Koshala Siriwardhana(1) Significance of Ethnicity in Developing Attitudes towards Learning English as a Second Language (with special reference to undergraduates of Uva Wellassa University, Sri Lanka)
(1) Faculty of Management, Uva Wellassa University, Badulla, Sri Lanka. (email:[email protected])
Abstract Attitudes are important in achieving the eagerly providing their children the education from competency in any Second Language. Further, many international schools with the prime aim of improving socio-cultural factors affect the attitudes and thus the children’s English language skills. Despite of this current study aimed at discovering whether attitudes situation, many second language researchers of Sri towards learning English differ in terms of students’ Lanka have revealed that majority of Sri Lankan ethnicity. Accordingly, sixty nine undergraduates from students’ competency in English Language is not in a UvaWellassa University were selected as the study satisfactory level and this situation is commonly seen sample. As to the Kruscal Wallis test which was among rural students of distance schools. Further, employed, the results revealed that majority processes students who enter the national university system have positive attitudes and attitudes do not differ to have the competency in English in order to continue significantly in terms of ethnicity. their higher studies as now some of the Sri Lankan universities conduct their academic programs in the Keywords attitudes, English as a Second Language, medium of English. On the contrary, many of the ethnicity, undergraduates undergraduates find it difficult to study in English and proving this Senadeera (1991) identifies less Introduction competency in English as the 3rd major academic difficulty of an undergraduate. In addition, lack of Today, English has acquired its undisturbed place competency in English negatively influences Sri as the global language due to its supremacy in almost Lankan students when they are trying to obtain a all the parts of the world. Further, English language has lucrative occupation. Especially, the private sector linked the world by being the common language of actively rejects qualified graduates with lack of English trade, travel, education and many more other areas. language skills and favors English speaking but Thus, many nations are now in the process of learning sometimes less qualified students over those who are English either as a Foreign or a Second Language. from national university system (Kelegama Further, this situation is also common to Sri Lanka and ,2007).Hence, it is obvious that even though Sri having understood the dire need of competency in Lankan students are provided with opportunities to English, Sri Lankan government encourages and learn English as a Second language (ESL) some of them facilitates its young people to learn English by giving a do not possess the required skills in English. prominent place to English in time to time education reformations. Moreover, English is a compulsory Moreover, it has been found out that there are school subject in the curriculum and Sri Lankan number of factors which affect learning a Second school children have to learn English initiating from Language (L2) and according to many second language grade three. Moreover, in present it is observed that researchers attitudes play a major role in determining many parents specially who are from urban areas are the outcomes of L2 learning. In the words of Baker and [1] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
Jones (1998), if someone has a positive attitude for Methodology learning an L2, they may well succeed in becoming proficient in that language and also at the end of Sixty nine first year undergraduates representing language learning, a desired outcome may be there for eleven degree programs from UvaWellassa University students who have positive attitude towards that were selected as the study sample using the simple second language. Presenting a parallel view Ellis (1986) random sampling method. With the aim of collecting mentions that learners’ attitudes influence their level of primary data, basically, a semi structured questionnaire L2 proficiency and hence learners with positive was administered among the participants. Further, the attitudes, who experience success, will have these questionnaire was designed as to the Gardner’s attitudes reinforced while learners’ negative attitudes Attitude Motivational test Battery (AMTB) which may be strengthened by lack of success. On the measures learners’ attitudes towards L2 learning. contrary, he states that some learners who begin with Moreover, class room observations and semi positive attitudes but who, for one reason or other, structured interviews with students were also experience inadequate learning opportunities, fail to conducted for this purpose. Further, secondary data progress as they expected, and consequently, become were collected through research articles of Second more negative in their outlook. Thus it is evident that Language researchers, books, magazines, internet and attitudes influence the learning outcomes of an L2 and newspapers. Moreover, Kruscal Wallis test was this is also common to learning ESL. employed to find out whether attitudes differ in terms of the students’ ethnicity and graphical illustrations Further, some scholars have discovered that there were also used to analyze data. is an influence of socio cultural factors in determining attitudes.Forexample, talking more about social factors in L2 learning Ellis (1994) proposes that social factors Results and Discussion help to shape learners’ attitudes which, in turn, According to the results obtained from the study, influence learning outcomes. In addition, he says that interestingly majority of informants possessed highly these factors determine the learning opportunities positive attitudes towards learning English as a second which individual learners experience. Providing an language and it was evident from the questionnaire example, Ellis (1994) argues that learner’s socio- and interview results. economic class and ethnic back ground may affect the nature of attitudes and the extent of the input to which Further, the following graph illustrates the they are exposed. Further, Ellis (1994), in his studies composition of research sample as to the students’ has identified specific social factors which influence ethnicity. the attitudes of different groups of learners and he states these factors as the main variables which have received the most attention in L2 research. According to his findings, the main four factors which influence the attitudes are namely, age, sex, social class and ethnic identity.
It is a truth that Sri Lanka is a multi ethnic country and students of all the ethnic groups are provided with equal opportunities to learn English having no difference. Accordingly, Sri Lankan universities are also consisted of undergraduates from all the ethnic groups. Thus, the present study was conducted with the prime objective of ascertaining whether undergraduates’ attitudes toward learning English differ according to their ethnicity. Figure1Research sample as to its ethnicity
[2] Koshala Siriwardhana Significance of Ethnicity in Developing Attitudes towards Learning English as a Second Language (with special reference to undergraduates of Uva Wellassa University, Sri Lanka)
As the above graph illustrates, the sample a positive atmosphere to learn English together by the represented students from three main ethnic groups students. Moreover, the language teachers should give namely Sinhala, Muslim and Tamil. However, as to the the equal consideration to students of all the ethnic statistical testemployed, the attitudes towards learning groups and should provide equal opportunities to English did not differ significantly in terms of the present their talents and views without considering the ethnicity (P>0.05). On the contrary, as per the class students’ ethnicity. Furthermore, it will be important room observations, even though major differences and interesting if language teachers can take necessary were not observed it was noted that Tamil students examples while teaching representing all the ethnic have a better motivation and attitudes to learn English. groups. For instance, when taking persons’ names to For example, Tamils always voluntarily and actively write example sentences, names that represent different participated in learning activities. Moreover, when ethnic groups (e.g. Kamal, Shiva, Fathima) can be used. learners were asked to do class room speeches and These types of teaching methods will make students presentations, often Tamil students volunteered with feel that they are equal and treated in a similar way. no hesitation compared to others and it was often Consequently, it will assist all the English language noted that Tamil students sitting in the first rows of learners to develop more positive attitudes towards the class room. In addition, they were keen to be the learning English despite of their ethnicity. group leaders every time and in the group works they were more active than others. This might be a result of mind free education that they are enjoying in the Acknowledgements university after the civil war of Sri Lanka and in fact Author would like to acknowledge Dr. S.G. most of these Tamils were from North and Eastern Sivagurunathan who immensely assisted the research provinces which were disturbed by the civil war of the at every moment. Furtherthe sincere gratitude is paid country. What is more, even in the interviews they to all the colleagues who encouraged the author revealed that now they feel very glad as they do not whenever the helping hands were needed. have to bother about terrorist attacks and mentioned that they like to learn English a lot. References Providing a parallel view Magocsi (1999), claims that Sri Lankan Tamils are always attracted to English Baker, C. and Jones S.P., 1998. Encyclopedia of education much more readily than the majority bilingualism and bilingual education.Clevedon: Sinhalese. Further, he says that Tamils see education as Multilingual Matters. the key to economic well-being and thus by the time Ellis, R., 1986. Understanding Second Language Sri Lanka achieved independence, Tamils held a Acquisition. Oxford University Press. greater proportion of the professional, technical and administrative jobs than their numbers in the general Ellis, R.,1994. The study of second language population warranted. acuision.Oxford, Oxford university press.
However, studies have not conducted in many Kelegama, S.,2007.Global integration national interests: numbers to examine attitudinal differences according Managing change in Sri Lanka: OPA journal, to the ethnicity, especially in the Sri Lankan context. Institute of Policy Studies of Sri Lanka.(online) In addition, this study proves that there are no Available at (Accessed 22 December 2011). significant differences in attitudes in terms of ethnicity. Magocsi , P.R.,1999.Encyclopedia of Canada’s people. Moreover, the study suggests to implement interesting University of Toronto Press. class room learning activities which can connect all the students together during the English period in order Senadeera,S., 1999.Vishva vidyalashishyangeadyana to develop motivation and friendship among students dushkaratha.SriLanka:S.Godage and Brothers. while learning the language. Further, student centered activity based language learning class rooms will make
[3] Jeyaseelan Gnanaseelan(1) The Errors in the Use of Article in Business Letter Writing in English: A Case Study of the Business Management Students of Vavuniya Campus, Sri Lanka
(1) English Language Teaching Unit, Vavuniya Campus of the University of Jaffna, Park Road, Vavuniya, Sri Lanka.
Abstract This paper investigates the errors in the use incorporated English for business communication and of articles in business letter writing in English. It is a Business English as a credit course, integral to their case study of the Business Management Students of Degree programme. The Faculty of Business Studies of Vavuniya Campus, University of Jaffna in Sri Lanka. the Vavuniya Campus of the University of Jaffna also The study classifies the errors and analyzes the conducts English for Business Communication for the implications in the linguistic and discourse structures second year students of the Bachelor of Business of the genre in relation to the mental schema acquired Management programme (BBM) consecutively for two in the past. The written texts were collected from a semesters allocating 30 hours per semester. Business systematic examination. The qualitative analysis letter writing is one of the key genres in training their dominates the methodology with some relevant business English writing skills. Therefore, a proper quantitative data. It contributes to the explanation of understanding of the language structure of business the errors of Sri Lankan students. English is necessary, especially of the use of articles.
Keywords article, error, sequence, absence, addition Researches by Sri Lankan scholars identified a vacuum for proper letter writing skills active in practice. The indifference towards the proper use of Introduction articles in letter writing is another drawback. This In Sri Lanka, the appropriate or acceptable use of study may contribute to the ideational, textual, inter- articles in English writing or in business English textual and interpersonal understanding of the errors writing has not been well-organized. The importance under analysis. It is highly imperative to investigate the given to information has brought the importance given use of articles in the discourse of business to language to a secondary position. Due to the communication. This paper relates the use of articles gradual expansion of the corporate sector, Sri Lankan to the writing of Sri Lankan university students in business communication is becoming more improving the writing skill. international. Depending exclusively on the use of a native language or the native languages for business Theoretical Background communication has delimited the business opportunities and investments within the country and Sri Lankan students, like all other writers of abroad. Realizing this inevitable need for business English as second language, make mistakes or errors communication in English, all the universities in Sri in three key aspects in the writing in English: the Lanka conducting degree courses in Management, choice of tense and aspect, the subject and verb Commerce, Finance and Accountancy, have agreements, and the use of articles (Miller, 2005). The
[4] Jeyaseelan Gnanaseelan The Errors in the Use of Article in Business Letter Writing in English: A Case Study of the Business Management Students of Vavuniya Campus, Sri Lanka use of articles has become the most problematic matter the listener” (1981, p.147). The indefinite article,a or (García mayo, 2008, cited in Isabelli-García and an, is slightly less problematic, determined by singular, Slough, 2012) and the causes have been studied countable nouns. They are used with nouns not been (Trenkic, 2007, cited in Isabelli-García and Slough, mentioned before, and with generic nouns. Master 2012). Articles are among the five most common suggests that it may also be used with uncountable words in the English language (Master, 2002, p.332). nouns for a “boundary-creating effect”, as in “a high- So the errors in this area are highly noticeable to the grade steel” (a kind of steel which is of good quality). native speakers (Miller, 2005). According to Miller, Students find it difficult to identify a noun as countable many from Asian countries consider it as their most and its use in a countable or uncountable sense frequent language problem. It is really challenging to (Master, 1997, p.218-225). At the beginning of the our students because this system is not available in the learning process, students may ‘overuse the definite native languages. article, even following instruction on its use, but that this will eventually be remedied (Liu and Gleason, The efficient use of articles in English definitely 2002, p.16). The use of the may be generic or non- proves the mastery of the language but the native generic. Some functional uses of the definite article are speakers may not realize the complexities of the system comparatively more difficult (Master, 1995). The because of their natural acquisition and unconscious categorizations of the non-generic definite article are use. According to Hewson (1972, p.132, cited in Miller, identified with the four categories: cultural, situational, 2005), the English article system is a structural, and textual (Isabelli-García and Slough, “psychomechanism”. The errors in the use of articles 2012). The latter uses are the most difficult due to their do not disrupt intelligibility so many learners may feel “cultural use” (ibid. p.5). it as a matter of secondary importance (Master, 1997, p.216). But it is not so in academic or business writing which demands the use of correct article. The poor use Methodology may give the impression to the readers that the writer The methodology is qualitative and quantitative. is not only incompetent in the use of language but of It is a textual analytical approach under applied the subject matter as well. Learners “use articles almost linguistics. It analyzes a business letter writing exercise randomly” (Butler, 2002, p.452). in English by the second year students of the BBM programme of the Faculty of Business Studies of Definiteness, particularity and countability of Vavuniya Campus. noun determine the article use. However, there are some challenges or exceptions to the rules. In the During a Business English test, as a part of the native languages, some nouns may be made plural but test, the students were asked to write “a letter of not in English. In Tamil, thahavalhal (informations?) is complaint to the Branch Manager of the Ceylon plural. According to Quirk and Greenbaum, a noun Electricity Board of their district regarding power cuts. can be made countable by using it in a classificatory As a customer and consumer of electricity power sense (1973, p.61). supply in their respective area, over the last three months, they have experienced severe, unscheduled, The native language, Tamil contains definiteness sudden and prolonged power cuts which have caused but this is not conveyed by the use of articles as it is in immense difficulties in managing day to day life in the English, but by other determiners, pronouns and area”. demonstratives. The definite article refers the object or person or entity as a member of a ‘shared set’ and The primary data were the written works of these instructs him/her to find the right set and relates the students in response to a single question on business referent to it” (Hawkins, 1978, p.130). Bickerton letter writing in English. The texts from 84 students explains definiteness as “presumed known to the were collected in the corpus which had been written in listener” and “indefiniteness as presumed unknown to an examination. They were referred for authentic
[5] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka structural, textual and linguistic errors on the specified 2) Definite Article Use Error [DAUE] issues. An error analysis of the use of articles in the e.g. we meet the more difficulties.(17) discourse of business letters was conducted. The This error is very common among the students. extracts have been given in their original, authentic Sri Lankan students often make errors in the use of the forms with all the errors the students made. definite article, the, generally. The native languages do not have this distinct closed grammatical word form Results and Discussions but they make use of the other determiners and demonstratives as substitutes. However, the native Error Analysis languages have the substitutes for the indefinite form, The errors in the use of articles have been listed a or an. In English, the formation of the noun phrases, below. There are six types identified. The codes have the difficulties (article-noun), more difficulties been assigned for each error type for the analysis. The (comparative form-noun) and the most difficulties number code given within the brackets at the end of (article-superlative form-noun) are possible. Therefore, each extracted sentence refers the student who made again, it is inferred that the student might have felt the error. confused about the schema s/he had in the mind about these three standard forms s/he had been exposed to The error types, Article Adverb Combination in the past and came up with the error form, the more Error [AACE], Definite Article Use Error [DAUE] and difficulties (article-comparative form-noun). Article Quantifier Sequence Error [AQSE] were made by less than 5% of the students. 3) Article - Quantifier Sequence Error [AQSE] 1) Article - Adverb Combination Error e.g. The situation has reduced the activities of the all [AACE] people. (07) e.g. In a shortly we have experienced immense This error is very common among the students. difficulties in managing day to day life in the area. Though Sri Lankan students are familiar with the noun (22) phrase, all the people (quantifier or universal In the extract (22) given above, the writer intends determiner-article-noun), there is always the to synthesize or inductively conclude, in brief, the possibility among the beginners of English language power cut has caused us immense difficulties in writing to make this type of sequence error which managing day to day life in the area. Though the reveals their ambiguity in defining the functional use analyst distinguishes only one type of error, AACE, of the two descriptive or modifying forms in proper here the errors are multiple and embedded. Strangely, sequence resulting, in the all people. in this extract, a combined sequence of preposition- The errors, Article Addition Error [AAE] and article-adverb is used for the standard transition forms, Indefinite Article Choice Error [IACE] were made by for instance, a preposition-noun sequence (in brief) or around 6% of the students. a single adverb form (briefly) or a preposition-article- noun sequence, in a few words or an adverb-present 4) Article Addition Error [AAE] participial combination form (briefly speaking). Therefore it is inferred that the student might have felt e.g. Day to day, our area faces the many problems. (24) confused about the schema s/he had in the mind about e.g. please consider this situation and I think you will the first three standard forms s/he had been exposed find out the this situation. (36) to in the past and came up with the error form, in a e.g. We request kindly please consider the this complaint shortly. and resolve the our area problem. (54) In English, articles, demonstratives, and possessive determiners cannot co-occur in the same
[6] Jeyaseelan Gnanaseelan The Errors in the Use of Article in Business Letter Writing in English: A Case Study of the Business Management Students of Vavuniya Campus, Sri Lanka phrase. The writer No. 24 has unnecessarily used the adjectival forms: a best solution, the best solution, and article, the, in the noun phrase, the many problems the best schedule. First, it should be reminded that these (article-quantifier or degree determiner or pronoun- expressions may not be classified as errors at all. noun). The students are familiar with many problems Generally, the superlative can only accept the definite or the problems but the schema related to these two article but using it with the indefinite article is also forms have caused the confusion to combine them as possible and causes multiple interpretations. The noun such. Perhaps the writer might have felt to assert both phrase, a best solution, can be claimed as functions: particularity and multiplicity because No. 36 ungrammatical too. What this implies is that there are and No. 54 have also used the same pattern, the this a number of excellent solutions of which the writer situation and the this complaint but the former could asks the reader to choose one. Sometimes this does not be a careless mistake too since s/he has already written, seem as a superlative construction but as an intensifier this situation. However, the combination, the our area or as an ‘absolute superlative’. One cannot say which is problem (article-possessive determiner or pronoun- the most excellent; they are all in the same degree. noun-noun) is not acceptable. Therefore a is used instead of the. Whereas, the best solution, the ‘relative superlative’, the usual form gives e.g. When we came home after the finishing our work the comparative idea- the one and only, the best. The at the work place, there was suddenly power cut. second expression, the best schedule, gives the same (50) comparative idea of the relative superlative. The last expression, the sudden power cuts, indicates This error has a different pattern in this particularity. expression, after the finishing our work (preposition - article-present participial verb form or gerund- e.g. As a last three months, (we have experienced) possessive determiner or pronoun-noun). Generally, electricity power supply cuts (in) our area. (75) the –ing form can be used like a noun, like an adjective This expression,as a last three months, intended or like a verb. When it is used like a noun, it may or as an adverbial modifier, has a combined sequence of may not have an article before it. It can also be part of preposition-indefinite article-cardinal numeral-noun. a ‘noun phrase’, finishing our work. In formal English, The students are familiar with for the last three months a possessive with the –ing form can be used. In or over the last three months (preposition-definite informal English, many people do not, for example, I’m article- cardinal numeral-noun) and at the same time, worried about her boycotting the meeting (preposition- they are familiar with the expressions, as a result, as a possessive determiner or pronoun- present participial last resort, as a last attempt and over a period of three verb-noun phrase). As an adjective, the –ing form can months. These forms in their mental schema might be used before a noun and an article, I was met by a have caused the confusion to produce this form of welcoming party at the school ((preposition -article- error. This writer has not only erred on the wrong use present participial verb-noun phrase). The –ing form is of preposition, as, s/he has committed the number used after prepositions, for example, Before leaving, you disagreement in a last three months (indefinite article- need to speak to her but a combination of article- plural noun). present participial verb-possessive determiner or pronoun-noun is not possible. 5) Indefinite Article Choice Error [IACE]
e.g. I hope you would consider about this letter and take e.g. please consider the our problems and take a best a action to solving this problems. (27) solution very soon and I kindly request to do the e.g. I have a internet café at my residence. (60) best solution and we hope you will create the best e.g. Please kindly take a action for this problem. (67) schedule and reduce the sudden power cuts. (57) The mother tongue structure easily makes the students ignore the distinction between a and an Surprisingly this writer has used both the phonetically as well as graphically. They are very indefinite and definite articles with the superlative significant in the English language facilitating
[7] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
consonantal and vowel sound difference in speech. Sri understandable that even the use of other determiners Lankan students who make these mistakes tend to too is average or moderate. Ten students used other make pause in between a and action or internet so that determiners 1-3 times. Eight students used them 4-5 they are able to articulate a action* or a internet*. If times. Five students used them, 6-8 times whereas only they verbalize the expression at the natural pace, an two students used them 10 times but the use of action will be an easier and smooth one because the pronoun is very high in numbers. Eleven students used consonant, n facilitates a phonetically convenient them 7-9 times. verbalization between a and action or a internet*. e.g. I am the consumer of (the) Ceylon Electricity Table 1: The number of students out of 26 (Board). (53) in total who used Determiners and e.g. I am the consumer of Colombo 7 area of your Pronouns in the Letter for a number of company. (63) times The writer introduces himself or herself as the Number Using Using Using Using Using consumer of Ceylon Electricity at the very beginning of times ‘an’ ‘a’ ‘the’ other pronouns of the letter. This expression may give the impression determiners that s/he is the only consumer of the Board. There are 1-3 10 14 10 many customers the Ceylon Electricity Board so the 1-4 3 writer can introduce himself or herself as a consumer 4-5 6 or one of the consumers. 6-7 4 6-8 5 Quantitative Use 7-9 11 10-11 1 2 Determiners are used in front of nouns to 10-15 8 indicate whether you are referring to something specific or something of a particular type. In other 16-23 4 Source: Primary data words determiners are noun-modifiers that express the reference of a noun or noun-phrase in the context. This function is performed by determiners which are: Eight students used them, 10-15 times whereas articles, demonstratives, possessive determiners or four students used them 16-23 times. Only three quantifiers. However, when the letters of the first 26 students used pronouns 1-4 times. The pronouns are students were analyzed for the quantitative use of easier to use than the determiners so the students learn pronouns, articles, and other determiners such as to use the pronouns better and earlier than the demonstratives, possessive determiners or quantifiers, determiners. nobody has used the indefinite article, an in their letters. Suggestions and
It shows that the students generally do not pay Recommendations serious attention to the phonetic distinction between a ESP (English for Specific Purposes) teachers need and an within the indefinite articles. Ten students used to pay more attention to the use of article and other the indefinite definite article,a , 1-3 times so the use of determiners in business English sessions, especially in the indefinite article is very less but the use of the tackling the categorizations of the non-generic definite definite article is comparatively higher and significant. article identified with the four categories: cultural, Fourteen students used the definite article, the, 1-3 situational, structural, and textual. They pose many times. Six students used the definite article, the, 4-5 challenges to our Sri Lankan students. They relate to times. Four students used the definite article, the, 6-7 social features and interactional aspects of the language times whereas only one student used the definite and direct the learners to use the social sub-skills and article, the, 11 times. On the whole, it is pragmatic elements in their business letters.
[8] Jeyaseelan Gnanaseelan The Errors in the Use of Article in Business Letter Writing in English: A Case Study of the Business Management Students of Vavuniya Campus, Sri Lanka
As Fernando (n.d.) suggested, my study also countries where English is the native language. It suggests that ‘Sri Lankans should be familiarized with provides a consistent presentation of the levels of the the rules pertaining to the rules of the definite article: performance of the students appropriate to or cataphoric reference, proper nouns, anaphoric inappropriate to the Sri Lankan situation and suggests reference, institutional reference, the logical use of the’ the ways of teaching, learning, training, evaluating and etc. Further, she did not fail to reveal that the researching the discourse of business letters in English mechanisms used in the Sri Lankan languages versus in Sri Lanka and the consequent implications and the English language on the concept of definiteness improvement in the process and product. It clarifies should be investigated. many misunderstandings and prejudices of both the The finding can contribute to the understanding students and teachers on the issue analyzed. and critical and creative appraisal and judgment of the competence and performance of Sri Lankan students on the discourse construction, contribution and References consumption of the genre of business letter. The output can contribute to Sri Lankan business communication Bickerton, D., 1981. Roots of Language. Ann Arbor: discourse. Karoma Publishers.
Butler, Y.G., 2002. Second language learners’ theories Conclusion on the use of English articles. Studies in Second Language Acquisition, 24, 451-480. This paper reinforces the importance of the use of articles and other determiners in business English Dulay, H. Burt, M. and Krashen, S., 1982. Language and the realization to instill the notion of countability, two. new York: Oxford University Press. definiteness and particularity. With greater use of learners’ dictionaries, students could more correctly Garcia Mayo, G. and del Pilar, M., 2008. “The identify when nouns are used countably or acquisition of four nongeneric uses of the article uncountably. The concept of definiteness is, however, the by Spanish EFL learners”, System 36, 550-565. more problematic. Nevertheless, it is possible, as Master (1997, p.216) claims, for teachers to make a Hawkins, J.A., 1978. Definiteness and Indefiniteness. positive contribution to learners’ knowledge in this London: Croom Helm. important area. The errors of combination, sequence, Hewson, J., 1972. Article and Noun in English. The addition, omission, and choice have been analyzed and Hague: Mouton. explained in detail. The teachers can plan their methodology appropriate to correct these errors and Ionin, T. Maria, L. and Salvador, B., 2008. “Sources of improve their writing. The main objective of this paper linguistic knowledge in the second language is to analyze and identify the linguistic and discourse acquisition of english articles”, Lingua 118, 554- processes of the error construction. It is a linguistic and 576. discourse analysis. It does not aim to find the proper teaching methodology to tackle these errors. A Isabelli-García, C. and Slough, R., 2012. Acquisition research can be conducted in future to find the of the non-generic definite article by Spanish methodology as well. learners of English as a foreign language. Illinois Wesleyan University : OnOmázein 25 (2012/1): This research creates an awareness of the 95-105 linguistic and pragmatic errors in general, made by Sri Lankan students and the possibility of challenging the Liu, D. and Gleason, J.L., 2002. Acquisition of the assumptions about the linguistic, structural and article the by nonnative speakers of English. contextual norms of business letter writing in the
[9] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
Studies in Second Language Acquisition, 24, 1-26.
Miller, J., 2005. Most of ESL students have trouble with the articles. International Education Journal, ERC 2004 Special Issue, 2005, 5(5), 80-88.
Master, P., 1995. “Consciousness raising and article pedagogy”, in Diane D. Belcher & George Braine (eds.): Academic writing in second language: Essays on research and pedagogy, New Jersey: Ablex: 183-204.
Master, P., 1997. The English article system: Acquisition, function, and pedagogy. System, 25 (2), 215-232.
Master, P., 2002. Information structure and English article pedagogy. System, 30, 331-348.
Quirk, R. and Greenbaum, S., 1973. A University Grammar of English. London: Longman.
