Abstract:
During the past decade the numbers learning Japanese language had been
progressively increasing in Colombo and outstations. However, teacher-training
programs are hardly undertaken in Sri Lanka though 37 government funded institutions
and 24 private institutes conduct Japanese language classes. A multi-paradigmatic
approach was adopted in this study. Accordingly, 4 questionnaires were administered in
addition to collecting data through participant observation in 3 districts covering 266
learners, 134 students who had n o t chosen Japanese as an o p t i o n a l s u b j e c t , and 2 4
teachers (both Sri Lankan and the Japanese) answered questionnaires. Consequently, 6
major elements were identified for training programs. Finally, the author designed 3
types of course modules pertinent to the present situation of Sri Lankan teachers,
incorporating different goals, objectives, syllabi and curricula based on beliefs of
learners and teachers of Japanese.
