Symposia & Conferences
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Item Problems associated with the use of Communicative Language Teaching in teaching Chinese as a foreign language(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Kariyawasam, K.B.G.W.S.New language teachers have shifted to adopt the communicative language teaching (CLT) approach after noticing the failure of form focusing approach in developing learners' communicative ability in real life situations. CLT method has been identified as the functional approach. The rationale of the CLT approach is that the teacher should act as a facilitator to create a student-centered classroom and engage learners in authentic-like and meaningful communications with the goal to increase comprehensible language input for learners, expecting them to generate more output. If the target of foreign language teaching is to use the language, CLT seems to be an ideal teaching model. The aim of this study was to find out the difficulties faced by teachers in using CLT method in teaching Chinese as a Foreign Language (CFL) at the University of Kelaniya, Sri Lanka (UOKSL). Data were collected from the Chinese language teachers at UOKSL by a using questionnaire, semi-structured interviews and class room observations. Results depict that indoor class room environment and a large number of students of the classes may lead to the failure of CLT. Awareness of these problems and the possible remedies such as small group classes, outdoor activities can be helpful for both CFL teachers and learners, providing them with insightful ideas about how to manage their teaching and learning activities for the successful implementation of this 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.