[10] Mohamed Ismail Fouzul Kareema(1) English Spelling and its Difficult Nature
(1) ELTU, South Eastern University of Sri Lanka, Oluvil, Sri Lanka. (email: [email protected])
Abstract: Spelling is an important aspect of writing. as well can represent more than one sound. The Good spelling knowledge is the engine for efficient reasons for this irregularity are complex and largely reading and writing. Without a doubt, English spelling historical. is a complicated matter. To acquire competency in English spelling is hard for learners as there is no one 2 Literature Review to one correspondence between phoneme and letter. Many researchers prove that English spelling is Significance of Spelling complex while some intellectuals argue that English spelling has regularity. This study aims to show the One of the very important matters to consider difficult nature of English spelling through a discussion with writing competency is spelling. One single of these two contradictory arguments. misspelled word can change the entire meaning of the sentence. Cook (1997:474) elaborates that “… correct Key words: spelling, phonemes, writing skill spelling is a sign of education; a spelling mistake is a solecism that betrays carelessness or plebeian origins”. 1 Introduction Good spelling knowledge is extremely important for effective word recognition, which can greatly enhance English spelling is unquestionably a difficult reading (Dina and Alia: n.d). Poor spelling causes matter in which many interrelated skills such as drastic effects on reading and writing. Dina and Alia reading and writing are involved. It is not only cite Shane Templeton and Darrel Morris (1999: 103) as complicated for the second language learners even the “Orthographic or spelling knowledge is the engine that native speakers find it hard. English spelling is drives efficient reading as well as efficient writing”. probably the most irregular of all alphabetic systems. Poor spellers’ focus is often on the mechanic of their Most modern languages with a few exceptions, such as spelling rather than on the thread of their ideas and Chinese and Japanese adopt the alphabetical principle expressions (Graves, 1983). Those who do not have for their writing systems. That means that a letter or proper spelling accuracy tend to make their writing letter combination stands for a particular sound. In simple and very short only because they are unfamiliar certain languages such as Finnish, Spanish and Italian, or unsure of how some words are spelled and this we can usually predict the pronunciation of a word prevents them from expressing their thoughts and from seeing the spelling as well as predict the spelling ideas more accurately and academically (Harrasi, of a word from hearing it pronounced. It means those 2012). languages have one to one correspondence with phonemes and letters unlike in English. We cannot It is noticeable that apart from the negative effect guess English spelling from pronunciation or we on writing, poor spelling can also be a barrier to the cannot always predict pronunciation from spelling. reader; a paper that has a lot of spelling errors probably Because English has many different ways of would hinder the reader to follow his thoughts of ideas representing the same sound such as a sound can be (Bolton and Snowball, 1993). Children have difficulties represented by a letter or different letters or some letter in reading due to poor decoding (sounding out) or combinations and the same letter or letter combination encoding (spelling) words. Compared to receptive
[11] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka decoding skills, productive spelling performance in 2006). Some of the Latin words had also changed into dictation is a better indicator of the quality of the English as dette became dept and iland became island students’ word representations. All these statements in the sixteenth century (Yule, 2006). reveal us the importance of getting mastery in spelling Many institutions emerged to reform spelling for in respective language. To get mastery in English example in 1883 the American Philological spelling one has to identify its evaluation, nature, rules Association recommended the implication of a long and spelling differences between British and American list of new spellings approved by English society and English . established Spelling Reform Associations in both History of English Spelling countries. In 1898, the National Education Association adopted twelve simplified spellings. In 1906 Simplified There was no particular spelling pattern Spelling Board, which published a journal named pertaining to English before the printing machine was Spelling time to time until 1931, was organized in the invented. Spelling varied more from writer to writer, United States (Baugh and Cable, 1996). In this line, according to their education and temperament. For American spelling reformer Noah Webster was example, Sir John Cheke has a system of spelling but it successful in revising a form like British English was not the same of his contemporaries. The English honour into honor. His proposed revision of giv for spelling developed along the lines laid down Mulcaster, give and laf for laugh were in lines that were not Johnson and Edward Philips. Even though, there was accepted (Yule, 2006). a concern regarding standard spelling in the sixteenth century, during the period from 1500 to 1650 it was Nature of English spelling settled by spelling reforms (Baugh and Cable, 1996). Baugh and Cable (1996) mention that writing is After the emergence of Samuel Johnson’sA Dictionary recording of speech and spelling best combines of the English Language, most words had fixed spellings simplicity with consistency and in alphabetic writing, by the nineteenth century. the same sound is regularly represented by the same The spelling in Old English was affected by the character and a given character always represent the Norman Conquest of England when changes in same sound. None of the European languages culture, writing and language occurred in the eleventh including English fully accomplishes this ideal. The century. The monks brought Church Latin to England English alphabet comprises 26 letters including 24 and the Normans carried out French as the official separate consonant phonemes and 14 to 20 vowels, language. Calfree (2005) mentions for the next two depending on various dialects, which proves that there centuries, English took up many French words and cannot be a correspondence between letters or made them more like English. While pronunciation graphemes and sounds (Dina and Alia, n.d). was modified, spelling remained untouched. The main complexity in English orthography is the spelling of vowel sounds (Rollings, 2004). The same Anyhow, a word like ambiance which has the combination of letters can construct different sound French spelling with an a, remained unchanged in and different combination of letters can give the same American English while it has been changed as sound or pronunciation in English. For example, in the ambience in British English (Robbins, 2005). Due to combination of letters ou in through, loud, rough and the ability of accepting loan words from several other famous there are different pronunciation for the same languages besides French and Latin, English combination. At the same time a single long vowel orthography and vocabulary have been expanded. phoneme /i:/ can be spelt in diverse ways as in believe, Borrowing and loan words are among the influences receive machine, be, see, seat, key, and phoenix. that affect spelling varieties in English even today. The Conversely, the symbol or grapheme a in father, hate, Great Vowel Shift, which began in the fifteenth century, anchor, ate, all, are, hat, and many other words has is another reason for changes in spelling. For example nearly a score of values (Baugh and Cable, 1996). the /e:/ had changed into /i:/ as in seed and /i:/had changed into the diphthong /ie/ as in mice (Fagerberg, The same diversity in consonant is very confusing to the language learner. For instance, the /k/ sound is [12] Mohamed Ismail Fouzul Kareema English Spelling and its Difficult Nature
represented by k, c, ck, or ch, depending on where it series of incidents for a long period in England. Then occurs in the word as in kite, cat, duck, Christmas, etc. it was spread all over the world due to several reasons. As well as, the grapheme combination of gh has three Therefore, there are varieties of the English language different pronunciations as inthough , enough and ghost such as British English, RP (Received Pronunciation), (Dina and Alia, n.d). Moreover, the phoneme /f/ is American English, Australian English, Indian English, represented by a grapheme or grapheme combinations Sri Lankan English etc. Further, there are several as in far, laugh and pharmacy. English has a dozen dialects in each country, which vary from states to spellings for the sound sh(/ŝ/): shoe, sugar, issue, nation, states and province to province. Among them, some suspicion, ocean, nauseous, conscious, chaperon, schist, of them are standard varieties while others are not. fuchsia, pshaw (Baugh and Cable, 1996). In addition, However, there is pronunciation dissimilarity English has more phonemes than grapheme, such as pertaining to each variety, concerning the spelling; the grapheme s can represent the sound /s/ as in sun both British and American English spellings are and /ŝ/ as in sugar. accepted by all. In the case of Sri Lankans, we very often utilize British English. The way a word is stressed is another characteristic of the difficult English spelling. In both Noah Webster (1758-1843) who was born in words courage and courageous the initial spelling is Hartford, Connecticut, America is considered as the same but they are not pronounced in the same way. An father of American spelling. Webster was dissatisfied important factor affecting spelling accuracy of learners with the English schoolbooks when he was a teacher; is that, since the 15th century, the pronunciation of this led him to publish three elementary books in spoken English has undergone substantial changes. For English. His The American Spelling Book (1784) is a instance, although English does not have the milestone in the development of spelling changes in pronunciation of the initial k sound or the internal ch American spelling. Baugh and Cable (1996) mention sound, those letters are still included in the that Webster’s An American Dictionary of the English contemporary spelling of the word knight as the Language published in 1828 in two volumes, is spelling of written English was largely fixed in the form distinctly an American thing developing along its own that was used when printing was introduced (Yule, line. He is the person responsible for many American 2006). spelling like honor and fiber “… the majority of the distinctively American spellings are due to his English spelling has many homophones. A advocacy of them and the incorporation of them in his homophone is a word that is the same as another word dictionary” (Baugh and Cable, 1996:363). but it differs in meaning. The words may be the same, such as (flower) and (past tense of “rise”) or There are a number of differences between British differently, such as , and or weather or whether. Due and American English from the fit settlement of to the homophones, learners confuse to select the America. Baugh and Cable (1996:363) refer to correct spelling in writing a discourse act. Mencken (1936) who states that it is common to observe a slight difference between American English A distinguished French scholar has mentioned and British English. For example, British English that English has preserved thousands of borrowed mostly has the ending our in words like honour, words and the spelling of those words have been in colour, favour and flavour whereas in American their original language, therefore, the foreigner finds it English these word are written without u as in honor, hard to recognize the word and to spell it easily (Baugh color, favor and flavor (Fagerberg, 2006), (Baugh and & Cable, 1996). Cable,1996). Spelling variations between British and ‘The differences often pass unnoticed, American English is a that originated from the partly because a number of English brought to England by and/or settlers from various spellings are still current in America, partly parts of what is now known as northwest and the . It because some of the American Innovations began the language of the ruling power through a are common in England, and in general
[13] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
because certain alternatives are permissible would be 11.9 times easier than English. ‘Children in both countries.’ would be able to learn to read and write in this orthography over 10 times as fast as they could learn Consequently, the document given by Baugh and English’ (Bett, 2003:1). Cable (1996:363) is very crucial in resolving the challenge in variations. Further, the preface of the Penguin Spelling Dictionary depicts that English is a difficult language Contradictory arguments among scholars to spell correctly and not only for the foreigner, native The nature of English spelling explains us how speakers too, find it hard (The Penguin Spelling difficult the English spelling system is. However, some Dictionary, 1990). Same opinion was expressed by intellectuals argue that English spelling has more many researchers such as Waller (2002:13-15), Yule frequency. Hook (2002) says that English spelling is (2006:25), Baugh and Cable (1996:12), Al-Harrasi very regular and not particularly hard to learn. (2012:1), Dina (n.d:2), Fagerberg (2006:2) and Upward Educationalists who write on the topics of phonics and (1988). English spelling repeat the same. Dewey (2003) cites Having these two contradictory ideas, this paper Hanna (1960) who states that we can guess with 75% attempts to add more value to the thought that English accuracy the dictionary spelling for each phoneme spelling is difficult. English does not have one to one with 4 guesses and Flesch (1956, 1983) who says that correspondence between letters and phonemes, having English has a highly regular orthography or is 97% too much redundant letters and the way a word is phonemic according to his research. Spaulding (1964) stressed are the main reasons for that difficulty. uses 70 phonograms and 26 exception rules to arrive at her high estimate for English regularity. Dewey (1970) claims that English spelling is very regular. 3 Methodology These studies explain us that those intellectuals try to show the regularity of English spelling. This paper is based only on the secondary data. The researcher proves that English spelling is difficult Again, though Rollings (2004) agrees that English contradictory to the argument that English spelling is orthography is irregular he mentions it is easier than regular and ease. To provide evidence, the arguments other alphabetic languages and a person learning related to simplicity and difficulty of English spelling Chinese has to learn thousands of different characters were discussed. Then the researcher suggests some whereas English only needs to have the knowledge of ideas to overcome the issue. 26 letters. Opposing to this argument what Bett (2003) 4 Discussion proves is very much important to show the difficult nature of English spelling. He mentions that the It is obvious to say that English spelling is very regularity of English has been estimated as 7%. He cites much difficult according to Baugh and Cable Yule (2003) and Dewey (1978) that all estimating (1996:12), Al-Harrasi (2012:1), Yule (2006:25), Waller depends on how you define the regular and how you (2002:13-15). Further, the English Spelling Society measure it. One measure of phonemicity or regularity (tess)’s publication, Guide to English Spelling points out is the number of phonemes divided by the number of that the English speaking child takes up to three years spellings. Spanish has 24 phonemes and 29 ways to longer to learn to read and write proficiently compared represent them. This makes the Spanish writing system with those whose maternal tongue is another. In 83% regular. If the regularity of English were measured addition, adult illiteracy is stubbornly high in the the same way, it would be only 7% regular. According English Speaking World; it is not simply a to Dewey (1970), English has 41 phonemes and 561 characteristic of the British education system. Again, ways to represent them 41/561=7%. French: 30/130 it mentions that though the ‘tess‘ does not advocate = 23%. If such regularity represented the relative ease any particular alternative spelling system at present, it with which an orthography is learned, then Spanish is trying to make people aware of the economic and [14] Mohamed Ismail Fouzul Kareema English Spelling and its Difficult Nature
social costs of traditional English spelling. If people g. Most nouns ending in o either form regular fully realise the extent of these costs, they will be more plurals (e.g. photo/photos) or have the plural open to the interest of change to something less ending oes (e.g. potato/potatoes). irregular and more predictable, so that English h. Some nouns of Greek origin ending in on speakers may enjoy the benefits of those languages, have the plural ending a (e.g. which have developed less eccentrically. It is notable criterion/criteria) to consider Baugh and Cable ’s ( 1996:13) opinion that still there is a challenge ‘… whether the extension of i. Nouns of Latin origin ending in um, English in the future will compel us to consider the especially in scientific or technical usage have reform of English spelling from an impersonal and the plural ending a (e.g. stratum/strata) indeed, international point of view’. Therefore, the j. Nouns of Latin origin ending in us especially willingness of ‘tess’ for a reformation is very much in scientific or technical usage have the plural precious according to the current need. ending i (e.g. fungus/fungi) In this concern, to get mastery in English k. Though many nouns ending withx have the spelling, ‘The Rules of Spelling’ extracted from The regular plurals some scientific or Penguin Spelling Dictionary (1990) and ‘Summary of technological usages have the plural ending Spelling Rules and Generalizations’ as given in Spelling ces (e.g. appendix/appendices) Skills Builder (2004) are listed below: l. Nouns ending in y preceded by a vowel, form 1. Normally nouns are pluralized by adding s and for regular plurals (e.g. donkey/ donkeys). If they nouns ending in s, x, z, ch, or sh es is added. These are preceded by a consonant or qu have the are the regular inflections ending ies (e.g. family/ families; 2. In the case of irregular inflections: colloquy/colloquies).
a. Nouns of Latin origin ending in a, especially m. Some nouns remain the same in their plural in scientific or technological usage, usually form (e.g. deer/deer;sheep/sheep) have the plural ending ae (e.g. alga/algae) n. Some nouns are always plural (e.g. clothes, b. Such nouns ending in ma always have the police, scissors) plural ending mata (e.g. stoma/stomata) o. In compound nouns normally the last word c. Nouns ending in f either from regular plurals is pluralized (e.g. travel agents, boyfriends) (e.g. chief/chiefs) or have the plural ending p. Some nouns change the spelling to form the ves (e.g. calf/calves) plural (foot/feet; mouse/mice) d. Most nouns end in fe from regular plurals 3. Verbs which are in regular inflections spelled as (e.g. safe/safes) but a few have the plural follow: ending ves (e.g. wife/wives) a. The third person singular is formed by e. Nouns ending in i usually form regular adding s or for verbs ending in s,x,z,ch, or sh plurals but a few have the plural ending ies by adding es (e.g. sit/sits; wash/ washes) (e.g. chilli /chillies) b. For words especially verbs ending in e f. Nouns ending in is either form regular preceded by a consonant, the e is dropped plurals (e.g. iris/irises) or having the plural before adding ing, ed or a suffix beginning ending es (e.g. basis/bases). Some scientific with a vowel. (e.g. describe/describing/ and technical nouns have the plural ending described;receive/receiving/received; ides (e.g. apsis/apsides) survive/survival; fortune/fortunate)
[15] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
4. Irregular inflections are considered in this way: d. When a word ends in ic add k before adding ed, er, ing, or y. (e.g. floric+ing/ floricking; a. In monosyllabic verbs ending in a consonant panic+ed/ panicked) preceded by a single vowel, double the last consonant before a suffix beginning with a e. For adjectives or nouns ending in a silent e vowel (e.g. sit/sitting; pat/patting/patted; the e is usually, but not always, retained run/running/runner) before adding a suffix beginning with a consonant. (e.g. pale/palely; rude/rudely) c. When a word has more than one syllable and Exceptions include true/truly; whole/ wholly; the final syllable is accented or stressed then argue/ argument. the final consonant is doubled before adding a suffix beginning with a vowel (e.g. Getting practice with these rules will enhance forgot/forgotten; regret/regrettable; occur/ one’s spelling accuracy. inh Mahwah: Lawrence occurrede. When a word has more Erlbaum Associates. than one syllable and the final syllable contains two vowels then the final consonant is not doubled before adding a suffix 5 Conclusion beginning with a vowel. (e.g. It is obvious that English Spelling is very difficult appear+ance/appearance; complian+ed/ as there is no one to one correspondence between complained) letter and phoneme, ability to accept loan words and f. Words ending in l following a single vowel borrowing from other languages, the way a word is pronounced separately usually double the l. stressed in English and homophone confusions. (e.g.marvel+ing/marvelling;travel+ed/ Though some intellectuals argue that English Spelling travelled) is regular, it is evident that English has a difficult spelling system as many intellectuals claim that it is g. Retain the e in words that might be mistaken hard not only to second language learner but also to for another word when adding an ing for native speaker. Getting more practice with reading and verbs ending with e. (e.g. canoeing/dyeing) writing and acquiring fluency in spelling rules will help h. Words ending in ie drop the e and change the obtain competency in spelling. i to y when the suffixing is added. (e.g. die/dying; tie/tying; lie/lying) References
5. Common rules: Baugh, A.C, and Cable, T., 1996. A History of The a. Write i before e except afterc when the English Language. London: Routledge. sound is ee (i:). (e.g. believe/yield but receive) Bett,S., 2003. The Two Stage Approach to Spelling When the sound is not ee it is ei. (e.g. weight, Reform. Journal of the Simplified Spelling height, neither, either) Society [online], J32, 2003/1, [Accessed 28 March b. Words ending in y preceded by a consonant 2013],pp 4-8. Available from : http: usually change the y to i before any suffix, //www.spellingsociety.org/journals/j except one beginning with i.(e.g. beauty+ful/ 32/twostage.php beautifully; mercy+less/ merciless; cry+ing/ Bolton, F., and Snowball, D., 1993. Teaching Spelling: A crying; study+ing/ studying) Practical Resource. Portsmouth, NH: Heinemann Exceptions: shyness, ladylike, babyhood, Educational Books wryly. Calfree, R., 2005. The Exploration of English c. When a word ends in ic add al before adding Orthography. Orthography to Pedagogy: Essays in ly. (e.g. magic+al/ magically; music+al Honor of Richard L. Venezky (pp. 1-20). Mahwah: /musically) Lawrence Erlbaum Associates. [16] Mohamed Ismail Fouzul Kareema English Spelling and its Difficult Nature
Cook, V., 1997. L2 Users and English Spelling. Journal Harrasi, K. T., 2012. The Most Common Spelling of Multilingual and Multicutural Develpoment , Errors among Omani Learners. Arab World 18,6, pp.474-488 English Journal , 3, pp. 96 – 116
Dewey, G., and Dewey, M., 2003. How phonemic is Hockett, C. F., and Altmann, S., 1968. A note on design English spelling? in Journal of the Simplified features. In Sebeok, T. (ed.) Animal Spelling Society [online], J32, 2003/1, [Accessed communication; techniques of study and results of 28 March 2013],pp 12-14. Available from : research. Bloomington: Indiana University Press. http://www.spellingsociety.org/journals Rollings, A., 2004. The Spelling Patterns of English. /j32/dewey.php Munich: Lincom GmbH. Dewey, G., 1970. Relative Frequency of English Spellings. The Penguin Spelling Dictionary. 1990 Great Britain- Columbia: Teachers College Press Suffolk : Market House Books. Dina, D., and Alia, M., (n.d.) Spelling Errors Upward, C.,1988. English Spelling and Educational among EFL High-School Graduates. [Accessed 3 Progress. CLIE Working Papers Number11 , 28 Augest 2012] Available from : http://www.ksaalt.org/conference%20 Waller, S., 2002. The Spelling Dilemma. English proceedings/Spelling% 20Errors% 20among% 20 Teaching Professional , pp. 13-15 EFL%20High.pdf Woods, A., 2004. Spelling Skills Builder. Australia: Fagerberg, I., 2006. English Spelling in Swedish Oxford University Press. Secondary School Students’ attitudes and Yule, G., 2006. The Study of Language. India: performance. Estetik-filosofiska fakultetenpp. 1- Cambridge University Press. 27. Karlstad: Karlstad University Press. Yule, V., 2003. Could English spelling be made regular Graves, D., 1983. Writing: Teachers & Children at Work. without drastic change? JSSS32, April, 2003 London: Heinemann
[17] e. Rguh[(1) ,e;Jkj %yq;fspd; cyfkakhf;fypy; Nkw;fj;ijatHfspd; tfpgq;F -tpy;ypak;]; N[hd;]pd; Ma;Tg; gzpfis ikag;gLj;jpa Ma;T
(1) tphpTiuahsH (,e;J ehfhpfk;)> nkhopj;Jiw njd;fpof;Fg; gy;fiyf;fofk; (email: [email protected])
Ma;Tr; RUf;fk;: jdpj;Jtk; epiwe;j mwpKfk;: (Introduction) gz;ghl;lk;rq;fs; nfhz;l itjPfnewp ,e;Jg; gz;ghL> topghL> ghuk;ghpak;> njhlHghd Nkw;fj;jatHfspd; Ma;Tfs; gof;ftof;fq;fs;> rl;lq;fs;> fiyfs;> ,e;Jkj fw;if newpfspy; Kf;fpa ,lj;jpid mwptpay;> ,yf;fpaq;fs;> njhy;nghUl;rpd;dq;fs; ngw;W epw;fpd;wd. ,t;tifapy; tpy;ypak;]; Mfpatw;iw Muha;e;J ntspf;nfhzHtjpy; N[hd;]; ,e;Jkj ,yf;fpaq;fspd; Nkw;fj;ijatHfspd; gq;fspg;ghdJ rpwg;gplk; cyfkakhf;fypy; rpwg;gplj;ijg; ngWfpd;whH. ngWfpd;wJ. me;j fpwp];jkjg; gug;gYf;fhf mDg;gg;gl;l tpy;ypak;]; N[hd;]pd; gzpfs; vt;thW ,e;Jkj thpirapy; Mrpapaw; fofj;jpd; (The Asiatic cyfkakhf;fYf;F rhj;jpakhapw;W vd;gjid Society) nraw;ghLfs; Fwpg;gpl;Lf; $wf;$ba ,f;fl;Liu tpkHrd hPjpahf Muha;fpd;wJ. Kf;fpaj;Jtk; tha;e;jdthFk;. ,jd; Muk;g fHj;jh tpy;ypak; N[hd;]; (Wiiliam Jones) Kjy; epiyj;juTfs;> topepiyj;juTfs; vd;gtuhthH. Mfpad Ma;T %yq;fshf nfhs;sg;gLfpd;wd. fpNuf;f E}y;fSk;> mtw;iw mbg;gilahff; Nkw;gb jpul;lg;gl;l jfty;fs; gz;Grhu; nfhz;l rpe;jidfSk; INuhg;gpahtpy; gutpajd; gFg;gha;Tf;F cl;gLj;jg;gl;lJld; tpku;rd tpisthf ,yf;fpag; gz;ghl;Lj; Jiwfspy; uPjpapyike;j xg;gPl;lha;Tf;F cl;gl;ldthfTk; vt;tifahd kWkyHr;rp Vw;gl;lNjh mNj mike;Js;sd. ,e;J kj %yq;fis cyfwpar; tifahdNjhH Gj;JzHr;rpia Nky;ehLfspy; nra;jjpy; Nkw;fj;ijatHfspd; tfpgq;if Guhjd ,e;jpa ,yf;fpaq;fs;> nkhopfs;> czHe;jwpjy; ,t;tha;tpd; gpujhd Nehf;fkhFk;. rpe;jidfs; Mfpatw;wpd; mwpKfk; Vw;gLj;jpaJ. ,jd; nghUl;L tpy;ypak;]; N[hd;]pd; Ma;Tg; ,e;jpahtpd; Guhjd nkhopfs;> fyhrhuk; gw;wpa gzpfs; Ma;T khjphpahf vLj;Jf; Muha;r;rpfspd; () Kd;NdhbfSs; tpy;ypak;]; nfhs;sg;gl;Ls;sJ. N[hd;]; Kjd;ikahdtH. rk];fpUj nkhopapd; mUQ;rpwg;Gf;fis Nky;ehl;ltUf;F mwpKfQ; ,e;Jkjk; rhH ,yf;fpaq;fis cyFf;F nra;J itj;jtH tpy;ypak; N[hd;]; (Wiiliam mwpKfk; nra;jjpYk;> ,e;Jg; gz;ghl;lk;rq;fis Jones) vd;Nw $wyhk;. “rk];fpUjk; fpNuf;f tsHj;njLj;jjpYk; Kd;Ndhbahf tpsq;fpa nkhopiaf; fhl;bYk; tsHr;rpaile;jJ> ,yj;jPd; nkhopiaf; fhl;bYk; kpfTk; gue;jJ vd;W Nkw;fj;ija Ma;thsH tpy;ypak;]; N[hd;]; ” mtH Rl;bf; fhl;bdhH. vd;gjid ,t;tha;T njhFj;jwpfpd;wJ. 1757w;F Kd;G gy fpwp];jt kprdwpkhHfs; Keywords: cyfkakhf;fy;> tpy;ypak;]; rpwpa mstpNy Guhjdkhd ,e;jpa nkhopfisg; N[hd;];> Nkw;fj;ija Ma;Tfs;> gw;wp mwpe;jpUe;jhHfs;. rk];fpUj nkhop MrpaNtjpapaw; fofk;> ,e;Jkj %yq;fs; njhlHghf fzprkhd Kaw;rpfis mtHfs; Nkw;nfhs;stpy;iy. tpy;ypak; N[hd;]; (Wiiliam Jones) w;F Kd;G rpy rk];fpUj E}y;fisNa
[18] e. Rguh[ ,e;Jkj %yq;fspd; cyfkakhf;fypy; Nkw;fj;ijatHfspd; tfpgq;F - tpy;ypak;]; N[hd;]pd; Ma;Tg; gzpfis ikag;gLj;jpa Ma;T fpwp];jt kprdwpkhHfs; mwpe;jpUe;jhHfs;. Ma;tpd; Nehf;fq;fs;: (Purpose of mtHfspy; nwhgHl; b nehgpyp vDk; mwpQH Fwpg;gplj;jf;ftH. nwhgHl; b nehgpyp 1606Mk; the study) Mz;L ,e;jpahtpw;Fr; nrd;W gPw;wH nuhg; 01. ,e;J kj %yq;fis cyfwpar; nra;jjpy; vd;fpd;w N[Hkdpahplk; MW tUlq;fs; Nkw;fj;jatHfspd; tfpgq;if rk];fpUjk; fw;whH. rk];fpUj ,yf;fz czHe;jwpjy;. ,jd; nghUl;L tpy;ypak;]; E}nyhd;iw vOJtjw;F Ntz;ba N[hd;]pd; Ma;Tg; gzpfs; Ma;T tplaq;fisAk; Nrfhpj;jhH. ,Ug;gpDk; khjphpahf vLj;Jf; nfhs;sg;gl;Ls;sJ. Ntiyiaj; njhlq;F Kd;Ng 1668Mk; Mz;L mtH Mf;uhtpy; ,we;J tpl;lhH. 02. ,jd; %yk; Fwpg;gpl;l r%fk;rhH rkak;> mjd;topghLfs;> gz;ghl;lk;rq;fs; ,t;thW ,Uf;ifapy; 1782Mk; Mz;L aRH Mfpatw;wpd; cyfkakhf;fy; Ntjj;jpd; nkhopngaHg;G ntspte;jJ. Mdhy; mr;r%fj;jpw;F vj;Jiz mtrpak; mjd; %yg;gpujp NghypahdJ vd;w vz;zk; vd;gjidf; fz;lwpjy; Vw;gl;L tpl;ljhy; rk];fpUj nkhopiag; gapd;w Nkdhl;ltHf;F ngUk; Vkhw;wk; cz;lhfpaJ. 03. ,e;Jg; gz;ghl;lk;rq;fis ,t;thwhd #o;epiyapy;jhd; tpy;ypak; N[hd;]; cyfkakhf;fYf;F cl;gLj;Jtjpy; (Wiiliam Jones) kpFe;j MHtj;NjhLk;> ,e;Jkj tlnkhop> njd;nkhop Raek;gpf;ifNahLk; ,j;JiwapNy fhy;gjpj;jhH. ,yf;fpaq;fis tpl Nkw;fj;jatHfspd; rk];fpUjj;ijf; fw;W ghz;bj;jpak; ngWtJ Ma;Tfs; ngWk; Kf;fpa ,lj;jpid Rl;bf; mtuJ Fwpf;NfhshFk;. ,e;jpahtpw;Fg; fhl;Ljy; Nghtjw;F Kd;G mtH ghurPfk;> muG Mfpa nkhopfspy; fzprkhd NjHr;rp ngw;wpUe;jhH. 04. ,e;J kj %yq;fspd; INuhg;ghtpd; Guhjd nkhopfshd fpNuf;fk;> cyfkakhf;fypy; Vida ,yj;jPd; vd;gdtw;wpYk;> etPd fhyj;J Ma;thsHfspd; tfpgq;if thrfHfs; nkhopfshd Mq;fpyk;> gpNuQ;R> N[Hkd;> kj;jpapy; mwpAk; Mtiyj; J}z;Ljy;. ,j;jhypad; vd;gdtw;wpYk; mth; NjHr;rp ngw;W tpsq;fpdhH. vgpNufk; nkhopapYk; mtUf;Fg; ghPl;rak; ,Ue;jJ. Ma;T Kiwapay;: (Methodology)
,e;jpahTf;Fr; nry;Yk; NghJ mtH ,t;tha;Tf;F Kjy; epiyj;juTfs;> gd;nkhopj; NjHr;rp ngw;wpUe;j NghJk; mtiug; topepiyj;juTfs; Mfpad Ma;T %yq;fshf nghpJk; ftHe;jJ rk];fpUjNkahFk;. mthpd; nfhs;sg;gLfpd;wd. gd;nkhopg; gapw;rpahdJ ,e;jpah kPJk;> ,e;J 01. Kjy; epiyj;juTfs;: rKjhaj;jpd; kPJk; Ngugpkhdk; nfhs;tjw;F VJthf ,Ue;jJ. rk];fpUj nkhopia (m) tpy;ypak;]; N[hd;]; gw;wpa mtuJ ,e;jpahtpy; itj;Jf; fw;gjw;fhf gy rk];fpUj cwtpdHfspd; Ngl;bfspd; njhFg;G tpj;Jthd;fspd; cjtpfisj; Njbg; ngw;whH. (M) tpy;ypak;]; N[hd;]; gw;wpa %y mtH Mq;fpNya fpof;fpe;jpa fk;gdpapd; E}y;fs; epHthfj;jpd; caH ePjpkd;w ePjpgjpahf gjtp tfpj;j fhyj;jpy; ,e;jpahtpYs;s gpuhkz 02. ,uz;lhk; epiyj; juTfs;: gz;bjHfspd; cjtpiag; ngw;Wf; nfhs;tJ rpukkhf ,Ue;jJ. vt;thwhapDk; “gpuhk;Nyhrpd; (m) tpy;ypak;]; N[hd;]; gw;wpa Muha;r;rp fyhG+rd” vd;w itj;jpa Fyj;ijr; NrHe;jthpd; E}y;fs; topelj;jypy; rk];fpUj nkhopia fw;Wj; (M) ,izaj;js jfty;fs; NjwpdhH. ,j;jifa MSik tsHr;rpiaf; nfhz;l tpy;ypak;]; N[hd;]; ,e;Jkj Nkw;gb jpul;lg;gl;l jfty;fs; gz;Grhu; ,yf;fpaq;fspd; cyfkakhf;fypy; Kf;fpa gFg;gha;Tf;F cl;gLj;jg;gl;lJld; tpku;rd ,lj;jpidg; ngWfpd;whH. uPjpapyike;j xg;gPl;lha;Tf;F cl;gl;ldthfTk; mike;Js;sd.
