Symposia & Conferences
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Item Analysing the effectiveness of group work in the ESL classroom(International Conference on the Humanities (ICH 2018/2019), Faculty of Humanities, University of Kelaniya, Sri Lanka, 2018) Deveniguru, D.K.L.C.; Ratnayake, A. R. M. J. C.; Thilakawardana, I.G.L.S.The purpose of this study was to investigate the effectiveness of using Cooperative Learning, (CL) which is also known as Group work, in the English as a Second Language (ESL) Classroom. The survey was conducted at the Faculty of Arts, University of Peradeniya and the data was gathered through a randomly selected sample of 25 undergraduates of the first year belonging to the Basic Level. The selected group had scored marks ranging from 0-39 at the English Placement Test conducted by the Faculty of Arts. A majority of the undergraduates who follow the Basic Level pay less attention to ESL as most of the courses in their curriculum are offered in either Sinhala or Tamil. So, they show less interest in most of the activities done in the ESL classroom. Moreover, their inhibition towards English language learning as well as the lack of self-confidence can be identified as major obstacles in their learning process. Therefore, a group speech activity was chosen as a remedial method to assess the effectiveness of co-operative learning. To carry out this study, the randomly chosen undergraduates (25) were instructed to do a speech activity. The target group of students were divided equally into 05 groups and they were asked to do a group presentation on a topic related to a current issue. The data gathered from the students were then analysed and the findings were discussed. Through this study, the following main hypotheses can be drawn forward. (a) CL technique enables the learners to feel more comfortable in using the Second Language (L2) spontaneously. (b) CL technique has a positive impact on the level of motivation which ultimately leads to a higher level of proficiency in the Target Language (TL). Data collection involved both qualitative and quantitative methods. Both, students and instructors were given questionnaires to mark their preferences. Both questionnaires were then analysed and compared. The students‘ questionnaire demonstrated that they have a positive attitude towards CL or group work. The results of the instructors‘ questionnaire revealed that CL can play a vital role in language learning and teaching. Through the responses stated at the interviews both the students and instructors revealed that the CL technique creates a positive atmosphere and a less threatening classroom. Moreover, through the findings of this research it was posited that CL technique develops self-confidence of the students, reduces classroom anxiety and inhibition and most importantly that it allows students to learn from each other.Item Impact of Integrating Pedagogical Innovations in Teaching English as a Second Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Sirisena, T.M.The process of teaching English has undergone tremendous changes over the decades, especially, with the remarkable entry of the technology, which has given a great opportunity to expand the learner autonomy in teaching English as a second language effectively. This paper intends to investigate whether the integration of pedagogical innovations in teaching English as a second language has an impact on the process of teaching English as a second language. Pedagogical innovation refers to the implementation of new ways in teaching English that specially promotes meaningful learning among learners. Though it is difficult to establish a definition of pedagogical innovation, researchers have worked on this concept to define it. The term „innovation‟ is similar, in its literal meaning, to that of adjustment, improvement, development, experiment, or even modernization, reform or renewal. There are number of teaching methods varying between traditional ways and modern ways and everybody has their own understanding and conclusions on teaching English. However, this paper portrays how teachers can make the methods of teaching effective by integrating pedagogical innovations such as novel technology into language classroom. Students feel less motivated to learn the language when there is an overuse of traditional ways of teaching English in a classroom. This research was done with sixty students in the diploma in English course at the Institute of Human Resource Advancement. The participants were taken from two classes with thirty students in each class. In one class, pedagogical innovations such as integrating novel technology were used to teach English language whereas in the other class traditional methods were used. All the students were closely observed on their performance in the class and pre-test and the post-test were conducted to observe their improvement. Finally, it was found that, integrating pedagogical innovations were more effective than the traditional methods of teaching in English language classrooms.Item The Awareness of Coherence in Effective Second Language Writing:A Case Study Based on Agribusiness Management Students of the University of Ruhuna.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Samaraweera, S. G. S.Although language forms and grammatical structures are taught in second language (English) writing classroom, the central element of effective writing „coherence‟ cannot be seen in students‟ writing. In literature, it is pointed out that coherence is a “multi-faceted concept” (Spiegel & Fitzgerald, 1990), and it is difficult to teach and learn coherence (Cornnor & Johns, 1990). In this context, this intervention study attempted to identify the strategic application of testing and evaluation-based mechanism that can be exploited to enhance awareness of coherence in effective second language writing. It was introduced as a testing and evaluation-based teaching mechanism supported by a case study formulated on the Mapalana Writing Project (designed by the researcher) that was conducted at the Agricultural Faculty of the University of Ruhuna. It first identified learner-based features (attitudes, learning style, aptitude and writing anxiety) that were central to the creation of coherence in writing. Then, it was suggested that some pedagogical techniques (understanding individual differences, individual teaching philosophy) could be used to enhance students‟ awareness of the coherence-creating mechanism in writing. The data were quantitatively analysed and the results significantly showed that a proper testing and evaluation-based mechanism can be used to enhance „coherence‟ in second language learners‟ writing.Item The Problems Encountered by English Teachers in Teaching English as a Second Language in Urban School Classrooms in Sri Lanka.