ICLSL 2017

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The Accuracy on the Usage of Active Voice and Passive Voice by Learners of English as a Second Language: Tertiary Level.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Jayasinghe, R.R.
In English grammar, voice refers to the form of verb in a sentence: Active voice or Passive voice. In active voice, the subject of the sentence performs the action where as in passive form, the subject receives the action. In English Language, there are 12 tenses to indicate active voice, but the possibility of transforming them to passive voice depends on the given verb and the context of the sentence. Though the active voice verbs are stronger and usually more empathetic than the passive voice verbs, the university undergraduates of the Faculty of Science have to master the passive voice accurately in order to report their experiments and research findings quite frequently. However, even having a good knowledge of the 12 tenses in active voice, many ESL (English as a Second Language) learners fail to transform some of them into passive voice successfully. The aim of this study is to examine the accuracy patterns of the ESL learners‟ usage of passive voice and thereby to find out the causes of these learners‟ difficulties in transforming active voice sentences into passive voice. The hypothesis of this study is, the intralingual difficulties in English language, create undergraduates‟ errors in passive voice construction. A pool of 150 Physical Science first year students of University of Kelaniya were examined in this study. These students were given a writing task to transform active voice sentences of all the 12 tenses in English language into passive voice. These students‟ accuracy was marked and analyzed by using an ANOVA test followed by an HD Tukey test in SPSS. The results showed a substantial number of significant variances between the accuracy of passive voice sentences in different tenses. This study concludes that the students make errors in transforming active voice to passive voice due to the interlingual difficulties caused by the negative influence of their first language, Sinhala, and also the intralingual difficulties in their target language, English. These findings can be used to facilitate teaching passive voice in ESL classrooms at the tertiary level.
Analogies in Jaffna Tamil Dialect - A Linguistics Perception with Nannuul.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Mohan, S.
The languages, which evolve with the trend, survive for long. The languages, which could not cope-up with the trend, are distorted. In this respect, Tamil language is the most cherished and antique language among the classical languages in the world. It is observed from the analogical aspects of Tamil language, that Tamil language has been defined and nourished by the language scholars and linguists in the evolving era of languages as per the time. In Sri Lanka, Tamil language has several dialects. Among these dialects, Jaffna Tamil represents the major variety, which is located in the Northern part of the country. In addition, Jaffna Tamil has been sufficiently isolated from the other dialects through having the individual features in the dialect.This research study aims at tracing the antiqueness of Jaffna Tamil dialect and identifying the analogical aspects in that dialects, then those are compared with „Nannuul‟, the ancient grammatical book with the limitations of past tense verb formation. The primary data sources are collected from direct observation and discussion methodologies from the people speaking Jaffna Tamil dialect and secondary data derived from the available articles on Tamil grammar and Jaffna Tamil dialect. In the sentence structure, various analogical aspects in Jaffna Tamil dialect are put forward and the primitiveness is proven by comparing those aspects with „Nannuul‟ through this research. As the research analysis, this study reveals that the Jaffna Tamil dialect has more analogies and different suffixes in verb formation specified in the „Nannuul‟ different from general Tamil dialect. Moreover, this research is beneficial to those who learn Tamil as a second language based on the Jaffna Tamil dialect by getting clarity on that and to register the specific features of Jaffna Tamil dialect.
Analysis of Learner Errors Seeking the Requisite Cognitive Skills to Address Them.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Rathnayake, W. M. P. Y. B.; Wijesekera, G. J. S.