[19] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka
1.2 Ma;tpd; ikak;: $bdH. ,jpy; fye;j nfhz;ltHfspy;> N[hd; (Ma;T gw;wpa fye;JiuahlYk; i`l; (John Hyde), N[hd; fhHdf; (John Carnac), N[hd; NrhH (John Shore), n[hfhjd; ld;fd; fz;Lgpbg;Gf;fSk;: (Johathan Duncan), n`d;wp td;rpl;lhHl; (Henry Discussion & Findings) Vansittart), rhHs;]; tpy;fpd;]; (Charles Wilkins), gpud;rp]; fpsl;tpd; (Francis Gladwin) MfpNahH tpy;ypak;]; N[hd;]pd; Ma;Tg;gzpfs; Kf;fpakhNdhuhtH. ,jw;F nwhNtHl; rk;tH]; ,e;Jkjj;jpy; Kf;fpakhdnjhd;whf nfhs;sg;gl;L Robert Chambers (jyik ePjpgjp) jyik tUfpd;wJ. mtuJ gzpfs; ahtw;Wf;Fk; jhq;fpdhH. mbg;gilahf mtuhy; mikf;fg;gl;l Mrpapaw; fofk; ngUe;Jizahf ,Ue;jJ. Xf;];NghHl; ,f;$l;lj;jpy; fye;J nfhz;l tpy;ypak; (Oxford) gy;fiyf;fofj;jpd; kpfr;rpwe;j Gj;jp N[hd;]; (Wiiliam Jones) jdJ Nehf;fj;ij [Ptpahfpa ,tH 25 nrg;nuk;gH 1783 ,y; $wpdhH. mjpy; mtH ,e;jpahit> ,e;jpahtpd; Rg;hPk; NfhHl;bd; (Supreme Court) ePjpgjpahf filikNaw;W fy;fj;jh 1. Mrpahtpd; gz;ila mwptpaypd; jhjp te;jile;jhH. ,e;Jf; fw;iffs; njhlHghf (Nurse of Science) mjpAd;dj MHtq; nfhz;l ,tH ,e;jpapay; njhlHghd tplaq;fis xNu ,lj;jpNyNa fw;f 2. gad; kpf;f Ez;fiyfisf; fz;L Ntz;Lk; vd;gij jd; fdthff; nfhz;L gpbj;jts; (Inventress of delightful and useful arts) ,f;fofj;ij cUthf;fpdhH. vdf; Fwpg;gpl;lhH. mf;$l;lj;jpy; ,tuJ Nehf;fq;fs; kw;Wk; fUj;Jf;fs; vd;gd Vw;Wf; ePjpgjpahf ,q;F te;j tpy;ypak; N[hd;]; nfhs;sg;gl;ld. ,jd; %yk; The Asiatic Society ,f;fofj;jpd; Fwpf;Nfhs;fs; mlq;fpa vDk; ngaUld; ,f;fofk; vOr;rp ngw;wJ. gjpTf;Fwpg;G (Memorandom) xd;iwj; jahhpj;jhH. mjpy; gz;ila ,e;jpahtpd; rl;l ,f;fofk;> Kiwfs;> murpay; mikg;G> ,e;jpahtpd; 1. The Asiatic Society (1784 – 1832) Gtpapay; mikg;G> NtjE}y;fs; gw;wpa Mjhuq;fs; kw;Wk; fzpjk;> tbtpay;. 2. The Asiatic Society of Bengal (1832 – nrhw;fiy> ftpij> xOf;fKiw> fiyfs; 1935) kw;Wk; cw;gj;jpfs;> tptrhak;> tHj;jfk; 3. The Royal Asiatic Society of Bengal Kjypad gw;wp mwpjy;> kw;Wk; mit Muha;e;J (1936 – 1951) tpsf;Fjy; vd;gd Kf;fpa Fwpf;Nfhs;fshff; 4. The Asiatic Society (since 1951) Fwpg;gplg;gl;bUe;jd. vd ntt;NtW ngaHfs; nfhz;Lk; NkYk; kdpjdhYk;> ,aw;ifahYk; miof;fg;gl;L te;jik Fwpg;gplj;jf;fJ. ntspg;gLj;jg;gl;l fiyfs;> mofpay; gpw;fhyq;fspy; cyfj;jpd; gy ghfq;fspYk; tbtq;fs;> GyikrhH nraw;ghLfs;; Njhd;wpa ,f;fofj;jpd; fpisfs; ahTk; The Nghd;wtw;iw ntspf;nfhzHtJk; ,jd; Kf;fpa Asiatic Society vDk; ngaUlNdNa Nehf;fkhf ,Ue;jJ. mj;NjhL fpNuf;f> ,yj;jPd; miof;fg;glyhapd. nkhopfisg; Nghy njhd;ikahd rk];fpUj nkhopapy; Gije;Js;s rhj;jpuq;fisAk;> Muk;gj;jpy; ,jw;nfd jdpahd mwptpaiyAk;> ,yf;fz cj;jpfisAk; fl;llq;fNsh> epyg;gFjpfNsh ,Uf;ftpy;iy. Muha;fpd;wikiaAk; Nehf;fhff; nfhz;bUe;jJ. gpd; 1805 ,y; ,jw;nfd fl;llg; gFjp xd;W nfhs;tdT nra;ag;gl;lJ. ,J fy;fj;jh ,tuhy; jahhpf;fg;gl;l ,e;j gjpTf;Fwpg;ig nrsud;[p vDk; ,lj;jpd; G+q;fh tPjpapd; 1784 [dthp 14k; jpfjp rpy [20] e. Rguh[ ,e;Jkj %yq;fspd; cyfkakhf;fypy; Nkw;fj;ijatHfspd; tfpgq;F - tpy;ypak;]; N[hd;]pd; Ma;Tg; gzpfis ikag;gLj;jpa Ma;T cjtpfshy; ehd;F khbf; fl;llk; xd;W 1965 fhzg;gl;lhH. ,f;fofk; rpy epWtdq;fSf;F ,y; ,jw;F mikj;J nfhLf;fg;gl;lJ. cjtpfisAk; toq;fpaJ. Fwpg;ghf jk;iknahj;j nfhs;iffisAila ,jd; KjyhtJ jiytuhf tud; epWtdq;fSf;F ,t;Tjtpfis toq;fpaJ. `];bq;]; (Warren Hastings) vd;gtUk;> mtw;Ws; Kf;fpakhf ,U epWtdq;fisf; cgjiytuhf tpy;ypak; N[hd;]; (William Jones) Fwpg;gplyhk;. ck; njhpT nra;ag;gl;ldH. tpy;ypak; N[hd;]pd; ,wg;gpw;Fg; gpd; fofk; xOq;fw;w Kiwapy; 1. The College of Fort William ,aq;fpf; nfhz;bUe;jJ. fof cWg;gpdHfspd; tUif kpff; FiwthdjhfNt fhzg;gl;lJ. 2. Serampore Mission of William Carey fofj;jpy; epjpf;ifahs;iffs; $l ,lk; ,tw;Ws; ngw;wd. rq;fj;jpd; KjyhtJ nghUshsuhf Serampore Mission of William Carey vDk; epWtdj;jpw;F rk];fpUj ,yf;fpaq;fis ,Ue;j n`d;wp nuapy; ( jdJ Henry Trail) nkhop ngaHf;fTk;> gjpg;gpf;fTk; cjtpfs; gjtpia ,uh[dhkh nra;jhH. ,Ug;gpDk; Ghpe;jJ. ,q;F rk];fpUj ,uhkhazk; fofj;ij njhlHr;rpahf elhj;jpa fofj; KjyhtJ Gj;jfkhf njhpT nra;ag;gl;lJ. ,J jiytHfspdJk;> rpy mq;fj;jtHfspdJk; 1788 1839 tiu 20 njhFjpfshf Mq;fpyj;jpy; tplhKaw;rp fofj;jpd; Fwpf;Nfhs;fis tpl – ntspaplg;gl;lJ. gd;klq;F Nritfis nra;af; fhuzkhf mike;jJ. Mrpapaw; fofj;jpy; Nkw;fj;ija mwpQHfSk;> ,e;jpa mwpQHfSk; ,e;Jkj 1829 Mk; Mz;L tiu ,f;fofj;jpd; ,yf;fpaq;fs; njhlHghf gy;NtW vz;zpylq;fh cWg;gpdHfshf ,Uf;Fk; chpik Ma;Tfis Nkw;nfhz;ldH. ,Ug;gpDk; tphptQ;rp INuhg;gpaHfSf;F kl;LNk fhzg;gl;lJ. Mdhy; Kf;fpakhd Ma;thsHfspd; gpujhd Mf;fq;fs; 1829 Mk; Mz;L ,jd; nrayhsuhf ,Ue;j kl;Lk; ,q;F Fwpg;gplg;gLfpd;wd. vr;.vr;.tpy;]d; (H.H.Wilson) vd;gthpd; ghpe;Jiuapd; Nghpy; ,e;jpaHfSk; 1) tpy;ypak; N[hd;]; cWg;gpdHfshf NrHj;Jf; nfhs;sg;gl;ldH. Kjd; (William Jones) Kjyhf gpurd;dFkhH jh$H> j;tHf;fdhj; 1. tpy;ypak; N[hd;]; 1789 ,y; jh$H> uhk;rkhy;rd; MfpNahH njhpT fhspjhrhpd; kpfr; rpwe;j E}yhd nra;ag;gl;ldH. ,e;jpahitr; NrHe;j xUtH mtpf;Qhd rhFe;jyj;ij nkhop jiytuhdJ 1885 ,y; MFk;. uhN[e;jpuyhy; ngaHj;J gjpg;gpj;jhH. me;j Mq;fpy mtHfs; ,jd; jiytuhf njhpT nra;ag;gl;l nkhop ngaHg;ig mbg;gilahff; Kjy; ,e;jpauhthH. nfhz;L “N[hH[; Ngh];lH” vd;gtH mtpf;Qhd rhFe;jyj;ij N[Hkd; fofk; fhyg;Nghf;fpy; gy ghpzhk nkhopapy; ntspapl;lhH. ,jdhy; tsHr;rpfisf; fz;lJ. E}yfk;> N[Hkdpapy; tho;e;j kpfr; rpwe;j mUk;nghUl;fhl;rpafk;> gjpg;gfk; Nghd;wd vOj;jhsUk; rpe;jidahsUkhfpa mikf;fg;gl;ld. E}yfk; 1808 ,y; nahfhd; tpy;ypak; nfhj;Nj vd;gtH mikf;fg;gl;lJ. ,jw;F Nyld; (Leydon), mtpf;Qhd rhFe;jyj;ij thrpj;jwpe;J nyhf;fw; (locket), `z;lH (Hunter) MfpNahH mt;tpyf;fpaj;jpNy kpFe;j [21] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka 2. 1789 ,y; n[aNjthpd; 8. tpy;rd; vd;gtUld; ,ize;J gy fPjNfhtpe;jj;ij nkhopngaHj;J Mf;fq;fis vOjpAKs;shH. gjpg;gpj;jhH. 9. nkhopfs; njhlHghd xg;gpay; Ma;tpy; 3. 1792 ,y; fhspjhrhpd; UJ ]k;fhuit xU Kd;Ndhbahf tpy;ypak; N[hd;]; nkhopngaHj;J gjpg;gpj;jhH. tpsq;fpdhH. rk];fpUjk;> fpNuf;fk;> ,yj;jPd; Mfpa nkhopfsf;Fk; jw;fhy 4. kD ]k;fpjhit nkhop ngaHg;G INuhg;gpa nkhopfSf;Fk; ,ilapyhd nra;J gjpg;gpj;jhH. rhFe;jyj;jpw;F njhlHGfisAk;> nghJg; gz;GfisAk; mLj;jjhf mtiuf; ftHe;j ,yf;fpak; mwpe;J nfhs;tjpy; MHtq; kD ]k;fpijahFk;. 3 jlitf;F nfhz;bUe;jhH. Nky; kD ]k;fpijia mtH KOikahfg; gbj;jwpe;jhH vd 10. fpNuf;f jhprdthjpfspd; Nfhy;GWf; je;ijahUf;F fbjk; rpe;jidfSf;Fk;> ,e;jpahtpy; cs;s xd;wpNy Fwpg;gpl;Ls;shH. kpFe;j epahak;> itNrbfk;> rhq;fpak;> rpukj;NjhL kD ]k;fpijia mtH Ntjhe;jk; vd;gtw;Wf;F ,ilapy; nkhop ngaHg;G nra;jhH. MdhYk; msit KiwapYk;> Nfhl;ghLfspYk; mtH ,we;j gpd;Ng mJ nghJg; gz;Gfs; ,Ug;gij ntspaplg;gl;lik Fwpg;gplj;jf;fJ. czHe;jhH. mnkhpf;fhtpd; N[y; gy;fiyf;fofj;ijr; NrHe;j lgps;A+. 11. xg;gpay; JiwapNy tpy;ypak; ,. n`hg;fpd;]; vd;gtH mjidg; N[hd;]pd; gzp tprhykhdjd;W. mtH gjpT nra;J “Dthe Ordinancis in Manu” xg;gpay; jj;Jtk;> xg;gpay; vd nkhop ngaHj;jhH. ngsuhzpfk;> xg;gpay; guQhdk;> xg;gpay; murpay; Mfpatw;wpy; mtH 5. Ntjj;ijg; nghWj;jtiu tpy;ypak; ftdk; nrYj;jpapUf;ftpy;iy. mtH N[hd;]; Fiwe;jsthd gzpfisNa ,sikapNyNa ,we;J tpl;lhH. nra;jpUf;fpd;whH vd;Nw $wKbAk;. ,tw;iw Ma;T nra;a Ntz;ba mtuJ nkhj;j Mf;fq;fSk; gj;J jfikfisAk; mtH njhFjpfshf ntspte;Js;sd. ngw;wpUf;ftpy;iy. MapDk; xg;gpay; mtw;Ws; ehd;F ghf;fs; kl;LNk JiwapNy mtuJ mgpkhdKk;> Ntjq;fs; gw;wpad. ,Ug;gpDk; tprhykhd ,yf;fpa MHtKk; Ntjfhy rk];fpUjj;jpy; mtiu xU khztHfisj; J}z;lty;ydthf Gyikahsuhff; Fwpg;gpLtjw;F mit cs;sd. mtuJ rpe;jidfSk;> NghJkhdit vd Ma;thsHfs; Nfhl;ghLfSk; gyiuAk; Rl;LtH. mNj Ntis Ntjj;jpy; cw;rhfg;gLj;jpd. cs;s fhaj;jphp ke;jpuj;ijAk; tpy;ypak; N[hd;]; Mq;fpyj;jpy; nkhop 12. tpy;ypak; N[hd;]; ,sikg; gUtj;jpy; ngaHj;J ntspapl;lhH. ,Ue;Nj xUtNd Njtd; vDk; Nfhl;ghl;by; ek;gpf;ifAilatuhf 6. cgepljq;fisg; nghWj;jtiu gy thog; gofpf; nfhz;ltH. ,Ug;gpDk; cgepljq;fis mtH gy ,e;J nja;tq;fisg; gw;wpAk;> nkhopngaHj;Js;shH. mtw;Ws; Njtijfisg; gw;wpAk; cs;s Fwpg;ghf> ghly;fis mtH nkhop ngaHj;Js;shH. G+rd;> #hpad; Nghd;w 7. [22] e. Rguh[ ,e;Jkj %yq;fspd; cyfkakhf;fypy; Nkw;fj;ijatHfspd; tfpgq;F - tpy;ypak;]; N[hd;]pd; Ma;Tg; gzpfis ikag;gLj;jpa Ma;T 2) rhHs;]; tpy;fpd;]; (Charles Wilkins) ,uz;L E}w;whz;LfSf;F Nkyhf ,ilawhJ epiyngw;W tUk; ,e;jf;fofk; 1. ,tH 1785 ,y; gftj;fPijia rk];fpUj nkhopapy; cs;s rpwg;G kpf;f E}y;fs; Mq;fpyj;jpy; nkhop ngaHj;jhH. gytw;iw ntspapl;Ls;sJ. NkNy 2. 1787 ,y; fPNjhgNjrj;ij Fwpg;gplg;gl;Ls;s E}y;fis jtpHj;J> IjNua Mq;fpyj;jpy; nkhop ngaHj;jhH. gpuhkzk;> jhz;bag; gpuhkzk;> gpuf;Qhd 3. mNdfkhd rk];fpUjf; ghuhkpj (kfhahd ngsj;jHfspd; E}y;) thkjp fy;ntl;Lf;fisg; gbnaLj;J vd;git mtw;wpNy Fwpg;gpl;Lf; $wf;$ba Mq;fpyj;jpy; nkhopngaHj;jhH. NtWgy E}y;fshFk;. 4. rk];fpUj nkhopapy; ,yf;fz Ma;Tfisr; nra;jhH. KbTiu (Conclusion/Implication) 5. kfhghujj;ij Mq;fpyj;jpy; nkhop ngaHg;Gr; nra;jhH. tpy;ypak; N[hd;]; jdJ Kaw;rpahy; tpUj;jp ngw;w Mf;fg;gbfSf;Fk;> 3) vr;.vr;. tpy;rd; MHtyHfSila Kaw;rpfSf;Fk; xU (H.H. Wilson) epWtdkakhd mj;jpthuj;ij mikf;Fk; Nehf;fj;NjhL cUthf;fg;gl;l ,f;fofj;jpNy 1. 1811 – 1815 tiu ,f;fofj;jpd; nrayhsuhf ,Ue;jhH. jhd; ,wf;fpd;w fhyk; tiuf;Fk; njhlHr;rpahf 10 tUlq;fs; epWtduhfg; gzpGhpe;J mjd; 2. ,tH fhspjhrhpd; NkfJ}jj;ij tsHr;rpf;F top NfhypAs;shH. ,e;Jkj E}y;fs; 1813 ,y; nkhopngaHg;Gr; nra;jhH. njhlHghd Ma;tpNy tpy;ypak; N[hd;]; mjpf 3. gjpndz; kfhGuhzq;fisAk; mf;fiwAld; [23] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka crhj;Jizfs; (References) Cannon, Garland H. (1964). Oriental Jones: A biography of Sir William Jones, 1746 -1794. Bombay: Asia Pub. House Indian Council for Cultural Relations. Cannon, Garland H. (1979). Sir William Jones: A bibliography of primary and secondary sources. Amsterdam: Benjamins. Franklin, Michael J. (1995). Sir William Jones. Cardiff: University of Wales Press. Mukherjee, S. N. (1968). Sir William Jones: A study in eighteenth-century British attitudes to India. London, Cambridge University Press. Official website of The Asiatic Society, History of The Asiatic Society Official website of The Asiatic Society, Presidents of The Asiatic Society Official website of The Asiatic Society, Manuscript Collection of The Asiatic Society Official website of The Asiatic Society, Rare Book Collection of The Asiatic Society [24] nry;tFkhhp rptypq;fk;(1) r%f xw;Wikapid Vw;gLj;Jtjpy; jpUke;jpuj;jpdJk;> jhAkhdt Rthkpfs; jpUg;ghly;fspdJk; tfpghfk; - Xh; Ma;T (1) nkhopj;Jiw> njd;fpof;Fg; gy;fiyf;fofk; (email:[email protected]) Ma;Tr; RUf;fk;: kdpj tho;tpay; mwpKfk;; Kiwikfs; gw;wpf; $Wfpd;w E}y;fspd; thpirapy; jpUke;jpuKk; jhAkhdth; kdpj tho;tpay; Kiwikfs; gw;wpj; jpUg;ghly;fSk; jdpj;Jtkhd ,lj;jpid njspthff; $Wfpd;w E}y;fspd; thpirapy; tfpf;fpd;wd. ,U E}y;fspYk; kdpjh;fSf; jpUke;jpuKk;> jhAkhd RthkpfspdJ fpilNa rkj;Jt czh;Tfis tsh;f;ff; $ba jpUg;ghly;fSk; jdpj;Jtkhd ,lj;jpid rpe;jidfs; epiwthff; fhzg;gLfpd;wd. jpU tfpf;fpd;wd. %thapuk; ghly;fisAk;> Ke;E}W ke;jpuj;jpy; eLT epiyik> jhdr; rpwg;G> ke;jpuq;fisAk; nfhz;l jpU ke;jpuk; md;Gilik> mwQ;nra;thd; jpwk;> murhl;rp (jkpohfkk;) irtj; jpUKiwfspd; thpirapy; Kiw> nfhy;yhik> Nghd;w gFjpfs;> gj;jhk; jpU Kiwahf ,lk;ngWfpd;wJ. jhAkhdth; jpUg;ghly;fspy; Mirf;F ,e;E}ypd; Mrphpah; jpU%yh;. ,e;E}ypd; fhyk; mstpy;iy> jPikaw;wg; nghUis gw;wp Nehf;fpd;> ,e;E}ypd; fhyk; gw;wp gy tzq;FNthk;> guhguf;fz;zp> MfhNjh vd; fUj;J NtWghLfs; fhzg;gLfpd;wd. fp.gp. fz;zp> tho;; ehs;; Kbtjw;Fs; rpthDgtk; Mwhk;; E}w;whz;Lf;FhpaJ vd ehuhaz Iah; ngWf> rka thjq;fs;> xd;Nw nja;tk>cly; vd;gtUk;> Vohk; E}w;whz;Lf;F Kw;gl;lJ vd ngha;AwT Nghd;w gFjpfs; r%f nts;is thuzd; vd;gtUk; $wpAs;sdh;. xw;Wikf;fhd fUj;Jf;fis Kd;itj;Js;sd. jpUke;jpu rhuk; vd;w E}ypy; gp. v];. Mr;rhh;ah Fwpg;ghf> r%f xw;Wikapd;ik> Kiwaw;w vd;gth; jpU%yh; %d;whk;> Ie;jhk; Ml;rp> rkj;Jtkpd;ik rka Ngjk; E}w;whz;bdh; vdf; $WtJk; Fwpg;gplw;ghyJ. vd;gdtw;wpdhy; Vw;gLfpd;w r%f gpwo;Tfis ,U E}y;fSk; ntspg;gLj;Jfpd;wd. ,g; jpUr;rpuhg;gs;spapy; (1705 – 1742) tp[aefu gpd;dzpapy>; ,t;thwhd tplaq;fSf;F nrhf;f ehjhplk; mikr;ruhf tpUe;j jhAkhdth; Kf;fpaj;Jtk; nfhLj;J> mtw;wpid Muha;tjhf vd;gthpdhy; ghlg;gl;l ghly;fs; jhAkhdt ,t;tha;T mikfpd;wJ. ,t;;tha;thdJ> RthkpfspdJ jpUg;ghly;fshFk;. jhAkhdth; Ntjhe;j> rpj;jhe;j rkurf; Nfhl;ghl;bidj; jk; ,t;tpU E}y;fspYk; ,lk; ngWk; r%f ghly;fspy; ghLfpd;whh;. ,t; ,U E}y;fspYk; xw;Wikf;fhd rpe;jidfisf; fz;lwpjiy irt> rka jj;Jtf; fUj;Jf; fSld; kdpj Nehf;fkhff; nfhz;Ls;sJ. ,t;tha;tpy; Nea rkj;Jtj;ijAk;> rNfhjuj;Jtj;ijAk;>kdpj r%ftpay;> xg;gPl;L> tptuz Ma;T Nkk;ghl;bidAk; tsh;j;njLf;ff; $ba gy Kiwikfs;> Kjyhk;> ,uz;lhk; epiyj; fUj;Jf;fs; epiwthf cs;sd. juTfs; gad;gLj;jg;gl;Ls;sd. jpUke;jpuj;jpy; eLTepiyik> jhdr; rpwg;G> mwQ;nra;thd; jpwk;> md;Gilik> fy;tp> tpsf;fr; nrhw;fs;: jpUke;jpuk;> jhAkhdth; ,uhrNjhlk;: murDf;Fhpa Fw;wk;> fy;yhik> fy;tp> murhl;rp Kiw> nfhy;yhik Nghd;w jpUg;ghly;fs;> r%f xw;Wik> eLTepiyik. gFjpfisAk;> jhAkhdth; jpUg;ghly;fspy; Mirf;F mstpy;iy> jPikaw;wg; nghUis [25] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka tzq;FNthk;> fy;yhypd;> guhguf;fz;zp> “NtWgLk; rkanky;yhk; GFe;J ghh;f;fpd; MfhNjh vd;;fz;zp> tho;; ehs;; Kbtjw;Fs; tpsq;Fguk; nghUNs! epd; tpisahl;ly;yhy; rpthDgtk; ngWf> cly; ngha;AwT> khWgLk; fUj;jpy;iy Kbtpy; Nkhd rkathjq;fs;> xd;Nw nja;tk; Nghd;w ghlw; thhpjpapd;; ejpj;jpus;Nghy; taq;fpw; wk;kh” gFjpfisAk; mbg;gilahff; nfhz;L (NkyJ>g. 92.) ,t;tha;T efh;fpd;wJ. vd;Wk;> jpU%yh; jpUke;jpuj;jpy; jhdr; rpwg;G> “njhOe; nja;tk; vy;yhk; xd;Nw” mwQ; nra;thd; jpwk; vd;w gFjpfspy;> (NkyJ >g. 305) mayth;fSf;F nfhLj;JjTq;fs;> rf kdpjh;fspilNa cah;T> jho;T ghh;f;f vd;Wk; $wp rka xw;Wikapid Vw;gLj;j Ntz;lhk;> fhfkhdJ cz;Zk; NghJ midj;J Kay;fpd;wdh;. fhfq;fisAk; mioj;J cz;ZtJ Nghy nraw;gLq;fs; vd r%f xw;Wikapid ‘fy;tp’ gw;wpa rpe;jidapid Kd; Vw;gLj;Jk; rpe;jidfspid Kd;itj;Js;ssh;. itg;gjD}lhf Gyg;gLk; rkj;Jt rpe;jidfshf ,f;fUj;jpid mwpaj; jUk; jpUke;jpug; ghly;fs; gpd;tUtd fhzg;gLfpd;wd. mjhtJ> ,UtUk; tUkhW: ,UNtWgl;l fUj;jpy; ,r; rpe;jidapid Kd;itf;fpd;wdh;. jpU %yh; fy;yhik vd;w “Mh;f;Fk; ,Lkpd; mthpth;; vd;dd;kpd; gFjpapy;> ghh;j;jpUe; Jz;kpd; gok;nghUs; Nghw;wd;kpd; Ntl;if AilaPh; tpiue;njhy;iy cz;zd; kpd; “fy;yhj %liuf; fhzTk; MfhJ fy;yhj %lh;nrhy; Nfl;ff; fld;md;W fhf;if fiue;Jz;Zq; fhyk; mwpkpNd.” (tujuh[d;>[p.>2006:g.130>njhFjp-1) fy;yhj %lh;f;Ff; fy;yhjh; ey;yuhk; fy;yhj %lh; fUj;jwp ahNu” (tujuh[d;> [p.> 2006: g.164.) “ahth;f;F khk;,iw tw;nfhU gr;rpiy ahth;f;;F khk;gR Tf;nfhU thAiw vdf; $w> jhAkhdth; fw;wjd; gad; ahth;f;F khk;cz;Zk; NghnjhU ifg;gpb epd;idj; njhOtNj vd;w gFjpapy;> ahth;f;F khk;gpwh;f; fpd;Diu jhNd.” fy;tpapidf; fw;w xUtd; mf;fy;tpapd; top (NkyJ> g.131) epw;f Ntz;Lk;> ,y;yhtpl;lhy; mf;fy;tpapdhy; gyd; ,y;iy vdf; $Wfpd;whh;. ,f;fUj;jpid> ,f;fUj;;jpid jhAkhdth; tho; ehs; Kbtjw;Fs; rpthDgtk; ngWf vd;w “fw;Wk; vd;gyd; fw;wpLk; E}d;Kiw gFjpapy;> nrhw;w nrhw;fs; Rfhuk;g Nkhnewp epw;wy; Ntz;Lk; epUtpfw; gr;Rfk; “fhfk; cwT fye;Jz;zf; ngw;w Ngh;ngw;w Ngrhg; ngUikNa!” fz;Bh; mfz;lh fhurpt (khzpf;fdhh;>m.>1996: g.235> njhFjp- 1) Nghf nkDk;Ng hpd;gnts;sk; vd;w ghlybfs; mwpaj;jUfpd;wd. nghq;fpj; jJk;gpg; G+uzkha; Vf TUtha;f; fplf;FijNah fy;tpawptpid ngw;wpUe;Jk; mjd; top ,d;Gw; wplehk; ,dpnaLj;j ele;J nfhs;shjth;fs; mwptpy;yhjth;fNs Njfk; tpOKd; Grpg;gjw;Fr; vd;gjid ehd; ngw;w fy;tp Kf;jp jUNkh vd;w Nru thUk; nrfj;jpNu.” gFjpapy;> (khzpf;fdhh;>m.>1996: g.48> njhFjp- 2) vd vLj;Jiuf;fpd;whh;. “fy;yhj Ngh;fNs ey;yth;fs; ey;yth;fs; fw;Wk;mwp tpy;yhjvd; rkag; G+ry;fis ePf;Ftjw;fhf ,t; fd;kj;ij vd;nrhy;Nfd; kjpiavd; nrhy;YNfd; tpUtUk; rkaj;Jiwapy; xw;Wikapid ifty;a Qhd ePjp Vw;gLj;Jfpd;wdh;. jpU%yh; jpUke;jpuj;jpy;; ey;Nyhh; ciuf;fpNyh fd;kk;Kf; fpak;vd;W xUtNd Njtd;” vdf; $w> vy;yhk; epd; ehl;LNtd; fd;kk;xUtd; tpisahl;Nl> xd;Nw nja;tk; vd;w ghlw; …………………..” njhFjpfspy; jhAkhd Rthkpfs;> NkyJ>g. 92>njhFjp-1 [26] nry;tFkhhp rptypq;fk; r%f xw;Wikapid Vw;gLj;Jtjpy; jpUke;jpuj;jpdJk;> jhAkhdt Rthkpfs; jpUg;ghly;fspdJk; tfpghfk; - Xh; Ma;T vdf; $Wfpd;whh;. mjhtJ> ,UE}y;fSk; ,t;tifapy>; ,UtUk; rhjpf; nfjpuhf fy;tp xUtUf;F mtrpakhdjhFk; vdf; Fuy; nfhLj;J r%f xw;Wikapid $Wfpd;wd. Vnddpy;> fw;wth;fNs kw;wth;fis fhzKay;fpd;wdh;. rhpahd topapy; elhj;Jthh;fs; Vidath;fs; mt;thW my;y vd;gjdhyhFk;. jhAkhdth; > ‘,d;gk;’ gw;wpar; rpe;jidapD}lhf fw;Wk; vd;gyd; vdf; $WtjD}lhf fy;tp rfkidj;jpidAk; vt;thW xUepiyg;gLj;j fw;wth;fs; mf;fy;tpapd; top epw;fhtpl;lhy; Kay;fpd;wdh; vd Muhapd;> ehd; ngw;w ,d;gk; vJtpj gyDk; ,y;iy vdf; $Wfpd;whh;. ngWf ,t;itafk;’ vdj; jpU%yh; $w> ,UtuJ fUj;Jk; vd;dntdpy;> fy;tpahdJ jhAkhdth; guhguf;fz;zpapy;> kdpjid cah; epiyf;F ,l;Lr; nry;y Ntz;Lk; vd;gjhFk;. Fwpg;ghf> jpU%yh; xU “vy;yhUk; ,d;Gw; wpUf;f epidg;gJNt ehl;bd; murdhdtd; Kiwg;gb ePjp newpg;gb my;yhky; Ntnwhd; wwpNad; guhguNk” Ml;rp elhj;Jtjw;F Kiwg;gb fy;tpawptpidg; (khzpf;fdhh;>m.>1996: g.155> njhFjp- 2) ngw;wpUf;f Ntz;Lk; vdf; $Wfpd;whh;. Vnddpy;> fy;tpawptpidg; ngw;w murdhy; vd ciuf;fpd;whh;. ,UtuJ Nehf;Fk; kl;LNk Kiw jtwhJ ePjpAld; Ml;rp nra;a midtUk; ,d;gk; ngw Ntz;Lk; vd;gjhFk;. KbAk; vd;gJ mtuJ fUj;jhFk;. nghJthf> xU ehl;bid Ml;rp nra;Ak; murDf;F md;gpd; Kf;fpaj;Jtj;jpid $w fy;tpawpT mtrpakhdNj. mg;NghJ jhd;> Kw;gLtjd; thapyhf Kd;itf;fg;gLk; rhp>gpio>ePjp> mePjp ,itfis ftdpj;J rkj;Jtf; fUj;Jf;fshf gpd;tUtd Kiwahf Ml;rp elhj;j KbAk;. ,t;thwhd fhzg;gLfpd;wd. mt;tifapy;> ,UtUk; Ml;rpapdhNy> kf;fsplk; xw;Wik> [dehaf ,iwtidAk;> ,iwtDf;F chpa czh;T vd;gd Vw;gLk;. murdhdtd; mgpN\fKkhf md;gpid fhz;fpd;wdh;. fy;tpawptid fl;lhak; ngw;wpUf;f Ntz;Lk; mjhtJ> flTSk; md;Gk; xd;W vdj; jpU%yh; vd;gjid jpU%yh; ,uhrNjhlk;: murDf;Fhpa $w> flTSf;Fhpa mgpN\f ePh; md;G vdj; Fw;wk; vd;w gFjpapy;> jhAkhdth; $Wfpd;whh;. jpU%yh; md;Gilik vd;w gFjpapYk;> jhAkhdth; “fy;yh murDq; fhyDk; Nenuhg;gh; guhguf;fz;zpapYk; ,r; rpe;jidapid fy;yh murdpw; fhyd; kpfey;yd; fy;yh murd; mwk;Xuhd; nfhy;nyd;ghd; Kd;itj;Js;sdh;. mit tUkhW: ey;yhiuf; fhyd; eZfepy; yhNd” (tujuh[d;>[p.>2006:g.124> njhFjp-1) “md;G rptk;,uz; nld;gh; mwptpyhh; md;Ng rptkht jhUk; mwpfpyhh; vd tpsf;fpAs;shh;. md;Ng rptkht jhUk; mwpe;jgpd; md;Ng rptkha; mkh;e;jpUe; jhNu.” rhjpf;nfjpuhd fUj;Jf;fs; ,UtuJ (tujuh[d;>[p.>2006:g.140 njhFjp-1) ghly;fspYk; Kf;fpaj;Jtk; ngWfpd;wd. ,e;;Jkjk; tFj;j th;zf;Nfhl;ghL r%f “neQ;rNk Nfhapy; epidNt Rfe;jk; md;Ng xOq;fpw;fhf Vw;gLj;jg;gl;l NghJk;> kQ;rdePh; G+irnfhs;s thuha; guhguNk”. fhynfjpapy;> mJ r%fj;jpy; gpzf;Ffis (khzpf;fdhh;>m.>1996: g.135> njhFjp- 2) Vw;gLj;jyhapw;W. ,U E}y;fSk; Nkw; $wg;gl;l gpur;rpidfSf;F jPh;T fhZk; tifapy; jk; ,U E}y;fSk; md;gpid flTshfTk;> fUj;Jf;fis Kd; itj;Js;sd. jpU%yh;> flTSf;Fhpa G+ridg; nghUshfTk; ghtid xd;Nw Fyk; vdf; $w> jhAkhdth; jPikaw;w ‘ ’ nra;Js;sd. vdNt> kdpjh;fs; xUthplk; xUth; nghUis tzq;FN;;thk; vd;w gFjpapy;> md;gpid nrYj;jpdhy; mJ flTis tzq;Ftjw;F rkdhFk; vd;gjid ,g;ghly;fs; rhjp Fyk; gpwg;G ,wg;Gg; ge;jk; Kj;jp - “ mwpaj; jUfpd;wd. mUTUtj; jd;ik ehkk; r%f rPuoptpw;Fk;> r%f xw;Wikapd; VJkpd;wp vg;nghUl;Fk; vt;tplj;Jk; gphptwepd;W ” ikf;Fkhd fhuzq;fspy; gQ;rkhghjfq;fs; gpujhd ,lj;jpid tfpf;fpd;wd. ,tw;wpid (khzpf;fdhh;>m.>1996: g.35> njhFjp- 1) xt;nthUtUk; jtph;j;Jf; nfhs;tJ ey;yJ. vd;W Fwpg;gpLfpd;whh;. jpU%yh; Gyhy; kWj;jy; vd;w gFjpapy;> [27] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka “nfhiyNa fsTfl; fhkk; ngha;$wy; vdf; $wpf; nfhz;Nl Nghfyhk;. ,it kiyahd ghjf khk;mit ePf;fpj;” ahtw;wpw;Fk; %y fhuzk; ehd;> vdJ vd;w jiyahQ; rptdb rhh;e;jpd;gQ; rhh;e;Njhh;f; mfq;fhu> kkfhuj;jpd; tpistpdhy; Vw;gLfpd;w ………………………………” MirNaahFk;. vdNt> Mirapid jtph;j;jhy; (tujuh[d;>[p.>2006:g.106> njhFjp-1) eyk; gaf;Fk;. jpU%yh; mthtWj;jy;: Miriag; Nghf;Fjy; vd;w gFjpapy; vdTk;> jhAkhdth; guhguf;fz;zpapy; flTsplk; $l Mir nfhs;shNj vdf; $Wfpd;whh;. ,f; fUj;jpid mwpaj;jUk; ghly; “nfhiy fsT fs;fhkk; Nfhgk;tpl;lh - tUkhW: yd;Nwh kiy,yf;fh epd;dUs;jhd; tha;f;Fk; guhguNk” “Mir aWkpd;fs; Mir aWkpd;fs; (khzpf;fdhh;>m.>1996: g.173> njhFjp- 2) vdTk; ghLtjd; thapyhf mwpe;J vd;Wk;> nfhs;syhk;. mj;Jld;> jpU%yh; rpt G+irf;Fhpa rpwg;ghd kyh;fspy; xd;whf nfhy;yhikapidf; Mir nfhs;tjdhy; NfLfs; tUk; $Wfpd;whh;. mjhtJ> mfg;G+irf;F Gwg;nghUs; vd;gjid Mirapd;Nwy; mUs; cz;L vd;w Njitapy;iy vd;Wk;> nfhy;yhik vd;w tpujk; gFjpapy;> NghJkhdJ vd;Wk; $Wfpd;whh;. MirnaDk; ngUq;fhw;W} bytk;gQ; nrdTkdk; ,f;fUj;jpid mwpaj; jUk; ghly; tUkhW: miyAk; fhyk; Nkhrk;tUk; ,jdhNy fw;wJk;Nfl; lJk;J}h;e;J “gw;wha ew;FU G+irf;Fk; gd;kyh; Kj;jpf; fhz kw;Nwhh; mZf;fisf; nfhy;yhik xz;kyh; NerKk;ey; thrKk;Ngha;g; Gydhapw; nfhLikgw;wp …………………………..” epw;gh; me;Njh (tujuh[d;>[p.>2006:g.104> njhFjp-1) ……………………………..” (khzpf;fdhh;>m.>1996: g.285> njhFjp- 1) ,d;iwa cyfpy; kdpj caph;fs; fhT nfhz;l tz;zNk cs;sd. Nkw;Nghe;j vd Mirapdhy; Vw;gLk; tpisTfs; gw;wpf; rpe;jidfs; nray; tbtk; ngWkhapd; r%fj;jpy; $Wfpd;whh;. mj;Jld>; cyfk; kPJ nfhz;Ls;s mikjp epyTk;. mNj Nghd;W> Mir> gw;wpidAk; Jwf;f Ntz;Lk; vd;gid MfhNjh gpwd;kidapid eaj;jy;> tdpijah; kaf;fk; vd; fz;zpapy;> vd;gd r%f cwTfSf;fpilNa gpzf;Ffis Vw;gLj;Jfpd;wd. Mir vd;w tplaj;jpd; “Mirr; Roy;flypy; Mohky; Iah epd; tpistpid Nehf;fpd;> Mirapd; tpisNt> Nerg; Gizj;jhs; epWj;jpdhy; MfhNjh!” ,uhk ,uhtz Aj;jk;> kfhghujg; Nghh; vd;gd. (NkyJ>g 300> njhFjp – 2) ,d;Wk>; cyf ehLfSf;fpilNa Aj;jq;fs; eil ngw;w tz;zNkAs;sd. ,];Nuy; vdf; Fwpg;gpl;Ls;shh;. gy];jPdg; Nghh;> ,e;jpah> ghfp];jhd; Aj;jk;> kjq;fSf; fpilNaahdg; Nghh;> Vd; ? vdNt> rf kdpjh;fs; Mirapid ,yq;ifapy;> gy ,yl;rf; fzf;fhd jtph;j;J xw;WikAld; tho Ntz;Lk;. ngz;fs; caph;fisf; fhT nfhz;l cs; ehl;L Aj;jk; kPjhd td;KiwAk; r%f xw;Wik apd;ikf;F [28] nry;tFkhhp rptypq;fk; r%f xw;Wikapid Vw;gLj;Jtjpy; jpUke;jpuj;jpdJk;> jhAkhdt Rthkpfs; jpUg;ghly;fspdJk; tfpghfk; - Xh; Ma;T Kf;fpakhdnjhU fhuzk; vd;Nw $wyhk;. ,d;W ngWNgWfs; rpWkpfs; kPjhd ghypay; td;Kiwfs;> fy;Y}hp khztpfs; kPjhd Nrl;ilfs;;. gpwh; kidtp kPJ rf kdpjh;fs; xw;WikAld; fhzg;gl Mir nfhs;sy; vd mf;fpukq;fs; mjpfhpj;j Ntz;Lk; vd;gjw;F ,U E}y;fSk; fhfj;jpid tz;zNkAs;sd. ,tw;wpdhYk; r%f mikjp cjhuzg;gLj;jpAs;;sik Fwpg;gplw;ghyJ. rPh; Fioe;Js;sJ. jpU%yh; jpUke;jpuj;jpy; jpUke;jpug; ghly;fshdit gpwUf;F mwpTiu gpwd;kid eathik vd;w gFjpapYk;> $WtJ Nghy mika> jhAkhdth; jhAhdth; tdpijah; kaf;fk; vd;w gFjpapYk; jpUg;ghly;fs; jdf;F jhNd mwpTiu $Wtjhf ,f;fUj;Jf;fis Kd;itj;Js;sdh;. mit mike;Js;sd. jpUke;jpuk; md;Ng flTs; vdf; tUkhW: $w> jhAkhdth; jpUg;ghly;fs; md;Ng kQ;rd ePh; vdf; $Wfpd;wd. flTs; xUtNu vdf; “Mj;j kidahs; mfj;jpy; ,Uf;fNt $wp> ,U E}y;fSk; flTs; topghl;by; fhj;j kidahisf; fhKWq; fhisah; ey;ypzf;fk; fhz Kide;Js;sd. rhjpapidg; fha;r;r gyhtpd; fdpAz;z khl;lhky; Gwf;fzpj;J xd;Nw Fyk; vd;w rpe;jidapid ,g;gpd;dzpapy;> ,t;tpU E}y;fspYk; r%f xw;Wikf;fhd rpe;jidfs; vt;thW Ma;tpd; KbT gjpthfpAs;sd vd;gjidAk;> r%f ,t;tha;thdJ jpUke;jpuj;jpYk;> jhAkhd xw;Wikf;fhd rpe;jidfis r%fj;jpw;F Rthkpfspd; jpUg;ghly;fspYk; r%f vt;thW toq;fpAs;sd vd;gjidAk; xw;Wikapid Kd;itf;Fk; rpe;jidfs; Muha;tjhf ,t;tha;T mikfpd;wJ. epiwthff; fhzg;gLfpd;wd vd;gjid mwpaj;jUtJld;> ,r; rpe;jidfis r%fj;jpw;F r%f xw;Wikf;fhd topKiwfs; nfhz;L nry;tjd; thapyhf> r%f jpUke;jpuj;jpYk;> jhAkhdt Rthkpfs; xw;Wikapid Vw;gLj;;j KbAk; vd;gjid jpUg;ghly;fspYk; vt;thW gjpthfpAs;sd Kbthf ciuf;fpd;wJ. vd;gjidf; fz;lwpjy; Ma;Tg; gpur;rpidahf tbtikf;fg;gl;Ls;sJ. crhj;JizE}y;fs; Ma;T Kiwapay; Mr;rhh;ah>gp.v];.> (ciu)> (2007)> jpUke;jpurhuk;> ,t;tha;tpy; r%ftpay;> xg;gPl;L> tptuz eh;kjh gjpg;gfk;: nrd;id. Ma;T KiwikfSk>; Kjyhk;> ,uz;lhk; ,uh[Nrfud;> ,uh.> 2003> irtg; ngUntspapy; epiyj;juTfSk; gad;gLj;jggl;Ls;sd. fhyk;> nrd;id: eh;kjh ntspaPL. Fwpg;ghf> jpUke;jpuk;> jhAkhdth; jpUg;ghly;fs; %yKk;> Vida rQ;rpiffs;> Ma;Tf; Rg;ukzpad;> Nt.> 1977> jhAkhdth;> mz;zhkiyg; fl;Liufs; vd;gdTk; gad;gLj;jg;gl;Ls;sd. gy;fiyf;fofk;> mz;zhkiy. [29] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka khzpf;fdhh;>m.> (1996)> jhAkhdthpd; jpUg;ghly;fs;> %yKk; ciuAk;> Kjy; njhFjp> th;j;jkhdd; gjpg;gfk;: nrd;id. NkyJ> ,uz;lhk; njhFjp. yl;Rkp ehuhazd;>Nf.rp.>2005> Ntjq;fs; Vw;Wg; Nghw;Wk; jkpo; ,yf;fpaq;fs;> nrd;id: vy;. Nf. vk;.> gg;spNf\d;. tujuh[d;>[p.> (2006)> jpUke;jpuk; tphpTiu> njhFjp-1> godpag;gh gpujh;];: nrd;id. tujuh[d;>[p.