would be imitated equally well. A pool of 316 students from two government schools participated in this study, and 65 of the students were randomly selected from each Grade: Grade 4, Grade 6, Grade 8 and Grade 10 for the test. A Dictation task in which the sentence battery had a total number of 40 sentences, including 10 sentences each to test the four categories of prepositions found by Littlefield, used in this test to collect data. Students were asked to listen to the recorded sentences one by one carefully, and write them down. The scripts were marked and the scores were analysed by using Excel spread sheets and SPSS 12 using the experimental method. An ANOVA was run to investigate the significant variances between the correct use of the four categories of prepositions by these students across these four Grades. The findings can be applied to facilitate teaching prepositions in ESL classrooms from Grade 4 to Grade 10, and also in making the necessary changes in school syllabuses, text books and lesson plans on the relevant course units on prepositions.
The Acquisition of Modal Verbs "Hui", "Neng" and "Keyi" by the Sri Lankan Students: An Error Analysis
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Piyumali, D.M.R.
Using modal verbs correctly is a problematic area for the Sri Lankan students in learning Chinese, especially for the students in the primary level. One of the reasons for this is the number of Chinese modal verbs that are complex in their usage. Modal verbs are limited in number and they have characteristics different from the general syntax. "Hui", "neng" and "keyi" in Chinese represent the possibility of the auxiliary verb. Though their usage is similar, they can not be adjudged identical. Many Sri Lankan students use them in a bias prone manner. This paper analyses the semantic and grammatical features of "hui", "neng" and "keyi", studies the errors related to them and recommends suggestions to avoid them. The main method of investigation has been a questionnaire provided to the students learning Chinese. Data were collected from eighty students reading Chinese at Sri Lanka Sabaragamuwa University and the University of Kelaniya. On the basis of the analysis of errors, the author discusses the causes for errors and points out the main reasons for the negative transfer of mother tongue such as learning strategies, teachers and teaching materials, the difficulty of the target language itself...etc. According to the above analysis, some suggestions are put forward from different perspectives, hoping to improve the effectivity of teaching and the learning efficiency of the Sri Lanka students learning Chinese.
Age Factor in Second Language Acquisition
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Shashikala, H.P.L.W.
The notion that there is a biologically determined period set for language acquisition is referred to as the Critical Period Hypothesis. This critical period which is thought to be sometime between age five and puberty has been the subject of long term debate. This study examines the impact of age on learners‟ second language acquisition with a focus on non-native speakers of English at undergraduate level. The sample consists of eighty students studying in the first academic year at the University of Sri Jayewardenepura and both qualitative and quantitative data have been collected from the sample. The first phase of the study involves a questionnaire administered to the selected subjects and in order to validate answers of the questionnaire, a structured interview is carried out. The second phase involves the assessment of their reading, listening, speaking and writing skills and the final phase involves a comparison between the age and amount of exposure to English during these students‟ pre-puberty period and the level of proficiency which they have shown when their second language skills are tested. The findings promote age as affective in second language acquisition. This study provides strong empirical evidence to support the assumption that learners can learn a language with no difficulty up to a certain age after which the language learning abilities decline because the plasticity of a child‟s brain is lost at puberty. Precisely, cognitive immaturity is the best for second language learning not maturity. This research challenges the argument which some researchers hold that similarities between children and adults mastering a second language are greater than differences. Therefore, it is highly recommended that a target language is introduced to children at a very early stage of their life. It is hoped that this research will spur more in depth studies in the area of second language acquisition. Further, it is strongly believed that extensive use and exposure to the language being learnt can make a positive impact on learning. It is also recommended that similar studies are conducted with a large number of students in order to draw generalisations regarding the said subject matter. Further, substantial future research can focus on other factors identified as affective in second language acquisition.
An Analysis of the Agrammatic Speech of Persons with Aphasia in the Sinhalese Language
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Weerasinghe, K.W.A.A.G.