Analysis of errors (EA) in learner language in search of clues of language acquisition has been an interesting area of applied linguistics. Traditional EA approaches spot sources of learner errors in terms of interlingual and intralingual base that gave way for the language teachers to find remedial measures. This study endeavors to spot learner error sources in terms of a proposed phrase structure linguistic taxonomy aligned with pre-defined frames of requisite cognitive skills deemed for learners to construct phrase structures of the language devoid of errors. The error sources thus are captured along with such cognitive skills, and consequently remedial measures are proposed for each category of errors and their sources by prescribing linguistic content for the ESL input espoused with strategy of metacognitive nature. The errors are analyzed framing the study within the problem: what combination of linguistic and metacognitive strategy content can encourage metacognitive learning to enable learner language devoid of errors. A corpus of learner language composed by executing an exercise of composition nature among 45 Architecture undergraduates provides the data for EA. The EA has been able to convince the impact made by each basic phrase structure in contribution to surface errors. Verb phrase, noun phrase and diction associated errors lead the frequency line up convincing us the relevant cognitive skills to be empowered among learners to avoid further surfacing of errors. Qualitative analysis provides acute clues on learner experiments and cognitive functions employed within the learner cognition in second language acquisition (SLA) process. The cognitive skills based categorization of errors and such analysis of cognitive skills base makes the study easy to negotiate remedial measures required for addressing learner errors. The analysis confirmed the need for a thorough exposure of every basic phrase structure in a prospective input espoused with metacognitive strategy to address learner errors with varying emphasis at different cognitive skills.
An Analysis of the Contribution of Information and Communication Technology towards the Improvement of the Writing Skills of Second Language Learners.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Alfred, R.
In the last few years, the focus on information and technology has been increasing dramatically. Information and communication technology has a profound effect on almost all the spheres and its influence and effects on education are noticeably decisive. Language teaching and learning through the internet is remarkable with the opportunities provided by the online resources, network services, and educational software. Moreover, the advances and increasing use of technology have paved way for the most significant changes in the genres of written communication in language use. Most of the undergraduates at University of Jaffna are often unable to produce language in written form and to comprehend the written instructions in their exam papers. Their lack of accuracy and fluency in language usage have resulted in numerous systematic and non-systematic errors which are to be found in their writing. This affects the academic progress of the enrolled learners and results in grave consequences like fossilization in their interlanguage where they are unable to move further in the process of learning their second language. Lack of access to internet and computer, technological devices, resources, network services and educational programmes for writing is the sole reason for such problems in countries like Sri Lanka. This paper, in its mixed method approach, tries to analyse how online tools and services are now increasingly becoming essential and how the students should be encouraged and motivated to use online discourses to develop their writing skills. The students are divided into two groups – control and experimental and through an intervention the conclusion will be drawn out. The research attempts to find out the ways to encourage students to express their learning difficulties freely and improve their skills through technology.
Analyzing Styles, Spellings of Documents Demonstrating Religious Patronage of a Cluster of Buddhist Viharas.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Dissanayaka, G.R.
The 19th century opens by making Sri Lankans a part of the British Rule. The upward mobility of certain families in the Southern and Western maritime regions also gave impetus take over the patronage of establishing new fraternities of the Amarapura Nikaya and sponsoring the building of monasteries and temples to revive study of the Tripitakaya, Sinhala and Pali education. On one hand, a new kind of literacy and activism among lay Buddhists was the result. On the other hand, the temples however maintained its role as epicenters, for teaching, learning, publishing canonical texts and reviving ritual practices. A new elite Sinhala society emerged at the conclusion of the 19th century even in regions further than Colombo, the commercial hub and the aforesaid Southern and Western Maritime Region. The author has published research on the cluster of six „Soldara Viharayas‟ the artistic traditions and architectural features have been focused (Dissanayake 2016 and 2017). The donor inscriptions in the „Soldara Viharayas‟ at Gallengolla, Atthanagoda and Mahalolouwa are the focus of this research paper. Although they are imposing two story constructions, they have been missed in published research. Situated left to the Colombo Kandy Road on approaching Kandy from Colombo. Gallengolla and Atthanagoda are located today to the Sabaragamuwa Province and bordering them, Mahalolouwa is located in the Western Province. In the ongoing research to locate the Tampita Viharas, the trade and pilgrim routes of the Kelani Valley from Matara and Sri Pada have been mapped. Discovering former footpaths connecting Middeniya, Ambilipitiya and the Old Kandy Road (from Avissawella via Bulathkohupitiya to Aluth Nuwara) the HETC research team has been able to locate new centers of Buddhist Revival Movement based on Donor Inscriptions. At the Atthanoagoda inscription, the name of “Kurukuttal” appears as the name of the artist. The sanctum has many cartouches with descriptions of Buddha Charita painted on the wall. The style of writing, spellings and how words are divided in a sentence are most unusual. At the ICLSL Conference 2017 the research hypothesis would be, if these abnormalities result from a non native speaker writing captions of the walls.
