Browsing by Author "Pallewatta, A."

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Brief Study on the Practical Use, Importance and Specific Variations of the Kansai Dialect in Contemporary Japanese Language.
(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Pallewatta, A.
When considering Japanese language as a second language, all textbooks and educational tools generally focus only on the standard Japanese language which is also known as the language spoken in Tokyo. Therefore, non-Japanese people encounter various confusions and difficulties due to the dialectal complications found in the regional varieties when communicating in many cities, towns and villages located farther from Tokyo. Among the major Japanese dialects, Kansai dialect can be considered as one of the most popular dialects widely spoken in the specific Japanese speech communities. Compared to the NHK (Nippon Hōsō Kyōkai) – the only national public broadcasting organization in Japan, where most of the public broadcasters play a major role in preserving the standard Japanese language, many other broadcasting channels boldly use Kansai dialect especially in their talk shows and comedy-based entertainment. Kansai dialect is irreplaceable in some cases due to its unique liveliness and the strong connection to the culture with its typical sense of humour. Therefore, such forms of entertainment also have been nourished by the exclusive qualities of this dialect. Consequently, the unfamiliarity with the Kansai dialect would limit the social cohesion and the forms of entertainment, leaving non-Japanese people helpless in certain situations. In order to understand the Kansai dialect, this study aims to identify the key variations of the typical patterns found in Kansai dialect, by comparing it with the standard Japanese language, while considering its sub-dialects such as Ōsaka dialect, Kyōto dialect, Gifu dialect, etc. Main features and pragmatic patterns of these regional dialects are identified through the differences in conjugations, lexical features, euphonic changes, etc. These usages in Japan have been observed for more than 10 years, while adapting a linguistic anthropological research approach. As an extension of this study, these findings could be practically applied in many relevant prefectures for training programs catering to the need of many who visit Japan for both short and long-terms, in order to make their life in Japan more productive in many aspects.
Introduction of a Four Stage Process of Developing Interactive Multimedia Based E-learning Materials.
(Faculty of Computing and Technology, University of Kelaniya, Sri Lanka., 2017) Jayantha, R.H.U.; De Pasqual, M.K.; Suraweera, S.A.D.H.N.; Yatigammana, M.R.K.N.; Pathiranage, D.M.; Pallewatta, A.; Wijayarathne, P.G.
Interactive multimedia-based learning materials have been commonly used to facilitate teaching and learning. Technological tools have made the task of creating expression through multimedia more easily available. Invariably this has altered the dynamics of interactions that have traditionally constituted educational ecology of the classroom. Sri Lankan higher education sector has slightly move towards student-centered (collaborative) elearning based around construction to increase equity of access to education, to improve teaching and learning, and to promote students and academic staff in student-centred and activity-based teaching and learning. In designing pedagogically sound interactive multimedia-based e-learning materials, a high premium needs to be placed on leveraging a judicious mix of various presentation modes to cater to user’s differing learning styles and needs. This will ensure that learning is optimized which is essentially student-centred in nature in multimedia rich learning environments. However, as identified by National E-Learning Resource Center (NELRC) at University of Kelaniya, Sri Lanka, most of public higher education institutes largely use face-to-face teaching while e-learning is used as a supplementary tool. There is a lack of understanding of developing technological and pedagogical sound interactive multimedia based e- learning materials which are current problem areas seeking attention. This study used qualitative methodology which made use of qualitative method such as content analysis. This includes three distinct approaches: conventional, directed, and summative. This study used conventional content analysis where coding categories are derived directly from the text data. Based on conventional content analysis of e-learning literature which published in 2010-2016 and retrieved from EBSCO database, the four-stage process i.e. Analysis, Design, Develop,and Delivery has been developed to be used in developing technological and pedagogical sound interactive multimedia based e-learning materials in the Sri Lankan higher education system. After understanding the requirement of developing e-learning materials, the identified process start with the analysis stage which include multiple stages i.e. analyze the needs, cost, content, market, technology, and delivery method and assessment strategies. Design, develop, and delivery stages can be then carried out which also include multiple steps. This process will be useful as a guide for any e-learning centers or any teaching and learning organization for developing interactive multimedia based e-learning materials.