MPhil.Theses
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Item A Study on the effectiveness of bilingual instruction in teaching ESL at The University of Jaffna.(2016) Patrick, B.A.This study examines the effectiveness of Bilingual Instruction in Teaching English as a Second Language grammar. This research is undertaken on the first year students otFaculty of Management and Commerce and Ramanathan Academy of Fine Arts (Faculty of Arts). The research problem is that whether bilingual instruction promotes the learning of specific aspects of English as a second language grammar.In order to find answer to the research problem, mixed method research methodology is designed. In the quantitative study, an experimental method in the fonn of classroom study (both experimental !,'fOUpS and control groups) was adopted in which the test is the main instrument and probability sampling was used to select the subjects. As for the qualitative study, ethnographic study of participant observation, teaching method and semi structured interview were employed. Quantitative study (experimental method) is explained by three qualitative instruments like ethnographic study of participant observation, teaching methods and semi structured interview. The same experimental groups from Management and Commerce and Ramanathan Academy of Fine Arts were selected for the ethnographic study and teaching method. As for semi structured interview, non-probabilistic sampling was adopted. The finding shows that Experimental groups in both faculties ofManagement & Commerce and Ramanathan Academy of Fine Arts outperfonned the control group except in voice. It was also established thatthe effect of bilingual instruction is relatively less in learning preposition than other grammar components like verb fonns, question formation. However, bilingual instruction has no impact on the teaching of active passive. The qualitative results from participant observation revealed that in teaching speaking skill, mother tongue should be avoided. Qualitative research instruments such as participation observation, teaching methods and semi structured interview brings out multiple realities as to when to usc Ll, and when not, when to useLl and L2 and how to use Ll and also the quantity of LI.Therefore, this research finding establishes that - the principled or the reasonable usc of mother tongue is essential in teaching English as second language grammar.Item A linguistic study on the effectiveness of speaking English, based on the curriculum introduced to the students to the students of key stages in the schools of the wattegama Education Zone.(2016) Kuruppu, D.C.English plays a vital role in the Sri Lankan society as a forcign and second language which evcrybody needs but majority tries to avoid. The secret behind this truth is the disappointment and the disinterest that an individual encounters due to the lapses of interestcd teaching learning process. which motivatcs a learner. The teachcr and the learner both must hold the responsibility equally. as Sri Lankans have fcwer opportunities to acquire the language. Hence considcring the beginner. the teaeher's careful manipulation is needed. as they arc much unconcern on learning conditions and most parents in the non-English speaking background become helpless. The purpose of this study is the provision of expected motivation and interest in the beginners of schooling. to reduce the drop outs 111 the English Language learning. First and foremost the necessary changcs were done to the syllabi of the Key stagc I. Grades I and 1 by drawing interest for the beginner to learn English. Similarly the new syllabus is also moving on activity basis; in contrast the tcachcrs of English trained made occupied in teaching the syllabus. More over a specific time was restricted daily to learn English. The new syllabus has becn introduecd into four schools in thc Education Zone Wattegama. after training the teachers of English to manipulate the new syllabus. The two Grades were kept under observation while the teacher in charge of Gradc two. teach the immcdiate advanced Gradc according to the old syllabus. An assessing criterion for each student was maintaincd and markcd by the end of the tcnn, and in the end of the year it is being passed to thc teacher of English of Grade 1. End of the two years the evaluation of the student was carried out with both categories. The conclusion of thc study not only depicts the essence of a teaching Icarning process to specialize the English language for the beginner. but also highlighted the changes to the old syllabus. This would also enables the respective authoritative personnel to implement the teaching learning process of Gradcs I and 1. The hidden usage of each and every component of the syllabus has been mentioned in order to support the necessary changes or improve thc cxisting curriculum to ma+::e the child intcrcsted in English language learning.