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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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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Saengngoen, Jet. "Contrasting narrative discourse style in Thai-English bilinguals /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1203549891&sid=5&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Srisuruk, Patana. "Politeness and pragmatic competence in Thai speakers of English." Thesis, University of Newcastle Upon Tyne, 2011. http://hdl.handle.net/10443/1189.
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This study examines the language use and specifically the level of politeness of Thai speakers of English when confronted with face threatening acts related to their daily life and workplace: requests, complaints and disagreements. Data were collected by role play and discourse completion test from people employed in hotels and travel agencies, and from Rajabhat university students. Brown and Levinson’s politeness theory was used as a framework to analyse and interpret the data. The overall results showed that negative politeness is the most common strategy for all groups, followed by bald on record and positive politeness. Their participants’ choice of politeness strategies in part reflected their occupational identities. For the hotel workers, negative politeness is the chosen strategy in most scenarios, and the focus is on showing deference to and maintaining distance from their interlocutors. For the other groups, although negative politeness is still the most common strategy, positive politeness and bald on record are found quite often. Use of both negative and positive politeness suggests that respondents attach importance to avoiding confrontation and showing solidarity as well as to direct expression. Through analysis of the use of negative and positive politeness for different scenarios and status levels, I determine that these participants possess pragmatic competence in the context of the “small culture” of the workplace. It is also clear that sociological variables (e.g. power, social distance) influence the use of language and the level of politeness on the speaker side.
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Maiklad, Chamaipak. "The beliefs and practices of Thai English language teachers." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.
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Rhurakvit, Maneenun. "Complaints in Thai and English : an interlanguage pragmatic study." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/3150.
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Carrying out the speech act of complaining in one‘s mother tongue might not require a great amount of effort. Nevertheless, it tends to be problematic when it comes to the case of second language learners. This study, therefore, explores the characteristics of the interlanguage complaints of Thai learners of English who are in different contexts of studying. The data, based on the DCT (Discourse Completion Task) questionnaires, is taken from four groups of informants: (1) native Thai speakers (2) native English speakers (3) Thai learners of English in Thailand and (4) Thai learners of English in the UK. The findings are analysed within three main aspects namely, the complaint strategies, the complaint lengths and patterns, and the complaint internal modifications. The elicited data reveals that in general the learners of English in Thailand tend to have similar complaint patterns to those of native Thai speakers. On the other hand, the complaint patterns uttered by the learners of English in the UK tend to be close to those of native English speakers. Nevertheless, it seems that neither the learners of English in Thailand, nor in the UK use downgraders properly. The insufficient use of internal modifications, such as downgraders results in the learners‘ weighty complaints compared to those of native English speakers. In other words, the learners‘ complaints might be less appropriate from the native speaker‘s point of view. The findings might be interpreted to conclude that the studying abroad context is one of the influential factors in language learners‘ improvement, although the divergence of learners‘ complaints still exists in some aspects. The findings give implications to language educators, particularly in Thailand, in that textbooks and pedagogical models provided for learners should be supplied with real-language in use and also other supplements regarding the sociopragmatic rules of the target language in order to enhance the learner‘s pragmatic ability.
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Tonjumpa, Jittimaporn. "English in Thailand: Genre-based Cohesion Analysis of a Thai ELT Textbook." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/15167.
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This study adopted a World Englishes perspective (Kachru, 1985, 1998) in examining an English language teaching textbook produced and distributed in Thailand. Its primary goal was to examine cohesive features in and across different text genres in order to identify discursive patterns that can be potentially classified as Thai English. The data included 15 reading texts from Projects: Play and Learn 6, the latest edition of a textbook for Grade 6 students published by the Ministry of Education, Thailand. Based on Systemic Functional Linguistics (Halliday & Matthiessen, 2004; Martin, Matthiessen, & Painter, 2010), the linguistic tools employed included genre analysis (Martin & Rose, 2008), and cohesion analysis (Halliday & Hasan, 1976; Hasan, 1984; Hasan, 1985). The texts were generically categorised based on their dominant linguistic features, and then cohesive devices employed were identified. Categorisation of cohesive resources was based on Hasan‘s (1985) work in which cohesive items are categorised into reference, substitution, ellipsis, conjunction, and lexical cohesion. Based on a language variation framework (Mahboob, 2014), key findings revealed locally-oriented discursive practices in standardised English model texts. Findings from genre analysis indicated that there was a shift of texts to more advanced generic structures towards the end of the textbook. Regardless, variations were not uncommon since certain linguistic features of some texts diverged considerably from those of its typical, globally-oriented counterparts. Concurring results were drawn from cohesion analysis. Detailed examination of sample texts showed how different linguistic resources of text binding were employed in different text genres. These cohesive features have a potential to be classified as Thai English. However, their presence in a standardised, officially-endorsed language teaching material is problematic, and questions the generalisation of Thai English itself.
