are recent facts on teacher centred andstudent centred teaching methods on varying physiological expects most teachers do not have access to them. Genesee, F. (1994) in the study titled Teaching Contentthrough a Second Language suggested that the second language teacher need tothink and prepare the materials they will use for instruction. They learnthrough a second language and must add special criteria for selecting materialssuch as visuals, print and non-print media.
However, commercially producedmaterials target native speakers .It can be an advantage and disadvantage.Teachers must decide whether to adapt existing materials or develop their own.The developed of information technology in all curriculums studies, thereforeteacher need to try and use technology for their teaching. Lakshmi, S. Peer, J. (2009) carried out the multimodalfeatures of technology which provides a rich learning experience for thestudents in the language lessonsespecially in the second language classes where the students need effectiveteaching materials to understand the lessons/language. Language is one thattells about our experiences about the world around us and within us.
Teachingmodule is important teaching material. Chung-Chi Lin and Wei-Lung Wang, (2015)conducted an analysis on the value of teaching material. The current design ofteaching plans and activities in textbooks has some difficulties to use. Using the teaching modules teachers can gofor more activities and it is very useful for the students who workbrilliantly. The Modules can provide increased student’s interest in learningand their understanding of the relevant concepts and principles, by guidingthem to explore the theories. Further the study of Sam Mohan Lal. (2003) focuseson Language as an art and it need more artistically material. The secondlanguage teaching is much more complicated and needs more artistic trained handsas the material producers and produce language instructors.
Unless there is oneto one correspondence and coordination between the material producer,instructional material, teaching methodology coupled with the simulationsmotivation of the language students and their strategies, the language teachingtechniques and materials can never achieve the goal of fulfilling the task ofthe teacher. Agreeing with this study the Ravindran (2002) explained thesecond language teachers of Singapore previously use traditional teachingmethods and it’s not use to increase the quantity of Tamil known population.Student expects more advanced methods. Using the module teachers can easilyconnect text book with technology.Sri Lankan present president (S.
Maithripala2016) request from the Tamil experts in the Tamil language day award ceremonyspeech to make arrangements to provide and enhance the second languageabilities among student.The researcher finds less articles andresearch paper regarding this topic since Sri Lanka is going through post warand the Government and many other agencies are working in maintaining peace andreconciliation in Sri Lanka among various ethnic groups. Therefore, theGovernment of Sri Lanka asked its citizen to maintain peace and harmony byrespecting each other’s language. Hence, they also encourage researchers todevelop tools and come up with different innovative method to help studentslearn their second language in an effective manner .Therefore the researcher istrying to fill this gap through this research.From the above literature the researcherdescribed the value of learning of second language Tamil especially inmaintaining peace and harmony in the country. However, it was also found thatTamil speaking population has not increased as per the explanation of theGovernment. (Perera.
S, De silva, Rajapaksha.W,Smith.A,Chandran.N.,Medawattegedara, V., MohamedAbdullah, M.
, Premarathna, A., Yogaraja, S.J ).It also found that Poor teachingmethod lead to poor achievement among the student.The researcher also found that the teaching materials are very important to helpstudents improve their attitude and achievement in Tamil but there is nosuitable teaching material developed to help teachers improve for secondlanguage teachers in Sri Lanka. (Perera .
M,Gamage.V, Genesee. F,Lakshmi, S. Peer.J, Sam Mohan Lal).
Therefore,the researcher is trying to help teachers improve their teaching and make theirwork much easier by developing a set of modules to teach second language Tamil. Chapter3ResearchMethodologyTheresearch methodology is an approach to systematically resolve the researchproblem and work plan of research. In this chapter the researcher describesabout operational definitions of the research, design of the study, tools andstatistical technique relevant for the solution of the problems.3.