> (2006)> jpUke;jpuk; tphpTiu> ehd;F> Ie;J> MW je;jpuq;fs; godpag;gh gpujh;];: nrd;id. Tujuhrd;>K> 2006> jkpo ; ,yf;fpa tuyhW> GJ jpy;yp: rhfpj;jpa mf;fhnjkp ntspaPL. Swamy Umashankarananda Saraswathy Shiaumshar, Thirumoolar Thirumanthiram, Mounnashsram, Wellwatta, 1994. [30] Abdul Fareed Mohamed Ashraff(1) and Thasmina Ibrahim(2) Identify the Contribution and Necessity of Translation Practice for Construct the Social Harmony in Sri Lanka (1) Department of Languages, South Eastern University of Sri Lanka, Oluvil #32360, Sri Lanka. (2) Department of Linguistics, University of Kelaniya, Kelaniya, Sri Lanka. Abstract: Kuz;ghLfSf;fpilNa xU r%f tPuNrhopaj;jpd; nry;thf;F> rpq;fs nkhopapd; ey;ypzf;fj;ij (Social Harmony)f; fl;bnaOg;g Kjy; ,yf;fz Ehyhd ‘rpjj; rq;fuht’ tpy; nkhopngah;g;G cjTfpwJ. ,f;fUj;J Ma;tpd; ntspg;gLtjhf gy rpq;fs mwpQh;fs; %yk; cWjpg;gLj;jg;gl;Ls;sJ. juTfs;> xU Fwpg;gpl;Ls;sdh;. rpq;fsnkhopapd; ehl;bw;Fs; my;yJ xU gpuhe;jpaj;jpw;Fs; nrhw;njhFjpapYk; jkpo; nkhopapd; epiwe;j thOfpd;wtu;fs;> jkJ gpur;rpidfisAk; nry;thf;iff; fhzyhk;. mNjNghd;W> vz;zq;fisAk; czu;TfisAk; gu];guk; jkpo;nkhopapd; nrhw;njhFjpapYk; ruptuj; njspTgLj;jpf; nfhs;s Kbahj rpq;fsnkhopapd; nry;thf;iff; fhzyhk;. epiyapNyNa r%fq;fs; jkf;fpilNa Kuz;gl;L vdpDk;> ,yq;iapy; thOk; ,df; FOkq;fs; epw;fpd;wd vd;gij ntspf;fhl;bAs;sd. gad;gLj;Jk; rpq;fsk; - jkpo; Mfpa ,U ,jpypUe;J “Kuz;ghLfisf; fise;J> gpujhd nkhopfSf;fpilNaahd R%f cwT Gupe;Jzu;it Vw;gLj;Jk; czu;Tg; gupkhw;w rupahf tsh;j;njLf;fg;gltpy;iy. fhyg;Nghf;fpy;> Clfkhd nkhopngau;g;gpd; thapyhf Gupe;Jzu;tpy; FiwghbUe;jikapdhy; ,t;tpU ,yq;ifapy; thOk; ,dq;fspilNa r%f nkhopfisAk; ikag;gLj;jpa ,dq;fspilNa ey;ypzf;fj;ijf; Vw;gLj;j KbAk;” vd;w KbT xU Kuz;ghL nky;y nky;y tsu;r;rpaile;jJ. ngwg;gl;Ls;sJ. czu;Tfisg; gupkhwpf; ,t;tpd Kuz;ghl;bd; cr;rk; cupikg; nfhs;tjpy; nkhopngau;g;G Kf;fpa Nghuhl;lkhf khwp> ,yq;ifia xU fiwgbe;j gq;fhw;Wtjdhy; r%f ey;ypzf;fj;ijf; ,uj;jf; fskhf khw;wpapUe;jJ. Rkhu; %d;W fl;bnaOg;Gk; gzpapy; gpujhd nraw;ghl;Lj; jrhg;j fhyk; ,yq;ifau; gy;NtW ,d;dy;fis jskhf ,aq;fNtz;ba nghWg;Gk; mDgtpf;fTk; mJ fhuzkhfpaJ. nkhopngau;g;Gr; nrad;Kiwiar; rhu;e;jpUf;fpwJ. mg;Nghuhl;lj;jpd; KbT frg;ghd mDgtq;fisj; je;jNjhL> kdpjhgpkhdk; Keywords: nkhopngau;g;G> r%f ey;ypzf;fk;> njhlu;gpy; gy Nfs;tpfisAk; vOg;gpAs;sJ. ,dKuz;ghL> kdjhgpkhdk; ,e;jr; #oy; r%f ey;ypzf;fj;ijf; fl;bnaOg;gNtz;bajd; mtrpaj;ij typAWj;jp epw;fpwJ. mwpKfk; fhyg;Nghf;fpy;> ,t;tpU ,yq;if> gy;ypd r%fq;fs; thOk; xU nkhopfSf;fpilNaahd cwtpd; mtrpak; ehL. gpujhdkhf rpq;fsk;> jkpo; Mfpa ,U czug;gl;lnjdpDk; mjid tsh;j;njLg;gjw;Ff; nkhopfs; Ngrg;gl;L tUfpd;wd. ,yq;ifapy; fhj;jpukhd Kaw;rpfs; VJk; jkpo;nkhopf;Fk; rpq;fsnkhopf;Fk; ,ilNa Nkw;nfhs;sg;gl;ljhfj; njupatpy;iy. [31] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka nkhopfisAk; NgRk; ,df;FOkq;fspilNa fUJNfhs; r%f ey;ypzf;fj;Jf;fhd Xh; ciuahliy Vw;gLj;Jtjw;fhd Kaw;rpfs; rpy “Kuz;ghLfisf; fise;J> Gupe;Jzu;it Nkw;nfhs;sg;gl;ld. mit> Fwpg;gpl;Lr; Vw;gLj;Jk; czu;Tg; gupkhw;w Clfkhd nrhy;yf;$ba mikg;GuPjpahd Kaw;rpfshf nkhopngau;g;gpd; thapyhf ,yq;ifapy; thOk; ,y;yhtpl;lhYk;> jdpegh; my;yJ $l;L ,dq;fspilNa r%f ey;ypzf;fj;ijf; Vw;gLj;j Kaw;rpfshfr; rpy nkhopngah;g;G Kaw;rpfs; KbAk;.” vd;w fUJNfhspd; mbg;gilapNyNa rpq;fsj;jpypUe;J jkpopYk; jkpopypUe;J ,t;tha;T Nkw;nfhs;sg;gl;lJ. rpq;fsj;jpYk; Nkw;nfhs;sg;gl;L te;Js;sd. MapDk;> Nkw;Fwpj;j Njitiar; rkhspf;Fk; tifapy; jkpo; - rpq;fs nkhopfSf;fpilNaahd Ma;tpd; Nehf;fk; nkhopngah;g;Gfs; ntsptutpy;iy. tu;f;f eyd;fSf;fg;ghy;> ,yq;ifapy; ntspte;jitAk; fhj;jpukhditahf thOk; gy;ypd r%fq;fspilNa mikatpy;iy. ey;ypzf;fj;ijg; NgZtjw;fhf nkhopngau;g;Gr; nrad;Kiwapd; gq;fspg;gpid Nkk;gLj;jy; nkhop xU njhlu;ghly; Clfk;. xUtuJ ,t;tha;tpd; gpujhd Nehf;fkhff; rpe;jidiaAk; kdNthl;lj;ijAk; nfhs;sg;gl;Ls;sJ. vz;zq;fisAk; ruptu ntspf;fhl;l nkhop ,d Kuz;ghl;ilj; jPu;g;gjw;fhfTk; r%f cjTfpwJ. Fwpg;gpl;lnthU nkhopiag; ey;ypzf;fj;ijf; fl;bnaOg;gtjw;fhfTk; NgRNthupilNa fUj;Jg;gupkhw;wj;ij nra;a Nkw;nfhs;sg;gLk; rkfhy elj;ijfspd; nkhop Kf;fpa gq;fhw;wpdhYk; ntt;NtW Fiwfisr; Rl;bf;fhl;b mtw;iw nkhopfisg; NgRk; r%fq;fspilNa fUj;Jg; eptu;j;jpg;gjw;fhd gupe;Jiufis Kd;itj;jy; gupkhw;wj;ijr; nra;a nkhopngau;g;Ng ,t;tha;tpd; JizNehf;fkhfTk; cjTfpwJ. czu;Tfisg; gupkhwpf; nfhs;tjpy; nfhs;sg;gl;Ls;sJ. nkhopngau;g;G Kf;fpa gq;fhw;WfpwJ. xU ehl;bw;Fs; my;yJ xU gpuhe;jpaj;jpw;Fs; Ma;tpd; JizNehf;fk; fl;LiuapDhlhf thOfpd;w> jkJ gpur;rpidfisAk; milag;gl;Ls;sJ. ,f; fl;Liuiag; vz;zq;fisAk; gu];guk; ruptuj; gutyhf;fQ; nra;tjD}lhf ,t;tha;tpd; gpujhd njspTgLj;jpf; nfhs;s Kbahj r%fq;fs; Nehf;fj;ij milayhk;. ,t;tha;Tf; jkf;fpilNa Kuz;gl;L epw;fpd;wd. ,t;tplj;jpy; fl;Liuia mbg;gilahff; nfhz;l xU nkhopngau;g;G Kaw;rpfs; gu];gug; Gupe;Jzu;it Gyikrhu; ciuahlypd; gpd;du;> fUj;Jf;fis Vw;gLj;jp> Kuz;ghl;ilf; fise;J> xU kf;fs; kakhf;Fk; gzpfs; Nkw;nfhs;sg;gLk;. ey;ypzf;fj;ij Vw;gLj;j toptFf;fpd;wd. njhlu;e;J> ,Unkhop my;yJ Kk;nkhopg; ,t;tifapy;> r%f ey;ypzf;fj;ijf; Gyikahsu;fis nkhopngau;g;Gr; fl;bnaOg;Gk; gzpapy; gpujhd nraw;ghl;Lj; nrad;Kiwapy; Mu;tj;Jld; gq;Nfw;fr; nra;Ak; jskhf ,aq;fNtz;ba nghWg;G nkhopngau;g;Gr; ifq;fupaKk; Nkw;nfhs;sg;gLk;. nrad;KiwiaAk; rhu;e;jpUf;fpwJ vd;w fUj;J gutyhf epyTfpwJ. nghJthd cyf fle;j xU Ehw;whz;L fhy ,yq;ifapd; mDgtq;fSk; ,jidNa typAWj;jp r%f> murpay;> gz;ghl;L> ePjp> epUthf te;jpUf;fpd;wd: tUfpd;wd. mjdbg;gilapy;> elj;ijfSk; mjdhy; gbg;gbahf tsu;e;J cyfshtpa uPjpapy; r%f ey;ypzf;fj;ij tpise;j ,d Kuz;ghl;lk;rq;fSk; Ma;Tf;fhf Vw;gLj;Jtjpy; nkhopngau;g;G vt;thwhd ftdj;;jpw; nfhs;sg;gl;ld. gq;fspg;gpidr; nra;J te;jpUf;fpwJ? ,yq;ifapy; r%f ey;ypzf;fj;ijf; ehshe;j> thuhe;j> khjhe;j ntspaPLfshf fl;bnaOg;Gtjpy; nkhopngaug;Gr; te;Js;s> gjpTnra;ag;gl;l Njrpa jkpo; - rpq;fs nrad;Kiwapd; gq;fspg;G Njitahdjh? gj;jpupiffs;> ,jo;fs;> rQ;rpiffs; kw;Wk; mt;thwhapd; mjid vt;thW Ehy;fs; Mfpatw;wpy; ntspte;Js;s ,d eilKiwg;gLj;jyhk;? mjw;fhd tha;g;GfisAk; czu;tiyfs;> epahaG+u;t – rkTupikf; rpf;fy;fisAk; ,dq;fhz Kaw;rpj;jy; Nfhupf;iffs;> mit ruptu gu];guk; gfpu;e;J Kjyhdtw;iwf; fUj;jpw; nfhz;Nl ,t;tha;T nfhs;sg;glhik> khw;Wf; fUj;Jf;fs; mike;jJ. [32] Abdul Fareed Mohamed Ashraff and Thasmina Ibrahim Identify the Contribution and Necessity of Translation Practice for Construct the Social Harmony in Sri Lanka Kjyhdit Kjyhk; epiyj;juTfshff; Njhuizapy; Mq;fpNyau; ele;Jnfhz;ldu;. nfhs;sg;gl;ld. Mdhy;> Rje;jpuj;jpd;NghJ jkpoUf;nfd;nwhU jhafk; Raepu;za cupikNahL toq;fg;gl;bUf;f Jiwrhu; - fy;tprhu; ty;Ydu;fSldhd Ntz;Lk; vd;gJ jkpou; jug;G thjkhFk;. FOf; fye;Jiuahly;> nkhopngau;g;gpd; mt;thW elf;fhjjdhy; jkJ cupikfs; jiyaha gzpfs; njhlu;gpyhd E}y;fs;> r%f kOq;fbf;fg;gl;L jhk; iftplg;gl;ljhfj; ey;ypzf;fj;Jf;fhd nkhopngau;g;Gg; gq;fspg;G jkpou;fs; fUjj; njhlq;fpdu;. me;j kNdhghtk; njhlu;ghd fl;Liufs;> fUj;jhly;fs; rPuilAKd;dNu rpq;fsg; ngUk;ghd;ik Kjyhdtw;wpd; %yk; ,uz;lhk; epiyj; juTfs; Ml;rpahsu;fs; jkJ murpay; Rayhgq;fisf; ngwg;gl;ld. fUj;jpw;nfhz;l rl;ljpl;lq;fis mKy;gLj;jj; njhlq;fpdu;. mjpy; gpujhdkhdJ 1956y; Kuz;ghl;L tsu;r;rp> czu;Tfs; ,aw;wg;gl;l ‘rpq;fsk; kl;Lk;’ rl;lk; MFk;. kjpf;fg;glhik> fUj;Jf;fisg; gfpu;e;J ,r;rl;lk; jkpoiuAk; jkpioAk; nfhs;sKbahik> jtwhd Gupjy;fs; epu;f;fjpf;Fs;shf;fpaJ. Ml;rpahsu;fspd; FWfpa Kjyhdit njhlu;gpyhd czu;tiyfSk; kdg;ghd;ik njhlu;ghly; Clfkhd nkhopiaNa gpd;Dhl;ly;fSk; tpdhf;nfhj;Jf;fs; %yk; rpf;fYf;Fs;shf;fpaJ. mur mYtyfq;fspy; ngwg;gl;l jfty;fs; kjpg;gPl;Lf;fhd flikahw;wpNahu; Kjy; rhjhuzkhdnthU Mjhuq;fshff; nfhs;sg;gl;ld. gazpiaAk; ghjpf;FksTf;F ,r;rl;lk; ,aw;wg;gl;bUe;jJ. ,jdhy; nkhopAzu;itAk; nkhopg;gw;iwAk; mbg;gilahff; nfhz;l Ma;T Kiwapay; ,dczu;T jkpoupilNa NkNyhq;fj; njhlq;fpaJ. ,t;tpd czu;T ,yq;ifapy; xU Kuz;ghl;L tsu;r;rp> czu;Tfs; mfpk;irg;Nghuhl;lg; ghijiaj; Njhw;Wtpj;jJ. kjpf;fg;glhik> fUj;Jf;fisg; gfpu;e;J gpd;du; mJ jPu;f;fKbahj MAjg; Nghuhl;lkhf nfhs;sKbahik> jtwhd Gupjy;fs; khwp mopTfis ms;sp toq;fpaik ahtUk; Kjyhdit njhlu;gpyhd czu;tiyfs; mwpe;jNj. gpd;Dhl;ly;fs; Kjyhdtw;iwg; nghJkf;fsplkpUe;J ngw;Wf;nfhs;s INuhg;gpau; fhyj;jpy; Mq;fpyj;NjhL tpdhf;nfhj;Jf;fs; gad;gLj;jg;gl;ld. jkpOf;Fk; rpq;fsj;jpw;Fk; rkcupikAk; jpul;lg;gl;l jfty;fs; gFg;gha;T nra;ag;gl;L> me;j];Jk; toq;fg;gl;bUe;jd. mur Jiwfspy; kjpg;gPL nra;ag;gl;Ls;sd. Fwpg;ghf Nghf;Ftuj;J> fy;tp> Rfhjhuk;> ePjp> epUthfk;> rl;lj;Jiwfspy; mjpfhupfshfj; ciuahly; jkpou;fNs mjpfk; gzpahw;wpdu;. ,j;Jiwfspy; Mq;fpy nkhopf;F toq;fg;gl;bUe;j ,yq;ifapd; ,uz;lhtJ Kf;fpaj;Jtk; jkpo; nkhopf;Fk; rpq;fs ngUk;ghd;ikahfj; jpfOk; ,yq;ifj; jkpou;fs;> nkhopf;Fk; toq;fg;gl;bUe;jJ. Mq;fpNyau; Mq;fpNyau;fs; ,yq;iff;F toq;fpa fhyj;jpy; epWtg;gl;l mikg;Gf;fspw; Rje;jpuj;jpd;NghJ jkf;Fr; rupahd ePjpia mtjhdpf;fj;jFk; J}ajkpo; thrfq;fSldhd toq;ftpy;iy vdf;fUjj; njhlq;fpdu;. ,uz;L mwptpj;jw; gyiffs; mjw;F ey;y gpujhd tplaq;fs; mjw;fhd fhuzq;fshf cjhuzq;fshFk;. ,yq;ifg; Nghf;Ftuj;Jj; Kd;itf;fg;gl;ld. xd;W INuhg;gpau; ,yq;ifia Jiwfisg; nghWj;jstpy; tPjpg;Nghf;Ftuj;J> ifg;gw;wj; njhlq;fpaNghJ> ,yq;ifapy; %d;W ,Ug;Gg; ghij Nghf;Ftuj;J Kjyhd rpq;fs ,uhr;rpaq;fs; ,Ue;jijg;NghyNt xU Jiwfspy; gazr;rPl;Lf;fs;> ngau;g;gyiffs; jkpo; ,uhr;rpaKk; ,Ue;jJ. ,d;ndhd;W Kjy; rl;ltpjpfs; tiu jkpopYk; fhzg;gl;ld. INuhg;gpau; fhyj;jpy; jkpOf;Fk; jkpoUf;Fk; tPjpfspd; murrhu; ngau;g;gyiffs;> toq;fg;gl;l rYiffSk; cupikfSk; epWtdq;fs;> mikr;Rf;fspd; ngau;g;gyiffs; Rje;jpuj;jpw;Fg; gpd;du; rpq;fsg; ngUk;ghd;ik Kjy; gbtq;fs;> tpz;zg;gq;fs;> rl;l> ePjp> muRfshy; kWjypf;fg;gl;lik. Mq;fpNyau; epUthf tpjpfs; Rw;wpf;iffs; KjyhditAk; fhyj;jpNyNa ,yq;ifapd; ,uhr;rpaq;fs; jkpopw; fhzg;gl;ld. Rje;jpuj;jpw;Fg; gpd; KOikahf xd;wpizf;fg;gl;L xNu ,aw;wg;gl;l ‘rpq;fsk; kl;Lk;’ rl;lk; ,iwikapd;fPo; nfhz;Ltug;gl;ld. Rje;jpuk; ,e;epiyikia khw;wpaikf;f Kide;jJ. toq;Fk;NghJk; xNu ,yq;if vd;w [33] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka nkhopia mbg;gilahff; nfhz;nlOe;j rpq;fstu;fspd; nkhopiaNah> gz;ghl;ilNah ,dczu;T> cldbahfNt jha;nkhopiag; cs;thq;fpf; nfhs;sj; jahuhf ,Uf;ftpy;iy) Nghw;wTk; rNfhju nkhopfisj; J}w;wTk; rpq;fs ,isQu;fSf;F ,J rpq;fs ngsj;j toptFj;jJ. jkpioj; jha;nkhopahff; ehL vd;Wk; VidNahu; gpiof;f te;j nfhz;Nlhu; rpq;fsj;ij xJf;fpj; J}w;wTk; mbikfs; vd;Wk; topfhl;lg;gl;lJ. (rpq;fs rpq;fstu; Ntw;Wnkhopfspy; Mu;tkpd;wp> ,isQu;fs; tl ,e;jpa nkhopfisAk; jdpr;rpq;fsj;NjhL jk;ik tiuaWj;Jf; gz;ghl;ilAk; cs;thq;fpf; nfhz;lhu;fNs jtpu> nfhs;sTk; ,J topNaw;gLj;jpaJ. ,e;epiy mtu;fs; rNfhju r%fj;jpdiu cs;thq;fpf; fhyg;Nghf;fpy; ,yq;ifaiuj; jkJ nfhs;sj; jahuhf ,Uf;ftpy;iy.) tha;nkhopj; jha;nkhopNahL kl;Lk; cwthb> rpe;jpj;Jr; jfty;fs;> mr;R Clfq;fs;> ,yj;jpudpay; nrayhw;w itj;jJ. ,jdhy;> jk;ikr;rhu;e;J Clq;fs; Kjyhdit jhk; rhu;e;j tho;NthUf;F mt;tg;NghJ Vw;gLk; kd r%fq;fisj; jpUg;jpg;gLj;Jk; epiyapNyNa cisr;ry;fisAk; Mjq;fq;fisAk; Fwpj;j nraw;gl;ld. ,t;thW njhlu;e;J nrd;w r%fj;jpdUf;F mwpe;J nfhs;s Kbahkw; tuyhw;Wf;F xUtiunahUtu; Gupe;Jnfhs;s NghdJ. ,yq;ifapd; gpujhdkhd ,Unkhopr; cjTk; nkhopawptpd;ikNa gpujhd fhuzkhff; r%fq;fSk; njhlu;r;rpahf ,UNtW jpirfspy; fz;lwpag;gl;Ls;sJ. Kuz;ghLfisf; fise;J> gazpf;fj; njhlq;fpd. gilg;ghspfs; rNfhju Gupe;Jzu;it Vw;gLj;Jk; czu;Tg; r%fq;fs; njhlu;gpyhd jkJ kd czu;Tfis gupkhw;wj;jpw;fhd tha;g;G Kw;Fwpg;gpl;l nkhop mt;tg;NghJ jkJ jha;nkhopapD}lhfg; gjpT njhlu;gpyhd elj;ijapdhy; Vw;gltpy;iy. nra;Js;sNghjpYk; mtw;iw kde;jpwe;J Mdhy;> mz;ikf;fhykhfj; njhlu;e;Nju;r;rpahf NgRtjw;fhd tha;g;Gf;fs; vl;bapUf;ftpy;iy. Nkw;nfhs;sg;gl;LtUk; Kaw;rpfspd; fhuzkhf Ml;rpahsu;fspd; ,Wf;fkhd Nghf;Fk; Ngupdthj gyUk; jkJ tuyhw;Wj; jtiw czu epWtdq;fspd; nraw;ghLfSk; Ngupdthj Kw;gl;bUf;fpd;wdu;. ,J Ma;tpd; %yk; mbepiykf;fspd; vz;zq;fSk; ngwg;glLs;sJ. J}uNehf;fw;witahf ,Ue;jd. kWGwk; ,ize;J thOk; rpe;jidf;F khw;wkhfg; gpupe;J ehlshtpa uPjpapy; jfty;fisr; nry;Yk; kNdhghtk; Cf;fg;gLj;jg;gl;lNj jtpu Nrfupg;gjw;fhf 100 tpdhf;nfhj;Jf;fs; xU ciuahlYf;fhd tha;g;Gj; Njlg;gltpy;iy. toq;fg;gl;ld. ,t;tpdhf;nfhj;Jf;fs; xUtifapy; KbntLf;Fk; tha;g;Gj; jkpo;g; ,yq;ifapy; thOk; gpujhd nkhopr; Gyikahsu;fspd; ifiatpl;Lg; NghapUe;jik r%fj;jpduhd rpq;fstu;> jkpou; MfpNahiu mjw;F xU fhuzkhFk;. khjpupfshff; nfhz;L gfpu;e;jspf;fg;gl;ld. khjpupfs; rpq;fstu; -50 (fy;tp rhu;e;Njhu; - 25> ,f;fhyj;jpy;> gpupe;J epd;w r%fq;fspilNa fy;tp rhuhNjhu; - 25)> jkpou; -50 (fy;tp Kuz;ghL tYTw;wNj jtpu ,zf;fg;ghl;Lf;fhd rhu;e;Njhu; - 25> fy;tp rhuhNjhu; - 25) tha;g;Gfs; fpl;lTkp;y;iy> Njlg;glTkpy;iy. Kw;Fwpg;gpl;lthW ghy; mbg;gilapy; ,f;fhyj;jpy; Fwpg;gpl;l r%fq;fs; jkJ Mz;fs;(50) - ngz;fs;(50)> tajbg;gilapy; thupRfshd mLj;j jiyKiwapdiuj; jtwhf ,isNahu;(50) - KjpNahu;(50) vdr; topelj;jj; njhlq;fpapUe;jdu;. tuyhWfs; Nrfupf;fg;gl;l tpdhf;nfhj;Jf;fspd; jpupGgLj;jg;gl;Lf; fw;gpf;fg;gl;ld. rk;gtq;fs; mbg;gilapy;> njhlu;gpyhd tha;nkhopj; jfty;fs; jhk;rhu;e;j r%fj;ij epahag;gLj;Jtdthf toq;fg;gl;ld. l ,yq;ifapd; ,dKuz;ghl;Lf;F ,dg;ngUikthjKk; ,dczu;Tk; mbg;gilf; fhuzk; ntw;wpfisAk; ,og;GfisAk; jkf;Nfw;wthW nkhopawptpd;ikNa vd;gij 78% $wr;nra;jJ. jkpo; ,isQu;fSf;F KOr; tPjkhNdhu; njuptpj;jpUe;jdu;. rpq;fs r%fKk; kpUfj;jdkhJ vd;W tu;zpf;fg;gl;bUe;jJ. (Gyk;ngau; ehLfspy; l ,yq;ifapy; Clfq;fs; jhk;rhu;e;j thOk; ,yq;ifj; jkpou;fs; jhk;rhu;e;j r%fq;fisj; jpUg;jpg;gLj;Jk; ehl;bdupd; nkhop> gz;ghL Kjyhdtw;iw tpjj;jpNyNa nra;jpfis tpiuthf cs;thq;fpf; nfhz;ldu;. Mdhy; ntspapLfpd;wd vd;gij 85% ,yq;ifapy; fhyq;fhykhfj; jk;NkhL tho;e;j tPjkhNdhu; njuptpj;jpUe;jdu;. [34] Abdul Fareed Mohamed Ashraff and Thasmina Ibrahim Identify the Contribution and Necessity of Translation Practice for Construct the Social Harmony in Sri Lanka l ,yq;ifapy; khw;Wnkhopfisf; mbg;gilahf ,Uf;fyhk; vd;gij muR fw;gjd; %yk; khw;Wr; r%fq;fisg; czu;e;Js;sJ. mjdhy; Kk;nkhop njhlu;gpyhd Gupe;J nfhs;syhk; vd 80% xU gj;jhz;Lj; jpl;lj;ij 2012y; Kd;itj;J tPjkhNdhu; njuptpj;jpUe;jdu;. mjid eilKiwg;gLj;jp tUfpwJ. fle;j Mz;il xU Kk;nkhop Mz;lhfTk; mJ l ,yq;ifapy; Kuz;gl;L epw;Fk; gpufldg;gLj;jpaJ. gy;fiyf;fof kl;lk; tiu r%fq;fspilNa xU r%f Kk;nkhopf; fy;tpia Cf;Ftpf;Fk; fw;if ey;ypzf;fj;ijf; fl;bnaOg;g newpfis mKy;gLj;j Kide;Js;sJ. czu;Tg; gupkhw;wk; toptFf;Fk; vd ,itaidj;Jk; Kuz;ghLfisf; fise;J> 70% tPjkhNdhu; njuptpj;jpUf;fpd;wdu;. Gupe;Jzu;it Vw;gLj;Jk; czu;Tg; gupkhw;w Clfkhd nkhopngau;g;gpd; mtrpaj;ijNa Nkw;Fwpg;gpl;l gFg;gha;T tpdhf;nfhj;jpy; typAWj;jp epw;fpd;wd. Nfl;fg;gl;l kpfKf;fpakhd tpdhf;fis mbg;gilahff; nfhz;lit. ntt;NtW nkhopfisg; NgRk; r%fq;fspilNa xU ciuahliy Nkw;nfhs;s nkhopngau;g;G ,d;wpaikahjJ. czu;Tfisg; KbTiuAk; gupe;JiuAk; gupkhwpf; nfhs;tjpy; nkhopngau;g;G Kf;fpa gq;fhw;WfpwJ. vdNt> ,yq;ifapYk; Nkw;Fwpg;gpl;l juTfisg; gFg;gha;T nra;J ,k;nkhopngau;g;G Kaw;rpfis Nkw;nfhs;tjd; kjpg;gpl;ljpy; “Kuz;ghLfisf; fise;J> %yKk; Cf;Ftpg;gjd; %yKk; Kuz;gl;L Gupe;Jzu;it Vw;gLj;Jk; czu;Tg; gupkhw;w epw;Fk; r%fq;fspilNa xU fhj;jpukhd Clfkhd nkhopngau;g;gpd; thapyhf ciuahlYf;F topNaw;gLj;jpf; nfhLf;fyhk;. ,yq;ifapy; thOk; ,dq;fspilNa r%f muR kag;gl;l my;yJ epWtd uPjpahd ey;ypzf;fj;ijf; Vw;gLj;j KbAk;.” vd;w KbT nkhopngau;g;g Kaw;rpfs; cz;ikahd kd ngwg;gl;Ls;sJ. ,dKuz;ghl;Lf;fhd czu;Tfisg; gfpu;e;J nfhs;s cjTk;. r%f mbg;gilf;fhuzp vJthdhYk; mk;Kuz;ghL ey;ypzf;fj;ijf; fl;bnaOg;Gtjpy; fhj;jpukhd KisapNyNa fps;sp vwpag;gl;bUf;f Ntz;Lk;. nkhopngau;g;Gr; nrad;Kiw gq;fspg;Gr; Mdhy; mjw;F khw;wkhf mJ vupA+l;b nra;aKbAk;. mjw;fhd tha;g;Gf;fs; tsu;j;Jtplg;gl;Ls;sJ. mk;Kuz;ghl;bd; G+jhfhu Vw;gLj;jg;gl Ntz;Lk;. %ba miwAs;> tsu;r;rpf;F mg;ghtp ,yq;ifaupd; gytPdk; r%fkag;glhj fzthd;fspd; gpd;D}l;ly;fis (xUnkhopthjk; - A lingualism) kl;Lk; fUj;jpw; nfhs;shky; mbepiykf;fspd; gad;gLj;jg;gl;Ls;sJ. Kuz;ghl;bd; cr;rf;fl;lk; kdTzu;TfisAk; gjpT nra;J gfpu;e;Jnfhs;s gy;yhapuf;fzf;fhd capu;fisf; fhT nkhopngau;g;Gr; nrad;Kiw toptFf;Fk;. nfhz;ljd; %yk; ];jk;gpj epiyf;F te;Js;sJ. mJNt> ,d Kuz;ghLfisAk; fisa cjTk;. Kuz;ghL jPu;f;fg;gltpy;iy. Mdhy;> Kuz;ghl;bd; ntspg;ghl;lk;rkhfj; jpfo;e;j Nghu; KbTf;F te;Js;sJ. xU r%fk; ntw;wpf; fspg;gpy; ,Uf;f> ,d;ndhU r%fk; ,og;gfshy; References nehe;JNghAs;sJ. ,k;KbT Kuz;ghl;Lf;fhd VIBHASHA, 2002(March), volume- I, Issue- I, jPu;thftd;wp> xU mlf;FKiwahfNt Colombo-Sri Lanka: Centre for Policy mike;jik Nehf;fj;jf;;fJ. Alternatives. cz;ikapy; vtUNk Kuz;ghL For a Trilingual Sri Lanka, (2012)- insights from the jPu;e;Jtpl;ljhff; fUjtpy;iy. muR$l mjd; Socio-Linguistic Survey of Sri Lanka: 2010 - vjpupfis mlf;fptpl;ljhff; fUJfpwNjjtpu Presidential Secretariat: Colombo-Sri Lanka. Kuz;ghLfs; fisag;gltpy;iy vd;gjpy; cWjpahf ,Uf;fpwJ. mjdhy; Kuz;ghl;Lf;fhd mbg;gilf; fhuzpfisj; NjLtjpYk; Kidg;Gf;fhl;b tUfpwJ. r%fq;fspilNa Gupe;Jzu;tpy; cs;s FiwghLk; fhj;jpukhd xU ciuahlypd;ikANk Kuz;ghl;Lf;fhd [35] Koshala Siriwardhana(1) and Iromi Weerakoon(2) Motivation of Second Language Learners with Particular Reference to Undergraduates of Sabaragamuwa University of Sri Lanka and Uva Wellassa University of Sri Lanka (1) Faculty of Management, Uva Wellassa University, Badulla, Sri Lanka. (2) Department of English Language Teaching, Sabaragamuwa University of Sri Lanka, Belihuloya, Sri Lanka. (email: [email protected]) Abstract: Since motivation is an inevitable key to perform in English and as a result acquiring a succeed in second language learning, this study aimed prestigious occupation becomes a dream to them. This to investigate the motivation and the motivation situation is also common to some of the graduates who orientation levels of the undergraduates in pass out from the university system and lack of Sabaragamuwa University (SUSL) and Uva Wellassa knowledge of English becomes a hindrance to them University of Sri Lanka (UWU) towards learning when trying to climb up the social ladder. In spite of English. The study was carried out with 110 second- all the efforts taken by the government and relevant year and 69 first-year undergraduates in SUSL and authorities to improve the English language knowledge UWU respectively. Results indicated that 72% of the undergraduates, the numbers of students who undergraduates in SUSL and 100% in UWU possess get the maximum benefit of those attempts seem to be high level of motivation and high instrumental less. The informal talks with the administrators, orientation to learn English. lecturers and instructors at the universities reveal that students’ motivation should be questioned. Keywords: motivation, motivation orientation, instrumental orientation Accordingly, all lecturers and instructors believe that without motivated students in class, it is inevitable to have high failure and absenteeism rates. Their beliefs Introduction are in line with what Dörnyei (2005, 65) puts forth that It is a remarkable fact that English language has motivation “provides the primary impetus to initiate become an inevitable key to succeed in any scenario in L2 learning and later the driving force to sustain the all over the world. It is considered as a world language long and often tedious learning process”. He also mainly because the world’s knowledge is enshrined in underlines that even if a learner has the best abilities, English. However, it is observed that the competency he cannot attain long term goals without an adequate level in English of Sri Lankan students is not that amount of motivation. He further supports his claim optimistic. Further, with the first-hand experience as that neither suitable curricula nor good teaching alone university lecturers for more than 4 years, the is sufficient to guarantee that the individual will researchers can assure that in spite of the great efforts succeed. exerted in the universities to teach English as a Second Language (L2), one can hardly come across However, as language teachers, we should start undergraduates’ fluency in English. Unfortunately, thinking how we can contribute to the improvement of many undergraduates attend the English classes with a students’ motivation and enhance their language passive attitude only to pass the compulsory English achievement. As only a very few studies were examinations. Majority of the students struggle to conducted on motivation of university students in Sri [36] Koshala Siriwardhana and Iromi Weerakoon Motivation of Second Language Learners with Particular Reference to Undergraduates of Sabaragamuwa University of Sri Lanka and Uva Wellassa University of Sri Lanka Lanka, the present research attempts to identify motivation levels and motivation orientation levels of students in University of Sabaragamuwa and Uva Wellassa University towards learning English. Methodology The current study will employ a mixed method design which includes both quantitative and qualitative Figure 1: research methods. The data consist of both primary Motivation Levels of Second Year Students in SUSL towards English Language Learning and secondary ones. The primary data was collected by distributing questionnaires for 110 students in SUSL “I want to learn English to add value to my skills.” and 69 students in UWU and conducting informal “I just love the language, how it is written, read interviews with both the lecturers and students. All the and spoken.” students study English as a compulsory subject at the “I never miss my English lectures because I want above mentioned universities. Further, the study will to improve English.” be firmly based on a theoretical base using materials “I know I am very poor in English, but I like to such as internet articles, books and other sources. learn English very much.” Results and Discussion In addition, for the question “Do you like to learn English?” majority of students (67) stated their answer The study attempted to demonstrate the as “Yes, very much and only two students stated their motivation levels of the 110 participants in SUSL and answer as “To some extent”. The following graph states 69 participants in UWU. this situation. Further, most of the students had scaled “strongly agree or “agree” for the statements provided As can be seen from the Fig. 1, nearly 12 % SUSL in the five point likert scale which measured their students embodied low level of motivation, motivation level. approximately 16% students had moderate level of motivation, and about 72% students had high level of Integrative orientation of the students: motivation. Thus, it can be seen that over 70% SUSL Motivation has been identified as the learner’s students had high motivation level towards learning orientation with regard to the goal of learning a second English whereas in Uva Wellassa University all the language (Crookes & Schmidt 1991). It is thought that participants (100%) had high motivation towards students who are most successful when learning a learning English which can be considered as a positive target language are those who like the people that sign. In addition, according to the class room speak the language, admire the culture and have a observations of the present study it was found that desire to become familiar with or even integrate into students had a great interest in learning English and it the society in which the language is used (Falk 1978). was evident from their class room behavior. For example, they came with their own answers, and ideas According to the results, 64% second year along with some questions even without the teacher’s students of SUSL had high level of integrative request. Also, the following statements made by the orientation towards learning English whereas 21% of students in the interviews justify their high motivation students had moderate level. Only 15% students had towards learning English low level of integrative orientation towards learning English. [37] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka The table 1 provides evidence of SUSL students’ studying English is important to them because it will integrative orientation towards learning English. enable them to get to know various cultures and Altogether 74 % students study English because they people. Altogether 54% students agreed that studying believe it enables them to better understand and English is important to them so that they can appreciate English art and literature. As a whole 81% understand English pop music. This clearly illustrates agreed that it is important for them to know English that in almost all the cases students admire the English in order to know the life of the English-speaking life and culture and have a desire to become familiar nations. Not only the life and culture of English- with or even integrate into the society of the English- speaking nations but 73% students mentioned that speaking nations. Table 1: Integrative orientation of SUSL students‐Attitudes towards the target culture Table 2: Integrative orientation of SUSL students‐Attitudes towards the target community [38] Koshala Siriwardhana and Iromi Weerakoon Motivation of Second Language Learners with Particular Reference to Undergraduates of Sabaragamuwa University of Sri Lanka and Uva Wellassa University of Sri Lanka interviews held with students they revealed that whenever they meet a foreigner in a bus they like to talk with them and mentioned that these foreigners are very friendly in conversations. Figure 2: Response of UWU students for the statement: “I like English culture and its native speakers” Figure 3: The Fig. 2 depicts the UWU students’ preference Response for Statement: “I like to speak with foreigners in English” for English culture and its native speakers. It demonstrates that majority of students (26 students, 37.7%) doesn’t have a clear idea about English culture Instrumental orientation of the students: and their preference is almost neutral. Only 6 (8.7%) Instrumental orientation is characterized by the desire students strongly agreed that they like English culture to obtain something practical or concrete from the and its native speakers while 3 students strongly study of a second language (Hudson 2000). According disagreed with this preference for English culture and to the results obtained, only 10% SUSL students had native speakers. Hence, the study findings illustrated low level of instrumental orientation while 77% that majority of the students have a neutral feeling students had high level of instrumental orientation towards English culture and native speakers. Further towards learning English. However, about 13% some students have a positive attitude towards the students had moderate level orientation. target culture and speakers while some strongly disagreed with it. In addition in the interviews held with students it was proved that they don’t have a clear idea about English culture and speakers. The table 2 indicates SUSL students’ attitudes towards the target community. Almost 67% students mentioned that the British people are open-minded and modern while only 13% mentioned that they disagree with the statement. Also, 