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Liyanage, A. K. S. I. K.This research focuses on the difficulties encountered by English teachers in teaching English as a second language in urban school classrooms in Sri Lanka. The eclectic method used in teaching consists of interactive sessions to improve different competencies of language. The Teaching of English is criticized in the present education scenario because the expected communication skills of children are not up to the standard. The objectives of this study are to examine the difficulties encountered by teachers in teaching English in urban school classrooms and the measures that should be taken to overcome the identified problems. Data was collected by administering questionnaires to 30 English teachers followed by semi structured interviews and classroom observations. The collected data were analyzed using qualitative and quantitative methods. The findings clearly show that the congested classrooms are not suitable because one teacher cannot cater to a large number of students with different competency levels and different socio economic groups. Students neglect speaking and listening skills because they are not tested at examinations. Time allocated for English Period is inadequate for effective interaction in classroom activities and less space for the teacher to use authentic materials because of the long syllabus. It was suggested to divide the class into small manageable, mixed ability groups and assign teaching assistants to enhance child centered interactive learning teaching process. Listening and speaking skills should be tested at examinations and teachers should be given freedom to select materials according to the needs of students in order to improve the effective teaching of English in urban classrooms.Item A Study on Unequal Resource Allocation: Core Issues, Challenges and Its Impact on Second Language Learning and Teaching in Selected Government Schools in Rural Areas.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Karunarathna, T.This qualitative study revolves around the problem of unequal resource allocation in Sri Lankan government schools. The research addresses the core issues and challenges that lead to unequal resource distribution and subsequently how this problem affects the second language learning and teaching. The methodology includes gathering information from qualitative resources including, National Institute of Education, Annual reports; the Central Bank of Sri Lanka, interviews by head personnel in NIE and Education Department; Central Province. The literature review shows unequal distribution of resources as a determinant of student achievement in second language. The study covers all physical, human and recurrent inputs to education. The issues addressed display, limited stakeholder involvement, budgetary issues, political reasons, and a great disparity between theory and practice. It is evident from the study that equal fund allocations do not lead to equal outcomes; funds are allocated according to utilisation capacity, abuse of quality inputs, as major issues. Further, the research findings state that this has been a core determinant, which have caused poor achievement in English as a Second Language in rural sector Government schools. Conclusively, it was evident that the problem lies mainly in distributing „equally allocated funds, “equally”. In order to minimize the issue, it was recommended to establish a proper, organized, multi -year planning, implementation and monitoring system for education, increase of Gross Domestic Product (GDP) spent on education, enhancing economic efficiency and equity leading to an equitable, fair and just education system. The research, moreover, suggests that equal fund allocations will inevitably have positive effects on student achievements and ESL and teachers‟ involvement in teaching the language effectively.Item The Impact of Attitudes on Second Language Learning and Improvement:A Case Study in Peradeniya.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Karunarathne, P.K.Attitudes are considered as an individual difference, which influence in the process of Second Language learning. The aim of the research is to identify whether there is an impact of attitudes on Second Language learning and improvement of the students. Thus, it identifies the relationship between the attitudes of the students and their English language improvement at the end of the 1st year English course. The mixed method comprised of both the quantitative and qualitative data methods are used in order to conduct the research on 78 1st year students at the Faculty of Science, University of Peradeniya. The data; a self- directed questionnaire, unstructured interviews and the marks of the students at the placement test and the final mark for the English subject are analysed. Accordingly, it is possible to identify a positive relationship between attitudes of the students and Second Language improvement. 83.3% of the students with positive attitudes towards learning English depict a positive improvement and the language learning and improvement of the students is higher than that of the students with neutral or negative attitudes. Moreover majority of the students having positive attitudes even with a low competency and proficiency in English, that is 74.07% have improved positively while the students with negative attitudes with an average or a good competency and proficiency in English have not depicted a remarkable improvement in English. On the other hand, 61.90% of the students with negative attitudes depict no improvement or a negative trend in language learning. Moreover, irrespective of the language competency, all the students with neutral attitudes depict only an average improvement. In conclusion, it is possible to identify a positive relationship between attitudes and language improvement and it becomes clear that attitudes affect in the process of language improvement of the students. Therefore, it is recommended to pay attention to the attitudes of the students in the course of the language teaching.Item Effectiveness of Pair Work in Teaching Complex Grammar Structures forESL Learners.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Gunarathne, N. M. A. D. W. C.Using pair work in the ESL classrooms is nowadays one of the approaches that are being practiced under communicative approach in teaching English as a strategy of overcoming the challenges face by the tertiary level teachers. Pair work has been recognized as the most effective technique in the classroom highlighting the importance of active participation of the students in the classroom. Moreover, it leads to practice the teamwork skills. Additionally, it has been found that the students who participate in collaborative learning get better grades, and they are more satisfied with their education. This paper investigates the effectiveness of the pair work when teaching complex grammar structures. A total number of twenty-two second year students who are studying Higher National Diploma in Information Technology were examined using Test Teach Test (T-T-T) method, which comes under qualitative methodology. Structures of Passive voice were taught and activities were given to work on at first individually and then as a pair work. The process was carried out in two separate days with the different activities. Moreover, some teachers were interviewed to examine their perceptions and the experiences on the subject. The data manifest multiple reasons for the success of using pair work. This approach gave the students opportunity to use the target language. Moreover, the students‟ active participation could be observed in practicing new structures through discussions and arguments with their classmates, rather than avoiding by saying that activities were difficult, and they got most of their answers correct. Sometimes the students‟ desire to pair with higher-level student could also be seen. Supporting the view of Moon claims (2000) “pair work valuable in providing more opportunities for more language exposure”, the result of the survey proves pair work has a positive influence in learning complex structures.Item A Study on Common Morphosyntactic Errors in English Made by Sri Lankan Second Language Learners.