Relevant bibliographies by topics / Thai English

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Thai English'

Author: Grafiati
Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Thai English"

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Sarmah, Priyankoo, Divya Verma Gogoi, and Caroline R. Wiltshire. "Thai English." English World-Wide 30, no. 2 (June 11, 2009): 196–217. http://dx.doi.org/10.1075/eww.30.2.05sar.

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We explore two aspects of English spoken by native speakers of Thai: rhythm and the vowel system, and compare each to the substrate language Thai, to target varieties of English, and to two New Englishes in Asia. Data was collected from a group of Thai speakers who participated in an interview in English, and who read a Thai paragraph, and English words, sentences and a paragraph. For rhythm, we measured the “Pairwise Variability Index” (nPVI, Grabe and Low 2002) and the proportion of time in an utterance devoted to vowels (%V, Ramus, Nespor and Mehler 1999) of Thai read speech, and English spontaneous and read speech. We find that the English of Thai speakers had stress-timed values of high nPVI, like Thai and British English (BrE), and low %V, like BrE but not Thai. Neither measure of rhythm resembled New Englishes’ more syllable-timed lower nPVI and high %V. The vowel system of Thai English revealed transfers of both quality and quantity from the substrate, resulting in a system distinct from British, American, and New Englishes.
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Watkhaolarm, Pimyupa. "Think in Thai, write in English: Thainess in Thai English literature." World Englishes 24, no. 2 (June 2005): 145–58. http://dx.doi.org/10.1111/j.1467-971x.2005.00399.x.

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Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.
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Srisawat, Wandee, and Ruangsin Pluempan. "English Dialogues for Thai Students." PSAKU International Journal of Interdisciplinary Research 7, no. 1 (January 1, 2018): 375–81. http://dx.doi.org/10.12778/235108618x15452373746225.

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Pingkarawat, Namtip. "Relative Clauses in Thai English." Asian Englishes 12, no. 2 (December 2009): 4–33. http://dx.doi.org/10.1080/13488678.2009.10801258.

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Kim, Sangki. "Effects of Listeners’ Communicative Experiences in Thai English on the Intelligibility of Thai English." English Teaching 72, no. 3 (September 30, 2017): 69–90. http://dx.doi.org/10.15858/engtea.72.3.201709.69.

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Winskel, Heather, Ralph Radach, and Sudaporn Luksaneeyanawin. "Eye movements when reading spaced and unspaced Thai and English: A comparison of Thai–English bilinguals and English monolinguals." Journal of Memory and Language 61, no. 3 (October 2009): 339–51. http://dx.doi.org/10.1016/j.jml.2009.07.002.

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Kannaovakun, Prathana, and Albert C. Gunther. "The Mixing of English and Thai in Thai Television Programs." MANUSYA 6, no. 2 (2003): 66–80. http://dx.doi.org/10.1163/26659077-00602003.

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This study set out to systematically observe and describe the mixing of English with Thai-based discourse, often termed code-mixing, in Thai television programs. Data came from 100 hours of programming randomly sampled from five genres of Thai television programs - Thai drama, talk or variety shows, academic or hard talk shows, game shows and sports programs.
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Makamthong, Natlada, and Vega Hesmatantya. "THAI STUDENTS' DEVIATION IN ENGLISH PRONUNCIATION." ELLTER Journal 3, no. 2 (October 31, 2022): 44–53. http://dx.doi.org/10.22236/ellter.v3i2.8972.

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When Thai students spoke English, they frequently deviated from the English consonant sounds. This aspect significantly influences the level of misunderstanding in English communication. This study aims to look at the variables that cause Thai students to deviate from English consonant sounds and the many phonological issues that cause Thai students to deviate from English sounds. The research approach employed in this study was descriptive qualitative. The participants in this study were twelve Thai students from Universitas Muhammadiyah Surabaya. The data was examined using PRAAT, which was used to record and transcribe the participants' conversations. This study demonstrates that respondents' deviation of English sounds differs significantly. Their phonological difficulty was aided by many circumstances, resulting in a variation in English consonant sounds.
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Osatananda, Varisa, and Parichart Salarat. "The tolerance of English instructors towards the Thai-accented English and grammatical errors." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 685–94. http://dx.doi.org/10.17509/ijal.v9i3.23219.