50% students agree that the Americans are sociable and hospitable whereas another 50% students agreed with the statement, “The more I learn about the British, the more I like them”. As a whole, 41% students also believed that the British Figure 4: and Americans are kind, friendly and cheerful. This Instrumental orientation of second year students in depicts the students’ attitudes towards target SUSL on “Studying English can be important for me community which is very clear to be a positive one because I may need it later (e.g., for job, studies)” which in turn justify their integrative orientation. The Fig. 4 illustrates that 59 students strongly Similarly, in UWU except few students nearly agreed that studying English can be important for 55 students strongly agreed or agreed that they like to them because they may need it later (e.g., for job, speak in English with foreigners. Further, in the studies). Another 27 students also agreed with the [39] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka statement. Thus almost 86 (76%) students were aware of the fact that English is needed if they are to survive in the job market and also if they wish to pursue higher education then a good knowledge of English is indispensable. This awareness itself is a positive picture from which we can understand that the students know the economic and practical advantages of learning English. Hence, they are instrumentally motivated to learn English. This statement is based on SUSL students’ interest in English films, videos, TV or radio. According to the Fig. 5, altogether 78% students had positive attitudes and were interested in such entertainment items. About 8% students mentioned that they were not interested in them while 15% students were neutral on this statement. Figure 5: Instrumental orientation of second year students The responses of the UWU students for the of FSSL in SUSL on “Studying English is important statement “I am interested in English movies, songs to me so that I can understand English‐speaking etc.” proves, altogether 42 (60.9%) students had films, videos, TV or radio” positive attitudes and that they are interested in such entertainment items. Only 2 students were not Hence, as far as students’ motivation orientations interested in them at all and 19 (27.5%) students had were concerned, the analysis illustrated that most of a neutral attitude on this statement. Hence, from the the students had high levels of instrumental present study it was found out that majority of students orientation rather than integrative orientation. In have a favorable attitude towards English movies and addition, in foreign language settings, it is not possible songs and they stated that they enjoy them. In the to expect that integrative orientation leads to better interviews, they mentioned that English movies are language attainment (Ehrman, et al : 2003). Dörnyei really interesting and creative. (1990, 1994a) also comments that “affective predispositions toward the target language community Thus it is evident that most of the students in are unlikely to explain a great proportion of the SUSL and UWU were motivated to learn English to variance in language attainment” (1990) in EFL apply for a lucrative job in the job market; to pursue situations due to the fact that students have little higher education; to get the respect from others in the contact with the target language community. Aacken society; achieve higher social status; to obtain a degree (1999) also agrees with Dörnyei (1990) that lack of a with a first class; to travel abroad; to make friends with chance to have direct interaction with the native the foreigners; to have entertainment, etc. this indicates speakers of the target language and instrumental value that majority of students in both universities are of the language for career plans contributed to all of instrumentally motivated to learn English. Hence, it the participants’ having instrumental motivations to explains that students are motivated to learn English learn Japanese. Petrides (2006) also found that the with the aim of fulfilling their personal achievements students who believed that English would be very rather than getting identified or integrated with the beneficial for their future life were more competent target culture. learners than the others. Similarly, Liu (2007) claimed that Chinese students had positive attitudes towards [40] Koshala Siriwardhana and Iromi Weerakoon Motivation of Second Language Learners with Particular Reference to Undergraduates of Sabaragamuwa University of Sri Lanka and Uva Wellassa University of Sri Lanka learning English and were highly motivated to learn formally deteriorate over time (Lamb 2007), for English. Yet, they were more instrumentally motivated teachers, it is of utmost importance to implement a than integratively. However it should be noted that wide variety of motivational strategies in order to there are also cases in which both instrumental and sustain the students’ positive attitudes, and motivation, integrative orientations can be equally influential on and even increase their motivation level. Therefore, the motivation of language learners in an EFL situation. findings of this study will enlighten the teachers of the fact that SUSL students have positive attitudes towards However, the findings of the study showed that learning English and possess high level of motivation; there are several suggestions for further research. The however, as teachers, we need to help the students to first one is that in order to be able to have results that sustain and develop the motivation. can be generalized, the number of participants should also be increased. The research analysis should also include students’ background in learning English with Acknowledgments regard to how long they have been learning English. The authors would like to thank Dr. R.C.K. Moreover, a language learner is a social being who is Hettiarachchi, and Professor Rathna Wijethunga for coming from different socio cultural and geographical their excellent guidance and suggestions to make this areas. Therefore the geographical area from where they study a success. The authors also wish to record their have come from should also be considered; whether sincere gratitude to Dr. Thilantha Dammalage for the participants are from rural or urban areas. It can helping extensively by sharing his knowledge, expertise also focus on gender differences; how male and female and wisdom whenever required. students differ in their their motivation levels and orientations. References The findings of this study may provide insights Aacken, S. V. 1999. What motivates L2 learners in into the assumption of the lecturers at SUSL and UWU acquisition of Kanji using CALL: A case study, that the students are unsuccessful and there is a high Computer Assisted Language Learning, vol.12, p level of absenteeism because they lack motivation to 113-136. learn English which turned out to have no scientific value since the findings of the present research Crookes, G & Schmidt, R W 1991. Motivation: revealed that only nearly 12 per cent of the participants Reopening the research agenda, Language embodied low level of motivation in SUSL and Learning Journal, vol.41, p 469-512. surprisingly 100 percent participants had high level motivation in UWU. Hence, considerable attention Dörnyei, Z. 1990. Conceptualizing motivation in should be paid not only for the students’ motivation foreign language learning, Language Learning but for the content of the English course, lecturers, Journal, vol.40, p 45-78. teaching methods, the materials used, etc. as well. This might suggest that there is a need for a needs analysis Dörnyei, Z. 1994a. Motivation and motivating in the which might help to identify students’ needs so that the foreign language classroom, The Modern necessary steps could be taken to remedy the situation Language Journal, vol.78, p 273-284. including material developers developing materials that can better meet the students’ needs and can Dörnyei, Z. 2005. The Psychology of the Language increase students’ attendance in the lectures and Learner, Lawrence Erlbaum Associates: London. success rates in English lessons. Kormos and Csizér (2008) claim that “teachers, materials, and activities are Ehrman, M. E, Leaver, B. L, Oxford, R L 2003. A brief instrumental in shaping attitudes to learning”. Since overview of individual differences in second students lose their motivation to learn English and language learning, , vol.31, p 313-330. their attitudes towards learning a foreign language [41] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka Falk, J. 1978. Linguistics and Language: A survey of basic concepts and implications (2nd ed.), John Wiley and Sons: New York. Hudson, G. 2000. Essential introductory linguistics, Blackwell Publishers: Oxford. Kormos, J & Csizér, K 2008. Age-related differences in the motivation of Learning English as a foreign language: attitudes, selves, and motivated learning behavior, Language Learning, vol.58, p 327-355. Lamb, M. 2007. The impact of school on EFL learning motivation: an Indonesion case study, TESOL Quarterly, vol.41, p 757-780. Liu, M. 2007. Chinese Students’ Motivation to Learn English at the Tertiary Level, Asian EFL Journal, vol.9, p126-146. Petrides, J. R. 2006. Attitudes and motivation and their impact on the performance of young English language learners, Journal of Language and Learning, vol.5, p 1-20. [42] M.A. Mohamed Rameez(1) mk;ghiu khtl;l rkaf; FOf;fSf;fpilapyhd rkhjhdj;jpw;fhd rthy;fs; (1) Dept. of Languages, South Eastern University of Sri Lanka, Oluvil, Sri Lanka. (email:[email protected]) Ma;Tr; RUf;fk:; ,yq;ifapd; epu;thf Ntz;baJ. ,yq;if xU Njrk; vd;gJ khtl;lq;fSs; mk;ghiu khtl;lNk %d;W ,q;fpUe;Jjhd; Muk;gpf;fg;gl Ntz;bajhFk;. ,dq;fSk; nrwpthf Nrh;e;J tho;fpd;w Mdhy;> ,q;fpUe;Jjhd; rkhjhdj;jpw;fhd xd;whFk;. ,q;F tho;fpd;w kf;fspilNa cs;s rthy;fSk; Kd;itf;fg;gLfpwJ vd;gJ kpf r%f> murpay;> nghUshjhu cwTfisf; Kf;fpakhd mk;rkhFk;. fz;Lnfhs;tJk; mt;TwT epiyapy; Vw;gl;l Kuz;ghLfis ,zq;fhz;gJNk ,f;fl;Liuapd; gpujhd Nehf;fkhFk;. NkYk; mit vt;tifr; Ma;T Kiwapay; #o;epiyfshy; Vw;gLfpd;wd vd;gjidf; ,t; Ma;T gz;Grhu; jfty;fis fz;lwptNjhL mr;#o;epiyfspypUe;J mbg;gilahff; nfhz;lit. tptuz hPjpapyhd tpLgLtjw;fhd topKiwfis gpNuupj;jYk; KiwapNy ,t; Ma;T mike;Js;sJ. ,t;tha;Tf; fl;Liuapd; Jiz Nehf;fq;fshFk;. ,uz;lhk;epiyj; juTfNs ,t; Ma;tpy; nghpJk; gz;Grhh; Kiwapid mbg;gilahff; nfhz;l gad;gLg;gl;Ls;sd. Tuyhw;Wf; Fwpg;Gf;fs;> ,f;fl;Liu mk;ghiu khtl;lj;jpd; jdpj;Jtj;ij E}y;fs;> rQ;rpiffs;> mwpf;iffs;> gj;jphpiffs;> gpujpgypg;gNjhL r%fg; gy;tifik> tu;j;jf nra;jpfs; Kjyhdtw;wpd; %ykhf ngwg;gl;l cwTfs;> ,dKuz;ghl;Lr; #o;epiy> murpay; juTfisf; nfhz;L ,f;fl;Liu cwT> Mopg;Nguiy epidT> rka Kuz; epWtg;gl;Ls;sJ. Kjyhd mk;rq;fis tpgupg;gNjhL ,t;tq;fq;fspD}Nl rkhjhdj;jpw;F Vw;gl;bUf;fpw rthy;fisAk; Nfhbl;Lf;fhl;Lfpd;wJ. gFg;gha;Tk; KbTfSk; mt;tg;gpupTfspy; mr;rthy;fis ntd;W nfhs;tjw;fhd topKiwfisAk; gpNuupf;fpd;wJ. jdpahd epu;thf khtl;lkhf mk;ghiu gpujhd nrhw;fs;: rkaf; FOf;fs;> r%f 1958,y; kl;lf;fsg;G khtl;lj;jpd; xU cwT> murpay; mjpfhuk; gFjpahf ,Ue;j mk;ghiug; gpuNjrk; jdp khtl;lkhfg; gpufldg;gLj;jg;gl;lJ. ,q;F rpq;fs> jkpo;> K];ypk; kf;fs; xd;whf mwpKfk; ,ize;J kpf ePz;l fhykhf tho;e;J tUfpd;wdu;. ,yq;ifapy; ahu; Kjy;tu; vd;W ,yq;if cyf muq;fpy; kpf Kf;fpakhd Nfl;gjid tpl> ,yq;if ahUf;Fr; xU ehlhfg; Ngrg;gLtJz;L. cyfpd; nrhu;f;fk; nrhe;jkhdJ vd;W Nfl;gij tpl> ,yq;if vd;W$l nrhy;Ythu;fs;. ,j;jidf;Fk; ,J xU kf;fs; vt;thW tho;e;J tUfpwhu;fs; vd;W kpfr; rpwpa ehL. fg;gy; Nghf;Ftuj;jpd; kpf tpdTtJ kpfg; nghUj;jkhFk;. Muk;gj;jpy; kpff; Kf;fpa Nfe;jpu epiyakhf ,yq;if Fiwe;jstpyhd kf;fs; ,d tpfpjhrhu ,Ug;gJTk; kw;nwhU Gwk; ,e;ehl;bd; moFk; guk;giyf; nfhz;bUe;j ,g;gpuNjrk; ,d;W ,tw;Wf;Ff; fhuzkhf ,Uf;fyhk;. 43.63% K];ypk;fisAk; 38.61% ,tw;Wf;fg;ghy; ,e;ehl;bd; ,dj;Jtk;rKk; ngsj;ju;fisAk; 15.81% ,e;Jf;fisAk; 1.95% ngUik Nru;f;fpd;w xU tplakhFk;. fpwp];jtu;fisAk; Kjyhd rkaf; ,t;topNajhd; mk;ghiu khtl;lKk; ,dj;Jt FOf;fisAk; nfhz;L mike;Js;sJ. vdNt> hPjpahf ,yq;iff;F ngUik Nru;f;fpwJk; fpl;lj;jl;l K];ypk;fisAk; ngsj;ju;fisAk; Kd;khjphpahdJkhd xU gpuNjrkhff; fUjg;gl ngUk;ghd;ikahff; nfhz;l ,g;gpuNjrj;jpy; [43] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka rpWghd;ikahf ,e;Jf;fSk; fpwp];jtu;fSk; ,tu;fSf;fpilapyhd frg;G czu;TfSf;F kpf Nru;e;J tho;fpd;wdu;. ,tu;fspilNa rka mbg;gilahd fhuzkhf miktJ murpay; hPjpahd xw;Wikiag; NgZtJ kpfr; rpf;fyhd hPjpahd nraw;ghLfNsahFk;. Mdhy;> kpfj; tplaky;y. Jujpu;\;ltrkhf ,d;W rka hPjpahd CLUty; ,NjNeuk; mur epu;thf Nghl;bg; guPl;ir xd;Wk; ,tu;fSf;fpilapNy epyTtJ kpff; %ykhd njupT mz;ikf;fhykhf ftiyf;fplkhd tplakhFk;. ngUk;ghd;ik r%fj;jpw;Nf Kd;Dhpik mspf;fg;gl;L tUtJk; mz;ikf;fhykhf mur cj;jpNahfq;fspy; fiuNahug; gpuNjrq;fspy; ,dKuz;ghLk; fhzpg; ngUk;ghd;ikr; r%fj;jth; epakpf;fg;gLtJk; gpur;rpidAk; ,d cwTf;Fk; rkhjhd rftho;Tf;F ngUk; rthyhfNt mike;JtUfpwJ. mk;ghiu khtl;l ,dg;gpur;rpid mk;rq;fspy; kpf Kf;fpakhd rthyhf miktJ epyk; gw;wpa gpur;rpidNaahFk;. tpfpjhrhu r%fg; gy;tifik hPjpahf ,d hPjpahd tsu;r;rp fhyj;Jf;Ff; fhyk; mjpfhpj;J te;jpUg;gij ,d tpfpjhrhuf; rka> r%f hPjpahf kf;fs; kpf fzf;nfLg;Gfspy; ,Ue;J mwpaKbfpwJ. ,e;j ePz;lfhykhf ,g;gpuNjrj;jpNy xd;Wgl;Nl epfo;Tf;Fg; nghpanjhU vjpu;g;Gf; $l tho;e;J tUfpd;wdu;. ngsj;ju;fSf;Fk; ,g;gpuNjrj;jpy; epyttpy;iy. Mdhy;> ,d;W ,d ,e;Jf;fSf;Fk; rka hPjpahd kpf neUf;fkhd hPjpahd rpe;jid kf;fsplKk; njhlu;G ,Ue;J tUfpd;wJ. Gj;jhz;bYk;> murpay;thjpfsplKk; Vw;gl;L ,J xU topghl;L epfo;r;rpfspYk; mtu;fs; ,ize;J gpur;rpidahf khwptUfpd;wJ. ntw;W epykhff; tho;e;J tUfpd;wdu;. Fwpg;ghf %d;W fple;j epyq;fs; ngUk;ghd;ik ,dj;Jf;Fr; rkaj;jtu;fspdJ topghl;blq;fSk; mk;ghiu nrhe;jkhdNghJ ve;j vjpu;g;Gk; njhptpf;fhJ> khtl;lk; vq;Fk; gue;jpUg;gJ kpf Kf;fpakhd mNjNtis rpWgd;ik ,dj;jpdUf;Fr; tplakhFk;. nrhe;jkhd epyj;jpid ngUk;ghd;ikapdh; Mf;fpukpf;f te;jNghJjhd; mjw;nfjpuhff; K];ypk;fSk; jkpou;fSk; nrwpe;J FunyOg;gj; njhlq;fpdu;. vdNt> XU tho;fpd;w fy;Kid> mf;fiug;gw;W ,dj;jpid ,d;ndhU ,dk; Mf;fpukpf;fhj gpuNjrq;fspy; ngsj;j topghl;blq;fs; #o;epiyapy; ,q;F G+uz rkhjhdk; epytp mike;jpUg;gJNghy ngsj;ju;fs; nrwpe;J te;jik Fwpg;gplj;jf;fJ. tho;fpd;w mk;ghiug; gpuNjrj;jpy; nfhz;Ltl;Lthd; tPiuabag;gh mlf;f];jyKk; jPfthgp Gdpj efu; cUthf;fpaNghJ gs;spthrYk; ,e;Jf;fspd; ghuk;ghpaf; fhzpfis ,oe;j K];ypk; kf;fSf;F khw;Wf; Nfhapy;fSk; fpwp];jt Myaq;fSk; fhzpfs; nfhLf;f Kw;gl;lNghJ gy mike;jpUg;gJ Fwpg;gplj;jf;fJ. mt;tplq;fspy; gpur;rpidfs; cUthfpd. ,t;thW K];ypk; ,tu;fspd; topghl;L epfo;Tfspy; nghpanjhU kf;fSf;fhd fhzpfs; Kuz;ghL ,Jtiu epytpajhfj; njhpatpy;iy. Mf;fpukpf;fg;gl;lNghJjhd; K];ypk; – ngsj;j kf;fSf;fpilNa fhzpg; gpur;rpidfs; cUthfj; tpahghu cwT njhlq;fpd. ,NjNghy ngsj;j – ,e;J kf;fSf;fpilNaAk; njhlu;r;rpahf epyk; gw;wpa ,NjNghy tpahghu hPjpahfTk; gpur;rpidNa ,Ue;Jte;jJ. tpLjiyg; Gypfs; K];ypk;fSf;Fk; ngsj;ju;fSf;Fkpilapy; kpf xopf;fg;gl;l gpd;du; ngsj;j – K];ypk;> ngsj;j neUf;fkhd njhlu;G ,Ue;J te;Js;sJ. – ,e;J fhzpg; gpur;rpidfs; njhlu;r;rpahf gz;lkhw;W mbg;gilapyhd tpahghuk; %d;W ,Ue;JtUfpd;wik Fwpg;gplj;jf;fJ. Fwpg;ghf r%fq;fSf;fpilapYk; ,Ue;J te;jjw;fhd nghj;Jtpy; gpuNjr nrayfg; gpuptpy; tuyhw;Wr; rhd;Wfs; gy cs. r%f mikg;gpy; fud;Nfhit> jfuhd;gil> nrq;fhkk; Kjypa epytptUfpw Fb tof;F Kiw vy;yhr; fhzpg; gpur;rpidfSk; jpUf;Nfhtpy; gpuNjrj;jpy; r%fq;fspilNaAk; njhlu;Ggl;ljhff; jhz;bab (k[Pl;Guk;) fhzpg;gpur;rpidAk; fhzg;gLfpwJ. ,t;thW %d;W ml;lhisr;Nrid gpuNjr nrayfg; gpuptpy; r%fq;fSf;fpilapyhd cwTKiw epytp tu nghd;dd;ntsp> nts;isj;Njhl;lk;> [44] M.A. Mohamed Rameez mk;ghiu khtl;l rkaf; FOf;fSf;fpilapyhd rkhjhdj;jpw;fhd rthy;fs; rk;khe;Jiug; gpuNjr nrayfg; gpuptpy; Kjyhd gpuNjrq;fspy; gadhspfSf;F mtw;iw fuq;fhtl;il fhzpg;gpur;rpidAk; rpq;fs toq;Ftjpy; muR ,d;Dk; ,Oj;jbg;Gr; K];ypk;fSf;fpilapyhd Rkhh; 5000-6000 Vf;fu; nra;fpwJ. Fwpg;ghf mf;fiug;gw;Wg; gpuNjrj;jpy; njhlh;ghd fhzpg;gpur;rpidahf ,d;Dk; cs;s Njrpa Eiur;Nrhiy tPl;Lj; jpl;lk; ePz;Lnfhz;bUf;fpwJ. ,NjNghd;W fy;Kid> gadhspfSf;fhf khj;jpukpd;wp ngUk;ghd;ik rha;e;jkUJ> fhiujPT> epe;jT+u; gpuNjr r%fj;jpdUf;fhTk; gfpug;gl Ntz;Lk; vd;w nrayfg; gpupTfspy; jkpo; K];ypk; fhuzj;jpdhy; ,d;Dk; ,Oj;jbg;Gr; nra;ag;gl;L fhzpg;gpur;rpidAk; ,d;Dk; njhlh;e;jtz;zk; J}e;JNghfpw epiyf;Fte;Js;sJ. ,JTk; ,Uf;fpwJ. ,e;jg; gpur;rpidfs; kf;fSf;fpilapNy Kuz;gl;l fUj;Jf;fisNa tpl;Lf;nfhLg;Gfs; %yKk; khw;Wj; jpl;lq;fs; Njhw;Wtpj;jpUf;fpwJ. %yKk; ,yFthf jPu;f;fg;glf;$bad. ,jw;F fhzpr;nrhe;jf;fhuh;fs;> mur mjpfhu kl;lq;fSk; murpay;thjpfSk; xd;WglNtz;ba rka Kuz; NjitAs;sJ. ,e;j Mf;fpukpg;Gr; rpe;jid kpf ePz;lfhykhf ngsj;j> ,e;J> K];ypk; xopANkahdhy; ,g;gpuNjrj;jpy; rkhjhdk; cwtpy; ghjpg;Gr; nrYj;jhj rka tplak; ePbj;jpUf;f nghpJk; tha;g;Gz;L. mz;ikf;fhykhf ,yq;if K];ypk;fspilNa ngUk; ghjpg;ig Vw;gLj;jp tUfpwJ. ,e;epiy murpay; mjpfhuk; mk;ghiu khtl;lj;jpy; jhf;fk; nrYj;Jfpd;wJ. K];ypk;fspd; czT> cil rhu;e;j mjpfhuk; gw;wpa gpur;rpidNa tplaq;fspy; nghJgyNrd vd;w rpq;fs mikg;G ,g;gpuNjrj;jpy; Kf;fpa gpur;rpidahf ,Ue;J jpl;lkpl;l eltbf;iffis Nkw;nfhz;L tUfpwJ. ngUk;ghd;ikr; r%fj;ijr; Nru;e;j tUfpwJ. ,J khj;jpukd;wp murpay; hPjpahd xUtu; murpay; epUthfg; nghWg;Gf;fis frg;Gzu;Tfis Vw;gLj;jj;jf;f fUj;Jf;fisAk; Vw;wpUf;fpwNghJ mJ rpWghd;ikr; r%fq;fisg; ntspapl;bUf;fpd;wJ. Njitf;fw;w tpjj;jpy; rka nghpJk; ghjpj;jJ. mNjNghy rpWghd;ikr; rpd;dq;fspd; nry;thf;F fiuNahug; r%fj;jpidr; Nru;e;j xUtu; murpay; gpuNjrq;fspy; CLUTtJk; nghj;Jtpy; nghWg;Gf;fis Vw;gJk; mtu;fSf;fpilNa cfe;ijf; Nfhtpy; gpuNjrj;jpy; ngsj;j tpfhiu gpur;rpidia Vw;gLj;jpaJ. Fwpg;ghf K];ypk; epu;khz Kd;ndLg;Gf;fSk; rka rftho;Tf;fhd jiyikj;Jtg; nghWg;gpUf;fpwNghJ jkpou;fs; kpfg;ngUk; mr;RWj;jiy Vw;gLj;jpAs;sik mr;rKWfpw #o;epiyia Vw;gLj;JfpwJ. Fwpg;gplj;jf;fJ. xl;Lnkhj;jkhf mk;ghiu khtl;lj;jpy; ,dg;gpur;rpid fhyj;jpy; ,e;j mjpfhu Kuz;ghL ngUk; gpur;rpidia Kd;Djhuzkpf;f cwT Vw;gLj;jpapUe;jJ. K];ypk; jdp khtl;lk;> jkpo; xl;Lnkhj;jkhf ,e;jr; #o;epiyfis NgRk; fiuNahu khtl;lk; Kjyhd khw;Wr; mtjhdpf;fpd;wNghJ murpay; hPjpahd rpe;jidfs; ,g;gpur;rpidf;F Kd;itf;fg;gl;lJ. gpur;rpidfNs my;yJ fUj;Jf;fNs mk;ghiu khtl;l rkaf; FOf;fspdpilNa epyt Ntz;ba Mopg;Nguiy rkhjhdj;jpw;Fr; rthyhf mikfpwJ. mk;ghiu khtl;lj;jpd; ,d xw;Wikf;F cjhuzkhf mk;ghiu khtl;l ,d cwTr; #o;epiyf;F miktJ njd;fpof;Fg; gy;fiyf;fofkhFk;. jhf;fj;ij Vw;gLj;jpa tifapy; Rdhkp kpf ,e;jg; gy;fiyf;fofk; xU Njrpa Kf;fpa gq;nfLf;fpwJ. Rdhkpapd; tuT ,d gy;fiyf;fofkhFk;. ,q;F rpq;fs> jkpo;> If;fpaj;ij kpfTk; tYikg;gLj;jpaNjhL ,d K];ypk; khztu;fs; fy;tp fw;W tUfpd;whu;fs;. Kuz;ghl;Lf;Fk; mJ toptFj;jJ. Rdhkp gy;fiyf;fofk; xd;wpy; fy;tp fw;fpd;w #o;epiyapy; kf;fis Mjhpg;gjpYk; khztu;fSf;F mtu;fspd; fyhrhu> rkaj; cjtpfisg; ngw;Wf;nfhs;tjpYk; %tpd Njitfis epiwNtw;Wtjw;F ,lkspf;fg;gly; kf;fSk; kpff; fhpridNahL nraw;gl;ldu;. Ntz;Lk;. gy;NtW tpku;rdq;fSf;F kj;jpapy; ePz;lfhy mbg;gilapy; Rdhkpahy; ghjpf;fg;gl;l ,q;F ,j;Njit epiwT nra;ag;gl;L kf;fSf;fhd tPl;Lj;jpl;lq;fs; khztu;fs; ,d nrs[d;aj;Jld; fy;tp fw;W cUthf;fg;gl;lNghJ kUjKid> nghj;Jtpy; tUfpd;wik Fwpg;gplj;jf;fJ. xUtuJ rka> [45] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka fyhrhu chpikfis kw;nwhUtu; kjpg;gJNt vdpDk; murpayikg;gpd; 10Mk;> 14(e)Mk; ,jw;F mbg;gilf; fhuzkhFk;. cWg;Giufspy; cj;juthjg;gLj;jg;gl;l cupikfs; rfy kjq;fSf;Fk; cupajhf;fg;gl;Ls;sJ. murpayikg;gpd; 10Mk; KbTiu cWg;Giuapd; gpufhuk; xt;nthUtUk; jj;jkJ ek;gpf;ifapidj; njupT nra;Ak; Rje;jpuk; vdNt> ,g;gpuhe;jpaj;jpy; rka cl;gl rpe;jid nra;Ak; kjr; Rje;jpuk; FOf;fspilNa rkhjhdj;ij epytr; nra;tjw;F vd;gtdtw;Wf;F cupj;jhf;fg;gl;Ls;sdu;. gu];guk; rka> r%f chpikfis kjpf;fr; murpayikg;gpd; 14( ) cWg;Giuapy; gpui[fs; nra;a Ntz;bapUf;fpwJ. khwp tUfpd;w e xd;W$Ltjw;Fk; xUq;FNru;tjw;FKs;s #o;epiy kpf Mgj;jhd vjpu;fhyj;ijNa Rl;b Rje;jpuq;fs; Fwpg;gplg;gl;Ls;sJld;> jkJ epw;gJ Fwpg;gplj;jf;fJ. ,e;epiyikiaf; kjj;jpid gpur;rhug;gLj;Jtjw;Fk; ifahs;tjw;F rka> r%fj; jiyikfs; topgLtjw;Fkhd Rje;jpuj;jpid murpayikg;G Kd;tUfpwNghJk; murpay; mjpfhuk; xd;wpd;wp cWjp nra;fpd;wJ. ,tw;wpid epiwNtw;w Kbahj #o;epiy fhzg;gLfpwJ. vdNt> murpay; mjpfhu vdNt> ,d;W ,e;ehl;by; Vw;gl;bUf;fpd;w rf;jpfspdJk; epu;thf rf;jpfspdJk; JizAlNd #o;epiyf;F murpay; mikg;G hPjpahfNt rka> r%ff; FOf;fs; cld;ghl;Lf;F tuf;$ba jPu;Tfhzf; $ba topKiw ,Uf;fpwJ. mk;ghiu epiyik cz;L. ,e;epiyikiaf; ifahs khtl;l ,df;FOf;fspilNa rkhjhdj;ij ,r;rf;jpfs; Kd;tuNtz;Lk;. epytr; nra;tjw;Fk; fhzp> mgptpUj;jp> njhopy;tha;g;G> fy;tp Kjyhd ,yq;ifapy; rka Rje;jpuk; fle;j gy gpur;rpidfSf;Fj; jPu;T fhzTk; murpay;> E}w;whz;Lfshf RKfkhd epiyapNy ,Ue;J mjpfhu rf;jpfNs rthyhf mikfpwJ. ,t;tpU te;jpUf;fpwJ. topghl;bd;NghJ rf;jpfspdJ MjuTld;jhd; rka nfhz;lhl;lq;fspd;Nghnjy;yhk; xU rkaj;jpid FOf;fspilNaAk; r%f FOf;fspilNaAk; kw;nwhU rkaj;jpdu; mDrhpj;Nj rkhjhdj;ij epytr; nra;a KbAk;. te;jpUf;fpd;wdu;. Fwpg;ghf K];ypk;fisg; nghWj;jtiuapy; Nehd;Gfhy tpLjiy> co;fpahf; flik epiwNtw;wk;> ,j;jh tpLKiw crhj;Jizfs; Kjyhdtw;wpnyy;yhk; rpwg;G mDkjp ,e;ehl;L K];ypk;fSf;Ff; fpilj;Nj te;jpUf;fpwJ. K];ypk;fSk; Vida r%fj;jpdUf;Fg; ghjpg;G n[kPy;> v];.vr;.vk;. (gjpg;G) (1997). mk;ghiu Vw;gLj;jhj tifapy; ,tw;wpidg; gpd;ggw;wpNa khtll; K];ypk;fs;> K];ypk; rka> fyhrhu te;jpUf;fpd;wdu;. Mdhy;> jpBnud;W mYty;fs; jpizf;fsk;> nfhOk;G. Kisj;jpUf;fpd;w ‘,J xU ngsj;j ehL’ vd;w Nfh\k; ‘ehk; ,yq;ifau;’ vd;w Nfhl;ghl;il ,yq;if [dehaf Nrhrypr Fbaurpd; murpay; jsu;j;jNt nra;Ak;. jpl;lk; - 1978> murhq;f ntspaPl;Lj; jpizf;fsk;. ,yq;if ,yq;ifapDila murpay; mikg;G ngsj;j rkaj;Jf;F Kd;Dhpik toq;Ffpd;w Jameel, S.H.M, Asiff Hussein, Muslim Heritage of mNjNeuk; Vida rkaq;fis kjpf;f Ntz;ba Eastern Sri Lanka, Vijitha Yapa Bookshop, Sri flg;ghl;ilAk; Fwpj;Jiuf;fpwJ: Lanka. “,yq;if FbauR ngsj;j kjj;Jf;F Kjyplk; toq;f Ntz;Lk; vd;gJld; mjidg; Ngzp tsh;j;jYk; ghJfhj;jYk; murpd; flik (,yq;if [dehaf Nrhryprf; Fbaurpd; murpay; jpl;lk;>1978).” [46] A. M. M. Navaz(1) and M. A. M. Sameem(1) Computer Assisted Language Learning: Perception and Practice of Undergraduate Students of South Eastern University of Sri Lanka (1) ELT Unit, South Eastern University of Sri Lanka, Oluvil, Sri Lanka. Abstract: Computer Assisted Language Learning integrated. The behaviouristic CALL is later known as (CALL), a concept yet to be familiarized in Sri Lanka, Structural CALL (Bax, 2003). has been introduced at the Self Access Centre of the South Eastern University of Sri Lanka by the English This paper investigates students’ perceptions and Language Teaching Unit. At the beginning a few problems with regard to the use of CALL for language standalone CDs were used and later this was shifted to learning purposes. For this study over 200 internal commercially available online learning resources. students of the South Eastern University of Sri Lanka Nevertheless, due to various reasons, the benefits of were selected and interviewed as described below. CALL have been a question. This paper analyses the perception and practice of students with regard to the use of CALL at the South Eastern University of Sri Methodology Lanka. This research adopts the epistemological position associated with the mix method (qualitative and Introduction quantitative methods) approach. The researchers hold Atkinson’s (1995:20) view that it is not wrong in Even though CALL is a new term for Sri Lankan principle to draw on different strategies methods and ESL sector, the technology has been used for over three perspective while recognizing the concerns about decades in Western contexts (Bax, 2003). The basic crossing or integrating epistemologies. In order to principle of CALL is to use computers for language make this research reliable and valid the researchers learning purposes. Nevertheless, in Sri Lanka, this field have applied mix method (Questionnaires, informal has not been established yet, despite its prominent interviews). A well structure questionnaire has been benefits for language learning. CALL materials are administrated among 212 undergraduates from all produced in greater quantities but their suitability has three faculties (FAC, FMC, FIA) at South Eastern always been a question (Levy, 1997), more than the University of Sri Lanka. A brief semi structured accessibility issues. interview guide was also prepared to conduct informal interviews / discussions among 30 undergraduates CALL programmes include software of both from all three faculties. All the collected data from the specific and generic, web based learning materials and questionnaire were processed using SPSS. The data computer mediated communication programmes (e.g. collected from the discussions were also tabulated and online chat). Warschauer (1996) identified three phases triangulated. of CALL. They are (i) Behaviouristic CALL (computer is used as a tutor); (ii) Communicative CALL (same as On the other hand, there are some limitations of the behaviouristic but students are given more choice the adopted methodology. Through self-completion with regard to the learning materials and (iii) questionnaire it may not be possible to look into the Integrative CALL (learning of different