ICLSL 2017
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/18326
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Item Code Switching and Code Mixing in an ESL Class: A Study of Undergraduates in a State University.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Samarakoon, S. M. S. S.Code switching and code mixing exist in bilingual societies where people use two or more languages to communicate. Being able to speak more than one language, bilinguals can code-switch and mix as means of effectively conveying meaning. Code switching and mixing frequently occur in English classrooms in faculties of Arts in Sri Lankan universities, where the teachers use Sinhala or L1 to teach English as a second language. The effectiveness of using and mixing L1 and L2 has been debated over the years. Therefore, this paper aims to investigate when and why teachers in this context use code mixing and code switching. Two classroom observations were carried out, two language instructors were interviewed and 30 ESL students in an intermediate level group were given a questionnaire to gather data for the study. The students' views on the use of L1 were assessed using a questionnaire that contained five-point Likert scale items. The results showed that the informant teachers generally tried to code-switch as little as possible but that they did code-switch in some of those situations where the students preferred either a combination of Sinhala and English or only Sinhala. During instances where the students cannot understand the lessons when instructions or explanations are given only in English, the informant teachers switch to L1, to create a less intimidating atmosphere which was one of the observations of the study. All 30 students strongly agreed with the fact that L1 should be used to understand grammar rules and lexical areas. The informant teachers agree to some extent with the idea that learners will understand more if they were to uses the L1 language of the learners to explain certain grammatical components. Both the informant teachers agree to some extent that learners will understand more, if she uses the L1 languages to explain the meanings of certain lexical item.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 From „Facebook‟ to „Bukiya‟: Language Change in Facebook among Undergraduates of the University of Vocational Technology.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Karunarathna, J. A. M. B.; Jayashan, M. N. L. C. L.; Wijayasen, W. A. S. R.; Papith, V.; Shakthibaala, S.; Dharmadasa, A.S.U.; Nizreen, Z.Language transmits cultural values, norms and beliefs. Media has always influenced the constant change of language. Especially with the rapid change of technology, from internet to smartphones, it has changed the way people communicate. It is said that human communication has become easier and quicker through social networking sites such as Facebook, Twitter, etc. As long as human communication has become quicker through social networking, language has also changed rapidly. It has contributed to English language by adding words and phrases such as „OMG‟, „LOL‟, unfriend, etc. among the users. The aim of the research is to investigate the changes occurred in the language being used in the social media among Sri Lankan users with particular focus on Facebook. Data is collected in snowball sampling technique from the undergraduates of University of Vocational Technology, through six voluntary research agents. They are active users of Facebook and collected data for four months. These voluntary research agents are undergraduates of University of Vocational Technology, Sri Lanka. In collecting data, morphological changes were focused in status updates and comments in Facebook, in Sinhala, Tamil and English among the undergraduates of University of Vocational Technology. Findings were thematically categorized and analyzed. Results shows interesting findings across languages, such as the variations of the same word in Sinhala „supiri‟, „patta‟, „pata pata‟ to „fatta‟ throughout the time, and a similar word for the same in status updates in Tamil „sattapadi‟. Further, according to findings, many morphological changes have occurred with blending and borrowing. However, comments made in English language show a comparative reduction to „likes‟ and emojis. Findings illustrate the necessity of further research in analysis of discourse across three languages in social media since the language change is rapid, complex and unprecedented.