An Approach to Avoid Translation Errors Made by the Students Learning Korean as a Foreign Language.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Gunasinghe, U.P.; Diddeniya, C.V.
Learning a new language and translating it into another language is not an easy task. However, currently there is a significant emphasis on translating one language into another. The term of “Translation” has come into effect recently to facilitate the evaluation of the accuracy of a language translation. This process is now considered as an important method to ensure the accuracy of the work. The main objective of this research is to analyze the errors in the translations done by Korean language learners. This study is based on the students of the University of Kelaniya who study Korean as a compulsory, optional or an auxiliary subject. This research also ascertain the extent of the influence on writing, reading, listening and speaking of Korean language by translation. Writing outcomes of the class assignments of thirty participants in the Korean language class of level two and level three of University of Kelaniya has been collected as primary data to be analyzed. Data analysis of writing outcomes is focused on word formation, sentence structure, grammatical errors and meanings of words. This study discusses the reasons for students to make errors in translation and proposes a method to avoid translation errors. Moreover, by applying the proposed method in specific teaching environment, improvement in Korean language and translation and contribution to learner‟s language development is expected. Given that the study primarily attempts to investigate the student‟s errors in their Korean language studies, it is strongly believed that the result of this study will facilitate the teaching and learning process.
Attitudes of University Students towards Second Language Learning.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Anupama, D.S.; Premaratne, C. D. H. M.
Second Language Acquisition occurs in both informal and formal linguistic contexts and both these contexts are essential in enhancing the language skills of the learners. This study is aimed at investigating the attitudes of the students towards second language learning „inside the classroom‟ and „outside the classroom‟. A random sample of 54 second year students of the Faculty of Applied Sciences of the Wayamba University was selected for the study. The data was gathered by employing a questionnaire, which carried questions that dealt with the attitudes of the students on this matter. The data was analyzed using descriptive statistics with the help of the SPSS statistical software. It was found that the majority of the students in the sample agreed to the fact that out-of-classroom language learning (OCLL) improved their speaking skills (37%) and vocabulary (41%) but when it comes to writing, majority i.e. 44% neither agreed nor disagreed to the fact that OCLL improved their writing. In addition, majority of the students (46%) believed that they learnt English in formal contexts than in informal contexts. Furthermore, majority of the students (46%) strongly agreed to the notion that learning English through OCLL is more enjoyable than learning English inside a classroom and 43% strongly agreed to the idea that OCLL motivates them to learn English. Accordingly, it can be concluded that the students acknowledge the importance of OCLL. However, they believe that both in-class learning and out-of-class learning should go hand in hand to further enhance the language knowledge. When it comes to „enjoyableness‟, students place their interest upon out-of-classroom language learning than in-class language learning. Hence, the language teachers should get the maximum use of OCLL, by integrating what is done inside the classroom with activities that can be done outside the classroom, to give the students the opportunity to use the language in an authentic linguistic environment.
Attitudes towards the Use of Web 2.0 Tools for Learning ESL: A Case Study Conducted at the Advanced Technological Institute, Gampaha.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Jayathilake, M. V. M.; Shantha, P. H. A. B.