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Egodage, W.Syntax is the rules with which words are combined to create sentences. Morphology is the study of morphemes which are the smallest significant units of grammar. The Second language learners of Sri Lanka face major difficulties in these vital areas of English language due to confusions with grammatical errors caused by being unaware of morphosyntactic rules. The main objectives of the research are to identify the common morphosyntactic errors, to trace out the causes of the aforesaid errors in English language among second language learners of Si Lanka and to provide suggestions for reducing such errors in English language among secondary school students. The research is designed to carry out both quantitative and qualitative data analysis. A questionnaire survey was given to thirty randomly selected Government school students of the Advanced Level grade to identify the morphosyntactic errors they make in English. Results of the study revealed that concord in auxiliaries; SVO pattern, articles, prepositions and tenses are the major types of syntactic errors, whereas affixation and compound related errors, conversion related errors are the major types of morphological errors. The survey concludes that syntactic and morphological errors have been caused by confusing and ineffective teaching methods of English for second language learners. These areas should be given their rightful place in language learning. The findings of this study demonstrate the utility of employing systematic and the most effective strategies for teaching syntactic and morphological structures of English language. Thus, it is important to state that the writers of English textbooks for second language learners should include teaching methods that could be easily understood by students in the writing of English textbooks.Item Impact of Gender and Identity on Learning English as a Second Language.(The Third International Conference on Linguistics in Sri Lanka, ICLSL 2017. Department of Linguistics, University of Kelaniya, Sri Lanka., 2017) Amarasooriya, D. N. P.Second language learning has become a socially valued vital learning process as it has the influencing potential to form, manipulate and change the social individual identities towards the positive recognition. In Sri Lankan social system while Sinhala and Tamil languages have been recognized as first languages of most people, English functions as the second or target language. Through a gradual social transformation English has become the most prestigious language in the society and the competence in English is required as the most obligatory qualification for a person to be recognized in the society. The research focuses on identifying and analysing how and to which extent the social factors such as gender differences, cultural diversities, disparities between the social classes and specifically the identities of the individuals influence on learning English as the second language. Within the data collection process both the primary and secondary data collection methods have been utilized and within the primary data collection method, a questionnaire has been designed and given to a sample group of 50 respondents from University of Sri Jayewardenepura. Through this analytical sociolinguistic research the relationship between identity and learning English as a second language, the impact that identity practices on person‟s capability and accessibility to the English language learning process have been taken into consideration. Accordingly it has been identified that English language competency level of urban respondents is higher than rural respondents and the rural identity of the individuals has an influential and discouraging impact on their English language learning process. Depending on the gender differences, the language performance, the language competency levels of the respondents tend to differ in relation to the four language skills and it has been brought forth that the competency level of the female respondents is higher than the male respondents. A higher percentage of individuals believe and accept the vitality of English in higher education and it has been recognized as a supportive channel which enhance Individuals‟ capabilities and identities in achieving their future goals despite the existing social discriminations.Item Use of prepositions among University students learning English as a Second language(Department of English, Faculty of Humanities, University of Kelaniya, Sri Lanka, 2016) Madhushani, H.N.G.; Athapaththu, A.M.H.K.; Athapaththu, S.P.; Navarathne, A.S.; Kumari, H.R.U.E.Prepositional usage is a difficult grammar area among the students who are learning English as a second language. Thus, it has been demonstrated that even undergraduates learning English as a second language face difficulties when using prepositions accurately. The present study is an attempt not only to identify the common errors made by the students in using prepositions, but also to recognize the more familiar prepositions used among the students. This has led to the assumption that both teaching and learning prepositions in English by the teachers and learners who study English as a second language are inadequate. Forty undergraduates representing the four faculties, ten from each, were given a questionnaire to be answered. Accordingly, the faculty of Humanities, the faculty of Social Sciences, the faculty of Management and the faculty of Science in the University of Kelaniya answered the questionnaire consisting of fifteen questions including two open ended questions. The findings revealed that the students of the faculty of Science possess a thorough knowledge regarding the accurate use of prepositions while the knowledge of the students in the faculty of Social Sciences regarding the use of prepositions was very low. Furthermore, prepositions that had been used more accurately were: ‘into’, ‘among’ and ‘from’, while the prepositions that had been misused frequently were: ‘on’, ‘between’ and ‘of’. Thereby, our research study became a success, signaling green lights for maiden future studies.