International Conference on Linguistics in Sri Lanka (ICLSL)

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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 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.
Acquisition of English Language Proficiency through Innovative Linguistic Techniques
(University of Kelaniya, 2015) Rathnasiri, R.M.
In the present context, undergraduates, graduates and scholars of various disciplines should be proficient in the use of English for the acquisition and imparting of global knowledge and for the pursuance of research work. To make this a reality within a short period, a rapid method of teaching and learning English is to be fruitfully adopted. This methodology encompasses six major phases. They are (1) Rapid Introduction to all the English Grammar on bulk accumulation basis set in a causal orderliness of English Grammar Lessons. (2) Acquisition of English Grammar through systematic written and oral exercises, practical assignments and presentations. (3) Rapid access to Formation of Words –Systematic and gradual application of Affixes –Prefixes and Suffixes to form words –Nouns, Adjectives, Verbs and Adverbs. (4) Intensive study of all the English Grammar in a single exercise through the “Analysis of Grammar under Tenfold Lesson” by means of extracts, paragraphs, passages etc. written in uncontrolled structured English. (5) Application of all the grammar lessons in a single exercise such as a miniature story, paragraph, Jātaka tale, Sutta etc. until the proficiency in language is well acquired. (6) A systematic approach to the acquisition of Proficiency in Speech in academic standard and the inclusion of all the English Grammar in a single exercise for speech practice. This methodology adopts a threefold function: (1) Construction of Sentences, (2) Combination of Sentences and (3) Transformation of Sentences. “Orderliness of English Grammar Lessons” provides a learner with a rapid access to a comprehensive knowledge of English Grammar; “Analysis of Grammar in Tenfold Lesson” develops an integrated insight into the entire syntactic behaviour of English, Formation of Words–Use of Affixes acts as a swift lexis builder and eventually the “Application of Pedagogic Linguistic Techniques through activity based exercises in pair and groups guides students to gain the overall proficiency in English.
Acquisition of English Prepositions in Writing by ESL Learners
(University of Kelaniya, 2015) Jayasinghe, R.R.
English prepositions are difficult for ESL (English as a second language) learners mainly for two reasons: (1) The cross linguistic variations between L1 and L2 (first language and second language). (2) The polysemy of English prepositions where they are used to denote a wide range of meanings in different perspectives. Littlefield (2006) has investigated four categories of prepositions through the analysis of naturalistic speech of five English speaking first language children (aged 1;2-2;3) as follows: Adverbial prepositions [+Lexical, -Functional], Particles [-Lexical,-Functional], Semi-lexical prepositions [+Lexical, +Functional], Functional prepositions [-Lexical, +Functional]. Littlefield also has shown that the acquisition of categories of prepositions with [–Functional] features rank higher than the categories of prepositions with [+ Functional] features. She considered as [+Lexical] those that contribute semantic content, and as [+Functional] those that are able to check Case of their complements. The present study sets to examine the acquisition of prepositions by Sinhala speaking learners of English with respect to Littlefield (2006) findings. It investigates whether the same ranking in acquisition of the four categories of prepositions can be validated by the Sinhala speaking ESL learners’ responses in a writing task. A picture story writing task in which the prepositions needed to be abundantly used was utilized in order to collect elicited production data from 40 students of Grade 4 who were randomly selected from two government schools. Quantitative statistical analysis using SPSS was used to find out whether there were significant differences between the acquisition of each set of two different categories out of these four categories of prepositions. If prepositions with [-Functional / +Lexical] feature rank higher than the prepositions with [+Functional /-Lexical] feature respectively, relevant order can be used as a guideline in the ESL class-room to facilitate teaching of prepositions through writing tasks.
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.
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 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 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.
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.
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.
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.