With the advancement of the web technologies, almost all the fields get more benefits than previously and education is one of most benefited sectors. There is a growing interest in online classroom settings in learning second languages. There are a number of research studies that have used empirical and exploratory methods to assess and evaluate the actual impact of using Web 2.0 tools in learning English as second language, because Web 2.0 tools have shifted language learners from passive recipients into active contributors. Based on this rationale, the present study aims at exploring attitudes toward the use of Web 2.0 tools for leaning English as a second language. However, the question arises as to whether alternative higher education sector students have similar Web 2.0 experiences in ESL as their higher education sector peers. In this study, the core objective is to evaluate attitudes towards using Web 2.0 tools in Leaning English as a Second Language in the higher Education sector of Sri Lanka. Accordingly, 260 students from Advanced Technological Institute (ATI), Gampaha were selected as the sample. Framework of this study is based on Technology Acceptance Model (TAM). The study made use of a mixed method approach and the participants‟ attitudes were elicited through the use of a questionnaire which included open-ended questions to collect qualitative data and structured questions which ensured the collection of quantitative data. Responses given to open-ended questions were analyzed through coding the statements while the responses to structured questions were analyzed by calculating the frequencies. The results showed that all the respondents rated the items positively within all six dimensions of TAM. Web 2.0 tools had significant correlations to TAM dimensions and the majority of students have positive attitudes regarding the use of an interactive web environment and the learning benefits that ensued.
The Awareness of Coherence in Effective Second Language Writing:A Case Study Based on Agribusiness Management Students of the University of Ruhuna.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Samaraweera, S. G. S.
Although language forms and grammatical structures are taught in second language (English) writing classroom, the central element of effective writing „coherence‟ cannot be seen in students‟ writing. In literature, it is pointed out that coherence is a “multi-faceted concept” (Spiegel & Fitzgerald, 1990), and it is difficult to teach and learn coherence (Cornnor & Johns, 1990). In this context, this intervention study attempted to identify the strategic application of testing and evaluation-based mechanism that can be exploited to enhance awareness of coherence in effective second language writing. It was introduced as a testing and evaluation-based teaching mechanism supported by a case study formulated on the Mapalana Writing Project (designed by the researcher) that was conducted at the Agricultural Faculty of the University of Ruhuna. It first identified learner-based features (attitudes, learning style, aptitude and writing anxiety) that were central to the creation of coherence in writing. Then, it was suggested that some pedagogical techniques (understanding individual differences, individual teaching philosophy) could be used to enhance students‟ awareness of the coherence-creating mechanism in writing. The data were quantitatively analysed and the results significantly showed that a proper testing and evaluation-based mechanism can be used to enhance „coherence‟ in second language learners‟ writing.
Backward Anaphors.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Singh, H.
This paper stipulates Referring expressions (with the special reference of „Backwardness‟ of such identity relations) in Punjabi. In natural languages, such expressions are in anaphoric nature and linguistically also specified with all possible categories (e.g. nominal, pronominal, verbal etc.). In general, anaphors are basically lexical categories that are unmarked and explicit and implicit with various manners in the natural language. In GB framework, it is mostly discussed with principles of (A) as dependent in the same local domain of the sentence, in the form of lexical anaphors. But here, we check its counter part as cataphora (he=John) in such relation and will discuss with some instances in ILCI Punjabi corpus. In fact, the study of anaphors is computationally a new research area in Punjabi. From the grammar point of view, it is basically encountered as pronominals in most of the cases and somehow it can be managed with Government and Binding framework (1981, 82). But still, there is no specific algorithm, which can attract machine-learning process in Punjabi. In this paper, the main concern is to prepare provisional algorithm platform for Punjabi through the discussion of cataphora or may be backward anaphora in 1,000 sentences of ILCI Punjabi corpus. We manually search around 1,000 sentences and find some instances of backward anaphors. We analysis them according to Lakoff (1968) findings as backwardness for English and collect Punjabi instances on the basis of such inquiry. As mentioned in the previous sections, it is not the fully-grown area of research in Punjabi. It is the initial endeavor where we are trying to use the instances of cataphora for computational purposes. By following previous proposals of cataphora, we discuss POS tagged Punjabi files and then separate cataphoric instances. We propose some steps as an instruction in the form of cyclic manner of searching first some possible referring expressions as PR_PRP and then move on to another kinds of DM_DMD categories. It may assume that the cyclic conditions may bring positive results with probably some changes in future. It also accepts that the cases like doubling; large group of referent choice may also be discussed surely when we put such instructions in the system form.