Language impairment due to strokes can manifest as poor comprehension and expression of language, poor word recalling and word production. Aphasia is a broad term used for referring to these impairments. Expressive Aphasia shows Agrammatism or poor comprehension and/ or production of grammaticality as a feature which is the focus in this study. Accordingly a descriptive study was carried out using fifteen persons with Expressive Aphasia and a matched number of fifteen people paired with them from the normal population in order to observe the nature of Agrammatism in their speech production in colloquial Sinhala language. Objectives of the study were to describe the common syntactic patterns observed in the speech of Expressive Aphasia population, to describe the common syntactic patterns observed in speech of the matched normal population and to discuss differences in the grammatical output in speech between the normal population and the matched Expressive Aphasia population. Each participant answered three questions. Their speech was audio recorded and transcribed. The transcriptions were observed for pre identified features of Agrammatism through literature review. Length of utterance was the highest grossing feature to identify between the normal population (NNP) (5> words) at 98% and the population with Expressive Aphasia (PWAs) (<4 words) at 82%. Absence of/ poor inflection of verbs was the second prominent feature at 9% of the time for PWAs and 00% for NNPs. S+O+V word order emerged at 92% for PWAs and 98% for NNPs as the basic word order. Accordingly, in implementing Speech and Language Therapy services, assessment for expressive aphasia can include features of utterance length and verb inflection as areas to be assessed and in therapeutic intervention, utterance length and inflection (verbs) can be identified as main areas to work upon. Significance of this study is to improve the language Agrammatic problems.
An Analysis of the Error Patterns in Spellings of the Students at the Faculty of Management Studies and Commerce at the University of Sri Jayawardenepura, Sri Lanka
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Rabel, U.
The topic of this study is to analyse the patterns of spelling errors among the second language learners of English. The aim of this study is to account for the underlying causes of spelling errors made by the first year and the second year students of the Faculty of Management Studies and Commerce at the University of Sri Jayawardenepura. It first presents a general overview of writing and goes on to discuss the different writing systems such as the Alphabetic and the Phonetic Writing systems, to which English, being the Second Language of the sample group and Sinhalese, being the First Language of the sample group, belong to, respectively. It then goes on to explain the Acquisition of the Second Language and the concept of Error Analysis. Afterwards, it gives a detailed account of how data was collected and the ways in which the errors were classified. The errors were classified under Substitution, Omission, Confusion of Consonant Doubling, Addition, Misapplication of Spelling rules, Transposition and Homophone Confusion. The results are then statistically analysed and discussed accordingly. The distinction between English and Sinhalese writing systems which tends to be attributed to the occurrence of these misspellings has been accounted for. It is surmised that the Sinhalese being a phonetic language, where words are written according to their pronunciation, habitually contradicts with the orthographic system of English being an Alphabetic language, where there is no one to one grapheme correspondence, hence the students are unable to transcribe as they do with Sinhalese. Unaware of this characteristic, they transcribe by habit, causing the misspelling of words as one grapheme represents several sounds in relation to the environment in which it appears. Therefore it is this L1 interference that causes the spelling errors by these students. It is important for both teachers and learners to be aware of underlying causes of spelling errors, in order to assist in minimising erroneous spelling. It is argued that understanding these causes could be of great help not only to second/foreign language (L2/FL) learners, but also to university lecturers in this field.
An Analysis on the Problems faced by Sri Lankan Chinese Learners in Acquiring Particle "Le"
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Sumuduni, M.M.Y.C.
Particle 了 “Le” in Chinese language has a high frequency of usage and is very complex. The scholars in the field of linguistics and teaching Chinese as a foreign language comparatively do more Ontological researches on Particle “Le”. However, the researches on Particle “Le”, especially on the problems of teaching and learning Particle “Le” for the foreign students are rarely found. This paper contains a selection of four sets of teaching materials for teaching Chinese for the foreign students in beginners and intermediate levels. They are “New Practical Chinese Reader", "Great Wall Chinese", "Chinese course" and "Our Chinese". Within which the compilation of Particle “Le” is investigated, based on the syntactic structure, an investigation has undertaken to research the problems encountered by the Sri Lankan students while learning Particle “Le” and the errors frequently made by the students, so as to summarise the problems frequently encountered and the reasons behind them. This paper has also provided specific effective teaching and learning tactics and can be considered as a supplementary teaching material for those who master Particle “Le”. This paper consists of five chapters. First chapter discusses Particle “Le” learnt by Sri Lankan University students and a compilation of grammar points of Particle “Le” within the aforesaid text books. In the second chapter, a comprehensive study and an analysis were undertaken by means of analysing results of the investigation questionnaire. The third chapter discusses the problems encountered during the process of learning Particle “Le” and the phenomenon of most frequent errors. The fourth chapter discusses the reasons behind the problems encountered and errors made by the students while fifth chapter summarises the teaching suggestions and methods in order to guarantee the effectivity of teaching and learning outcomes.