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Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant towards both grammatical errors and the foreign accent. The third hypothesis was proved correct, that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English, so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.
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Dissertations / Theses on the topic "Thai English"

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Phothongsunan, Sureepong. "Attitudes of Thai university students towards native English speaking teachers and Thai English teachers." Thesis, University of Exeter, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.414047.

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Warote, Nuntaporn. "ETRANS : an English-Thai translator /." Online version of thesis, 1991. http://hdl.handle.net/1850/11639.

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Rung-ruang, Apichai. "English loanwords in Thai and optimality theory." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1389690.

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This study focuses on English loanwords in Thai, particularly the treatment of consonants in different environments, namely onset/coda simplification, laryngeal features, medial consonants, and liquid alternation, within the framework of Optimality Theory (OT: Prince and Smolensky 1993/2004). The major objectives are: (1) to examine the way English loanwords are adapted to a new environment, (2) to investigate how conflict between faithfulness and markedness constraints is resolved and in what ways through OT grammars, and (3) finally to be a contribution to the literature of loan phonology in OT since there has not been much literature on English loanwords in Thai within the recent theoretical framework of Optimality TheoryThe data are drawn from an English-Thai dictionary (Sethaputa 1995), an on-line English-Thai dictionary, an English loanword dictionary (Komutthamwiboon 2003), and earlier studies of English loans in Thai by Udomwong (1981), Nacaskul (1989), Raksaphet (2000), and Kenstowicz and Atiwong (2004).The study has found that Thais replace unlicensed consonants with either auditory similar segments or shared natural class segments, as in /v/ in the English and [w] in word borrowing due to auditory similarity, /g/ in the English source replaced by [k] because of shared place of articulation. Vowel insertion is found if the English source begins with /sC/ as in /skaen/ scan -> [stkc cn]. Since Thai allows consonant clusters, a second segment of the clusters is always retained if it fits the Thai phonotactics, as in /gruup/ `group' -4 [kruip]. In coda, consonant clusters must be simplified. Consonant clusters in the English source are divided into five main subgroups. Sometimes Thais retain a segment adjacent to a vowel and delete the edge, as in /lcnzi lens -4 [len].However, a postvocalic lateral [1] followed by a segment are replaced by either a nasal [n] or a glide [w]. In terms of repair strategies, the lowest ranked faithfulness constraints indicate what motivates Thais to have consonant adaptation. MAX-I0, DEP-I0, IDENT-I0 (place) reveal that segmental deletion, insertion, and replacement on the place of articulation are employed to deal with marked structures, respectively. The two lines of approaches (Positional Faithfulness, Positional Markedness) have been examined with respect to segments bearing aspiration or voicing. The findings have shown that both approaches can be employed to achieve the same result. In medial consonants, ambisyllabic consonants in the English source undergo syllable adaptation and behave like geminates in word borrowings in Thai. Most cases show that ambisyllabic/geminate consonants in loanwords are unaspirated. A few cases are aspirated.The study has revealed that there is still more room for improvement in 0T. The standard OT allowing only a single output in the surface form is challenged. Some English loanwords have multiple outputs. For instance, /aesfoolt/ `asphalt' can be pronounced either [26tf6n] or [26tf6w]. Another example is the word /k h riim / `cream' can be pronounced as [k h riim], [khliim], and [khiim]. To account for these phenomena requires a sociolinguistic explanation.
Department of English
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Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.

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Kansa, Metee. "Body part-related metaphors in Thai and English." Virtual Press, 2003. http://liblink.bsu.edu/uhtbin/catkey/1259310.

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The study of body part metaphors provides a convenient way to examine human conceptual structuring because we start from what we as humans share. This study collected and compared Thai and English body part metaphors: one hundred and eighty-four English body part expressions and four hundred and eighty-eight Thai body part expressions were considered.The data are discussed in terms of the body part involved, the underlying conceptual metaphors, and syntactic and morphological form. The data show that basically, Thai and English share many conceptual metaphors, and there are a number of equivalent expressions in both languages, such as hua-hoog [head-spear] `spearhead', and waan-caj [sweet-heart] `sweetheart.' Furthermore, it was found that most body part metaphors are built on three different aspects of body parts: physical constitution, location and nature of involvement. In some contexts, more than one of these bases is involved in the same expression.Other similarities include sharing some of the same morphological and syntactic forms, using the same body parts; relative frequency of individual body parts; having completely equivalent expressions, and having pairs of opposite expressions. Differences involve having some different morphological and syntactic forms; the number of conventional body part metaphors found in translation-equivalent texts, with Thai having many more than English; a difference between the two languages in distribution across written vs. spoken texts; having similarly glossed expressions with different metaphorical meanings; level of markedness for an otherwise equivalent expression; and degree of explicitness in the components of an expression.Finally, applications of the findings to the teaching of English to Thai speakers and vice versa are discussed. I conclude that systematic attention to the bases of metaphorical expressions to facilitate learning is to follow the time-proven practice of linking the old to the new.
Department of English
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Kanchit, Tagong Brosnahan Irene. "Revising strategies of Thai students text-level changes in essays written in Thai and in English /." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9203037.