Brief Study on the Practical Use, Importance and Specific Variations of the Kansai Dialect in Contemporary Japanese Language.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Pallewatta, A.
When considering Japanese language as a second language, all textbooks and educational tools generally focus only on the standard Japanese language which is also known as the language spoken in Tokyo. Therefore, non-Japanese people encounter various confusions and difficulties due to the dialectal complications found in the regional varieties when communicating in many cities, towns and villages located farther from Tokyo. Among the major Japanese dialects, Kansai dialect can be considered as one of the most popular dialects widely spoken in the specific Japanese speech communities. Compared to the NHK (Nippon Hōsō Kyōkai) – the only national public broadcasting organization in Japan, where most of the public broadcasters play a major role in preserving the standard Japanese language, many other broadcasting channels boldly use Kansai dialect especially in their talk shows and comedy-based entertainment. Kansai dialect is irreplaceable in some cases due to its unique liveliness and the strong connection to the culture with its typical sense of humour. Therefore, such forms of entertainment also have been nourished by the exclusive qualities of this dialect. Consequently, the unfamiliarity with the Kansai dialect would limit the social cohesion and the forms of entertainment, leaving non-Japanese people helpless in certain situations. In order to understand the Kansai dialect, this study aims to identify the key variations of the typical patterns found in Kansai dialect, by comparing it with the standard Japanese language, while considering its sub-dialects such as Ōsaka dialect, Kyōto dialect, Gifu dialect, etc. Main features and pragmatic patterns of these regional dialects are identified through the differences in conjugations, lexical features, euphonic changes, etc. These usages in Japan have been observed for more than 10 years, while adapting a linguistic anthropological research approach. As an extension of this study, these findings could be practically applied in many relevant prefectures for training programs catering to the need of many who visit Japan for both short and long-terms, in order to make their life in Japan more productive in many aspects.
Buddhist Attitudes on the Ethical Values in Linguistic Communication.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Dhammanisanthi Thero, Ekala
Language is one of the most valuable tools ever produced by humans for the communication of thoughts through verbal medium to have a good comprehension about its ethical background. The piece of knowledge conveyed through the communication depends on the ethical value of the expression. This study investigates the Buddha‟s attitude towards the language and meritorious value of the usage of the language. The language expertise of the Buddha is depicted in Pāli canon. Similarly, his skills of usage of language are analyzed in Brahma in eight stages. Preserving the quality of the language and the need of a successful communicative process is prominent. The statement given to the first sixty Arhant can be shown as a unique instance where the ethical value of verbal communication is mentioned. The meritorious skill of the communication has been exposed by giving prominence to the sentiment of sound and sentiment of sense. Moreover, as depicted, the quality depends on the truthfulness of the meaning. Eight factors regarding verbal communication are given in the Abhayarājakumārasutta of the Majjhimanikāya. It mentions that it is important to use words that are truthful and not to make any affliction to others. Truth and meaning are more important than the quality of sound. This study is conducted on selected studies in the Aṅguttaranikṅāya and some verses of the Dammapada, while providing relevance commentary, sub commentary and critical attention on the modern scholastic ideas on the subject.
Can Redda be worn by men? A review of A Dictionary of Sri Lankan English.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Hettiarachchi, H.V.A.