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Aowsakorn, Prach. "A comparative study of book reviews in Thai and English." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/32.
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For this study, thirty book reviews in two fields, sixteen in history and sixteen in economics, written in Thai and English (eight in each discipline) were randomly collected from Thai and US academic journals in order to examine the moves in the overall structures of the reviews and reviewers' politeness strategies, and to consider the extend to which the texts vary across the two languages and whether the variation is present in both disciplines.
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Sroinam, Rapeeporn. "English reading comprehension of Thai undergraduates : L1/L2 usage, texts, strategies and problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/654.
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English Ianguage has been taught as a foreign language in Thailand for more than a century and now occupies an important place at all levels of the Thai education system. This study investigates the influence that the Thai language has on intermediate level undergraduate sludents while they are engaged in individual unaided reading of a variety of English texts and determines what aspects of reading texts caused problems. It aims to compare how often and for what purposes students resort to Thai with texts about culturally familiar texts and culturally unfamiliar texts, as well with different genres and question types. The subjects are 20 second year teacher trainee students majoring in English al Udon Thani Rajabhat University. Student responses to the texts, retrospective interviews, and a questionnaire were used as quantitative and qualitative dota. For qantitative data, the SPSS program was used to analyse the frequency of using the first language, the relationship between scores, texts and question types, as well as that between strategies, scores, question types und problems. The use of content analysis witn qualitalive data from responses to tasks and the interviews produced the means whereby student strategies and problems could be categorised and findings in the qualitative data extended.
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Suntornsawet, Jirada. "The intelligibility of Thai-accented English pronunciation to native and non-native speakers of English." Thesis, University of York, 2017. http://etheses.whiterose.ac.uk/22126/.
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World Englishes (Kachru, 1985) and English as an International Language (EIL) are grounded in the concept of multiplicity. Such proliferation of non-native varieties of English leads to several controversies including the intelligibility of its speakers. Although the concerns have been continuously addressed in EIL research, the focus was mainly toward major ESL accents. Thai English language educators know very little about the scenario of Thai English in relation to its use in international settings. This study explored the macro-sociolinguistic characteristics of Thai English of which the underlying investigation: what level of Thai accentedness in English pronunciation can be considered intelligible to international users of English and what pronunciation features instances result in intelligibility failure, was undertaken. Thai-accented English spontaneous speech with different levels of accent was measured for overall intelligibility using a transcription task performed by the listeners from a variety of different L1 backgrounds. Intelligibility level was measured by the accurate transcription of the recorded speech while the errors in transcription were phonetically analysed to ascertain which phonological features of Thai English led to a decrement in intelligibility. With the concept of Lingua Franca Core (LFC) (Jenkins, 2000), these features must be the focus in teaching English for communicative purposes. Analysis of the results revealed that the interaction between level of accent and intelligibility affected the different L1 groups in a diverse manner, especially non-native speakers. The salient features identified as posing the highest threat to international intelligibility were cluster simplification, consonant devoicing, lack of final consonant released, and fully stressed unstressed vowels. This research also discovered that intelligibility predictors as gained from subjective methods as questionnaires displayed an unstable correlation to the actual intelligibility as measured by the objective tests.
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Charoensri, Chantanee. "Thai daughters, English wives : a critical ethnography of transnational lives." Thesis, University of Essex, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.542333.
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Nampetch, Camille. "English Translation of Thai Pronouns : How Two Translators Have Dealt with Thai Personal Pronouns in Four Reigns." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161146.
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This study has looked into what translation techniques Tulachandra and Barang have used in their English translation of Thai personal pronouns in Pramoj’s novel Four Reigns. Thai uses different personal pronouns to different people to signify social status, gender and intimacy, which may be challenging for the English translations to achieve. With the limited material available, the personal pronouns sadet, khun, mae, pho and various kinship terms and titles were explored. The results showed that the most frequent translation technique was equivalence, that is, the translating of Thai pronouns into the English I or you. The borrowing technique was also used from time to time. Due to language and cultural differences between Thai and English, it is not possible for the translations to achieve a hundred percent accuracy in terms of underlying meaning of the personal pronouns. The translators did, however, make an effort in keeping the special traits of the pronouns by adding a proper noun into the sentence.
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Whyte, Gregory Allen. "A small scale investigation into Thai teachers teaching English as a foreign language in Thai primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1817.
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The Thai education system is in crisis and has been for many years (Charupan, 2003). Questions have been asked as to the effectiveness of teaching English language in Thai schools. Teacher trainees receive no special English language training leading to feelings of insecurity when they graduate having to teach a language which they cannot speak or write correctly them self (Wekkert, 2000). Added to this teachers must also take into account parents' expectations, government and school policy and set curricula and texts. All of which tend to leave teachers feeling powerless and unable to be as creative as the current pedagogical thinking points to when teaching English language.