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Thesis (D.A.)--Illinois State University, 1991.
Title from title page screen, viewed December 14, 2005. Dissertation Committee: Irene Brosnahan (chair), Janice Neuleib, Glenn Grever, Richard Dammers, Sandra Metts. Includes bibliographical references (leaves 145-164) and abstract. Also available in print.
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Vacharaskunee, Sasithorn. "Target language avoidance by Thai teachers of English: Thai teachers' beliefs." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2000. https://ro.ecu.edu.au/theses/1521.

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Interactionist theories of second language acquisition (SLA) claim that both comprehensible input and modified interaction in the target language are necessary for language learning. In the foreign language context, little opportunity exists for such input simply through exposure to the target language outside the classroom. Therefore, the quantity as well as quality of input within classrooms is especially important. However in spite of this fact many non-native teachers of second language, including English as a foreign language (EFL) teachers, tend to avoid using the target language in their classrooms. This has serious pedagogic implications. Thai teachers are typical of many EFL teachers in that they appear to avoid using English in the classroom. While suggestions have been made as to why this might be the case, to date there has been no direct research to examine this issue. This study aims to investigate some of the factors that may prevent Thai teachers from using English in their classroom. In the first stage of the study, data were collected from primary and secondary Thai teachers of English in both private and public schools. The teachers were interviewed using focus group discussions which were audio-recorded. Key issues emerging from this data were used to develop a questionnaire for the second stage of the study. A representative sample of teachers was then selected from a range of schools and surveyed using this instrument. Finally, in the third stage, the results of the questionnaire were presented to the original focus groups to validate the responses and to explore possible reasons for the outcomes. The analysis of focus group interviews was based on the interview transcripts. For the questionnaire results, the data from questionnaires were analysed using Multivariate analysis (MANOV A). Findings of the primary and secondary teachers were compared, as were the private and public school teachers. In addition, post-hoc Scheffe tests (p = .05) on the univariate F-ratios were performed to determine if there were significant differences between the groups. Findings from the focus group interviews showed that the most significant influences on Thai teachers' use of English in their classes included the low proficiency level of teachers and students, teachers' language anxiety and students' objectives for studying English. The results from the questionnaires were slightly different from the focus group interviews. They indicated that exams, the curriculum focus on grammar, the low proficiency of both teachers and students, and pre-service teacher training were the major reasons for "target language avoidance". There were significant differences between the private and public school teachers. There were also significant differences in the responses of primary and secondary teachers. All teachers suggested a variety of ways they could be encouraged to use more English. Finally, this study offers suggestions for further research concerning teachers' beliefs regarding classroom language use.
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Ngenkaew, Wachuree. "Thai youth, globalisation and English language learning /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18360.pdf.

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Kitikanan, Patchanok. "L2 English fricative production by Thai learners." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3410.