Sri Lankan English (SLE) is regarded as a newly Institutionalized variety of English, with its unique, phonological, morphological, syntactic features capable of representing the unique socio-cultural and linguistic circumstances of the Sri Lankan speech community. Language codification is regarded as one of the most significant aspects in the institutionalization process of world Englishes, and Michael Meyler‟s A Dictionary of Sri Lankan English (2007) is one of the most elaborate codification attempts of SLE where the lexical items in the dictionary are perceived as the standard usages of SLE, since codification is misconstrued as an attempt in legitimizing a language variety as the standard. However given the codifiers position as an “outsider” (Meyler 2007, p. x), where it could be assumed that he essentially lacks comprehensive knowledge on the socio-cultural, political and linguistic facets of the Sri Lankan speech community, the credibility of the codification process is challenged. Therefore, utilizing theoretical methodologies of reflexivity and positionality, this study attempts at offering the perspective of an insider, who is familiar with the socio-cultural, political and linguistic facets of the Sri Lankan community, on the codified vocabulary of SLE in A Dictionary of SLE. The study provides a subjective insider perspective on, the accuracy of the meaning and recorded usages, possible alterations to the meaning and alternative usages, and the insider‟s ability to provide a more nuanced understanding of the lexical entries as a socially, politically, economically and linguistically situated researcher. The study establishes the ability of the insider to comprehend and critically reflect on the socio-cultural, political and linguistic undertones of the SLE lexical items through the analysis of words including, baila, devil dance, betel tray, pandan, redda and pirith, where it was identified that the codifier has been privy only to the denotative meaning of the lexical items. The study ultimately attempts at contributing to the discourse on Sri Lankan English which highlight the need for“active broadening of the standard to include the greatest variety possible” (Parakrama, 1995).
A Case Study on Effects of Communicative Teaching Method in Improving English Speaking Skills of Grade Ten Students.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sebarajah, A.
The research focuses on fostering speaking skills through Communicative Language Teaching which has been attempted to adopt in ESL classrooms in schools in Sri Lanka by the Government since the late 1980s. (National Institute of Education, 1999). In this perspective this study was conducted at Mn/ Vaddakkandal G.T.M School, Manthai West division of Madhu education zone, Mannar, where most of the students are unable to communicate spontaneously in English. The research problem of this study was to investigate how Communicative Language Teaching contributes to improve speaking skills of the grade ten students and how to overcome their speaking difficulties. Therefore, this research aims at investigating the use of Communicative Language Teaching approach to overcome the students‟ problems in speaking. In conducting the research both quantitative and qualitative methods were adopted to collect and analyze the data for the study. A questionnaire was administered for the students to identify their attitudes about the speaking skill. The findings of the questionnaire clearly express the positive attitudes on implementing the CLT in the ESL classroom. Furthermore, pre-test and post-test were conducted in the study, while comparing and analyzing the means of pre-test (38.3) and post-test (52.16) of this study found the effectiveness in implementing the approach to develop students speaking skill. Therefore, the findings of the research demonstrate that communicative language teaching is an effective method to develop students‟ speaking skills. It encourages students‟ participation, promotes confidence, and prepares students for real-life communication. Besides, it gives an opportunity to the students to use the target language freely. Moreover, it allows students to make decisions about how to express and to achieve the goal of developing their speaking skills.
A Case Study on Integrating First Language (L1) to English as a Second Language Classroom for Vocabulary Enhancement and Comprehension Augmentation.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Douglas, S.
The debate of including or excluding the students‟ native language to an English as a second language classrooms has been a contentious issue for a long time. There is a need to experiment this issue and investigate the direct impact of mother tongue in the second language classroom. The aim of this study is to identify the impact of using a limited amount of first language (L1) in the second language class room for vocabulary enhancement and comprehension augmentation and its variation across proficiency levels. The study was conducted at Vavuniya Tamil Madhya Maha Vidyalayam with sixty-six Advanced Level students. They were divided into experimental and controlled groups. A pre-test was conducted to recognize the vocabulary and comprehension levels of the students. Subsequently, a reading comprehension session was conducted using the Direct Method for the controlled group. The experimental group attended the session in Principled Eclectic Method. The post-tests were followed and the data were statistically analyzed to identify the impact by paying individual attention to participants‟ proficiency levels and question types. The mean marks of the experimental group in the pre-test is 46.79 and the standard deviation is 29.27. In the post-test, there is a remarkable improvement in the result of the experimental group showing 57.88 and the standard deviation 28.50. The findings confirm that the impact of using L1 differs according to the individual student‟s proficiency where little impact was observed in high proficiency learners while a remarkable impact was observed in intermediate learners. However, the study concludes that there is a fairly high impact in using a limited amount of L1 in the ESL classroom for vocabulary enhancement and comprehension augmentation in facilitating the learners‟ language development.
