ICLSL 2016
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/14246
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Item 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.Item 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.Item Using Sinhalese in Teaching German as a Foreign Language for the Undergraduates of the University of Kelaniya(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Lansakara, L.H.M.D.S.The study focuses on the controversy, revolving around the teachers‟ use of the mother tongue (MT) in foreign language (FL) teaching. Specifically, this report concentrates on the examination of German teachers‟ and learners‟ attitudes and methods of employing Sinhalese in teaching German language. Theoretical studies highlight that the MT should be fused by teachers in FL classrooms in resulting a productivity in acquiring a second language or a foreign language. The current study was conducted among the German language teachers and thirty randomly selected students who follow German language as a main subject, representing the three specific course levels of BA degree program conducted by the University of Kelaniya. The research tools were two particular questionnaires designed specifically for the purpose of the study, aiming the German teachers and the students selected. Additionally, the efficiency and the productivity of using Sinhalese in teaching German in the classrooms were examined through keen observations of the students‟ level of understanding and progress in acquiring the language as required. Hence, it becomes a qualitative data analysis. The findings reveal that the teachers‟ as well as the students‟ overall attitude towards the use of Sinhalese in German language classrooms is positive, however with limits; the teachers report that they use Sinhalese for teaching as well as for the classroom management while the students convey that the explanations in Sinhalese support them in understanding the German grammar and language facts better. This understanding will be followed by a comparison between the two particular languages (MT and FL) as well. The findings of this study will be useful in enhancing the quality of the acquisition of foreign languages with a base of using mother tongue and it will open up to approach the theories of applied linguistics in second language acquisition.