Symposia & Conferences

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Difficulties in indicating equivalent digital materials for German literature in the German language classroom.
(International Conference on the Humanities (ICH), 2017 Faculty of Humanities, University of Kelaniya, Sri Lanka., 2017) Nanayakkara, K.A.D.N.S.A.
Language and literature are strongly connected to each other. Learning a language without literature takes the learner away from appreciating great literary works in the target language. The aim of foreign language teaching is the orientation towards action (Handlungsorientierung). The learners should be able to speak and be competent in the new language in authentic situations. A foreign language should enrich the communicative aspects of their language combined with literature. It is important to use digital as well as printed materials in teaching literature. This paper attempts to reflect on the difficulties in indicating equivalent digital materials to achieve the goals of teaching German literature in the German language classroom. The main objective of this research is to indicate equivalent digital materials for German literature. Data for the study were collected through classroom observations, interviews with students and German language teachers and own experiences in teaching literature. Secondary data were collected through printed and electronic sources. The results of the study reflect that through digital materials including videos, films, songs, animated pictures and paintings, comics and by listening to authentic texts on the internet from the recommended sites can be used as digital materials for effective teaching of German language to enhance the oral and listening competencies of the students in the literature classroom. Through films and short video clips, it is easy to emphasize the important aspects of the literary texts. As recommendations, it is suggested that the German language literature teachers should refer to the digital materials which are available online, before recommending them to the students. Moreover, there should be an equivalent bond between those digital materials and the printed materials to achieve the learning outcomes of the lessons.
A Study on Linguistic and Literary Characteristics of Sanskrit Language arising from the Buthsarana
(Department of Sanskrit, University of Kelaniya, Kelaniya, 2016) Gamage, M.
Buthsarana composed by vidyachakravarthi during the polonnaruwa era could be identified as a literary and a religious text. When examining the contents of Buthsarana it appears that the objective of the writer was to generate Buddhist religious devotion with the reader while panegyrizing the nine fold righteous virtues of Lord Buddha. But it is conspicuous from Buthsarana that it describes the Sanskrit linguistic literature that dominated during the Polonnaruwa era. It is obvious that Sanskrit language and the poetic tradition had influenced Buthsarana linguistically and literally. Objective of this research is to conduct a study on above factors. Certain other works can also be noted that reveals the manner of the Sanskrit influence was acquired by Sinhala literature during the Polonnaruwa era. Among them, the text adapted for this research is Buthsarana. This is a research conducted in association of primary and secondary sources. The text Buthsarana as primary sources and critical ideas of post classical experts and Sanskrit language and literature texts will be associated as secondary sources. Main expectation from this comparative study, a fresh aggregation of knowledge could be contributed regarding Sanskrit language, literature and above the manner in which Buthsarana acquired its influence.
Attitudes towards Teaching English through Literature
(English Language Teaching Unit, Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Sangeetha, A.; Sandanayake, D.; Jayatissa, D.; Lakmali, M.; Madhushani, N.
Literature is often included into English lessons in school text books with the objective of improving English competency of students and the love of reading poems, novels and short stories written in English. In fact, literature is used in teaching both basic language skills, such as reading, writing, listening and speaking, and language areas such as, vocabulary, grammar and pronunciation. Studies on this field often focus on the effectiveness of using literature in the ESL classroom. Thus, this study aims at investigating the attitudes of teachers in using literature to teach English Language in the ESL classroom. For this investigation a questionnaire including ten questions was given to 20 randomly chosen English language teachers that belong to government, semi-government and private schools in the Rathnapura and Kurunegala districts. Many teachers’ responses were positive towards this teaching technique but several problems were discovered such as the lack of preparation of language teachers in the area of literature teaching, lack of facilities in schools, absence of clear-cut objectives defining the role of literature in English language teaching. Thus, the field of teaching English language through literature in the ESL classroom should be more carefully studied and teachers should be more exposed to creative methods of teaching literature.

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