Social Sciences
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Item A Study on the Multimedia Teaching Method Applied in Foreign Language Teaching and Learning in Sri Lanka(4th International Conference on Social Sciences 2018, Research Centre for Social Sciences, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2018) Kandambi, S.U.In recent years, as a result of the economic and cultural interactions in between foreign countries and Sri Lanka, teaching languages has successfully step towards Sri Lankan education system. Gradually a vast number of students are motivated to learn languages because of its essentiality in contemporary Sri Lankan society. Due to the rapid development of the information technology in the 21st century, the modern society is also more concerned about the integration of the multimedia education in to the education system in Sri Lanka. This study mainly focuses on the effectiveness of the multimedia teaching method in language teaching classroom in Sri Lanka. This research is designed to be a quantitative research study and the research sample consisted of 100 students engaged in Chinese language learning, as well as the local Chinese teachers who involved in Chinese culture teaching in the University of Kelaniya. Data collection method of this study includes questioner and the interview. The research sample was questioned on the multimedia methods used in the Chinese language classroom and the student satisfaction regarding the multimedia teaching method currently used. The findings demonstrated that, the multimedia techniques usage is not satisfied to meet the academic needs of teachers and the language education system of the university is not yet derived from the traditional education process. Thus, the conclusion concerns the teacher should regulate the new multimedia teaching methods engaged with the new developments of the second language education including PowerPoint presentation, video displaying, picture displaying and object displaying methods in order to let the language learner easily acquire the focal point of the teaching and also to facilitate the effective utilization of learning time by enhancing the interest towards learning. The leaners themselves can be taught to operate multimedia and learning materials. Create more opportunities to train the teachers to use multimedia methods in TCFL classroom is also recommended in order to grow needs and demands of the language studies through the digital media towards a sustainable future in Sri LankaItem The difficulties in Chinese language acquisition of Sinhala speaking students(Research Centre for Social Sciences, Faculty of Social Sciences, University of Kelaniya, Sri Lanka, 2016) Kandambi, S.U.Chinese is one of the most ancient languages in the world spoken by the people not only in the mainland of China mainland, but also in other regions. Learning the Chinese language has become important in several countries due to issues linked to economic development. The Chinese language is a historical language which belongs to the Chinese-Tibetan language family. It script belongs one of the most historical writing systems called "Hanzi". In recent times, Sri Lanka has also stepped towards teaching Chinese language as a second language in order to overcome communication difficulties. In order to understand the difficulties associated with Chinese language acquisition, it is important to analyze the structure of the first language as well as the Chinese languages through a comparative study. This research examines Chinese language acquisition by comparing it with Sinhala. When Sinhalese-speaking students learn the Chinese language, the major problem faced by students is the difference in between the language structures of Chinese and Sinhala, as Sinhala follows SOV (subject, object, verb) structure and Chinese follows SVO (subject, verb, object) language structure. In addition, when learning Chinese, students make a number of acquisition errors due to the absence of several language phrases in their own mother tongue. For instance, in Chinese, there are several set phrases such as "méi guan xi” (It's ok), “bù yòng xiè” (no thanks), “bù kè qì” (no need to be polite) which do not appear in the Sinhala language. Thus, the learners face difficulties due to the absence of those phrases in Sinhala. Therefore, Sinhala-speaking students should also keep in touch with the English language in order to solve the communication problems somehow as no such particular word phrases exist in their own language. The purpose of this paper is to analyze the difficulties faced by Sinhala speaking students and provide a clear understanding of the differences between Sinhala and Chinese languages.