ICLSL 2017
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/18326
Browse
2 results
Search Results
Item A Study on the Attitudes and Issues of the Undergraduates Who have Completed the Compulsory English Course for Humanities Students.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Keerthiwansha, N.W.B.S.The compulsory English course is designed to improve the English language knowledge of the undergraduates to assist them to continue their respective courses at the university. However, even after the completion of the course, the majority of the undergraduates show difficulties in basic grammar, academic writing and speaking. Therefore, this particular research is designed to identify the attitudes of the undergraduates who have already completed the compulsory course to make suggestions for further improvements. Twenty-five third year undergraduates were chosen to give a questionnaire to record their attitudes regarding the course before the commencement and after the completion of the course, the remaining language issues they have and their personal opinion regarding the course. Through the data analysis it was found that the course do not have a text book. The majority of 87% have stated that the time duration of 2 hours per week for 15 weeks is not enough for the course. More importantly, when their attitude regarding the course before the commencement of the course is noteworthy because the majority of 83% had expected that the course would solve some of their English language issues and 17% had thought that the course would solve all their English language issues. On the contrary, none of the participants stated that all their issues were solved after completing the course while the majority of 74% have stated that some of their issues were solved and the remaining 16% has stated that none of their issues was solved after the course. In addition, writing skills were not improved and the time allocation for listening and speaking was quite low. Majority of 63% has specifically stated that the focus on improving speaking skills was inadequate, which was the most critical language skill for the undergraduates. Thus, designing a textbook to cover all the necessary grammar rules, extending the duration of the course, focusing more on presentation skills, speaking and academic writing can be suggested to improve the quality of the course and to meet the language needs of the undergraduates.Item Impact of Gender and Identity on Learning English as a Second Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Amarasooriya, D. N. P.Second language learning has become a socially valued vital learning process as it has the influencing potential to form, manipulate and change the social individual identities towards the positive recognition. In Sri Lankan social system while Sinhala and Tamil languages have been recognized as first languages of most people, English functions as the second or target language. Through a gradual social transformation English has become the most prestigious language in the society and the competence in English is required as the most obligatory qualification for a person to be recognized in the society. The research focuses on identifying and analysing how and to which extent the social factors such as gender differences, cultural diversities, disparities between the social classes and specifically the identities of the individuals influence on learning English as the second language. Within the data collection process both the primary and secondary data collection methods have been utilized and within the primary data collection method, a questionnaire has been designed and given to a sample group of 50 respondents from University of Sri Jayewardenepura. Through this analytical sociolinguistic research the relationship between identity and learning English as a second language, the impact that identity practices on person‟s capability and accessibility to the English language learning process have been taken into consideration. Accordingly it has been identified that English language competency level of urban respondents is higher than rural respondents and the rural identity of the individuals has an influential and discouraging impact on their English language learning process. Depending on the gender differences, the language performance, the language competency levels of the respondents tend to differ in relation to the four language skills and it has been brought forth that the competency level of the female respondents is higher than the male respondents. A higher percentage of individuals believe and accept the vitality of English in higher education and it has been recognized as a supportive channel which enhance Individuals‟ capabilities and identities in achieving their future goals despite the existing social discriminations.