International Conference on Linguistics in Sri Lanka (ICLSL)
Permanent URI for this communityhttp://repository.kln.ac.lk/handle/123456789/10220
Browse
3 results
Search Results
Item An Error Analysis on Chinese Conjunctions by Undergraduates.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Rathnayake, D. M. A. S. P.This paper aims to discuss the history of Chinese conjunctions with emphasis on the four periods of history, namely, the ancient, the medieval, the modern and the transition from modern to present times. Firstly, the definitions of the Chinese conjunctions are discussed while a further discussion will be carried out regarding the characteristics of Chinese conjunctions and the usage of each category subsequently. For this error analysis, the students of the Chinese unit at the University of Kelaniya were considered as the sample. Data collection was done through a questionnaire. Accordingly, the study examines and analyses the knowledge of the usage of Chinese conjunctions by the Chinese learners at University of Kelaniya, where the students‟ problems pertaining to the Chinese conjunctions including their classification and the causes are discussed. Based on the findings, the best teaching methods are recommended for the teachers while the students are suggested with the best learning methods involving Chinese conjunctions. The main aim of this error analysis is to identify solutions for the students who learn Chinese conjunctions and to introduce new and effective teaching methods for Chinese teachers. It was found that the university students make mistakes in using the Chinese conjunctions. As a result, common errors done by the students in using Chinese conjunctions were found and different learning and teaching methods were introduced in overcoming the difficulties.Item A Research on Applying the 'Liushu Theory' on Teaching Chinese Characters to Sri Lankan Student.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Fernando, K. D. K. D. T.Starting from the year 2004, the students who are learning Chinese in Sri Lanka have gradually increased. Among the problems observed among the learners, the main problem was the inadequacy of study resources including Chinese books, articles and research books for the students who learned Chinese. Specially, there was a less amount of books and other academic material related to Chinese language. Therefore, the teachers used various methods including writing on the black board, reading characters, explaining the meaning of the words, and giving homework in teaching. Because of the use of traditional teaching methods, which were rather ineffective in the classrooms, the learning process was impeded and the students lacked extensive knowledge on Chinese language. To overcome this issue, a theory called “liu shu” was introduced, which was specially created for the Sri Lankan students. The theory was first implemented in University of Kelaniya, where 2 groups, each consisting of 25 students who are learning Chinese in first year were selected for the experiment. One group was taught according the method “liu shu”, and the other according to the current traditional teaching methods. After two months, an examination was held to evaluate the students. It was observed that the lowest marks obtained the group taught according to the “liu shu” method was higher than the highest mark obtained by the other group. Therefore it was concluded that using the method “liu shu” one can ascertain how to write correct Chinese characters, how to pronounce Chinese characters correctly, how to improve the knowledge of the history of Chinese, tradition and culture of Chinese and the civilization of Chinese better than when using traditional teaching methodologies. Further, as a result of that research, eight new methods of teaching Chinese were created, which highlight the importance of the method as an improved and effective learning as well as a teaching method.Item Effectiveness of Using Grammar - Translation and Direct methods in Teaching Chinese as a Foreign Language(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Kariyawasam, K.B.G.W.S.The Chinese language is the most popular language in all over the world. In recent years, Teaching Chinese as a Foreign Language (TCFL) has caused a mania in the world with more schools and universities opening up Chinese courses. Chinese Language is one of the five major languages of United Nations Organisation and second language of Australia and the United States of America. Although there are many studies focusing on the speaking and reading comprehension abilities of the learners, studies on different teaching methods and their impacts on listening, speaking, reading and writing comprehensions of the learners are not so common. Therefore, the purpose of this study is to compare the Grammar - Translation Method and the Direct Method in TCFL and to examine their impacts on the speaking ability of the learners. The theme of this study was include Grammar - Translation Method and those for TCFL speaking development. Data was collected from the internal students reading B.A. Special degree in Chinese at the University of Kelaniya, Sri Lanka by a using questionnaire. The results of the study depict that the students think that the Grammar - Translation Method help improve learning Chinese and can increase the comprehension level by Sinhalese - Chinese and English - Chinese translation in class. Additionally, the Direct Method has increased learning motivation, interactive conversation and beneficial Chinese learning environment. These findings will be helpful in teaching Chinese as a foreign language in an improved manner.