skills are research topic thoroughly, since most of the [47] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka respondent gave only brief answers to the qualitative The reason for their preference was that this questions in the questionnaires. This shortcoming material is suitable for beginner level students and they however was compensated through the informal can undertake repeated learning. discussions with the students. Every CALL software has its own advantages as well as disadvantages. The opinion of the students Findings and Discussions obtained revealed different preference patterns towards Students’ preference for CALL CALL software. Even though students whose language proficiency is lower prefer TreK, others felt that it was More than 80% of the respondents stated that not useful for them. On the other hand, these lower they prefer learning through CALL technology. Two- language proficiency students consider other CALL thirds of the students claimed that they use mobile for materials such as DynEd and English Town difficult for learning English. However, their frequency of use was them. different from everyday to once a month, while the majority use several times a week. Moreover, the findings indicate that though students have a preference to use this technology for Similarly around 200 of the respondents said that learning several other factors hamper their likeliness. they use internet for learning English and their pattern These factors include the suitability of packages, quality of usage was also similar to the use of mobile phones. of the free materials available and the suitability of Interestingly nearly half of the students use the internet commercially available materials. In addition, the facilities at home, whereas only one-fourth of them use technical aspects also affect students’ use of these the university facilities. materials such as lower connectivity, network errors, Students’ ability to handle CALL power failure, etc. Nearly 90% of the respondents stated that they Even though respondents claim that they could did not have any difficulties in using CALL technology develop their language proficiency using CALL and asserted that they have sufficient knowledge for materials, which gives them autonomy to learn the such usage. On the other hand, they prefer to use CDs language at their own pace, Bin (2004) points out that over online materials. this particular advantage of self autonomy has not been The reasons for their preference to use CDs were established yet. also found. The important reason as stated by many of them was that materials in the CDs can be used again As Kim (2009) claims digital technology has and again. The availability of network and connectivity become an integral part of the educational profession issues do not affect them. Students also feel that CDs in the 21st century. Hence, different multimedia are cheaper. applications can make a great impact on foreign language learning and therefore the CALL should be Using university CALL facilities developed further to be an integral part of a learning 80% of the respondents claimed that they have system. In addition, CALL training should focus on used the CALL facilities available at the ELT Unit of pedagogical issues more than the technical the university. Of those users more than half of them information, viz. how to surf the web (Johnson, 1999). declared that the CALL materials are very useful for A further study is needed at the South Eastern them, while the rest maintained that it is useful. Of the University of Sri Lanka to investigate how the use of three popular materials used by the ELTU, namely CALL develops students' language proficiency. DynEd, Trek and English Town, the majority favoured the TreK programme, which involves teaching basic grammar lessons as individual units. [48] A. M. M. Navaz and M. A. M. Sameem Computer Assisted Language Learning: Perception and Practice of Undergraduate Students of South Eastern University of Sri Lanka References Atkinson, P. (1995) ' Some Perils of Paradigm', Qualitative Health Research, Vol. 5 pp. 117 – 124 Bax, S. (2003), “CALL – past, present and future”, System, Vol. 31(1), pp. 13-28. Blin, F. (2004), “CALL and the development of learner autonomy: towards an activity-theoretical perspective”, ReCALL, Vol. 16(2), pp. 377-95. Johnson, M. (1999), “CALL and teacher education: Issues in course design”, CALL-EJ Online, Vol. 1(1). Kim, I. (2009), “The Relevance of Multiple Intelligences to CALL Instruction”, The Reading Matrix, Vol. 9(1), pp. 1-21. Levy, M (1997) “Computer Assisted Language Learning: Context and Conceptualisation”, Oxford University Press: Oxford. Warschauer M. and Healey D. (1998), "Computers and language learning: an overview", Language Teaching, Vol. 31, pp. 57-71. Warschauer M. (2000), "CALL for the 21st Century", IATEFL and ESADE Conference, 2 July 2000, Barcelona, Spain. Warschauer, M. (1996), “Computer assisted language learning: an introduction”, In S. Fotos (ed), Multimedia language teaching, Tokyo: Logos International, pp. 3-20. [49] S. Kuneswaran Shobasakthi’s Novels A research Nrhghrf;jpapd; ehty;fs; - Xh; Ma;T Faculty of Graduate studies, University of Jaffna, Sri Lanka. (email: [email protected]) [50] S. Kuneswaran Shobasakthi’s Novels - A research Nrhghrf;jpapd; ehty;fs; - Xh; Ma;T [51] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka [52] S. Kuneswaran Shobasakthi’s Novels - A research Nrhghrf;jpapd; ehty;fs; - Xh; Ma;T [53] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka [54] F. Sithy Rifa Mahroof (1) The Role of Assessment in the Teaching and Learning Process (1) Faculty of Islamic Studies and Arabic Language, South Eastern University of Sri Lanka, Oluvil, Sri Lanka. (email: [email protected]) Abstract: The paper examines the effectiveness of the assessment methods can be employed to measure present assessment practice in higher educational knowledge, skills, attitudes and beliefs. institutes. This study was done using qualitative research methodology. Assessment plays an integral The objective of this study is to examine the role in teaching and learning. For generations, effectiveness of the present assessment practices based summative assessment has dominated most classroom on the priority given to both summative and formative assessment work where the bulk of teacher time has assessment at higher educational institutes and the been taken up with creating tests, marking and growing need to move towards assessment for grading. The results of the survey indicate that there is learning. The qualitative approach will give an in-depth a growing acceptance that Assessment for learning understanding of the role of assessment in the present (formative) can enhance the teaching and learning University System. process. This paper is organized as follows. First, the erent Keywords: Formative Assessment, Summative types of assessment methods are discussed. The Assessment, Learning, literature review of the previous research findings is discussed. Finally, the significance of Assessment for learning will be brought out to emphasise the Introduction effectiveness of this method over assessment of The Sri Lankan Higher Educational Institutes learning. have been successful in producing a population of literate individuals. However, the individuals who pass Literature Review out do not possess the desired attributes. A greater percent of the total assessment mark is assigned to Good assessment improves students’ learning and summative assessment during the course of study in helps the development of lifelong learning skills. The higher educational Institutes. Both mid semester and way we assess learning has a great impact on the final examination predominantly test knowledge. learning process. In a learner centred approach to Summative assessment is termed as assessment of teaching, assessment is considered an integral part of learning as it evaluates only the students’ performance learning and teaching in keeping line with the and does not facilitate to employ alternative methods constructive alignment theory by John Biggs. This is to assess skills and abilities. Testing knowledge alone further supported by Huba & Freed (2000) who state will no longer suffice in the outcome based education “we not only monitor learning but we promote system. It will be increasingly important for Higher learning” Educational Institutes to employ assessment strategies to guide students to apply their knowledge, skills, David Boud (1994) makes a critical comment competencies while integrating concepts and thoughts “students can escape bad teaching; they can’t avoid bad to provide progress in real life situations. Thus the assessment.” So assessment has a major influence on space for formative assessment, i.e. assessment for how the teaching is done how students learn and learning must be increased so that alternative organise their studies and how individuals progress in [55] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka their future prospects. ‘The term ‘assessment’ refers to relating to students’ learning but it is the point at which all those activities undertaken by teachers, and this information is gathered that makes it different. students themselves, which provide information to be Formative assessment focuses on how a young person is used as feedback to modify the teaching and learning learning as they undertake the task. The teacher is then activities in which they are engaged. Such assessment more able to tune into the learner’s progress, picking up only becomes ‘formative assessment’ when the on emerging understandings and difficulties. Formative evidence is actually used to adapt the teaching work to assessment provides teachers with information with meet the needs. (Black and William, 1998). As such which to modify or change the teaching and learning assessment is the process of gathering and interpreting activities in which students are engaged. evidence to make judgements about student learning. It is the crucial link between learning outcomes, The idea is further supported by other content, teaching and learning activities. researchers as well who argue it to be a process which gives a feed back about students’ learning and teachers As cited by (ARG, 2002) in Reflective teaching which in turn can be used as a tool to evaluate student and learning, edited by Dymoke and Harrison (2008) learning’ (Browns & Pendlebury, 1992) . With the assessment for learning is defined as the process of paradigm shift from teacher centred classrooms to seeking and interpreting evidence for use by learners learner centred classrooms, there is a fundamental and their teachers to decide where the learners are in change in the role and nature of assessments. As a their learning, where they need to go and how best to result, the teachers who directed the learning process get there. The purpose of assessment is to improve as transmitters of knowledge are now facilitators of learning, inform teaching, help students achieve the learning with the active participation of students in the highest standards they can and provide meaningful teaching and learning process. The basic idea is that reports on students’ achievement. However, the learner-centered instruction requires the continuous purpose of assessment of learning is summative as it is collection of student feedback on what, and how well, done at the end of a unit, course, semester or a year. they are learning. In addition, this feedback can be an indicator to the lecturer about the effectiveness of Assessment for learning is emerging as a more various teaching methods or technologies. As such, the useful tool than assessment of learning. According to feedback that is collected from assessment is mutually Earl (2003). “When they are doing assessment for beneficial. Meaningful learning does not occur simply learning, teachers collect a wide range of data so that by receiving information from someone else but rather, they can modify the instructional media for their it is what the learner does with that information that students. Assessment as learning gives more authority leads to learning. They use that information to build and responsibility of learning to students where their on existing knowledge to construct new knowledge for involvement in learning is higher than assessment for them. This suggests that we need a learner centred learning. The teachers’ involvement in this scenario is approach rather than a teacher centred approach where less significant than assessment for learning. Students the students experience discovery learning from an will be assessed by themselves in the learning process autonomous viewpoint. Under teacher centred and they will be self directed and motivated towards classrooms, teaching and assessment were two separate their own goals. entities but now it is intertwined. In the developed countries, formative assessment has come to be very According to Siobhan et al. (2005) “overtime, much concerned with the everyday ongoing process of students move forward in their learning when they can teaching and learning. It enables teachers to gather use personal knowledge to construct meaning, have information about their learner’s learning and to use skills of self monitors to realize that they don’t that information to improve the way they learn. understand something, and have always the ability to decide what to do next”. Formative assessment, like Assessment drives learning through motivation. summative assessment, is about gathering information The assessment informs the students about the real [56] F. Sithy Rifa Mahroof The Role of Assessment in the Teaching and Learning Process goal or goals. Then they have a feeling to achieve this best fostered when assessment entails a linked series of goal and likelihood of reaching them. Therefore, activities undertaken overtime” (AAHE Assessments assessment forces the students for learning on Forum, 1996 ). Continuous assessment also helps us motivation and achievements. Used with the skills, understand the conditions under which students learn assessment can motivate the unmotivated, restore the best and as such we can improve the learning desire to learn, and encourage students to keep experience to maximize learning. To improve learning, learning. Assessment methods and requirements assessments should more than measure the outcomes probably have greater influence on how and what of learning must be an evaluation of the process of students learn than any other single factor Boud, learning and the students’ experience along the way (1988) (AAHE Assessments Forum, 1996 ). As such, finding a balance between formative and summative All roundedness in knowledge, skill, attitude, assessment is essential. Making use of progressive attributes and professional competence are intended weighting, whereby largely formative assessments learning outcomes. However, converting an Intended contribute a percentage towards the final mark can Learning Outcome to a successful teaching and help to mitigate these issues and can help your students learning experience resulting in perfectly measurable appropriately focus their efforts throughout the set of such attributes of an undergraduate is not a module. straightforward activity. As stated in classroom Assessment techniques So there is a need to design teaching learning compiled by Danielle Mihram classroom assessment activities and assessments to align with Intended is formative in nature. Unlike final exams or major Learning Outcome that needs a systematic approach term papers, Classroom Assessment techniques (CAT) from the core. Intended Learning Outcome must be provide feedback on student learning while the planned at macro level to be converted to a set of teaching/learning relationship is well maintained, Its achievable learning outcome. These programmes and purpose is to improve the quality of student learning specific outcomes are the guidelines of effective and not to provide evidence for evaluating or grading teaching and learning activities and of realistic and student. It also provides feedback about the measurable assessment of the students’ final effectiveness as teachers, This is supported by the achievements. (Biggs and Collis, 1982) article written by Black & William who argue “We start from the self-evident proposition that teaching In selecting teaching/ learning Activities and and learning have to be interactive”. In other words, assessments to align with Intended Learning frequent, prompt, performer friendly feedback coupled Outcomes, there must be a systematic way of with an immediate opportunity to apply the feedback describing how a learner’s performance grows in provides the best opportunity for learning. The first complexity when mastering many tasks, particularly, step is to consider the teaching goals for a particular the set of tasks undertaken in their learning section of the course material. Then, consider what the environment. A learner centred approach allows learning objectives are for each of the goals and plan students to take more responsibility for their learning. assessment to gauge whether they have understood This in turn has implications for the way in which we and acquired a particular skill. assess learning. 2.1 The objectives of undergraduate Assessments that emphasize memorization of assessment are: information and the reliance on the conclusions of others do not encourage learners to think critically. l To check whether the required knowledge Continuous feedback is an important factor in the skills and attitudes is gathered by the promotion of learning through student and determine the level of understanding. assessments.”Improvement [in student learning ] is [57] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka l To ascertain whether the learning outcomes effective when they are done frequently and the have been achieved to apply the Knowledge, information is used to effect immediate adjustments in skills and attitude to practical contexts. the day-to-day operations of the course. Some faculty incorporate a Classroom Assessment Technique into l To improve and support the teaching and learning process using it as a feedback tool. every class session. l To compare and rank the students based on Summative Assessment the capacity tested that is uniform to all. This is generally carried out at the end of a course l To motivate students and focus their sense or project. In an educational setting, summative of achievement. assessments are typically used to assign students a course grade. This is comprehensive in nature, provides 2.2 Different Typed of Assessments accountability, and is used to check the level of learning at the end of the program. For example, after All activities teachers use to help students learn completion of program, students will have the and to monitor the student progress can be classified knowledge to pass an accreditation test, which would as follows depending on the criteria. be summative since it is based on the cumulative learning experience. In the planning stage of assessment, it is important to know the purpose for which assessment is done and design them accordingly. Summative and Conventional and Innovative assessments formative assessment are used to achieve these Conventional and innovative assessments, both objectives However, they differ mainly in terms of their of them have the same objective although their purpose, how the evidence gathered will be used and methods of assessments as well as benefits and by whom. drawbacks are different. Formative Assessment Conventional Assessments can be either formative or summative. It is mostly exam oriented. It This is generally carried out throughout a course is generally paper assessments. Apart from these, it or project. It is often done at the beginning or during becomes a hectic task for teachers to make different a program, thus providing the opportunity for types of questions. Maintaining a question bank is not immediate evidence for students learning in a an easy task as it takes place over a period of time. particular course. Class room assessment is one of the Exam papers use multiple choices, structured and essay most common formative assessment techniques. The type questions, or short answer tests. Students are purpose of this technique is to improve quality of tested individually. The test material is often isolated student learning and should not be to evaluate or from real life situations. involve grading students. Boud,(1988). Classroom Assessment Techniques are formative evaluation Students achieve success with low level of methods that serve two purposes. They can help you cognition. It becomes a stress for students and some to assess the degree to which your students understand may suffer from depression. Correction of papers is the course content and they can provide you with also time consuming. Traditional closed examination information about the effectiveness of your teaching is de-motivating for most students. They methods. Most are designed to be quick and easy to predominantly generate negative emotions. Traditional use and each classroom assessment technique provides timed examination is likely to measure a great deal different kinds of information. Formative evaluations more than just the ability to acquire and utilize provide information that can be used to improve knowledge. course content, methods of teaching, and, ultimately, student learning. Formative evaluations are most [58] F. Sithy Rifa Mahroof The Role of Assessment in the Teaching and Learning Process Innovative Assessment Informal and formal Assessments Literally defined, innovative assessment could be Assessment can be either formal or informal. any form of assessment which involves the application Formal assessment usually implicates a written of a new technique or method. With the advancement document, such as a test, quiz or paper A formal of technology, both students and teachers prefer assessment is given a numerical score or grade based innovative assessment. However, administering it is on student performance, whereas an informal not possible due to the limited resources available. assessment does not contribute to a students’ final Traditional assessment in the form of examination and grade. An informal assessment usually occurs in a coursework can be contrasted with innovative more casual manner and may include observation, assessment such as computer assisted assessment, inventories, checklists, rating scales, performance and group assessment, self assessment, peer assessment, portfolio assessments, participation, peer and self and portfolios. evaluation and discussion. Students often get more involved in innovative Internal and external Assessment assessment and think innovative assessment are Internal assessment that is set and marked by the interesting and help them to learn. Mainly, it is a institute gives students the mark and feedback genuine attempt to improve the quality of learning in regarding the assessment where as external assessment higher education. In addition, it aims to produce a is set by a governing body and marked by non biased more fertile and a rewarding learning experience for personnel. With external assessment students get the all teachers and students. In particular, the act of mark or grading but they do not know how they applying assessment criteria to their own work, and actually performed. their peer’s work can help students to achieve the associated learning outcomes. Novelty can cause Assessment for learning, assessment of anxiety, especially in the experimental stage. So learning and assessment as learning students need to be given practice and a process of Assessment for learning is diagnostic and familiarization with any new method that is formative for the purposes of greater learning implemented. achievement. It is used for ongoing planning and quality enhancement. Objective and Subjective Assessments Both summative and formative Assessment is Assessment as learning is assessment as a process often categorized as either objective or subjective. of developing and supporting students’ active Objective assessment is a form of questioning which participation in their own learning. It is ongoing and may have more than one correct answer or more than it involves self and peer assessment which provides one way of expressing the correct answer. There are students the opportunity to use the feedback to various types of objective and subjective questions. improve self learning. Objective question type includes true/false answers, multiple-choice, multiple-response and matching Assessment of learning is assessment for questions. Subjective