ICH 2018
Permanent URI for this collectionhttp://repository.kln.ac.lk/handle/123456789/20067
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Item The opinions on the use of Sinhala language in adult ELT classroom: A survey conducted at the Faculty of Arts, University of Peradeniya(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Ratnayake, A.R.M.J.C.The study set out to investigate the opinions of the use of Sinhala language in adult English Language Teaching (ELT) classrooms. First it is important to state that research in regard to the opinions of the use of Sinhala in Adult ELT classrooms is limited in the Sri Lankan context. The survey was conducted at the Faculty of Arts, University of Peradeniya. For the purpose of this study 20 first year undergraduates belonging to the basic level group were randomly chosen. The study involved both qualitative and quantitative methods of data collection. The main research questions of this research study were whether first language (L1) favoured ELT classrooms or not and whether students and teachers favoured the use of L1 in ELT classroom for teaching and learning processes and also whether L1 use in the classroom motivated and influenced students in an attitude change. The findings were used to determine whether they agreed or disagreed with the use of first language in the second language (L2) classrooms. At the same time, two ESL classrooms were monitored and observed for a semester in which one class used only the target language (TL) and on the other L1 was used for classroom activities and instruction. In order to gauge whether L1 use improves students motivation and attitudinal changes through student attendance, student attendance records were summarized and the number of students in each group who participated in ESL classes during the semester were listed down. Finally, the records of the percentage of the students‘ attendance was calculated to gauge whether L1 use in ESL classrooms led to student motivation and a change in student attitudes. The data collected from the students and instructors‘ responses in the interviews were also analyzed. The study revealed that students‘ L1 is used for pedagogical, administrative and international purposes in the English as a Second Language (ESL) classroom and that instructors teaching in these basic level classes used the L1 as a strategy to accommodate students‘ low language proficiency and also as a strategy to create more student friendly classrooms. Based on the findings it is posited that the students‘ L1 might be a useful strategy that enhance target language acquisition. With respect to the opinions with regard to L1 use in adult ELT classrooms, both the students and instructors stated that it facilitates the teaching and learning of English as a Foreign Language (FL).Item Cultural competency in foreign language teaching for successful interpersonal skills in culturally diverse working environments(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Cooray, B.M.S.Cultural competency refers to a set of attitudes, behaviors and skills that enable a person to work successfully in a cross-cultural setting. Cultural competency is more than just being aware of difference; it refers to demonstrating attitudes and an approach that allows you to work effectively cross-culturally. One of the most comprehensive studies based on cultural diversity at workplace was conducted by Professor Geert Hofstede. He analyzed a large database of employee value scores collected within IBM between 1967 and 1973 covering more than 70 countries, based on which he has presented six cultural dimension theories. A closer look to the literature reveals, that the research pertaining to cultural competence is limited only to workforce diversity and no references on this topic seem to exist on cultural competence in Foreign Language Teaching. Therefore this research seeks to identify the importance of integrating cultural competency into foreign language curriculum as a new language competency. The aim of this research is to examine how pertinent it is to integrate cultural competency oriented teaching activities into Foreign Language curriculum to intensify the cultural awareness of Foreign Language learners. The research sample consisted of 25 Graduates, who have graduated during last three academic years from the Department of Modern Languages, University of Kelaniya. These Graduates have followed German as Foreign Language during their general and special degree program and now working as employees at both local and overseas agencies. Two data collecting techniques were used for the research. A questionnaire was distributed during the first data collection session and a narrative interview was conducted during the second session limiting the sample to five participants. When comparing the data collected from both the questionnaires and from the narrative interview, it was evident, that many had difficulties in working in culturally diverse working environments, although they have been exposed to adequate cultural knowledge during teaching sessions. According to the findings of the research, it was evident, that language and literature competencies are not adequate for foreign language learners to become professionals in diverse cultural environments and focus should be given to teaching materials to train students to deal with conflicts, misunderstandings, and cultural intolerance in professional working environments.