Ancient Phonetics in India: A Study on the Phonetic Observations of Āranyaka by the Sages in India
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Upananda Thero, Ambaliyadde
Many scholars of linguistics generally know that the main languages used in early India were Vedic and Sanskrit. Moreover, they know that the study of such languages has supported particularly the investigations of historical and comparative linguistics of the worldduring18th century A.D. This paper attempts to identify the phonetic roots of the Āraṇyaka books composed in post Vedic language by different Sages in 7th century B.C. This study attempts to find out and analyse the early tendency in phonetic study by Indians. Āranyaka, a great literature of later Vedic period or the period before Pāṇinī, provides very interesting hints on phonetics. For example, Aitareya Āraṇyaka (II.2.I) compares the consonant to the night, and vowels to the day. Not only that the Āraṇyakaṣ states that the consonants are the body and the voice its soul (III.2.5). By analysing the evidence of phonetics in Āraṇyaka books using qualitative approach, an important analysis of phonetics of Vedic language can be found out. Besides, the diverse understanding of phonetic elements of the language such as breath, voice and communication etc. by early Indians can be identified. Though we are aware of Pāṇinī, Patañjalī who have emphasised, discovered and developed the phonetics of Sanskrit, the study of pre Pāṇiniyan literature also supports the gradual tendency of phonetic developments in India that became very rich after 3rd century B.C.
Anthologies, Translation and Representation: Vernacular Literatures in Metropolitan Languages in a Postcolonial Context
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Somirathna, C.
This paper focuses on the relationship between literary anthologies and the concept of representation in relation to the anthologies of vernacular literatures translated into metropolitan languages. It examines the manner in which translation mediates in the representation of “peripheral” national literatures through anthologies. Translation - that is considered to be the medium of bringing vernacular literature to a metropolitan readership -can sometimes become a tool of maintaining colonial power relations between metropolitan literatures and vernacular literatures instead of challenging them. This argument is demonstrated through seven selected English language anthologies of Sinhala literature which were compiled in the twentieth and twenty-first centuries. The socio-political formation of the anthologists and translators of these anthologies influences the representation of Sinhala literature into an English audience. For example, the translation and the anthologising of Sinhala literature for an English audience largely remains a privilege of a limited group of people who belong to English educated middle class. In general, this situation is an artifact of colonial and postcolonial politics in Sri Lanka. Because this same group is involved in publishing and translating anthologies of Sinhala literature, the same interests, views, and texts are repeated in different anthologies, leading those texts to be canonised. This paper will also focus on how the introductions provided to anthologies shape the readers‟ comprehension of the vernacular literary culture, how the untranslatability becomes a mean of misrepresentation, and the politics of inclusion and exclusion of authors, genres, etc.
Ardeshir Cowasjee Centre for Writing at the Institute of Business Administration, Karachi, Pakistan: A Case Study
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Hassan, M.
This paper presents the case of Ardeshir Cowasjee Centre for Writing at IBA, Karachi, Pakistan as a useful solution for the writing related needs of university students of ESL background. The study determines that in addition to general concerns, Pakistani writing centers need to deal with unique challenges as well. Writing Center approach is acquiring a global significance. With North American origin, it continued to reach out; starting from the West to Asia and more recently to South Asia. Institutes in EFL/ ESL countries are experimenting with the approach to determine the best solution for their unique situations. This paper presents the case of Ardeshir Cowasjee Centre for Writing at Institute of Business Administration, Karachi, Pakistan; the first writing center of the country. English, despite being second or a foreign language for Pakistani users, is the language of instruction and assessment in higher education. English composition courses alone cannot fully focus on specific individualised writing issues of students. The study establishes that writing center approach, one-on-one consultation focusing on students' writing , is an unprecedented but a pragmatic solution to the writing related needs of university students in Pakistan. This inquiry not only endorses that some major concerns of writing center administration are global; it also identifies and discusses challenges and scenarios that are unique to a Pakistani writing center, a postcolonial ESL situation.
