ICLSL 2016
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/14246
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Item Future Tense in Spoken Tamil and Spoken Sinhalese: A Comparative Analysis(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Subramaniam, A.Syntax differs from language to language. The second language learners find it hard to understand the syntax of the language they learn when it differs from the syntax of their mother tongue. Thus the similarities and differences of Tamil and Sinhalese languages in the future tense are being analysed through this study. One of the main similarities found out through this comparative study is that both Tamil and Sinhalese languages have a similar subdivision in Future tense: they are the „will‟ future, future perfect and future Continuous. On the other hand in Tamil, particles are being used to differentiate the future tense, where as verb suffixes and affixes are used in Sinhalese and further the present form is often used to refer to Future tense in Sinhalese. In Tamil, the Future verbs will take various forms as per to Case, Gender, Number and person. Nevertheless in Sinhalese a common verb form is used irrespective of the case, gender and number. The knowledge in the future function of these languages will give a clear idea to the learners and teachers of these languages and it will ease the teaching and learning process of these languages. The research area is limited to the tenses which are being used in the spoken context of the Sri Lankan Tamil and Sinhalese. The data for this study were obtained from books, articles, websites, and discussions.Item Teaching English as a Second Language in Sri Lanka: Facing a Paradox(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Perera, A.English is the most popular foreign language in Sri Lanka. This language played a key role in the process of social stratification which took place after the collapse of the feudal and the colonial systems. After teaching English for so many years in schools, why do students hesitate to follow and indirectly reject this subject at school level? There is a continuing matter of debate on whether first language (L1) contributes to or precludes the learning of a second language (L2). Internationally numerous studies have been conducted on this topic, but no clear consensus exists on whether L1 should be banned or its inclusion in classrooms should be allowed. However, few studies have identified the reasons for which students need such an inclusion. So this opinion survey was done to find out the root causes of this particular problem in Sri Lanka. This study primarily investigates the opinions of the persons who can make an influence on this issue. So, two university professors, one provincial director of English Education, two zonal directors of English Education, three instructors of English Education in three educational divisions and two instructors of English Education, attached to zonal English Support Centers were interviewed. This survey was confined to find data regarding the use of Sinhala as the mother tongue (MT) in teaching English as a second language. The findings may be useful to language education policy-makers in designing more formal and concrete guidelines to help teachers who teach English as a second language. While some interviewees agree the use of L1 judiciously in classrooms, all the interviewees agree, to make an impact on policy makers in this regard to design policies as well as a methodical approach to teach English as a second language in comparison with mother tongue (MT).