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In early research on L2 (second language) phonology, researchers mainly focussed on whether L2 learners can achieve ‘target-likeness’, which relates to whether or not a sound is perceived as the intended target or whether it fits into the expected IPA category as determined by trained phonetician(s). The popular model for this focus was the contrastive analysis hypothesis (CAH) (Lado, 1957). Later research extended the focus to judgements of ‘native-likeness’, which is the extent to which the speaker’s L2 sound production has native-like qualities. Methods such as accent rating tasks and acoustic measurements have become popular over time, together with investigations of how the results correlate with external factors which are thought to influence L2 speech learning. Well-known models such as the Speech Learning Model (SLM) (Flege, 1995) and the Perceptual Assimilation Model (PAM) (Best, 1995) have been very influential in this field, but are mainly based on assumptions regarding L2 learners in a naturalistic setting. The aim of this thesis is to investigate L2 English fricative production by Thai learners of English with a combination of focus on target-likeness and native-likeness through four types of analysis: impressionistic, sound identification, accent rating, and acoustic analyses. This thesis also explores external factors which may contribute to target-likeness in L2 production which is more important than native-likeness as it helps in communication between interlocutors. The L2 fricatives are divided into those that have a counterpart in Thai (/f, s/ henceforth ‘shared’ sounds) and those that do not (/v, θ, ð, z, ʃ/, henceforth ‘non-shared’). As CAH focuses on target-likeness, it predicts that shared sounds are easy to produce; SLM, on the other hand, focuses on native-likeness and predicts that shared sounds are difficult to produce. Results from the four experiments in this study show mixed results. In terms of results from impressionistic and sound identification analyses, CAH-based hypotheses accurately predict most results, which show that shared sounds are more frequently produced in a target-like manner and more accurately identified. In terms of results from the accent rating task, SLM had to be rejected in this case, as results showed that shared fricatives were more often produced in a native-like manner, unlike non-shared fricatives. In the acoustic investigation, ii differences in the realisations of L2 shared sounds supported SLM-based hypotheses in some contexts. And although SLM-based hypotheses were disconfirmed when it came to the accent rating of L2 shared and non-shared sounds, the phonetic properties of non-shared sounds in the realisations that were deemed target-like were native-like in many contexts, suggesting some L2 attainment for non-shared sounds. Taken as a whole, these results emphasise the need to focus on both target-likeness and native-likeness in investigating L2 speech production. They also imply that L1 and L2 sound comparison is context- and task-dependent.
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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.

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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
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Books on the topic "Thai English"

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Jumsai, Manich. Manich's English-Thai and Thai-English dictionary. [Bangkok: Chalermnit, 1988.

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Thai-English/English-Thai dictionary and phrasebook. New York: Hippocrene Books, 1999.

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Thai-English/English-Thai dictionary & phrasebook. New York, NY: Hippocrene Books, 2012.

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Becker, Benjawan Poomsan. Three-way Thai-English, English-Thai pocket dictionary: With classifiers and tones for English speakers. Thailand: Paiboon Pub., 2009.

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Becker, Benjawan Poomsan. Three-way Thai-English, English-Thai pocket dictionary: With classifiers and tones for English speakers. Thailand: Paiboon Pub., 2009.

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Potchananukrom Aungkrit-Thai =: A new English-Thai dictionary. 2nd ed. Bangkok: Distributed by Ruamsarn, 1987.

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ʻĪamwō̜ramēt, Thīanchai. Potchananukrom Thai-Aungkrit =: A new Thai-English dictionary. Bangkok: Distributed by Ruamsarn, 1989.

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Tongsopit, Nit. Scholar's English-Thai dictionary. Bangkok, Thailand: Prae Pittaya, 1990.

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Modern English Thai dictionary. Krung Thēp Mahā Nakhō̜n: Thai Watthanā Phānit, 2001.

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Sethaputra, So. New model Thai-English dictionary. Krung Thēp Mahā Nakhō̜n: Thai Watthanā Phānit, 1992.

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Book chapters on the topic "Thai English"

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Trakulkasemsuk, Wannapa. "Chapter 6. Thai English." In Varieties of English Around the World, 101–12. Amsterdam: John Benjamins Publishing Company, 2012. http://dx.doi.org/10.1075/veaw.g42.10tra.

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Sarmah, Priyankoo, Divya Verma Gogoi, and Caroline R. Wiltshire. "Thai English: Rhythm and vowels." In Benjamins Current Topics, 75–96. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/bct.33.05sar.

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Lyons, Séamus. "Quality of Thai to English Machine Translation." In Knowledge Management and Acquisition for Intelligent Systems, 261–70. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42706-5_20.

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Jocuns, Andrew. "English in Thai Tourism: Global English as a Nexus of Practice." In Language and Literature in a Glocal World, 57–76. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8468-3_4.

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Iwasaki, Shoichi. "Time management formulaic expressions in English and Thai." In Typological Studies in Language, 589. Amsterdam: John Benjamins Publishing Company, 2009. http://dx.doi.org/10.1075/tsl.83.19iwa.

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Lyons, Séamus. "Challenges in Corpus Construction for Thai-English Machine Translation." In Intelligent Computing & Optimization, 449–58. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-19958-5_42.