The Brahmins: A Study on the Traditional Elite in Jaffna with Reference to their Dialect
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Sivapathasuntharam, A.
The Brahmins, originally those who are priests are considered the highest Hindu caste. The Brahmins consist of nearly 1% of the population in the Jaffna Peninsula. Most of the Brahmins in Jaffna are the descendants of those who have migrated to Jaffna after the Hindu revival which took place during the19th century which was triggered by Srilasri Arumuganavalar. All the Brahmins are Hindus and are attached to temples either as priests or as assistants. The Brahmins wear the sacred thread. They are also strictly vegetarian. The Brahmin community significantly differs from the others in their life style. They have special rituals connected to their day to day life. :"Santhiyavanthanam" "Upanayanam" etc. The artisans maintain a close connection with India. This cast performs several essential religious duties for the Hindu population in Jaffna and their existence is inseparably interwoven with the other casts. There are two kinds of dialects used by the Sri Lankan Tamils: Regional dialect and Socio dialect. The Socio dialect is influenced by the cast system .This research explores the special features visible in the socio dialect used by the Brahmins. It will further focus on demonstrating how the Brahmin rituals and practices vary from those of other casts and how they are able to maintain the artisan identity in Sri Lanka. Further, The effects of Brahmin caste on their socio dialect will be analysed through the study. In conducting this research the technique of participation and observation, interviews and further, the discussions were used as the methodology.
Bridging Linguistic Gap via Lexical Creativity: A Study of Punnyakante Wijenaike’s Nativised English Expression
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Kumari, W.M.S.S.
Contact literatures and bilinguals‟ creativity is a tremendously discussed topic in the global studies of linguistics. Yet, the studies of non-native English literatures animated with a wish to divulge the focal motifs behind the integration of divers strategies of nativisation, is a less discussed theme in the Sri Lankan context. Hence, this study sheds light on the nativisation strategies subsided in the lexical creativity of the bilingual writer Punnyakante Wijenaike by synthesising five of her narrations which includes one novel: Giraya (1971) and four short stories that appear in the collection of short stories To Follow the Sun (1995): Samadhi, Monkeys, The Home Coming and The Honour of Punci Rala’s Wife. The study has drawn the narration: The Village in the Jungle (1913) by the native author: Leonard Woolf to comparatively contextualise the dominant obligations triggering the nativisation of bilinguals‟ English expression. This research applies Kachru‟s and Shridar‟s theories and concepts of contact literatures and bilinguals‟ creativity together with morpho-semantic rules and theories of lexicology as tools for critical analysis of the nativisation strategies submerged in lexical creativity. Through textual analysis, findings revealed six strategies of lexical creativity: lexical borrowing, compound formation, hybridisation, reduplication, modes of addressing and semantic shift in the text of Wijenaike and Woolf, except one deviation: while semantic shift is absent in Woolf‟s, affixation, which is absent in Wijenaike, is present in Woolf‟s. Nevertheless both narrations are productive in most of the strategies of lexical creativity revealing a higher degree of nativisation of English language by incorporating certain items of indigenous Sinhalese lexis. There is evidence that the contextual identity in which the narration is planted has a greater impact on the author‟s inclination to nativise the language.
Challenges of Learning Tamil as an Official Language: A Study on Public Sector Officials
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Kanchana, D.G.
