International Conference on Linguistics in Sri Lanka (ICLSL)
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Item Teaching Strategies to overcome Internal Differenciation (Binnendifferenzierung) in teaching German as a Foreign Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Cooray, B.M.S.The German term “Binnendifferenzierung”, is often referred to as internal differentiation, which signifies all forms of differentiation within a group of learners who are taught jointly, using variety of methods to deal with the differences between learners without permanently dividing the entire group( Klafki & Stöcker, 1991)1. The first year German special Degree student group, in 2016, at the Department of Modern Languages, University of Kelaniya, consisted not only with individuals with different learning styles, such as visual and auditory learners, but also with different learning paces (slow learners and fast learners) and with different language proficiency levels. Therefore, it was questionable, whether it is possible, to achieve a common learning outcome by using common learning materials for the whole class. The assessment marks, teacher‟s remarks about the level of performance of students in classrooms, were taken in to consideration, when preparing learning materials, which are compatible with the different learning styles of students, giving priority for slow learners, but at the same time, without interfering the learning pace of the fast learners. The objective of this research is to identify the pitfalls encountered in teaching German as a foreign language, for an internally differentiated learning group, and to introduce teaching techniques, which were used successfully in teaching German as a Foreign Language, for the selected research sample. This research is based on records of classroom observations, remarks of teachers and evaluation marks of students before and after implementing the suggested teaching methodologies. According to the findings of the research, it proves that there is a possibility for a multilevel classroom, to obtain a common learning outcome, by preparing separate learning materials, targeting different learning styles and paces of individuals while level tasks are assigned using variety of groupings (Sozial Formen) such as partner work, individual work and group work.Item The Problems Encountered in Using Communicative Language Teaching in Teaching German as a Foreign Language(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Cooray, B.M.S.This paper focuses on the difficulties encountered by the teachers in using communicative teaching method in teaching German as a foreign language. The communicative language teaching which emerged in the 1970s and 1980s after the mechanical practice of audio-lingual method consists of interactive communication sessions where the learner is eligible to engage in authentic meaningful communication. The objective of this research is to examine what difficulties are encountered by the teachers in using communicative language teaching method in teaching German as a foreign language at the university of Kelaniya and what steps should be taken to overcome these difficulties in order to use communicative teaching method more effectively. This research is based upon the data collected by a questionnaire distributed among the German teachers, followed by semi structured interviews and classroom observations to analyse their experiences in dealing with the difficulties in using communicative teaching method. According to the findings of the research it was evident that the lack of class room environment suitable for a communicative language teaching, the traditional frontal teaching method which makes the students difficult to adopt to the communicative learning method, and the number of students exceeding the capacity for a communicative classroom were the main difficulties encountered by teachers in using communicative method. It was suggested to divide the students in to small groups to use games and to implement more authentic classroom activities, give students positive encouragement, limit error correction during speaking and to improve the classroom facilities which is suitable for a communicative classroom to get more effective use of communicative teaching.