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Ra, Jaewon Jane, and Will Baker. "Translanguaging and Language Policy in Thai Higher Education EMI Programs." In English-Medium Instruction Translanguaging Practices in Asia, 59–77. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3001-9_4.

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Charoensri, Chantanee. "Thai Daughters, English Wives: A Critical Ethnography of Transnational Lives." In Contemporary Socio-Cultural and Political Perspectives in Thailand, 299–310. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7244-1_19.

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Jaszczolt, Katarzyna M., and Jiranthara Srioutai. "Communicating about the past through modality in English and Thai." In Human Cognitive Processing, 249–78. Amsterdam: John Benjamins Publishing Company, 2011. http://dx.doi.org/10.1075/hcp.29.15jas.

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Buripakdi, Adcharawan, and Napapat Thongwichit. "Reconceptualization of English Creative Writing Instruction in Thai Higher Education." In International Perspectives on Creative Writing in Second Language Education, 65–84. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003183914-6.

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Conference papers on the topic "Thai English"

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Saengthongpattana, Kanchana, Kanyanut Kriengket, Peerachet Porkaew, and Thepchai Supnithi. "Thai-English and English-Thai Translation Performance of Transformer Machine Translation." In 2019 14th International Joint Symposium on Artificial Intelligence and Natural Language Processing (iSAI-NLP). IEEE, 2019. http://dx.doi.org/10.1109/isai-nlp48611.2019.9045174.

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Pitakpawatkul, Kitanan, Atiwong Suchato, Proadpran Punyabukkana, and Chai Wutiwiwatchai. "Thai phonetization of English words using English syllables." In 2013 10th International Conference on Electrical Engineering/Electronics, Computer, Telecommunications and Information Technology (ECTI-CON 2013). IEEE, 2013. http://dx.doi.org/10.1109/ecticon.2013.6559561.

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Khemapatapan, Chaiyaporn. "Thai-English spam SMS filtering." In 2010 16th Asia-Pacific Conference on Communications (APCC). IEEE, 2010. http://dx.doi.org/10.1109/apcc.2010.5679770.

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Thadphoothon, Janpha. "English Language Competence of Thai School Teachers." In International Conference on Economics and Management Innovations (ICEMI). Volkson Press, 2017. http://dx.doi.org/10.26480/icemi.01.2017.154.156.

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Aungsuwan, Wimonwan. "Thai identity and linguistic processes in English translated versions of Thai literary work." In 2nd Annual International Conference on Language, Literature and Linguistics (L3 2013). Global Science and Technology Forum Pte Ltd, 2013. http://dx.doi.org/10.5176/2251-3566_l313.37.

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Chitwirat, Porntip, Nuttanart Facundes, and Booncharoen Sirinaovakul. "English-Thai Machine Translation in a Lexicalist Grammar." In 2008 International Symposium on Communications and Information Technologies (ISCIT). IEEE, 2008. http://dx.doi.org/10.1109/iscit.2008.4700176.

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"Language Affecting Perception within Thai-English Bilingual Groups." In July 11-12, 2017 Bangkok (Thailand). EAP, 2017. http://dx.doi.org/10.17758/eap.ed0717034.

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Porkaew, Peerachet, Akkharawoot Takhom, and Thepchai Supnithi. "Factored translation model in English-to-Thai translation." In 2009 Eighth International Symposium on Natural Language Processing (SNLP). IEEE, 2009. http://dx.doi.org/10.1109/snlp.2009.5340929.

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Chunwijitra, Vataya, Sumonmas Thatphithakkul, Patcharika Chootrakool, and Sawit Kasuriya. "Acoustic modeling for Thai- English code-switching speech." In 2020 23rd Conference of the Oriental COCOSDA International Committee for the Co-ordination and Standardisation of Speech Databases and Assessment Techniques (O-COCOSDA). IEEE, 2020. http://dx.doi.org/10.1109/o-cocosda50338.2020.9295026.

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Waijanya, Sajjaporn, and Anirach Mingkhwan. "Thai poetry translation to English with backward translation evaluation." In 2014 Ninth International Conference on Digital Information Management (ICDIM). IEEE, 2014. http://dx.doi.org/10.1109/icdim.2014.6991425.

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Reports on the topic "Thai English"

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Ruangjaroon, Sugunya. An Evaluation of English Spoken Fluency of Thai Graduate Students in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7169.

