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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 15 of 15 1 English language teaching, learning and assessment in Sri Lanka: Policies and practices in the school education system Indrarathne, Bimali; Mcculloch, Sharon. - : British Council, 2022 BASE Show details 2 The effects of read-aloud assistance, vocabulary and background knowledge on comprehension of health-related texts of Sri-Lankan English as second language speakers Ratajczak, Michael; Indrarathne, Bimali; Kormos, Judit In: Journal of the European Second Language Association; Vol 5, No 1 (2021); 133–147 ; 2399-9101 (2021) BASE Show details 3 Investigating English for Academic Purposes provision in South Asian higher education: current trends and future needs Hussain, Nasreen; Mcculloch, Sharon; Abeyawickrama, Wimansha. - : British Council, 2020 BASE Show details 4 Accommodating Learners With Dyslexia in English Language Teaching in Sri Lanka : teachers' knowledge, attitudes and challenges Indrarathne, Bimali. - 2019 BASE Show details 5 The role of working memory in processing L2 input:insights from eye-tracking Indrarathne, Bimali; Kormos, Judit. - 2018 BASE Show details 6 Relationship between attentional processing and working memory:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2017 BASE Show details 7 Attentional processing of input in explicit and implicit learning conditions:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2017 BASE Show details 8 Inclusion of learners with specific learning differences in teaching English as a foreign language:A teacher training project for Sri Lanka Indrarathne, Bimali. - 2017 Abstract: In my doctoral research I studied how different types of second language grammar input are processed by learners and how their working memory capacity influences input processing. There were four different input conditions: two explicit and two implicit and 100 second language learners of English in Sri Lanka participated in this study. The study used a pre/post test design, four working memory tests and eye-tracking to collect data on how learners pay attention to the target construction. The findings highlighted that explicit input techniques are more beneficial than the implicit input techniques when acquiring novel grammatical constructions. Moreover, the results indicated that working memory capacity was very strongly related to how language learners process second language input as learners with high working memory had clear advantages in any instructional condition. These findings are directly relevant in teaching a second language to learners with dyslexia, who tend to have shorter working memory capacity and process novel language input in different ways. In this talk, I will discuss these current research findings related to dyslexia and language learning and inclusive practices that different countries have implemented to facilitate such learners in the language classroom. Further to this, I will present a teacher training project that has been designed to train English language teacher trainers in Sri Lanka on identification and inclusive practices of dyslexic learners in English classroom. The project will fund to train ca. 100 English language teacher trainers all over the country. They will be exposed to free professional development programmes and free resources as well. The project will also attempt to raise awareness among policy planners and language testing body in Sri Lanka of the importance of incorporating inclusive practices in policy/curriculum design and high-stakes exams. URL: https://eprints.lancs.ac.uk/id/eprint/88123/ BASE Hide details 9 Working Memory Capacity, Language Learning and Dyslexia:Inclusion of Dyslexic Learners in Teaching English as a Foreign Language Indrarathne, Bimali. - 2017 BASE Show details 10 How much exposure is needed for learners to pay attention?:Lessons from an eye-tracking study Indrarathne, Bimali; Ratajczak, Michael; Kormos, Judit. - 2017 BASE Show details 11 Relationship between attentional processing of input and working memory: an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2016 BASE Show details 12 Relationship between attentional processing of input and working memory: an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2016 BASE Show details 13 Attentional processing of different types of written L2 input and its relationship with learners' working memory capacity Indrarathne, Bimali. - : Lancaster University, 2016 BASE Show details 14 Attentional processing of input in different input conditions:an eye-tracking study Indrarathne, Bimali; Kormos, Judit. - 2015 BASE Show details 15 Can IELTS and the CEFR do what our can dos can do?:assessing student writing practices on Lancaster University’s EAP (Study Skills) Programme Indrarathne, Bimali; Unger, Johann; Sharkawi, T. - 2015 BASE Show details

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