Symposia & Conferences
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Item A Study on the Contribution of Task Based Language Teaching towards the Enhancement of the Students' Oral Skills in English.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Gardihewa, P.N.Task Based Language Teaching (TBLT) is a language teaching approach, which focuses on using tasks as the core unit of planning and giving instructions in teaching. In TBLT, teacher does not pre-determine what language items to be taught. The language study is determined by what happens as the students complete the tasks. The research problem centers on the fact that whether the TBLT activities on grade 10 English curriculum are sufficient to enhance students‟ oral skills. The objectives of this research are to identify different kinds of TBLT activities used in Sri Lankan English curriculum, and to find out whether the TBLT related activities in school textbooks are sufficient to enhance student‟s oral skills. In addition, the study attempts to detect whether the TBLT related activities prescribed in grade 10 English textbook and workbook are suitable for the grade 10 students‟ proficiency level. Data for the study was collected by analyzing the grade 10 school textbook, workbook and Teachers Instructional Manual and reviewing sixty questionnaires collected from grade 10 English teachers and interviewing six instructors. With the findings of the investigation, it can be concluded that the priority given by Sri Lankan English curriculum to enhance students‟ oral skills is not sufficient. Writing and reading skills were prioritized while speaking was less considered. Teachers could introduce flash cards, role-plays, exchange ideas and dialogues as the most frequently used TBLT related activities. However, some tasks such as role-plays, writing conversations and singing were ineffective to develop students‟ oral skills though these were specified to engage students‟ communicating in English. The students could not reach the expected proficiency levels, face interviews with confidence and present arguments logically as stated in Teachers Instructional Manual.Item Obstacles to introducing English as the sole medium instruction in Social Sciences(Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Gardihewa, P.N.This study was an attempt to explore the obstacles in introducing English as the sole medium of instruction in Social Sciences. For this retrospective study, primary data was collected through interviews and questionnaires selecting Colombo and Sabaragamuwa Universities. Interviews were conducted with 8 selected academia and questionnaires were given to 100 undergraduates from Sinhala, English and Tamil medium. The study revealed that the attitudinal change is the utmost important. Basically in regional areas the environment does not support to learn English and students are unable to understand the importance of English since they are less exposed to English. Overall most of the students are indeed generally in favour of using English exclusively in this setting, and their preference is positively related to their own English proficiency. Even if English-medium instruction on the learning of subject content remains unclear, it was evident that English instruction will help them improve their English language proficiency, especially in terms of listening. Further, it revealed that the English Language courses ought to concentrate on providing English for Academic Purposes rather than general purposes.Item Mother Tongue Interference on English as a Second Language on Undergraduates' Writing(Department of Linguistics, University of Kelaniya, Sri Lanka, 2016) Gardihewa, P.N.Second language learners try to use the second language in terms of first language‟s point of view. The purpose of this study was to make ESL learners aware of the gravity of mother tongue intrusion and to analyse certain grammatical errors which undergraduates commit due to mother tongue interference. In this study, an analysis was made to identify the impact of L1 on ESL writings of the undergraduates of Sabaragamuwa University, Sri Lanka. The study is mainly based on the qualitative method of data collection. The data collected from subjects‟ responses were analysed, and the findings were derived. The secondary data were gathered from books, magazines and internet. This study proves that due to lack of certain grammar patterns in native language, ESL learners commit grammatical errors. The word order in English is completely different from the word order in Sinhalese and this particular difference leads ESL learners to commit errors. Thinking in Sinhalese and directly translating it into English is another major error which ESL learners often commit. Therefore it is proved that undergraduates in Sri Lanka as second language learners are affected by mother tongue interference.