A Case Study on the Effectiveness of Oral Approach in Internalizing the English Tenses.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sandya, B. M.; Atchuthan, Y.
Writing sentences without making mistakes in the application of tenses is important to express the intended meaning. In Sri Lankan context, even though the students are learning English as a second language from the elementary level, and even at tertiary education, they make mistakes in English tenses. The aim of this study is to examine the effectiveness of oral approach to internalize the structure of tenses. Fifty first year students from the Faculty of Business Studies at Vavuniya Campus were selected as the random sample of the study and the study was conducted for three months using quantitative and qualitative research methods. Pre-tests and post-test were conducted to evaluate the students‟ progress. According to the pre-test, 43 students (86%) made mistakes in tenses while only 7 students (14%) formed accurate sentences using the tenses. Therefore, all the tenses in English were taught one by one and at the end of the teaching of each tense, 15 minutes were allocated for oral practice. Each student in the classroom was given a chance to produce at least 10 sentences orally and when they made mistakes, they were corrected by the researcher. After three months, a written test was conducted. This post-test revealed that 48 students, 96%, wrote sentences using the tenses correctly, while only 2 students, 4%, made mistakes again. Compared to pre-test, the number of students who wrote sentences using correct structure of tenses in the post-test increased by 41 which is 82% of the total sample. The number of students who made mistakes have been reduced to 4% which was 86% in the pretest. The results show the dramatic improvement of internalization of the tenses through oral approach. Students could form grammatically correct sentences promptly on various topics using correct structure of tenses. Further the students became very active, interactive and entertainers through the practicing in the classroom. Thus the study recommends that oral approach is more effective to internalize the English tenses.
A Case Study on the Impact of Task-based Language Teaching on Improving English Speaking Skills.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Chandrasoma, K.M.K.U.
Teaching English as a second language is gaining prominence within the scope of language teaching, where Task-based Language Teaching plays a major role, as it is comparatively a new method of English language teaching. The current study is a qualitative research, which is designed to identify the impact of practicing authentic tasks based on task-based language teaching in the ESL classroom in order to improve English speaking skills. Since most of the Sri Lankan students find it difficult to speak in English fluently even after learning English for almost 10 years at school denotes that an alteration in teaching methodology is required. The research sample was a randomly selected fifty students of English diploma followers at the Department of English and Modern Languages of Sri Lanka International Buddhist Academy. The sample was supposed to face a pre-test along with a questionnaire. As the second step, they were subjected to a teaching program based on Task-based Language Teaching for three months proceeding with a post-test which was the same test they faced at the very beginning of the study. The ultimate objective of the study was to figure out the impact of Task-based language teaching method on improving English-speaking skills, and to obtain a clear idea about how they learnt English at school. When comparing the marks of each criterion of both the tests, it was obvious that speaking skills of the research sample has been improved by 20.9% in the post-test than the results of pre-test. The data collected through this research evidenced both the facts that, there is a positive impact of Task-based Language Teaching on improving English-speaking skills as a second language and the majority of the students are not satisfied with how they learnt English at school. Finally, it has been identified that, one‟s English speaking skills can effectively be nourished with the practice of Task-based Language Teaching Methodology.
A Case Study on the University Students‟ Beliefs on the Methodology Used for English Language Teaching.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Dayananda, G.M.C.M.; Premaratne, C. D. H. M.