There are large numbers of laws, government circulars and implementing agencies in which the language policy should be implemented to improve bilingual skills of the public sector officials. When it comes to the Sinhala officials, there is a huge criticism on the impracticability of use of Tamil in providing the public sector services. The officials themselves blame on the process and the methodologies of teaching and learning of the Tamil. Though it has passed more than 50 decades for the enactment of the Language policy in Sri Lanka, the effective use of Tamil language in the provision of the public sector services by the Sinhala officials cannot be seen. They are quite hesitated to serve in the Tamil populated areas as well. The daily administrative life is vulnerable in those areas due to inadequate bi-lingual and multi-lingual skills of the Sinhala officers. In addition, a monolingual culture is yet prominent at the Divisional level since the majority of Sinhalese‟ learning abilities are significantly low. In reviewing the literature, it revealed the literature gap to conduct a study related to this issue and to find out the challenging factors. The prime objective of this study was to find out the challenges that are faced by the Sinhala officials in learning and using the Tamil as their second language by giving special reference to Delthota Divisional Secretariat which belongs to Kandy district. This office has selected as the case study since it provides its services by representing all ethnic and cultural diversities and therefore the officials have to communicate the people using both Sinhala and Tamil languages. The study has used mixed method approach and use of questionnaire survey, Case study, and the Content analysis method were significant as the data collecting means. For the questionnaire survey, total sample size was 40 and the purposive sampling technique was followed. Secondary data collected from the sources such as published books, government websites; policies; Acts and Circulars. The descriptive analysis method was used in the data analysis. The finding revealed that learning Tamil as a second language by the Sinhala officials has not significantly affected in improving their performances and was only useful to fulfil the basic requirement for the salary increments. Challenges occur due to difficulties in adapting with the traditional teaching methodologies, study materials and inadequacy of well-trained Tamil teachers.
Chandas (Prosody) in Ayurveda: With Special Reference to Charaka Samhita
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Molligoda, S.P.; Jayawardana, K.B.
This research is about Chandas in Ayurveda. Chandas refers to one of the six Vedangas or limbs of Vedic studies. The study of Ayurveda as a Upaveda and Chandas as a Vedanga was collateral. The Chandas are developed by the Vedic schools, which were notable for including both linear and non-linear systems. It is the study of poetic metres in Ayurveda. This field of study was centered to the Charaka Samhitha. Charaka Samhitha is one of the main classics in Ayurveda. The commentators of Charaka Samhita have not mentioned the types of Chandas in context. The aim of this study is to identify the Chandas mentioned in Charaka Samhita and its syllable structure. Data which was compiled in this research has been elaborately arranged with the relevant illustration and in logical order. And data has been categorised in a precise and understandable way. Each Chandas has its own rhythm. The Ayurveda text were written mostly in simple and concise style known as „Suthra‟ and in combined form of both prose and verse. Prose is not tightening by akshara, maathra, gathi and yathi. On the other hand verse is bound by some rules. Based on the above facts it can be concluded that with the help of Chandas, the Ayurveda „Suthra‟ was preserved in its original form. This research gives a grater prospect to the researchers who are interested in undertaking a deep study of the Chandas.
Code Mixing and Code Switching as a Strategy of Persuasion in Sri Lankan Television Commercials
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Ishara, G.L.P.M.
Language mixing is a common linguistic phenomenon practiced in bilingual or multilingual contexts. It is referred to as code mixing or code switching. Code mixing and code switching between Sinhala and English can be considered a common linguistic behavior in Sri Lanka. This is especially can be seen in marketing and advertising fields which need the most appropriate language in order to inculcate the desired out come. The present study aims to investigate the function of Sinhala – English code switching and code mixing as a persuasive strategy in Sri Lankan TV commercials. The sample of the present study contains fifty recordings of TV commercials broadcasted in two private TV channels. The data analysis has been presented both quantitatively and qualitatively. As a whole, the findings of the study revealed that, the code switching and code mixing phenomena have given an admirable support to strengthen the persuasive strategies used by the copywriters. The data analysis revealed that intra-sentential code mixing is frequently used and English nouns are commonly inserted in TV commercials. It is evident that through the usage of mixed language, the copywriters are targeting the youth to be the consumers of their products. Most of the inserted English words have their equivalent Sinhala words but are not a part of peoples‟ active vocabulary. The outcome of this study will help the copywriters to enhance their language strategies and the TV viewers to understand the persuasive language strategies used by the copywriters.