1.Statement of problemsDevelopmentof teaching modules for teachers to teach Tamil as a second language in gradesix in Sinhala medium school, Sri Lanka.3.2. Methods of studyThe present study was conducted at two levels.The first level focused on studying the grade six second language Tamil textbook in Sinhala medium school, Sri Lanka and preparing the teaching module tohelp teachers to teach the content. The module validated by the experts.
The second level thirty teachers undergoingtraining at the institute of national education Sri Lanka were trained by theteachers. The training of the teaching module to teach Tamil as second languagein grade six among Sinhala teachers evaluated.Pilot study to evaluate the introduction and utilityof the DVD was conducted Gampha in district, five teachers, four school and 206students. 3.3.Operational definitions3.
3.1. Teaching modulesTeachingmodules are usually conceptualized as self-contained”units” of content or technique. The model usuallyspecifies one period or more in the regular class timetable. The modules are most important teaching materialof teachers.Before developing teaching the modules, theresearcher must have detailed conversations with teachers and school-basedteams on the relevant subject area.
Through a process of structured analysis,outlined in this document, teachers will gain a better understanding of thelearning progression of each module, the content knowledge that studentscomprehend, and key components of the scaffolding toward standards. Thisanalysis also will ensure that teachers understand the modules deeply beforemaking adaptations. Basically, the goal of amodule is to provide the full range of information that the teachers need tosuccessfully implement a teaching method. Teaching modules are offered as”models” which have to be adapted by any given instructor who usesthem to meet the circumstances of a specific lesson. They generally includecontent or activity outlines and some bibliographic resources for people whoneed to acquire more knowledge before they try out the module.
In thispresent study the teaching module refer to the adjectives, content, learningmethods, activity and researcher designed to provide the teachers with detailedstructured analysis to the teach Tamil as second language in Sinhala mediumschool for grade six students .It comprise of Vowel, Consonant, combinedletter, Type of Nouns, Nouns, Question forms, Numbers, Singular and plural,Verbs, Tamil Festival, A StoryThe aimof this research is development of teaching modules for second language Tamilteachers. It describes the importance of speakers who speak Sinhala and Tamillanguages having learned each other’s language. There are a number of regionaland social dialects existing in both Tamil and Sinhala. This study involves themethodology of content development and modules only to develop Tamil language.
It is believed that the study of this kind would facilitate the teacher’s taskof preparing teaching materials and to identify student’s difficulties inlearning a second language. Further, it will reduce the student burden oflearning a second language through a systematic and sequential process oflearning. This research study can be a source for implementing second languageTamil at the beginner’s level. 3.3.
2Second Language Tamil Teachers in Sri LankaIn Chapter two founds more information aboutthe many regulations and circulars about second language teaching in Sri Lanka.According to them learning of the second national language was first introducedin 1999 as a compulsory subject for Grades 6 – 9. In 2001, it became an additionalsubject for the GCE OL (Grades 10 – 11). Therefore, the two languages ought tobe taught to all children in all government schools as part of the curriculum.But this is not the case because of the shortage of teachers trained to teachthe subjects. AllNational Colleges of Education (NCOE) also teach the second national languageas a compulsory component to all students-teachers, but only a very smallnumber of teachers are trained to teach it as a second language.
Training insecond national language teaching in the NCOEs began in 2006 and of the batchthat completed in 2009 and were ready to commence teaching in 2010, only 19teachers were trained to teach Tamil as a second language, and 24 teachers weretrained to teach Sinhala as a second language. There are Advanced Level qualified persons available, but they cannot berecruited as cadre positions are not available. In thepresent study, second language Tamil teachers refer to undergoing learning atthe national institute of education. (NIE)3.3.
3Sinhala Medium Schools in Sri LankaMost of the schools in SriLanka are maintained by the government as a part of the free education.Currently there are 9,994 government schools with a student population of 3.8million and 212,441 teachers, with the establishment of the provincial councilsystem in the 1980s the central government handed control of most schools tolocal governments. Medium of introduction Table 4 describe the number of schoolsaccording to educational medium.