Application of Historical Linguistic Aspects for a Better Clarification of Complicated Pāli Terms
(University of Kelaniya, 2015) Sugunaseela Thero, Yakkaduwe; Dhammissara Thero, Niwandama; Wijayawimala Thero, Suriyawewa
The scientific study of a language, and its structure including the study of grammatical aspects, syntax, morphology and phonetics, is called linguistics. As far as the historical linguistics is concerned, it is the study of history and development of language which is conducive to study the causes of language changes. Furthermore, philology, morphology, syntax, semantics ...etc are the branches of the linguistic subject. Historical linguistics is helpful to gain lexical word-meanings of a language. Specially, it is very important to have a sufficient phonological understanding in Pali for gaining substantial knowledge on Buddhist studies. Although some educated ones in Pali accept the superficial meaning of the complicated Pali terms without applying them to linguistic methods, a considerable number of Buddhist scholars whose priority is given to study Buddhism with special reference to commentaries, Pali and Sanskrit dictionaries and linguistics can be seen. To understand properly, ‘what the Buddha said and what the Buddha wanted to intend, one should be aware of both semantics and pragmatics.’ Understanding the meaning of a word without knowing the semantics and pragmatics is meaningless and not useful. On the other hand, no one can put arbitrary interpretations in academic studies. When a line of pali stanza of Dhammapada is scrutinized, various interpretations (semantics) without paying attention to pragmatics can be seen. For instance, “Dhammapīti sukham seti……” Here, the meaning of the word “pīti” is joy or pleasure according to word level meaning (semantics). But in the context of the pragmatics, the meaning of the word Dhammapiti, is one who drinks the Dhamma. Therefore, an exact ending of a word-meaning is drawn and that word is to be linguistically scrutinized considering the parallels, lexicons, commentaries, neighboring contexts and correspondings. Therefore, in this brief paper, an attempt has been made to compare few Pāli terms in ‘Brahmajāla Sutta’ in Dīgha Nikāya which have been differently mentioned in the Buddha Jayanti Tipitaka version and Burmese Tipitaka version, in order to make some clear understanding of exact usages of those words based on philology and parallels, lexicons, commentaries, neighboring contexts and correspondings.
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.
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.
Assessing Practical Constrains in Implementing Web 2.0 Tools for Teaching English as a Second Language at Higher Education Sector in Sri Lanka: A Case Study- Sri Lanka Institute of Advanced Technological Education
(University of Kelaniya, 2015) Jayathilake, M.V.M.; Shantha, P.H.A.B.
In an era of globalization and with the advancement of information technology, web 2.0 tools are used increasingly in education sector and there is also a growing interest in how and whether Web 2.0 tools could be used for second language teaching. Those tools are creating a collaborative environment in which users have the opportunity to contribute to a growing knowledge base and participate in online communities. On the other hand these tools can access anytime and anywhere. Due to that number of researches state that these tools are useful for teaching second languages. The Web 2.0 tools are beginning to play a role within the more formal learning environment of English classrooms. The objective of this study is investigating the practical constrains facing when implementing Web 2.0 tools for teaching English as a second language in Sri Lanka Institute of Advanced technological Education (SLIATE). Clustering sample technique was used to select the sample among English lecturers in SLIATE. Sample size was thirty five. Questionnaire was used to collect data. Questionnaire was based on four factors, awareness, computer and hardware facilities, internet facilities and attitude. Qualitative and quantitative methods were used for the data analyzing. The data of this study reveals the most aware Web 2.0 tools are wikis and social network. And the least aware tool is vodcasts. More than 60% show the positive attitudes towards these tools. The study found that computers and other facilities are available but need to extend usage time of them. Internet facility is also available but bandwidth and data amount should be increased. Although they believe these are effective tools for teaching, they need a proper training of how to use them in a class room teaching.
Attitude about Foreign Languages
(University of Kelaniya, 2015) Lewis, R.L.
I arrived in Sri Lanka at the end of January 2005. By the end of February I was settling in to my new home (a room in a guest house) and was beginning to learn a bit about the people and cultures of the country that would become my new home. I decided that I must learn either Sinhala or Tamil, the two primary indigenous languages of the nation, but ultimately did not. Why not? Thus begins a remarkable adventure into that space that exists at the intersection of linguistics, cultural anthropology, sociology, ethnic and religious relations, the influences of a colonial past, politics (both domestic and international), government educational policies etc…I do not presume to suggest answers to the seemingly endless questions which arise from the considerations above (taken separately or in various combinations) but rather to begin the process of framing the questions which may ultimately lead to a better understanding of what all of this means, not simply in terms of historical causes but also in terms of productive strategies for the future. These issues and the questions that spring from them are of importance not simply to Sri Lanka but to numberless communities, countries and regions around the world that face similar and equally complex and urgent challenges.