The Role of German Language Education in Sri Lanka: Current Trends and Learner Motivation

Chandrawasa K.D.J., Li Chongyue and Rathnapala J.P.I.T.
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Chandrawasa K.D.J.: School of Foreign Languages/ Jiangsu University
Li Chongyue: School of Foreign Languages/ Jiangsu University
Rathnapala J.P.I.T.: School of Foreign Languages/ Jiangsu University

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 6, 3427-3434

Abstract: This study analyzes the present condition of German language education in Sri Lanka, focusing on the motivations, challenges, and experiences of learners in government universities, with special reference to University of Kelaniya and Sabaragamuwa University. The participants comprised final year students pursuing the degree in German. A qualitative research design was employed, and data were gathered through a semi-structured questionnaire. Thematic analysis was employed to discern significant patterns within student responses. The findings indicate that learner motivation is primarily extrinsic, with the majority of students motivated by objectives such as pursuing higher education in Germany, improving employment prospects, and seeking migration opportunities. Numerous learners perceive proficiency in the German language as a valuable asset for academic and professional development. A subset of participants indicated intrinsic motivations, such as personal interest in German culture, language structure, and a pursuit of intellectual enrichment. Students encounter various substantial obstacles, notwithstanding their high levels of motivation. Common challenges encompass restricted opportunities for speaking practice, insufficient access to native German speakers, and a deficiency of interactive teaching materials. Conventional instructional approaches characterized by a focus on grammar, coupled with large class sizes and obsolete infrastructure, impede language acquisition and diminish learner confidence. In response, numerous students utilize digital tools, cultural institutions, and peer-led initiatives to enhance their formal education. Participants provided various insightful recommendations for enhancing German language education. Proposed measures encompassed the reduction of class sizes, the integration of native-speaker interaction (either virtually or in-person), the enhancement of audiovisual and online learning tools, and the organization of cultural events to facilitate language immersion. This study offers practical, student-informed recommendations for educators, curriculum developers, and policymakers seeking to improve German language teaching effectiveness in Sri Lanka.

Date: 2025
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