Beliefs are a main construct in the process of Language learning. Students‟ beliefs on the methodology that their teachers employ in improving language skills of the students play a major role in English language teaching and learning. The aim of this research is to identify the attitudes of the university students on the methodology used in the English language teaching process. The data was collected by a modified questionnaire administered from the Beliefs about Language Learning Inventory by Horwitz. It was distributed among forty first year undergraduates of the Faculty of Business Studies and Finance in the Wayamba University of Sri Lanka. For further confirmation, three lecturers who conducted English lectures for the Faculty of Business Studies and Finance were interviewed. 100% of the students accept that they should repeat and practice a lot to be successful in the Language classroom. 92.5% of the students believe that new technology must be used in an innovative way and 52.5% of the students think that exposure to the culture of the native speakers is important in enhancing the English Language competence. According to the key findings of this research, it is evident that time allocated for the practice is not satisfactory and immediate correction of errors is essential as errors can be fossilized. Due to the less exposure to the culture of native English speakers, it is beneficial to encourage students for the practice of the language as it will develop the communication competence. Therefore, it is important to promote student centered learning and out of classroom language learning among the university students to be successful in English language learning process. The research findings depicts that it is vital to introduce information communication technology to the second language classroom.
Challenges to Spoken Sri Lankan Tamil in the Post-war Period.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Kesavan, S.
Sri Lanka has unique variety of spoken Tamil, which is different from Indian Tamil. Comparing with Indian-Tamil, Sri Lankan Tamil has several unique qualities. Sri Lankan Tamil is spoken in several areas in Sri Lanka such as Jaffna, Killinochi, Mullaitivu, Vavuniya, Mannar, Ampara, Batticaloa, Trincomalee, Polonnaruwa and Colombo. During the war period, the dynamics of the Tamil community and the living patterns of the population were observed to be stagnant. In that period, the relationship between the Tamil community and the other communities was limited. It was not possible for ordinary people to get knowledge of technology. In the post-war period, Sri Lankan spoken Tamil lost its unique qualities. The post-war social and economic changes have changed the Sri Lankan Tamil Speech. A community, which had little technical knowledge, is suddenly exposed to modern technologies; it has influenced the language. In this context, there is a need to examine the real state of the Sri Lankan Tamil as a language in the social, economic and cultural arenas. The primary source of information to this study was field based data collection technique. The researcher employed qualitative data collection techniques: direct observation, participative observation, semi structured interviews and Case studies. Descriptive Research methodology and Historical Research methodology are used for this research. The study ended up with number of interesting findings. This study attempts to highlight the Challenges facing contemporary spoken Sri Lankan Tamil and it provides evidence to protect the Sri Lankan Spoken Tamil.
Code Mixing as a Ruled Governed Phenomenon– A Study with Special Reference to the Tamil-English Mixed Discourse.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sanmuganathan, K.; Wijerathne, W.M.
In bilingual and multilingual societies, there are usually at least two interacting language groups, each representing different cultural and linguistic features. Sri Lanka is a multilingual country where there is a tendency of mixing two languages as a communicative strategy used by the speakers. It has been observed that mixing of indigenous languages - Sinhala, Tamil and English is a common speech behaviour, which occurs in the discourse of educated bilinguals in Sri Lanka. There have been several studies on sociolinguistic, structural linguistic and psycholinguistic aspects of code mixing in different countries. In recent years, researchers have increasingly focused on the linguistic constraints on code mixing. The objective of this study is to investigate the rules of code-mixing (CM) in Tamil-English mixed language data. The focus of the present study of Tamil-English mixed discourse is the educated urban bilinguals in Jaffna. From a syntactic point of view, it is proposed that code mixing is governed by a host code/guest code principle. This principle says that in a code-mixed discourse involving languages L1 and L2, where L1 is the host code and L2 is the guest code, the morphosyntactic rules of L2 must conform to the morphosyntactic rules of L1, the language of the discourse. In order to determine the rules that govern Tamil-English CM, the qualitative method of analysis was adopted. The present study drew upon data collected a recorded spontaneous conversation between bilinguals in a language contact situation in which the two languages are syntactically very different from each other, namely, Tamil and English. The data collected were analyzed and findings were derived. Linguistically, the analysis confirms that Tamil-English Code-mixing is a rule-governed behaviour. The study addresses that Tamil English code mixing is a rule governed phenomenon, that is, there are constraints that govern where in a sentence a code-mix can occur and where it cannot occur. In that context, CM facilitates to avoid communicative hindrances.