Codependency Proximately Characteristics of Sanskrit and Prakrit Languages in Corresponding Historical Linguistics
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Samitharathana Thero, Wadigala
Sanskrit and Prakrit are two ancient languages that show differences between them in terms of grammar and linguistic structure. Although Sanskrit and Prakrit are syntactically similar they show differences in their morphology and semantics. Morphology deals with word formation in a language. It is interesting to note that both the languages are genealogically classified to come under the Aryan group of languages. They both come under the Indo-European family of languages. Sanskrit is the official language of India and is popularly recognised as a classical language of the country. It belongs to the Indic group of language family of Indo-European and its descendants which are Indo-Iranian & Indo Aryan. The meaning of Sanskrit is refined, decorated or produced in perfect form. It is said that Brahma was the creator and introduced Sanskrit language to the Sages of celestial bodies. Therefore, this language is also called Dev Vani, which means the language of gods. It was during 18th century when a similarity between Sanskrit, Latin and Greek was found, which gave the reason to study and discover the relationship of all Indo-European languages. Prakrit (Sanskrit: prākṛta, Shauraseni: pāuda, Magadhi Prakrit: pāua) is any of several Middle Indo-Aryan languages. The Ardhamagadhi ("half-Magadhi") Prakrit, which was used extensively to write the scriptures of Jainism, is often considered to be the definitive form of Prakrit, while others are considered variants thereof. Prakrit grammarians would give the full grammar of Ardhamagadhi first, and then define the other grammars with relation to it.
Cognitive Barriers in Learning English as a Second Language at Tertiary Level: A Survey of English as a Second Language Class at the University of Jaffna
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Santhirasegaram, S.
This paper aims to probe the principal difficulties and barriers of the second language learners in the ESL classroom at tertiary level. This study mainly focuses on the barriers of learning English as a second language at the University of Jaffna and to provide some effective teaching approaches to improve English knowledge of undergraduates. The researcher has conducted this survey to explore the cognitive barriers in the skill of writing in English. This study has been carried out in relation to the second year students in the Faculty of Arts, University of Jaffna. The objective of this study is to examine the cognitive barriers in the ESL classroom. The researcher tries to investigate what are the causes for the difficulties and the link between the barriers and the language learners‟ family factors, cultural factors and psychological traits. This study also provides valuable suggestions to improve the learners‟ language acquisition level and the development of writing skill, how to motivate them via effective teaching approaches and strategies and help them to overcome their learning barriers. The data has been analysed through qualitative and quantitative research methods. This study is based on writing materials that were collected from the undergraduates to gather information and discussions regarding this study. This study helps to diagnose the learners‟ cognitive barriers in writing, to bring an effective learning outcome and to improve the learners‟ cognitive level in the ESL classroom.
Colour me…orange? : Incorporating Aspects of the Colourful Semantics Approach into English as a Second Language Lessons at Preschool
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Hettiarachchi, S.; Walisundara, D.; Ranaweera, M.
Among the challenges faced by Sri Lankan children learning English as an additional or second language is the accuracy of word order and vocabulary knowledge. The Colourful Semantics approach (Bryan, 2008) has been used successfully in the UK and in Australia with children experiencing language-learning difficulties (Bennington, 2011; Chiat, Law, Marshall & Bryan, 1997), with many programmes devised by Speech and Language Therapists (Morrissy, 2010; Wade, 2009). It uses thematic roles and a colour-coding system to support the development of syntax through a semantic route. The aim of this study was to evaluate the efficacy of using aspects of Colourful Semantics to develop vocabulary knowledge and the use of Subject-Verb-Object (SVO) structures in young learners of English. Twenty preschool children in ESL classrooms were included in the study. Key aspects of Colourful Semantics were introduced as a whole-class approach using children‟s storybooks, colour-coding and signing with lessons offered once a week for 12 weeks together with supplementary activities. Pre- and post-intervention measures were undertaken on five receptive and expressive language and literacy measures of vocabulary and syntax. In this presentation we will discuss the programme offered, the pre- and post-intervention assessment scores and statistical results on vocabulary and discuss the benefits of incorporating aspects of the Colourful Semantics approach into the English language teaching classroom.
