Browsing by Author "Ariyawansa, D."

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An Examination on Difficulties of Understanding Sinhala Counting System when Japanese Students Learn Sinhalese as the Second Language
(University of Kelaniya, 2015) Ariyawansa, D.
As second language learning happens after first language acquisition, impact of the first language can be identified in the process of second language learning. When both languages have same patterns, learners can acquire the new language without difficulties. According to word order typology, Sinhala and Japanese have same sentence structures. Though there are many similarities between two languages, slight differences can be identified in some situations. Those differences may mislead the second language learner and the counting system is that kind of point. Thus, it should be examined how these problems can be minimized. Though Sinhala and Japanese counting systems are same in structure, there are some exceptions. When Japanese students learn Sinhala, they are trying to count according to Japanese system. For an example, ‘jū’ is ‘ten’ and ‘yon’ is ‘four’ in Japanese. ‘Jūyon’ is the word for ‘fourteen’. Though ‘dahaya’ is ‘ten’ and ‘hathərə’ is ‘four’ in Sinhalese, ‘dahahathərə’ is the word for ‘fourteen’, not ‘dahayəhathərə’. After understanding that Sinhala counting system is parallel to their own counting system, Japanese students tried to make words such as ‘vissəekə’, ‘thihədekə’ and ‘panəhahathərə’. On the other hand, ‘vissə’ becomes ‘visi’, ‘thihə’ becomes ‘this’ while ‘hætə’ does not change the form when combined with other numbers. As there is not a certain pattern, it is difficult for second language learners to keep each point in mind. This problem has been observed by examining these kinds of mistakes done by Japanese students who learn Sinhala as a second language. This research demonstrates that the attention should be paid to difficulties of language learners when teaching a particular language as a second language. Firstly, difficulties should be identified. This is a qualitative research and data will be collected from language teachers and learners. The ultimate goal of this research is to introduce techniques to overcome the difficulties of understanding Sinhala counting system when Japanese students learn Sinha¬lese as the second language.
An Examination on Problems with “Google Translation” with Special Reference to Translating from Sinhala to English and Vice Versa
(University of Kelaniya, 2015) Ariyawansa, D.
Nowadays, “Google Translation” is an extremely popular service by Google. As it is easier and quicker than manual translations, “Google Translation” is being used all over the world. Although the program supported for several languages, Sinhala language has been newly introduced to “Google Translation”. When comparing Sinhala and English sentence structures, some differences can be identified. By examining “Google Translation”, it can be seen that the program is able to recognize those differences. Though it can translate according to the structure of a particular language, there are problems in some circumstances. Confusions of understanding the nominative case, word order problems and the problems regarding particles are examples for those situations. When translating a complex sentence with a main clause and a subordinate clause, it is difficult to get a proper output because identifying the subordinate clause is not easy for the program. As conjugations of Sinhalese verb is more difficult than English, there are problems when translating English verbs into Sinhalese. Introducing Sinhala language to “Google Translation” is absolutely important not only for the Sinhala language community, but also for every person who is interested in Sinhalese. Thus, the problematic situations should be identified and they must be corrected to get a better service for the program. As Sinhala language has been newly introduced, there is an option for the users to correct the mistakes by giving their comments. The ultimate goal of this research is to examine the problems with “Google Translation” in order to solve them and get a better service from the program.
An Examination on Using Oriental Literary Concepts to Criticize Modern Literature
(University of Kelaniya, 2015) Ariyawansa, D.
It can be clearly seen that Oriental literary concepts and Western literary concepts are used to criticize Sinhala literature. Normally, classical Sinhalese literature is being criticized using Oriental concepts such as rasa, dhvani, auchitya and vakrokti while Western concepts help to criticize modern literature. In educational institutions, students are being guided to criticize classical literature with Oriental concepts and modern literature with Western concepts. Thus, limiting Oriental literary concepts to criticize classical literature can be examined as a dogmatic idea. The origin of Indian literary concepts is based on ancient classical literature. Though prominent critics such as Bharata, Bhamaha, Anandavardhana and Kuntaka explained their theories using Sanskrit quotes, it does not mean that those theories should be limited to Sanskrit literature. When it comes to teaching Oriental criticism, it can be seen that common and traditional examples have been used to explain concepts. Most of them are direct translations from classical Sanskrit books. Sometimes, not only teachers, but also students are repeating those examples without a proper knowledge about the particular field. Contrastingly, new examples are being used when criticizing modern literature with Western concepts. When examining articles, books or journals on recent literature or art work, it can be clearly seen that most of critics read them with Western literary concepts. It this research, reasons for limiting oriental concepts to criticize classical literature will be identified. It will be done through examining the modern writings on Oriental literary criticism. The ultimate goal of this research is to examine whether Oriental concepts can be used to criticize modern literature without underestimating the ability of ancient literary concepts.