Junior Research Symposium on English Language Education for World Citizenship: Challenges and Opportunitieshttp://repository.kln.ac.lk/handle/123456789/138352024-03-28T17:07:42Z2024-03-28T17:07:42ZFactors which generate Pronunciation Difficulties for the Undergraduates of University of KelaniyaWijesundara, E.Wijesooriya, K.Pathirana, S.Warnasooriya, K.http://repository.kln.ac.lk/handle/123456789/138542017-05-31T15:32:37Z2016-01-01T00:00:00ZFactors which generate Pronunciation Difficulties for the Undergraduates of University of Kelaniya
Wijesundara, E.; Wijesooriya, K.; Pathirana, S.; Warnasooriya, K.
The research paper will focus on the fundamental pronunciation problems faced by the randomly selected undergraduates who learn English as a second language in the University of Kelaniya. The sample of this study consists of the undergraduates belonging to faculties of Humanities, Social Sciences and Management in the University. The collection of data was done as a semi structured interview (Pronunciation Test) and as a questionnaire. The sample consisted of forty undergraduates for the questionnaire and ten undergraduates for the semi structured interview. The research was carried out in September 2015.The study identified two major problematic areas; how the puberty age affects for pronunciation and how the rural and urban distinction affects for pronunciation. The findings show that undergraduates who started learning English before puberty are more fluent in English than others and undergraduates from urban areas are more fluent in English than those who are from rural areas. The study also revealed other pronunciation problems such as anxiety, family background, influence of the first language and incomplete knowledge about grammar and vocabulary. Based on these findings the researcher recommends that the undergraduates will be able to overcome these pronunciation difficulties and speak in English correctly by implementing teaching methods regarding pronunciation in English classroom, giving proper phonetic training, practicing pronunciation activities and having good motivation as well.
2016-01-01T00:00:00ZESL Students’ Attitudes and Preference towards Learning the English Language through Blended LearningWeerakoon, A.http://repository.kln.ac.lk/handle/123456789/138532017-05-31T15:32:10Z2016-01-01T00:00:00ZESL Students’ Attitudes and Preference towards Learning the English Language through Blended Learning
Weerakoon, A.
Methods of teaching and means of learning English language have undergone profound changes due to the development of information technology, especially the advancement of computer networks. Technology enhanced blended learning approach in the ESL pedagogical realm has thus become a considerable means of teaching English while engaging students in an authentic virtual learning space. Accordingly, blended learning a combination of face-to-face and online instruction is seen as a significant recent advance which can appreciably extend the amount of learning, students’ results and experience by providing a more student centered learning environment. The purpose of this study is to examine the ESL students’ attitudes and preferences towards learning English using blended learning and the study further makes some implications and suggestions in order to employ technology-mediated language learning in ESL contexts as a means of fostering students’ language learning experience. The study will be carried out at the University of Kelaniya using the undergraduate students who are learning English as a compulsory subject at the English Language Teaching Unit. A questionnaire will be conducted in order to identify students’ attitudes and preference towards blended learning. The results will indicate students’ perspectives and show their inclination to learn English in a blended learning environment.
2016-01-01T00:00:00ZThe Effect of Collaborative Learning on Developing Speaking Skill of Sri Lankan ESL LearnersThilakshana, T.http://repository.kln.ac.lk/handle/123456789/138522017-05-31T15:31:43Z2016-01-01T00:00:00ZThe Effect of Collaborative Learning on Developing Speaking Skill of Sri Lankan ESL Learners
Thilakshana, T.
The contemporary teaching pedagogy highlights the importance of collaborative learning for teaching speaking. According to Arthur, Grainger & Wray (2006), “Effective teaching and learning is underpinned by interactive discourse…” (p. 134). This experimental study is designed to identify whether collaborative learning in teaching speaking have successful effects. The study investigates the degree of successfulness for teaching speaking in Sri Lankan English as a second language (ESL) context. The subjects of the study are the students of grade seven of Mahakeliya Maha Vidyalaya. A pre-test was carried out at the beginning of the research to examine the current English speaking proficiency of the students. The students were allowed to work in groups and as pairs throughout the research. They were allowed to engage in activities which were designed to develop four levels of student talk. The three functions of speaking involve talk as interaction; talk as transaction and talk as performance. A post-test was also conducted in order to evaluate their English speaking achievements at the end of the study. The researcher analyzes quantitative data to establish a conclusion. Quantitative data are drawn from the pre-test and the posttest. The study concludes that the effects of implementing collaborative learning in the English as a Second Language classroom have developed the students’ average English speaking skills. Moreover, it can help to create an interesting learning environment where students are allowed to acquire language while developing their interpersonal skills.
2016-01-01T00:00:00ZAttitudes towards Teaching English through LiteratureSangeetha, A.Sandanayake, D.Jayatissa, D.Lakmali, M.Madhushani, N.http://repository.kln.ac.lk/handle/123456789/138512017-05-31T15:31:16Z2016-01-01T00:00:00ZAttitudes towards Teaching English through Literature
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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