A Comparative Analysis on Word Formation Processes in English and Sinhala
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Dhammadassana Thero, Kosgama
Word formation is a process which makes a new word by changing exiting one or adding something to exiting word. It makes a new word. Forming new words is a most influential process to develop a language and to continue it as a live language. There are number of word formation process according to morphology and those processes can be seen in both Sinhala and English languages. Affixation, compounding, conversion, borrowing, blending and clipping are some of them. This study is an effort to find the similarities and dissimilarities of word formation processes between English and Sinhala languages. Thus, the present research aims to study the word formation processes mainly in terms of the two languages in order to discuss the similarities and dissimilarities between them. The oldest available grammar book in Sinhala, “Sidath Sagara” helps to find out the grammatical concept of the forming word in Sinhala and a number of books have been written in English which reveal the word formation processes of it. As the methodology both English and Sinhala books are used and after going through those books the concepts of the forming words can be analysed. those word formation processes can be compared and the research is based on a literature study, which takes a quantitative plane.
A Comparison of Particle “Ne” in Japanese and Sinhalese
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Balasooriya, B.A.D.N.
Sinhalese students learning Japanese as a foreign language make many errors in particle usage, especially in the usage of particle “Ne” in their speech. Japanese language final particle “Ne ”and Sinhalese sentence particle “Ne ”is used in the same meaning, when the speaker assumes that he/she and the addressee have same status regarding the knowledge or belief about the piece of information being conveyed. Nevertheless there are other usages of “Ne” in both languages. For an example “Ne” is used to confirm something in Sinhalese: “Yamada mahata NE?”. However, when we translate it into Japanese it becomes “Yamada san desu KA?” Not “NE”. Therefore, students tend to use mix up Sinhalese “Ne” with Japanese “Ne” particle in their speech. Thus this study aims to identify different usages of Japanese “Ne” and Sinhalese “Ne”, what type of errors students make in using “Ne” in their Japanese speech and why they are making these errors. For this study, a group of Japanese learning students in the University of Kelaniya was selected and they were categorised according to the levels of their Japanese Language proficiency test results. All were given a particular dialogue to be made in concerned with the particle “Ne”. Their speeches were recorded and the data was analysed. The findings highlights that, overgeneralisation of Sinhalese “Ne” in Japanese context is the main cause for the errors made by students. In conclusion this research will help the students to identify the correct usage of “Ne” and will also be a guideline to conduct further research on oral communication.
Concept of Second Language Learning Environment in the Enhancement of Listening Skill of English as a Second Language Learners
(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Inparaj, C.T.J.
Target language exposure is significant in ESL pedagogy. L2 learners should be provided with a culturally supportive atmosphere to enhance their language skill with activation of schemata. Positive attitude towards the culture and people of target language levels up the involvement and confidence of L2 learners. Effective L2 learning environment is a situation where learners‟ need is recognised and used as a basis to achieve the competency level. To what extent, creating L2 learning environment functions as an inspirational and motivational factor for second language acquisition to enhance their listening ability? The objective of this study is to shed light on the effects of creating L2 learning environment in an ESL class room. It is limited to listening skill. To achieve this objective data were collected from thirty third year students of the Arts faculty, University of Jaffna. A quantitative analytical comparative methodology was utilised. It was performed in a three-phased, three months long project using various data collection methods. At first this study investigated students‟ initial perception of their listening ability through semi-structured questionnaires and individual interviews. The second phase deals with the experimental group which was raised up through L2 environment and the control group which was not much aware of L2 learning environment. Final phase of the project was a comparative study consisting of pre and post tests to measure the progress in students‟ listening skill. Tests were evaluated. Members of the experimental group outperformed the other group in every aspect of listening investigated. It is noteworthy to conclude that the effect of adapting L2 learning environment in ESL classroom was profound. Students were highly impressed and it has been reflected on their eagerness to have more similar sessions in future. Therefore this study recommends that education policy makers and ESL lecturers in Universities should take more effort to implement L2learning environment in ESL listening sessions.