Browsing by Author "Amaraweera, S"

Now showing 1 - 4 of 4

Open Access
Anglo Saxon English: A Linguistic Overview
(Faculty of Humanities and Sciences, SLIIT, 2024-12-04) Karunanayaka, K. N. C. P.; Amaraweera, S; Wickremasinghe, S.S
Originated in England, English language is a West Germanic language that belongs to the Indo-European language family. From its introducti on to the Briti sh Isles, the tremendous changes it experienced shaped and developed it into the current lingua franca. In order for English to become a dominant and signifi cant language as it is now, it has gone through a development marked by signifi cant historical events and cultural exchanges. This study analyses Anglo Saxon English/Old English which is considered as the foundati on of Englishes that are spoken and studied today. The key area that is analysed in this study includes the morphological features of Anglo Saxon English along with its comparison to the Modern English translati on. Textual comparison is used for this purpose focusing on the historical poem: Caedmon’s Hymn. Furthermore, this research underscores how Old English morphology laid the groundwork for modern grammati cal structures. The study reveals a gradual simplifi cati on of infl ecti ons over ti me, which led to a more streamlined syntax. Understanding these historical transformati ons enhances our appreciati on of the language’s resilience and adaptability. The fi ndings of this study emphasise the signifi cance of historical linguisti c evoluti on in shaping English, highlighti ng the enduring impact of its Anglo-Saxon roots on contemporary language.
Open Access
Exploring Subject-Verb Agreement Challenges in the Writing of ESL Learners: An Action Research Study in Sri Lanka
(Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Abeywickrama, D.D.; Amaraweera, S
This study is an action research that is conducted to improve the quality of the writings of students in an international school in the Kalutara district. The students make errors related to subject-verb agreement which is an essential component in mastering the English language. They are not mistakes, instead they are errors because the students are not in a state of understanding them on their own. Further, the students are unaware of the grammar rules. Errors occur due to lack of awareness of these specific grammar rules. However, English as a second language (ESL) learners struggle immensely in mastering subjectverb agreement. This study mainly centers around three error types such as the subject is a list of two or more nouns, the subject is an indefinite pronoun, and the subject agrees with the nearest noun in paired conjunctions. The sample consists of twenty-six students from a grade 08 class of an international school in the Western province of Sri Lanka. A pretest was used to collect data. The main objective of this research is to upgrade the writing skills of grade 8 students, in terms of grammatical accuracy. The use of scaffolding exercises enables the students to understand the grammatical rules clearly and makes them apply the rules correctly. Action research itself is a research design that assists to solve the problems related to the field of education. The problem was identified at first and the intervention was carried out accordingly. Finally, the results were obtained. The difference in mean values of the pre-test and the posttest proves the significant improvements in the writings of the students. Therefore, ESL learners require the necessary guidance and instructions through creative approaches to language learning which creates a learner-friendly environment to become competent writers of English.
Open Access
Pronunciational Swings: British and American Influences on the English Pronunciation of English as a Second Language Learners in Sri Lanka
(Faculty of Humanities and Sciences, SLIIT, 2023-11-01) Amaraweera, S; Dissanayake, S
In Sri Lanka, which used to be British Ceylon for nearly 15 decades, BrE used to hold a dominant position in all aspects of life. Under globalisation, a shift is observed taking place towards AmE due to numerous developments in science, technology, industry, commerce, politics, and popular culture. Academics and professionals depend on audiovisual recordings of presentations produced either in Standard British English (BrE) or Standard American English (AmE) and broadcast in public media. Against this background, this paper examines the dynamicity of English pronunciation in Sri Lanka caused by BrE and AmE, to which the ESL learners on the island are daily exposed. It also investigates the extent to which BrE and AmE respectively influence English pronunciation in Sri Lanka, filling a notable gap in the existing literature. The research provides valuable insights into some emerging trends in English pronunciation in Sri Lanka, the conditions that influence the Sri Lankan speakers’ attitudes toward the two varieties of English, and the support the ESL teachers can derive from their awareness of pronunciational swings between BrE and AmE in organising teaching practices and materials. Further, some major pronunciation differences between BrE and AmE are explored, highlighting both disparities and exceptions consistent in certain phonetic features. Finally, it explores the dynamicity of English pronunciation in Sri Lanka, emphasizing the need to consider both local and global factors in ESL teaching, with suggestions for effective language learning and communication in global contexts.
Embargo
Shift in the Sri Lankan ESL Classroom – An Experiment with Mobile Assisted Language Learning
(Faculty of Humanities and Sciences, SLIIT, 2022-09-15) Amaraweera, S
The young generation of the contemporary world is depended on the omnipresent smart devices Yu (2012). Their advancement has created a range of additional benefits and new means of learning (Chan, 2016). The use of mobile applications for various purposes is commonly experienced in the Sri Lankan context as well. Although frequently used in written and oral discourses, phrasal verbs are subject to be excluded if the correct use of them is challenging for the English as a Second Language (ESL) learners. Therefore, this research intends to inspect the efficacy of teaching Phrasal Verbs via one of the common mobile applications, since it is prevalent in the society. In this empirical study, thirty undergraduates were selected. Pre and post tests were included in it and forty popularly used Phrasal Verbs are used. For the Pre-test, any instructions on Phrasal verbs were not given, but for the Post-test instructions were given. Traditional classroom instructions were given to the controlled group within one hour and the experimental group was guided via the selected mobile application. The results of both the tests were analysed and found that the experimental group outperformed in the Posttest than the other group indicating that the use of mobile applications in the process of teaching English language is an effective resource in instructing on phrasal verbs.