Symposia & Conferences
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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.Item Teaching Strategies to overcome Internal Differenciation (Binnendifferenzierung) in teaching German as a Foreign Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Cooray, B.M.S.The German term “Binnendifferenzierung”, is often referred to as internal differentiation, which signifies all forms of differentiation within a group of learners who are taught jointly, using variety of methods to deal with the differences between learners without permanently dividing the entire group( Klafki & Stöcker, 1991)1. The first year German special Degree student group, in 2016, at the Department of Modern Languages, University of Kelaniya, consisted not only with individuals with different learning styles, such as visual and auditory learners, but also with different learning paces (slow learners and fast learners) and with different language proficiency levels. Therefore, it was questionable, whether it is possible, to achieve a common learning outcome by using common learning materials for the whole class. The assessment marks, teacher‟s remarks about the level of performance of students in classrooms, were taken in to consideration, when preparing learning materials, which are compatible with the different learning styles of students, giving priority for slow learners, but at the same time, without interfering the learning pace of the fast learners. The objective of this research is to identify the pitfalls encountered in teaching German as a foreign language, for an internally differentiated learning group, and to introduce teaching techniques, which were used successfully in teaching German as a Foreign Language, for the selected research sample. This research is based on records of classroom observations, remarks of teachers and evaluation marks of students before and after implementing the suggested teaching methodologies. According to the findings of the research, it proves that there is a possibility for a multilevel classroom, to obtain a common learning outcome, by preparing separate learning materials, targeting different learning styles and paces of individuals while level tasks are assigned using variety of groupings (Sozial Formen) such as partner work, individual work and group work.Item Difficulties encountered by students in reading German literature(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Cooray, B.M.S.This paper focuses on the difficulties encountered by the second year students of German studies at the University of Kelaniya in learning German literature. Literary study which involves reading, understanding and analyzing the work of authors such as poems, dramas, novels, short stories and essays is a core curriculum in any foreign language where the student is expected to examine the lifestyle, norms and traditions, feelings and emotions and the life experiences of people living in the target language country. The students of German of the Department of Modern Languages of the University of Kelaniya, are introduced to German literature in their second year consisting of three poems and two dramas written by famous German authors and poets. The students who have studied grammatical, syntactical and phonetic structures of the language in their first year find it challenging to learn German literature from second year onwards. The objective of this research is to examine the difficulties encountered by the students, what steps could be taken to overcome these difficulties and what suggestions could be given to teaching literature with a more friendly and student oriented approach. This research is based upon the data collected by the distribution of a questionnaire followed by a semi-structured interview with the students, classroom observations, year-end examination evaluation results and interviews with the lecturers teaching German literature to identify the common errors made by students in learning German literature and their experiences about students’ difficulties in learning literature. According to the findings of the research, it was evident that students have difficulties in language proficiency, identifying different themes, genres, characteristics and literary techniques. Therefore, it was suggested to familiarize students with the background of the texts and their historical significance using visual materials such as films, paintings and videos which also assist them in improving their imagination and creativity and also to train them to express their viewpoint about certain social issues and to relate them to their day today lives.Item The Problems Encountered in Using Communicative Language Teaching in Teaching German as a Foreign Language(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Cooray, B.M.S.This paper focuses on the difficulties encountered by the teachers in using communicative teaching method in teaching German as a foreign language. The communicative language teaching which emerged in the 1970s and 1980s after the mechanical practice of audio-lingual method consists of interactive communication sessions where the learner is eligible to engage in authentic meaningful communication. The objective of this research is to examine what difficulties are encountered by the teachers in using communicative language teaching method in teaching German as a foreign language at the university of Kelaniya and what steps should be taken to overcome these difficulties in order to use communicative teaching method more effectively. This research is based upon the data collected by a questionnaire distributed among the German teachers, followed by semi structured interviews and classroom observations to analyse their experiences in dealing with the difficulties in using communicative teaching method. According to the findings of the research it was evident that the lack of class room environment suitable for a communicative language teaching, the traditional frontal teaching method which makes the students difficult to adopt to the communicative learning method, and the number of students exceeding the capacity for a communicative classroom were the main difficulties encountered by teachers in using communicative method. It was suggested to divide the students in to small groups to use games and to implement more authentic classroom activities, give students positive encouragement, limit error correction during speaking and to improve the classroom facilities which is suitable for a communicative classroom to get more effective use of communicative teaching.