Symposia & Conferences
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Item A Case Study on Effects of Communicative Teaching Method in Improving English Speaking Skills of Grade Ten Students.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sebarajah, A.The research focuses on fostering speaking skills through Communicative Language Teaching which has been attempted to adopt in ESL classrooms in schools in Sri Lanka by the Government since the late 1980s. (National Institute of Education, 1999). In this perspective this study was conducted at Mn/ Vaddakkandal G.T.M School, Manthai West division of Madhu education zone, Mannar, where most of the students are unable to communicate spontaneously in English. The research problem of this study was to investigate how Communicative Language Teaching contributes to improve speaking skills of the grade ten students and how to overcome their speaking difficulties. Therefore, this research aims at investigating the use of Communicative Language Teaching approach to overcome the students‟ problems in speaking. In conducting the research both quantitative and qualitative methods were adopted to collect and analyze the data for the study. A questionnaire was administered for the students to identify their attitudes about the speaking skill. The findings of the questionnaire clearly express the positive attitudes on implementing the CLT in the ESL classroom. Furthermore, pre-test and post-test were conducted in the study, while comparing and analyzing the means of pre-test (38.3) and post-test (52.16) of this study found the effectiveness in implementing the approach to develop students speaking skill. Therefore, the findings of the research demonstrate that communicative language teaching is an effective method to develop students‟ speaking skills. It encourages students‟ participation, promotes confidence, and prepares students for real-life communication. Besides, it gives an opportunity to the students to use the target language freely. Moreover, it allows students to make decisions about how to express and to achieve the goal of developing their speaking skills.Item Implementing Communicative Language Teaching at Tertiary Level:A Case Study.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Rajakumar, T.The English language, which is taught as a second language in Sri Lanka from the primary level is not considered as a compulsory subject in the secondary level education or at the Advance level Examination. Therefore, students do not pay much attention to learn English. In Sri Lanka, after the secondary level education, minimum numbers of students are selected to the universities. Majority of the students are enrolled to other tertiary level institutions. Most of the tertiary level learners start their English education in their tertiary level. Therefore, it is essential to teach tertiary level learners to fit the world of work because employers consider the competency in English when recruiting their employees. In the world, different types of language teaching methods are applied to teach a second language. Communicative language teaching (CLT) is one of the well-known teaching methods. This study based on CLT, which was conducted with the purpose of implementing it at tertiary level. The research intends to anayse the teachers‟ perception about CLT and challengers they face while implementing CLT in their classroom. Qualitative descriptive method was employed for this study. Data collected through classroom observation, questionnaire and teachers‟ interview. English teachers who are working at College of Technology Jaffna were taken for the study and 15 teachers were selected for answer questionnaires. Additionally, four English teachers were selected for an interview, whereas three English classrooms were observed. Then the qualitative data generated through these instruments were presented using tables and charts and they were analyzed in narrative form. The findings of the study indicated that teachers who participated this study have some ideas about CLT and they prefer to implement CLT in tertiary level. They have faced different challenges when implementing CLT in their classrooms. These challengers should be overcome to implement CLT in tertiary level.