questions include extended- purposes of providing evidence of achievement for response questions and essays. Objective assessment is reporting. It occurs at the end of year or at key stages. well suited to the increasingly popular computerized It is summative and used for grading. or online assessments format. Some have argued that the increasingly popular computerized or online assessment [59] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka Methodology being able to improve instructional methods and provide feedback to the teaching learning process The research is based on qualitative research throughout the semester. Thus formative approach using secondary data. Data was collected assessment can significantly enhance learning from observation of the researcher supported by past and attainment. The review of classroom research articles, books and handbooks of state assessment, by Black and Wiliam (1998) supports universities. the view that formative assessment does improve learning. Findings l Continuous assessment that looks at student’s overall capabilities should be used. This helps to constantly demonstrate the students’ level of l Assessment of learning and teaching can be knowledge that an exam simply cannot viewed as two complementary and overlapping accomplish. activities that aim to benefit both the quality of student learning and the quality of teaching of l Classroom assessment techniques too need to be the instructor. Assessing learning alone is not incorporated as it gives students opportunities to sufficient because the ultimate success of students provide feedback about their learning to the is also dependent upon their motivation and teacher. commitment to learning. Similarly, assessing only teaching behaviours and course activities is not sufficient because qualities of the instructor may l As far as student learning is concerned, the be appreciated by students but not optimally contribution of assessment of learning towards helpful to their learning and growth. As such, achieving the desired learning outcome is very assessing teaching and learning can help low when compared to assessment for learning, instructors improve and refine their teaching though it still dominates the other types in higher practices and help improve students’ learning and educational institutes. However, we cannot ignore performance. assessment of learning because it is the final measurement of students’ learning; further results l If assessment is to be used in classrooms to help of assessment of learning can be used for students learn, it must improve instruction rather restructuring of teaching and learning process of than being used only to rank students or to the next batch of students. It is still a problem to certify the end products of learning. Over the think how far the results can be adapted as the past few years, feedback to learners had been in results of summative approaches are broader and the form of marks or grades. These kinds of tests do not describe a specific area in teaching and provide little direction or advice for improvement learning in teaching and learning strategies. Typically, they don't give much indication of mastery of a l Assessment as learning is very critical in learning particular ideas or concepts because the test as there is student involvement in deeper content is generally too limited to represent the contexts. In this scenario, peer and self broad range of skills and knowledge that have assessment are very appropriate when used as been covered. In the light of the evidence assessment as learning. This approach encourages discussed by Gibbs (1989), “Assessments that reflection of students’ work and self criticism. The only focus on the end product would be important aspect is that these involve the inadequate and there must be an appropriate students in trying to apply the assessment criteria balance between Summative and formative.. for themselves and make judgments on their own work. Group presentations, poster displays, group l The key problem associated with summative project process, reports, portfolios are some areas approaches is not having room or time for in which peer and self assessment can be corrective measures. So formative assessments conducted. Thus assessment as learning can be are advantageous over summative assessment in identified as a very open approach for students to [60] F. Sithy Rifa Mahroof The Role of Assessment in the Teaching and Learning Process think, learn, assess and realize themselves in the Limitations and Directions for the learning. It can be seen that it will not only limit Future Research the learning to existing knowledge but also enhance searching of new knowledge. This paper is limited to secondary data at a broader perspective. It can be suggested to use l The ways we assess our students can really make empirical studies to identify the problems and find a difference to how students learn. Assessment is a fundamental driver of what and how students solutions to the existing system of assessment. learn. Moreover it is vital to make a bridge between the present system of assessment and References what is yet to be improved. As assessment is an integral part of learning, assessment tasks should Astin, A W & Banta, T W 1996, Principles of Good be embedded in the teaching and learning practice for Assessing Student learning, framework. Hence, there is a greater chance that American Association for Higher Education students will achieve the learning out comes and assessments Forum be enriched by the experience. Biggs, J.B collis, K.F 1982 Evaluating the Quality of Learning: The SOLO taxonomy (Structure of the Conclusion Observed Learning Outcome), New York :Academic Press. In the present system of assessment, both summative and formative practices are used. However, Biggs. J, 1999. Teaching for quality learning at formative assessments that are practiced do not meet University, Buckingham, England. the purpose it is intended as it is done with a focus on mid semester and end semester Examination. This Black, P & Wiliam, D1998, Inside the Black Box: continuum of examinations becomes de-motivating for Raising Standards Through Classroom students as they expect a variety in the process of Assessment. Phi Delta Kappan, October 1998. assessment. The study also indicates that formative [Retrieved from: assessment assesses not only knowledge (Cognitive) http://www.pdkintl.org/kappan/kbla9810.htm but also attitude (Affective) and skills (psychomotor). Boud, D, (1988). Current Issues and New Agendas on In considering the experience and observation of Workplace Learning , Adelaide : National Centre the researcher, assessment for learning (formative) is for Vocational Education Research. relatively lower than that of assessment of learning (summative) and assessment as learning is less used Brown and Pendlebury 1992, Assessing Active due to the difficulty in administering and lack of Learning, Module11, Part 1 (Sheffield: CVCP experience of both instructors and students. Unversities Staff Development and Training Unit The study reveals that the ideal way would be in Burns,T & Sinfield, S.2004. Teaching, Learning and the order: assessment as learning > assessment for Study Skills: Sage Publications learning > assessment of learning. Dymoke, P & Harrison, J 2008. Reflective teaching and As there is more emphasis on assessment of Learning: Sage publications learning in the present context, steps should be taken to give more priority to assessment for learning as Earl, L. 2003. Assessment as learning: Using Classroom there is a shift of emphasis to Assessment for learning. Assessments to maximise Student Learning. In order to keep abreast to the latest developments, it Corwin Press, Thousand Oaks. is vital to keep a better balance between summative and formative assessment. [61] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka Gibbs, G& Habeshaw, T. (1992) Preparing to teach, Bristol, UK: Technical and educational Services Huba, E and Freed, E, 2000 Learner- Centred Assessment on College Campuses :Allyn and Bacon Retrieved from: www.abacon.com Jayasinghe, U K & Jayaweera, M A (2012). Teaching Learning Assessment & Skills development in Higher Education- Concepts and application:Saraswathi publications, Sri Lanka [62] Mumtaz Begum (1) Evaluation of Blended Learning Programmes in ODL Institutions (1) School of Education, Pondicherry University, India. (email:mumtazshafi[email protected]) Abstract: Learning incessantly continues in an (digitally delivered learning) programs tended to be a individual till his last breath. Learning by formal mode, repetition or compilation of online versions of non-formal or informal or through eclectic approach classroom-based courses. The experience gained from matters a lot. This wishful learning is possible through the first-generation of e-learning, often riddled with ODL Institutions anywhere and at any time. Student long sequences of ‘page-turner’ content and point and- needs to gain learning through a blended approach click quizzes, is giving rise to the realization that a which is the combination of traditional, pre and post- single mode of instructional delivery may not provide modern and innovative techniques. The concept of sufficient choices, engagement, social contact, blended learning is rooted in the idea that learning is relevance, and context needed to facilitate successful not just a one-time event but it is a continuous process. learning and performance. Keywords: incessantly, wishful learning, eclectic In the second wave of e-learning, increasing approach, innovative techniques, blended learning. numbers of learning designers are experimenting with blended learning models that combine various delivery modes. Anecdotal evidence indicates that blended Introduction learning not only offers more choices but also is more Learning incessantly continues in an individual effective. till his last breath. It becomes meaningful when he/she derives benefits out of it. The method or modality by Review of Related Studies: which learning gets access is more important as it is on We are so early into the evolution of blended a life long continuum. Learning by formal mode, non- learning that little formal research exists on how to formal or informal or through eclectic approach construct the most effective blended program designs. matters a lot. Unless it is wishful learning and not However, research from institutions such as Stanford through compulsion from any external agency it may University and the University of Tennessee have given not leave a mark in the life of the individual. He/She us valuable insight into some of the mechanisms by needs to gain learning through a blended approach which blended learning is better than both traditional which is the combination of traditional, pre-modern, methods and individual forms of e-learning post-modern and innovative techniques. Hence, the technology alone. This research gives a confidence that investigator chose to conduct research in the area of blending not only offers the ability to be more Blended Learning. efficient in direct learning, but also more effective in distance mode learning. Background of the Study Rationale behind the Study: The first generation of e-learning or Web-based Education when looked as a service industry can learning programs focused on presenting physical be submitted for a Cost Benefit Analysis (CBA). classroom-based instructional content over the Whether education as an investment has turned out to Internet. Furthermore, first generation e-learning be an effective benefit to the individual as well as to the [63] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka society at large? This question is answered when the designers to create meaningful distributed learning technique/concept of a blended learning comes into environments. These factors comprise the Octagonal practice, be it at any level, say, primary or high school Framework. The framework has eight dimensions: or higher education levels. institutional, pedagogical, technological, interface design, evaluation, management, resource support, and Educational organizations exploring strategies for ethical. (Please refer Figure -1) Each dimension in the effective learning and performance have to consider a framework represents a category of issues that need to variety of issues to ensure effective delivery of learning be addressed. These issues help organize thinking, and and thus a high return on investment (ROI). ensure that the resulting learning program creates a meaningful learning experience. Blended Learning Programmes: Blended Learning Programs may include several forms of learning tools, such as real-time virtual/ collaboration software, self-paced Web-based courses, electronic performance support systems (EPSS) embedded within the job-task environment, and knowledge management systems. Blended Learning mixes various event-based activities, including face-to- face classrooms, live elearning, and self-paced learning. This often is a mix of traditional instructor-led training, synchronous online conferencing or training, asynchronous self-paced study, and structured on-the- job training from an experienced mentor of a study centre or learning centre. Figure 1: Khan’s Octagonal Framework This is an attempt to study the Blended Learning Practices (BLP) of certain distance mode learning Institutional Dimension: organizations in the present scenario of learning world. The Institutional dimension addresses issues Dimensions of the Blend: concerning institutional, administrative, academic affairs, and student services. Personnel involved in the The original use of the phrase “blended learning” planning of a learning program could ask questions was often associated with simply linking traditional related to the preparedness of the institution, classroom training to e-learning activities, such as availability of content and infrastructure, and learners’ asynchronous work (typically accessed by learners needs. Can the institution manage offering each outside the class at their own time and pace). However, student the learning delivery mode independently as the term has evolved to encompass a much richer set well as in a blended program? Has the needs analysis of learning strategies or “dimensions.” Today a blended been performed in order to understand all learners’ learning program may combine one or more of the needs? following dimensions, although many of these have over-lapping attributes. Pedagogical Dimension: The Pedagogical dimension is concerned with the Khan’s Octagonal Framework combination of content that has to be delivered A variety of factors are required to be addressed (content analysis), the learner needs (audience to create a meaningful learning environment. Many of analysis), and learning objectives (goal analysis). The these factors are interrelated and interdependent. A pedagogical dimension also encompasses the design systemic understanding of these factors can enable and strategy aspect of e-learning. [64] Mumtaz Begum Evaluation of Blended Learning Programmes in ODL Institutions This dimension addresses a scenario where all program, the appropriate evaluation method should be learning goals in a given program are listed and then used for each delivery type. the most appropriate delivery method is chosen. Management Dimension: Technological Dimension: The Management dimension deals with issues Once we have identified the delivery methods related to the management of a blended learning that are going to be a part of the blend, the Technology program, such as infrastructure and logistics to issues need to be addressed. Issues include creating a manage multiple delivery types. Delivering a blended learning environment and the tools to deliver the learning program is more work than delivering the learning program. This dimension addresses the need entire course in one delivery type. The management for the most suitable learning management system dimension also addresses issues like registration and (LMS) that would manage multiple delivery types and notification, and scheduling of the different elements a learning content management system (LCMS) that of the blend. catalogs the actual content (online content modules) for the learning program. Resource Support Dimension: The Resource Support dimension deals with Technical requirements, such as the server that making different types of resources (offline and online) supports the learning program, access to the server, available for learners as well as organizing them. bandwidth and accessibility, security, and other Resource support could also be a counselor/tutor hardware, software, and infrastructure issues are always available in person, via e-mail, or on a chat addressed. system. Interface Design Dimension: Ethical Dimension: The Interface Design dimension addresses factors The Ethical dimension identifies the ethical issues related to the user interface of each element in the that need to be addressed when developing a blended blended learning program. One needs to ensure that learning program. Issues such as equal opportunity, the user interface supports all the elements of the cultural diversity, and nationality should be addressed. blend. The interface has to be sophisticated enough to integrate the different elements of the blend. This will Blending Offline and Online Learning: enable the learner to use each delivery type and switch At the simplest level, a blended learning between the different types. The usability of the user experience combines offline and online forms of interface will need to be analyzed. Issues like content learning where the online learning usually means “over structure, navigation, graphics, and help also can be the Internet or Intranet” and offline learning happens addressed in this dimension. For example, in a higher in a more traditional classroom setting. We assume education course, students may study online and then that even the offline learning offerings are managed attend a lecture with the professor. The blended through an online learning system. An example of this learning course should allow students to assimilate type of blending may include a learning program that both the online learning and the lecture equally well. provides study materials and research resources over the Web, while providing instructor-led, classroom Evaluation Dimension: training sessions as the main medium of instruction. The Evaluation dimension is concerned with the usability of a blended learning program. The program Blending Self-Paced and Live, Collaborative should have the capability to evaluate how effective a Learning: learning program has been as well as evaluating the Self-paced learning implies solitary, on-demand performance of each learner. In a blended learning learning at a pace that is managed or controlled by the [65] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka learner. Collaborative learning, on the other hand, classroom training program limits the access to only implies a more dynamic communication among many those who can participate at a fixed time and location, learners that brings about knowledge sharing. The whereas a virtual classroom event is inclusive of remote blending of self paced and collaborative learning may audiences and, when followed up with recorded provide a new approach to learning. knowledge objects (ability to playback a recorded live event), can extend the reach to those who could not Blending Structured and Unstructured attend at a specific time. Learning: Not all forms of learning imply a premeditated, Optimizing Development Cost and Time: structured, or formal learning program with organized Combining different delivery modes has the content in specific sequence like chapters in a textbook. potential to balance out and optimize the learning In fact, most learning in the classroom occurs in an program development while managing cost and time. unstructured form via interactions, hallway A totally online, self-paced, media-rich, web-based conversations, or spontaneous. training content may be too expensive to produce (requiring multiple resources and skills), but Blending Custom Content with Off-the- combining virtual collaborative and coaching sessions Shelf Content: with simpler self-paced materials, such as generic off- Off-the-shelf content is by definition generic— the-shelf WBT, documents, case studies, recorded e- unaware of an organization’s unique context and learning events, text assignments, and PowerPoint requirements. However, generic content is much less presentations (requiring quicker turn-around time and expensive to buy and frequently has higher production lower skill to produce) may be more effective. values than custom content. Generic self-paced content can be customized today with a blend of live The population accounted for the entire gamut of experiences (classroom or online) or with content higher education learners who have registered customization. Industry standards such as SCORM themselves as students of ODL Pattern. Technical (Shareable Content Object Reference Model) open the requirements, such as the server that supports the door to increasingly flexible blending of off-the-shelf learning program, access to the server, bandwidth and and custom content, improving the user experience accessibility, security, and other hardware, software, while minimizing cost. and infrastructure issues are addressed. The Benefits of Blended Learning Objectives Programmes in ODL: Blended learning is not new. However, in the The objectives of the study are to past, blended learning was comprised of physical l provide a comprehensive view of blended classroom formats, such as lectures, labs, books, or learning and discuss possible dimensions and handouts. Today, institutions have a myriad of learning ingredients which are otherwise the learning approaches and choices. The concept of blended delivery methods of blended learning programs. learning is rooted in the idea that learning is not just a one-time event—learning is a continuous process. l contemplate a model to create the appropriate Blending provides various benefits over using any blend by ensuring that each ingredient, single learning delivery medium alone. individually and collectively, adds to a meaningful learning experience. Extending the Reach to the Unreached: l analyze the blended learning programmes for A single delivery mode inevitably limits the reach their cost effectiveness offered by distance of a learning program or critical knowledge transfer in education institutions at higher level. some form or fashion. For example, a physical [66] Mumtaz Begum Evaluation of Blended Learning Programmes in ODL Institutions Hypothesis Tools and Techniques: A well devised questionnaire was designed as a To synchronise with the objectives, the following tool to collect data from the students, coordinators, hypothesis were set: faculties and authorities from the learning centres. l The Dimensions of Blended Learning Apart from this suitable interviews were also organised Programme do not provide a comprehensive with appropriate authorities for eliciting the required learning package. information. The methodology of providing Blended Learning programmes were also ascertained and l Blended Learning Programme often effectively evaluated. Based on the need experimenting the results in a meaningful learning experience. methodology was also adopted. l Blended Learning Programme is no way cost effective. Procedure of Data Collection: The Questionnaire designed for eliciting the Research Methodology information from the Students, Coordinator, Faculty and University authorities were circulated to them for A mixed research methodology has been adopted appropriate feedback. Apart from the questionnaire for carrying out the study which has included both the investigator also interviewed each category to bring historical and experimental method. out the missing inputs required. With the support of the Research Assistant, the investigator distributed the Sample: Questionnaire and organised interviews. Out of the many higher learning organisations, four have been selected as shown in the table given Data Analysis and Interpretation below: The date collected from the students, academic coordinators, authorities from the universities, One Central University, Two State Universities professors have been tabulated in a systematic manner out of which one is exclusively an ODL and one so as to analyse the same for arriving at meaningful Deemed University managed solely by private conclusions. The summed up data were subjected to authorities. appropriate statistical techniques