International Conference on Linguistics in Sri Lanka (ICLSL)
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Item A Study on the Effective use of Interactive Whiteboards (IWBs) for Language Teaching.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Wijayawardane, B.Re-thinking classrooms today, learning in the 21st century cannot be limited to literacy and numeracy, but needs to be broadened to enable students to think, deliberate and address the socio-emotional problems they face individually and collectively with technological advancements. Within the field of language learning, many approaches and methodologies exist and these changes are due to influences dictated by new psychological theories of learning as well as innovative technologies. Nowadays, most ELT educators consider the use of technology is essential to improve the teaching and learning process of a new language. The recent introduction of the Interactive Whiteboard in schools in Sri Lanka has created the question about the usage of this new tool to enhance teaching and students‟ learning. It made the teachers deal with phenomenon of interactive whiteboards; their characteristics, installation in schools, possible ways of use and contributions to English lessons. The main aim of this paper is to examine the tool from various perspectives, to research the situation of IWBs in Sri Lanka and to provide technical as well as methodological support for teachers of English as a foreign language. The theoretical part summarizes facts about interactive whiteboards on the basis of worldwide research and publications, whereas the main body is more teacher-oriented and focuses on the practical aspects of using IWBs at schools.Item Impact of Integrating Pedagogical Innovations in Teaching 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) Sirisena, T.M.The process of teaching English has undergone tremendous changes over the decades, especially, with the remarkable entry of the technology, which has given a great opportunity to expand the learner autonomy in teaching English as a second language effectively. This paper intends to investigate whether the integration of pedagogical innovations in teaching English as a second language has an impact on the process of teaching English as a second language. Pedagogical innovation refers to the implementation of new ways in teaching English that specially promotes meaningful learning among learners. Though it is difficult to establish a definition of pedagogical innovation, researchers have worked on this concept to define it. The term „innovation‟ is similar, in its literal meaning, to that of adjustment, improvement, development, experiment, or even modernization, reform or renewal. There are number of teaching methods varying between traditional ways and modern ways and everybody has their own understanding and conclusions on teaching English. However, this paper portrays how teachers can make the methods of teaching effective by integrating pedagogical innovations such as novel technology into language classroom. Students feel less motivated to learn the language when there is an overuse of traditional ways of teaching English in a classroom. This research was done with sixty students in the diploma in English course at the Institute of Human Resource Advancement. The participants were taken from two classes with thirty students in each class. In one class, pedagogical innovations such as integrating novel technology were used to teach English language whereas in the other class traditional methods were used. All the students were closely observed on their performance in the class and pre-test and the post-test were conducted to observe their improvement. Finally, it was found that, integrating pedagogical innovations were more effective than the traditional methods of teaching in English language classrooms.Item A Study on the Influence of the English Language on the Formation of Compound Words in the Sinhalese Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sameera, M. A. G. J.A Compound word is formed by shortening a few words into one word. It is done to make the language precise in practical usage. The author of ‘Sidath Sangarawa’ has introduced five methods of creating Sinhala Compound words. The objective of this study is to investigate the influence of the English Language on the formation of compound words in Sinhalese language. Therefore, the research problem in this study is to identify how the compound words in Sinhalese Language are formed with the influence of English words. When considering the history of Sinhalese Language, it is evident that the Eastern and the Western Languages have influenced Sinhalese Language. Therefore, the study is based on the hypothesis that new compound words formed by English words are results of Language contact. In this study, the compound words of contemporary Sinhalese that were formed by English words were collected initially. Then they were analyzed and classified, and the formation of Sinhala Compound words with the influence of English words were analysed. For this purpose, both primary and secondary sources were used from the library. In that process six methods of Sinhalese compound formation were identified including; English-Sinhala mixed compounds, Sinhala-English mixed compounds, English-English compounds, Sinhala-Sinhala compounds which were translated from English, compounds that were not used as one word, but as compounds in Sinhala and that were used as a single word in English but used as a compound in Sinhala. It was observed that these compounds are more common in speech than in writing. The tendency at present to use 'Singlish' is also a result of this tendency. It was confirmed that the number of English compounds at present has increased when compared to the time that English was first introduced to the country. It could be concluded that the process of borrowing which was a result of language contact was the cause for this linguistic tendency.