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Hemelt, Steven, Kevin Stange, Fernando Furquim, Andrew Simon, and John Sawyer. Why is Math Cheaper than English? Understanding Cost Differences in Higher Education. Cambridge, MA: National Bureau of Economic Research, November 2018. http://dx.doi.org/10.3386/w25314.

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NIKITINA, I. ONYMS IN ENGLISH BUSINESS DISCOURSE. Science and Innovation Center Publishing House, 2021. http://dx.doi.org/10.12731/2077-1770-2021-13-4-2-87-93.

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This article is devoted to identifying the features of the functioning of onyms in idiomatic expressions of Business English and ways of translating them into Russian. The author analyzes the types of onyms used in idiomatic expressions of Business English. The study confirms the hypothesis put forward by the author that appellativized onyms can be used in business discourse.
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Armas, Elvira G., Magaly Lavadenz, Natividad Rozsa, and Gisela O’Brien. English Learner Master Plan Playbook: Developing Equitable Local Policies for Multilingual and English Learners Students. Center for Equity for English Learners, 2021. http://dx.doi.org/10.15365/ceel.elmasterplan2021.

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The education of English Learners (ELs) is informed by federal, state, and local policies, research and practice. The EL Master Plan is the Local Education Agency’s (LEA) policy document that has the potential to positively impact the educational programs, practices and experiences of ELs. Aligned and informed by California’s English Learner Roadmap policy as well as federal requirements, this playbook is a guide for educational partners to use to achieve four goals in their LEAs EL Master Plans: (1) equitable, coherent, and sustainable systems; (2) equity-driven processes to deliver research-based programs and practices; (3) effective family-community engagement; and (4) accountability models that ensure EL students’ success. The authors include a variety of tools and processes for LEA’s to use in the development of their EL Master Plan.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Lindo-Ocampo, Gloria Inés, and Hilda Clarena Buitrago-García. English for Business Course. Thematic Unit: Business Events. Ediciones Universidad Cooperativa de Colombia, September 2022. http://dx.doi.org/10.16925/gcnc.24.

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This didactic unit is aimed at the fifth semester students of the Business Administration, Marketing and International Business program, who have already completed the four basic levels of the Open Lingua program. This proposal seeks to develop skills and competencies that allow them to perform in different fields related to private, public and solidarity economy companies, and in various mediation and negotiation processes at national and international levels. The instructional design of this unit contains real-life situations, focused on the world of business, that allow students to interact in various types of business events. The grammatical and lexical concepts, necessary to interact successfully in these types of communicative situations, are introduced and applied. The educational activities are designed to offer opportunities to interact in business conferences, international exhibitions, and seminars, among others. The contents are framed in natural and meaningful contexts. This leads to a greater understanding of the type of language used in business and the way it is used to communicate. The contents are structured in three lessons in which the level of complexity of the topics, tasks, texts and transitions (4Ts) have been considered. Also, various types of activities that activate and reinforce previous knowledge and that, subsequently, evaluate the progress of the students, are included.
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Cadiero Kaplan, Karen, Magaly Lavadenz, and Elvira Armas. Essential Elements of Effective Practices for English Learners. Center for Equity for English Learners, 2011. http://dx.doi.org/10.15365/ceel.policy.9.

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One of the most powerful variables for English Learner success is the quality of their teachers. This policy brief published by Californians Together (1) provides a synthesis of effective practices for instructing ELs; (2) presents four research-based essential elements critical for EL program implementation, teacher reflection, and monitoring of teacher effectiveness; and (3) concludes with program and policy recommendations. Three key areas for policy action are prioritized: (1) District and state level policies must require that local and state leadership support the implementation of these essential elements; (2) Alignment of fiscal and human resources must be targeted to ensure that teachers are provided with professional development, materials and curricular program supports required to implement these key elements leading to English learner success; and (3) Teacher preparation and credential requirements need to incorporate the four critical elements of effective practice for success with English Learners.
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Murillo, Marco. Examining English Learners’ College Readiness and Postsecondary Enrollment in California. Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.policy.8.

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Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Diette, Timothy, and Ruth Oyelere. Evidence from North Carolina Shows that Immigrant Students with Limited English Have a Very Minor Impact on Native Students’ Performance. Atlanta University Center, Robert W. Woodruff Library, August 2014. http://dx.doi.org/10.22595/mhpubs.00014.

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