to draw inferences as to the validity of the hypothesis. Discussions of Results and Implications of the Study The data analysis enabled the investigator to arrive at a tangible solution to the problems presented in the Hypothesis. The first hypothesis was proved wrong as blended learning programme really enabled Table: 1 Sample Size a comprehensive learning Package. The second hypothesis was proved right as blended learning From the above Four Universities 200 students programme effectively resulted in a meaningful were selected from each and thus totally 800 students learning experience. The last hypothesis was also were covered. Likewise, Five Academicians were proved wrong as the blended learning programme is selected from each University taking the total to 20. really cost effective and it was an economically viable proposition. The random sampling method was adopted for the selection. [67] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka Conclusion Rossett, A, Douglis, F., and Frazee, R.V. (2003) Strategies for Building Blended Learning. Learning requirements and preferences of each Learning Circuits, American Society for Training learner tend to be different. Educational Institutions and Development, June Issue. must use a blend of learning approaches in their http://www.learningcircuits.org/2003/jul2003/rosse strategies to get the right content in the right format tt.htm to the right people at the right time. Blended learning combines multiple delivery media that are designed to P. Dean, M. Stahl, D. Sylwester, & J. Peat (2001) complement each other and promote learning and Effectiveness of combined delivery modalities for application oriented behavior. distance learning and resident learning, Quarterly Review of Distance Education, July/August Issue. While learning technologies and delivery media November -December 2003 Issue of Educational continue to evolve and progress, one thing is certain Technology, Volume 43, Number 6, Pages 51-54. that all distance mode organisations favour blended learning models over single delivery mode Garrison, R., Kanuka, H. and Hawes, D. Blended programmes. Learning in a Research University. Learning Commons Communities of Inquiry. References http://www.commons.ucalgary.ca/documents/Ble ndedLearning_1.pdf Bleed, R. (2001) A Hybrid Course for the New Millennium. Educause Review, January/February New South Wales Department of Education and Issue Training Web site on Blended Learning. http://www.schools.nsw,edu.au/learning/yrk12foc Young, J.R. (2002) Hybrid Teaching Seeks to End the usareas/learntech/blended Divide Between Traditional and Online Instruction. Chronicle of Higher Education, March Issue. http:// chronicle.com/free/v48 /i28/ a03301.htm Aycock, A., Garnham, C, and Kaleta, R. (2002) Lessons Learned from the Hybrid Course Project. Teaching with Technology today, v6, n6, March , Voos, R (2003). Blended Learning- What It Is and Where It Might Take Us? Sloan-CView v2 issue 1, February. [68] Eeswaranathapillai Cumaran Kaṇṇaki Vazhakkurai as a National Epic Department of Tamil, University of Jaffna, Jaffna, Sri Lanka. Abstract: ¢ attention of the Kings of Jaffna who were keen in into three different versions, such as Ka٣٣aki collecting, preserving and maintaining Tamil literary ǡ Û¢ ó worksǯ. Hence, there may be possibilities that this Lanka. Though the authors borrowed their theme from original work of these versions may have been composed Cilappatikaram, they showed their own talents or compiled by a King of Jaffna or anyone under his profoundly and compose these works to suit the legendry patronage. A.Vellupillai (1989:90) further adds: relevancies of Sri Lanka. The lucid portrayal of Sri Lankan Ǯ culture, life style, economic pattern and religious life recorded during the period of Jaffna kings. gives the status of national epic to this work. Besides, The Jaffna kings who encouraged Tamil finding unity in diversity through the worship of Ka٣٣aki literary efforts in so many directions must also plays a major role in breaking regional, racial and have taken steps to have a compilation made lingual barriers. On the whole, Ka٣٣aki Vazhakkurai is a Ǯ ǯ . great asset to the Sri Lankans as it strengthens the common peopledz concept of nationalism. Period of composition ,Keywords: Ka٣٣akiǡ Û¢atai Cilampukóǡ Though this original work is believed to have been composed during the regime of Kings of Jaffna it is difficult to determine its exact date. F.X.C Nadarajah Introduction (1970:89) believes that this work belonged to the 14th century A.D. V.C.Kandiah (1968: XLII) opines that it th ¢ belongs to a period earlier than 15 century A.D. three different versions, such as Ka٣٣aki Vazhakkurai, Considering the internal evidences in the wordings such ٣ǯ (K.V, C.K: ͟͝͞Ȍ Ǯµ# ډ٣¢ ¢Û¢ ó Ǥ Ǯ ,(ǯȋǤǡ V.K:42¢١ ¢ Ä are popular in Batticaloa, respectively. Though these three versions may be P.Poologasingam (1983:75) arrived at a conclusion that considered as three different works, there are similarities these kings referred to in the above line belonged to the th in their narration, division of chapters and diction; so period of latter part of the 14 century A.D or the early th that it is difficult to distinguish them from one another. part of the 15 century A.D, and that the author of the The similarities among these three works led the scholars original work ought to have lived in close proximity to to opine that there ought to be a common source as a this period. To assert this claim a palm frond manuscript pioneer to these versions (Veluppillai, A, 1989:87). This bearing the year 1343 was found by Arasaratnam in pioneer work may have been adapted by the copyist to Cettikkulam. According to A.Veluppillai (1989:90) the suit their respective claims and needs, along with their year referred to in the manuscript, when considered as th necessity and creative ability. P.Poologasingam (1983:72) Saga era, it belongs to the 15 century A.D, and this year comments on this as follows. were to be the Christian era, then it should belong to the 14th century A.D. Ǯ ١Ûǡ Author of this work ¢ with mutations as per the regional, chronological and the artistic nimbleness and the whims and ǤǤȋͥ͢͝͞ǣ ȌǡÛ¢ǡ ¢ µٷٷǤǯ while quoting the tradition that Ve (teacher) was the author of this work during the By perusing these versions they are amply rich in Portuguese era (17th century A.D), says further that folk literary aspects in their narration, diction, and according to the internal evidences from the very work ¢ ١µǡ µ Ûǡ Ä¢ composition. The story of these three works ought to have been very familiar with the common folks in the Pa٣ikkan, as the names and attributes of the author. V.C form of folklore, before it was compiled as an original Kandiah (1968: XLIX- Ȍǡ Äǡ literary work. A.Vellupillai opines thus: Ǯa narration µÛ#Û ١µ¢popular among the common folks may have attracted the ǡ [69] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka name of the author. F.X.C Nadarajah (1970:59) made a Û ikal tries to find unity in diversity comparative study of these three works and arrived at a through his epic. ¢ µ ǡ Ä ii. The story related in CilappatikƗram belongs to ǡ Tamil Nadu; it is not burrowed or adapted from¢Ci١ have had all the above appellations. Sanskrit works or any other sources. Though scholars have different opinions about the source Thus, it is difficult to establish the actual name of of Cilappatikaram, they unanimously confess the author through available internal sources. But one that the source is certainly originated with in could strongly assert that this original work belonged to Tamil Nadu. # Jaffna or a poet patronized by him, is the author of this iii. The author of Cilappatikaram records the art, work. The blunder made by someone who copied the religious beliefs, customs, habits, social original manuscripts has caused this confusion about the structures of Tamils as far as possible in his work. name of the author. S.Sivalingarajah (2001:48) has made Hence this epic seems to be a vital record of the following comment: Tamil culture. The prudent cultural and social Ǯ descriptions of all major regions of Tamil Nadu the written form, those who had this work in are believed to be a great treasure to understand their memory may have rewritten and kept in the Tamil culture and its advance state of palm manuscript form. The persons who civilization. rewritten this may have interpolated his name as the writer. Such matters too may have caused the The epic Kaaki Vazhakkurai and its other versions ǯǤ secure the dignity to mention as national epic in Sri The epic, composed during the period of the Kings of Lanka. The followings assert the above claim. Jaffna, may have lost its fervour due to the social and i. Kaaki Vazhakkurai tries to associate story of .cultural evolutions in the peninsula, but retained its Ka٣٣aki with Sri Lanka importance and splendour in the Vanni and Batticaloa ii. It unifies the whole island through the worship .regions with textual variations. of Ka٣٣aki iii. It excels the beauty, glory and prosperity of the National Epic island. iv. It records the art, customs, beliefs, habits, The epic which has the sense of nationalism in its economic patterns, religious activities and social each and every aspect may have called as national epic. structure of Sri Lankans. Ǯǯ Associate the story of Ka aki with Sri Lanka ٣٣ sense. It means the feelings of love and pride towards ǯ ǯ better than any others. Hence the expression of the Though Ka٣٣aki Vazhakkurai and its other feelings of love, affection, pride, reverence and respect versions are the adaptation of the story of towards own country brings nationalistic features in an ¢ǡ epic. originality in many occasions and to associate the story with Sri Lanka. Certain pieces of stories and descriptions The epic CilappatikƗram has the state of national epic are newly interpolated by the author of Ka٣٣aki in Tamil Nadu. The following reasons are put forwarded ¢Ǥ to assert the above claim. followings are could be pointed out in this connection. i. CilappatikƗram links all the regions of Tamil Nadu i. The stories about the birth of Ka٣٣aki despite their political, geographical, economical ii. The detail description of Ka٣٣ǯ and cultural differences. Then the Tamil Nadu iii. Ä¢ ¢ Ȃ was divided into three major political Kingdoms gem Û¢ǡ¢ µ¢Ǥ iv. The legend of Ve iyaracan Each Kingdom was under the rule of a separate v. Pacify the wrath of Ka٣٣aki by performing sacred King and had distinct culture, economic and ablution. Ǥ ¢ extends its plot to all the three Kingdoms. Each version is coined up itself with different Ka٣٣aki, the protagonist of this epic born and stories set around the birth of Ka٣٣aki as per the bred in Cola Nadu, then she resolved to move to background of religious beliefs and folk traditions of ¢ ¢Û particular regions in which they are composed. These order to earn a living and she became a deity in stories are set so as to deify Ka٣٣aki as an incarnation of µ ¢Ǥ ure of a goddess or the embodiment of the same. ǡ ¢e story of Ka٣٣aki with the ¢ [70] Eeswaranathapillai Cumaran Kaṇṇaki Vazhakkurai as a National Epic iyaracan and intention of lauding her chastity, but Ka٣٣aki Ä¢ Vazhakkurai and other versions give more prominence to brought him to Tamil Nadu as a captive; later he was ¢¢Ǥ the deification of Ka٣٣aki throughout. This characteristic Û¢ hymns, adoring Ka٣٣aki as a goddess. Lengthy description of Ka٣٣ǯ distinguished feature in Ka٣٣aki Vazhakkurai and the ,The Story of Ka٣٣aki is briefly related in other versions. Verses praising the divine qualities ٣٣aki beauty and grace of Ka٣٣aki are included in this lengthy Ǥ¢ Û description. Prevention of sexual relations between Û ٣٣aki Ka٣٣ scene in Madurai (VazhakkƗ ¢ȌǤ Vazhakkurai and its other versions elaborate this story and some sort of stories like that are not find in ing the wrath of Kaaki (Kulirci from the birth of Ka٣٣aki. Five cantos namely Varamperu ¢Ǥ attached in these versions. Annually ٣٣ukku ¢Ȍ ǡ ¢ǡ Û ¢ǡ¢ ¢ ¢ ¢ these versions. Besides, certain changes and additions are temples of Ka٣٣aki during the Pongal celebrations to this also made by the authors with the story of day. The story of Kaaki ends with Kulirc ¢ ¢Ǥpieces ¢ these versions. Authors leave the story related in Vañci ¢ ¢ǡ ¢ p utta KƗn am of Cilappatikaram. ٣¢ ¢ ǡ ¢ ¢ǡ ¢ ǡ µ ¢ǡ¢ ¢ ¢ ¢ ¢ǡ p ¢ ¢, Unity in diversity # ǡ ¢ǡ p ó ǡ ñchina ǡ ¢ǡ ǡ¢ The Epic Ka٣٣aki Vazhakkurai tried to establish¢ are left in these works. The Vañchi Canto of unity in diversity through the worship of Kaaki. The Ǥ worship of Ka٣٣aki had its prominence not only among ¢ Instead they add Kulirc ¢Ǥ the Tamils but also among the Sinhalese as well. The ,١ka Halla¢ ǡ ǡ ǡ¢ importance to the supernatural act of resuscitation of ¢ǡ ¢ǡ ¢ ¢ǡ Û Ǥ ¢¢ǡ ǡ ǡ ¢ǡ legend that Ka٣٣aki appears among the young shepherds ǡ ¢µ ¢ǡ Ɨǡó PiЍǡ ÛЍǡ ¢Ѝa١ka Ä ǡٷٷat Va also included to associate the worship of Ka٣٣aki with Sri Pan i Netta Meku Upatta, A١keli Upatta, Cilampa Lanka. Kattava show that Ka٣٣aki worship has influenced among the Sinhalese as Patni worship (Pavalakanthan, M, In the same way the legends of Ve iyaracan and 2003:28-35). The Sinhalese worship Kannaki to protect Ä¢ interpolated with these them from the epidemics to this day. .versions to associate the story of Ka٣٣aki with Sri Lanka Ä¢ǡ But this Pattini deity is being adored as Ka٣٣aki Ka٣٣ǡ ¢¢ ¢ for long by the Tamils in Sri Lanka, especially in North ٣i ¢ǡ ¢ǡ and East. In this background there were many temples¢ Ceylon precincts of the Jaffna peninsula. These versions for Ka٣٣aki established in the Northern and the Eastern Ä¢ to Sri Lanka twice. His first visit regions. Even today some of these temples have their had the intention of purchasing planks and timber from prominence, patronage, traditional services, folk rituals the King who ruled the Sothern region of Sri Lanka, to and ceremonies in these regions15. Ǥ Ǯ Z ǯ these versions highly extol the prosperity and the The literary works except Ka٣٣aki Vazhakkurai importance of Eastern, Southern and Western coast of Sri and its different versions do not mention about the Ǥ Ä¢ worship of Ka٣٣aki. Perhaps, the fact, that this worship is port and directly sailed to MullaitƯvu. From MullaitƯvu he very much related with the folk traditions, may have travels along the Eastern and Western coastal areas and caused the avoidance by the other classical literatures. came to Puttalam where he met the king and received his Many folk songs and Pattatis (L{IIYB;) connected assistance. He did not dare to enter into the Northern coast of Sri Lanka because that time it was under the with the Ka٣٣aki worship, are preserved in the temples of regin of Ve iyaracan who had a strong navy regiment of Batticaloa and Vanni regions, where the annual Po١kal his own. The legends of Ve iyaracan and his brothers (nghq;fy;) celebration and other rituals are performed on Ä¢¢ and Vilankutevan are purposefully the basis of Pattatis. Reciting the epics, Ka٣٣aki interpolated in these versions to associate the story of ȋ Ȍ ó ȋȌ Ka٣٣aki with Sri Lanka. During his second visit to Sri piously and singing the folk songs are the common features of the annual festivals of Ka٣٣aki in these [71] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka regions. By perusing the above facts, it is possible to (M.A.K:49-͟͡Ȍ¢¢ȋ Ȍ ¢Ǥ surmise how far Ka٣٣aki Vazhakkurai and other versions ¢ broke down the barriers of race, region cast and language well as that of classical music has been intertwined with prevailed among Sri Lankans and the unify the people of each other. As a result, whenever the descriptions of Ceylon through the worship of Ka٣٣aki. dance are referred to in Ka٣٣aki Vazhakkurai, the author records the details of classical music there. It is very óǯ Description of Sri Lanka Ǯ٣٣ (The dance accompanied with music), mentioned in Ka٣٣aki Vazhakkurai and other versions also Ka٣٣aki Vazhakkurai (M.A.K:49), since it expresses the have the sense of elevating the pride and the beauty of Sri importance of classical music in dance. Lanka in many verses. No other Tamil literary works composed during the period of Kings of Jaffna have such The different kinds of instruments played in ǯ description about Sri Lanka. Particularly, the canto Ǯ٣٣ Ǯ ǯ is intentionally interpolated with ȋǤǤǣ͟͡ȌǤ ǮÛ¢ ǯ (M.M:116), names of ǤǮǯ was used in instruments played at a wedding are described. These ǤǮǯ is the ancient name of Ceylon; which instruments were used specially to entertain the is also affirmed by a line from Pa inapƗlai, one of the assemblage at the wedding. It is clear from these literary works of Sangam age. The act of sailing along the evidences that musical programmes were being coast of Sri Lanka is described in this canto. Many conducted as a performing art in the weddings of the valuable references such as the name and the location of wealthy and influential in the society. Names of coastal areas and the culture, religion and the custom of numerous instruments used in the stages are given in ǯȋǤǤǣͣ͠-55). Further, while people who lived in those regions are portrayed briefly. Ǯ٣٣ Trincomalee, KevuliyƗǡ E ǡ Ưvu, ǡ ¢ ǡ CallitƯivu, PƗcikku ǡ 6Ɨóǡ ǡ ǡ virtuosity of the preceptor, modesty and interest of the Kan apanam(TirukkǀȌ ǡ µǡ ǡ trainer, auspicious time to initiate the lessons, the Kolumputurai, AlukkƗǡ óǡ Kaӎutturai, scheme or syllabi of the course of music are given Uluttapallam, Colombo, Vattalai, Negombo, MƗruvi am, elaborately by the author of Ka٣٣aki Vazhakkurai Chillow, Kutiraimalai, KƗraitƯivu are some of the (M.A.K:47-55). In short, Ka٣٣aki Vazhakkurai seemed to important coastal regions mentioned in these works. ǡ Ǯ¢ǯ Besides the references about the Northern coastal regions those who like to study the tradition of classical music such as KƯrimalai, Tolpuram, NƗNatƯpa and Delft are also and the educational heritage of the same. given there. By perusing these details, it is possible to learn that the author of Kannaki Vazhakkurai is well Ka٣٣ki Vazhakkurai has recorded ample ¢ ٷٷ١µ ¢ ǡ Ǯ acquainted with the coastal regions of Sri Lanka. Ka٣٣aki Vazhakkurai also mentions of the generosity of the about the dances in the stages. The virtuosity of a dance Southern King, and the great valour of Ve iyaracan. teacher, the modesty of the disciple, the procedure of the training, the curricula and the suitable place and time to Portrayal of the Culture of Sri Lanka get the practice are given in detail there (M.A.K:59-87). ǡ ¢ Ka٣٣aki Vazhakkurai and other versions give elaborated in this work (M.A.K: 223-289). Ka٣٣ki many sporadic references about the culture, art, religion, Vazhakkurai is the only literary work that gives a detailed custom, belief, habits and social structures of Sri ¢Ǥ Lankans. Ka٣٣aki Vazhakkurai is the only epic that could be seen that there are verses in Ka٣٣ki records the culture of the Tamils precisely long after Vazhakkurai that agree with the musical rhythms CilapatikƗram. The subject matter which is taken under (IXRtBy) of ballad norms. Quoting these verses this subtitle is vast and the entire topic may not be dealt S.Sivalingarajah (2001:52) claims that there are several with in a single discourse. As such, only the matters useful evidences available in Ka٣٣aki Vazhakkurai for about the art and craft recorded in Ka٣٣aki Vazhakkurai those who wish to study the Sri Lankan folk dramatic are taken here for discussion. tradition. This is further highlighted by Pulavar A.Periyathambipillai (1968:XVII-XVIII) in his forward to ;The adeptness of the Sri Lankans in classical Ka٣٣ki Vazhakkurai music and the scholarly attainment they had in it, is The musical notes ment ¢ ¢ elaborately described in Ka٣٣aki Vazhakkurai. The Ara١µ description of the musical aspects, given in detail by the Batticaloa. The verses expounding the pomposity author of the above literature, shows that he took a keen of the dramatic characters (I}^MLXy_O) interest in documenting such matters for posterity. generally seen in Batticaloa folk dramas are often Ǥ ٣٣aki Vazhakkurai ¢ǯ ǯ¢ ٷٷ١µ ¢ [72] Eeswaranathapillai Cumaran Kaṇṇaki Vazhakkurai as a National Epic rhythms especially that belonged to the folk pertaining to astrological matters but furnish the ¢ techniques during ship building and the minute details of ,Ǥ observances also. Fitting and setting the masts of ships¢ٷٷAra١µ warming the planks to bend them, embellishing the ship Detailed description of the stage for dances is too are given in detail. These seem to have been given in K٣٣aki Vazhakkurai with astrological directions composed by well experienced master ship builders with Û¢Ǥ ues and procedures of skillfulness in this art or someone who was well versed in selecting a particular place to construct a stage and the science of ship building. theatre, setting up the pillars, planking them and other constructing techniques are elaborately described in the Conclusion above literary work (M.A.K:111-115). Apart from these, the author further relates that the stage was decorated with By perusing the above facts it is clear that different kinds of silk, precious stones, festoons, young Kaaki Vazhakkurai and the other versions, Û¢ coconuts and various paintings (M.A.K:145-151). Not only ó the stage but the entire place around the stage was also highlight them as national epics. Though the authors get decorated with festoons in fish shape (MBO^IXOH), their theme from Cilappatikaram, they showed their own Niraiku am (JY_PG), etc. talents and views amply and compose these works to suit the legendry relevancies of Sri Lanka. The portrayal of Sri Lankan culture, life style, economic pattern and religious ¢Û Ka٣٣ life indicates the intention of the authors clearly. Further, furnish much information about the jewel craft and the finding unity in diversity through the worship of Kaaki skilled artisans of this period. The marriage canto of is also worth mentioning. In short, Kaaki Vazhakkurai Ka aki Vazhakkurai describes one of the important which is a great asset to the Sri Lankans, provides and ٣٣ rituals nn Ǯ ǯǡǮ¢ǯ develops sense of nationalism in Sri Lanka. artisan of that trade. It also describes the exquisite workmanship in jewel craft of melting gold and the Abbreviations: respective tools they handle and the rituals to be followed during such occasions. Nothing is mentioned about the 1. C.K: ó working of jewellery from molten gold there. The detail of the dust to make the gold glitter, known as 2. V.K: ¢ Ǯ ǯ ȋMY}§~]LX) is also given in this 3. M.M: ¢ literary work (K.K: 16-19). While Ka٣٣aki Vazhakkurai ¢ uٷٷǡÛ¢ 4. M.A.K: ¢Ara١µ Ǥ¢Ǯ٣ elaborately the process of turning out jewellery including 5. A.P.K: ¢ ¢ :Ǥ Û¢ 6. K.V.K anklet of Ka٣٣ gives information along with Ka٣٣aki Vazhakkurai about the tools used in jewellery making and the prayers during the melting of gold etc. The turning out of anklet using Transliteration guide: the molten gold is described acutely which is a novelty in : Û¢ Ǥ 6:a 7:Ɨ 8 i 9:Ư jewellery making clearly. Further the opening of the ::u ;:nj <: e =:Ɲ aperture of the anklet with ritualistic splendour and with >:ai ?:o @:ǀ ?R:au the prayer of goldsmiths too is elaborated clearly in v;:c x;:ñ ١:Û¢ȋǤǣͣ͜͝ȌǤ t:k u t |;:n:;} ٣:y: z The art of ship building too was very popular among Sri Lankan Tamils. Detailed information related L;:p M;:m :y ƫ:r :zh :ӎ to this art is given in Ka٣٣aki Vazhakkurai. According to :l :v Û¢ n :{ ٷ: there were master ship builders for generation in the North and East of the island nation, particularly in the References littorals. These literary works further affirm that quality timber was obtained from the Southern part of the island ǡ ǤǤǡ ȋͥ͢͝͞Ȍǡ ǯ Û¢ ǡ nation (K.V.K:108). Most of the verses in the canto of ¢ǡǤ ٣٣aki Vazhakkurai, speak ¢ profusely about the techniques and the art of ship building (K.V.K:200-266). They not only give information [73] Proceedings of the Third International Symposium, SEUSL: 6-7 July 2013, Oluvil, Sri Lanka óǡȋͥͤͥ͝ȌǡȋǤȌǡǤǡ for the award of the Degree of Master of Arts in Tamil, University of Jaffna. ,ǡ ǤǤǡ ȋͥͤ͢͝Ȍǡ ǯ Ka٣٣aki Vazhakkurai ǡ¢ÄǤ Ka Ka٣٣aki Vazhakkurai, (1968), (Ed) Kandiah, V.C., Hindu Religious and Cultural Dev ǡ¢ÄǤ Û¢ ǡ ȋͥ͢͝͞Ȍǡ ȋǤȌ ǡ ǤǤǡ ¢ Press, Point Pedro. Nadarajah, F.X.C.,( 1970), E ó ¢ǡ Publications, Colombo. Pavalakanthan, M., (2003), Ma ЍMantira ó ¢ u, Regional Seminar of Second World Hindu Conference, Ma ЍǤ ,Periyathambipillai, A., (1968), Preface to Ka٣٣aki Vazhakkurai ǡ¢ÄǤ Poologasingam, P., (19ͤ͟Ȍǡ E¢ Ѝǡ # ¢ǡ Vanni Region, International Association for Tamil research Ȃ Branch of Sri Lanka, Mullaitivu. ǡ Ǥǡȋ͜͜͞͝Ȍǡ E ǡ Laxumi Book Depot, Jaffna. Veluppillai, A., (1989), A comparison of some of the Tamil Ǯ ǯ ǡ Institute of Asian Studies. [74]