What can a teacher do to better prepare themselves for teaching English language? What do they need to consider when planning an English language lesson? It was the purpose of this portfolio to firstly discover what Thai teachers of English language in Bangkok identify as areas of need in their teaching. Then after gaining insight into the teachers' perceptions to use this knowledge to help them address these learning needs in the area of teaching English as a Foreign Language in Thailand.
The portfolio methodology uses an interpretive perspective. Research instruments used include a survey, questionnaire and an interview. This will enable triangulation of data increasing its validity and reliability. The results of the survey will direct the following questionnaires and interview.
The portfolio conclusion and recommendations include enhancing teaching practice by empowering teachers to not only teach the way they want but to become more reflective about their practice. A teaching package will have been designed which will give teachers a foundation in English language theory and methodology which they can use to develop professionally in this area.
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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
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Wisaijorn, Patareeya, and n/a. "Teaching reading comprehension to Thai EFL students: Reciprocal Teaching Procedure." University of Canberra. Professional Communication, 2003. http://erl.canberra.edu.au./public/adt-AUC20050802.140230.
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The main purpose of this study was to examine the effects of strategy training
in small group work on the reading comprehension of academic
texts in English by Thai English as a Foreign Language (EFL) students.
The strategy-training used was the Reciprocal Teaching Procedure (RTF)
which focused on the four reading comprehension strategies: predicting,
clarifying, questioning and summarizing.
The research study was an experimental one using a single group design.
The participants were thirty-four first year students enrolled in the English
for Academic Purposes (EAP) program at a tertiary institution in the
northeastern part of Thailand. Both quantitative and qualitative research
methods were used. The pre-, post- and follow-up reading tests were
employed for quantitative analysis. The students' performances were
analyzed for statistically significant differences immediately at the end of
the ten-week training and in the follow-up test eight weeks after the
training. Qualitative data were collected from students' pre-, post- and
follow-up questionnaires, checklists and journals, teacher's checklists and
journal, and independent observer's checklists and field notes.
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Boonmoh, Atipat. "The use of pocket electronic dictionaries by Thai learners of English." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/1072/.
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This thesis investigates the current situation of pocket electronic dictionary use in Thailand. It explores the types of dictionary owned and used by Thai learners and their teachers, and the teachers’ attitudes towards the use of pocket electronic dictionaries (PEDs). It also explores how Thai learners use pocket electronic dictionaries to write a summary in English (production) and to write a summary in Thai (reception), and strategies that Thai students use to try to solve their reading and writing problems. The participants in my studies included 30 lecturers who taught basic English courses at King Mongkut’s University of Technology Thonburi, Bangkok. Data was collected using a questionnaire to obtain personal information, and information about access to and use of dictionaries, including knowledge about PEDs. Of the 30 teachers, 6 were interviewed in order to gain insights into teachers’ attitudes towards the use of PEDs. For my large-scale survey on dictionary use there were 1,211 first and second year undergraduate participants. These came from the Faculty of Engineering, Faculty of Science, and Faculty of Industrial Education. Of these, 27 were selected to take part in my small scale survey of pocket electronic dictionary use. The first student survey was used to gain quantitative data about the students and their use of dictionaries, while the second student survey was used to gain more qualitative data regarding their use of PEDs. Finally, 13 out of the 27 participants were chosen to take part in the main experimental studies. Data was collected using think aloud, observation, and retrospective interviews. The first eight participants were asked to read two reading passages (one in English and the other one in Thai). Using dictionaries in their PEDs, the participants were asked to write a summary in Thai for the English passage (the Light Bulb I experiment) and to write a summary in English for the Thai passage (the Water I experiment). The remaining 5 participants followed the same procedures, but additionally after the two summary tasks were completed they were asked to review their summaries again using Oxford Advance Learner’s Dictionary, the English-English dictionary in their PEDs (the Light Bulb II and the Water II experiments). ii The data was analyzed quantitatively and qualitatively. The findings revealed that the teachers used and preferred their students to use monolingual learners’ dictionaries. They noticed the presence of PEDs in the classroom but they were under-informed about the contents and capabilities of Thai PEDs. The student surveys showed that although most students possessed learners’ dictionaries in book form, only a few of those owning the learners’ dictionaries reported actually using them. In contrast, nearly half of the students owned PEDs and most of these students reported using them. A greater number of students also reported they would like to use or own a PED in the future. The findings also suggest that the teachers do not have much influence over their students’ choice of dictionaries. The experimental studies revealed how the participants tackled the reading passages and wrote summaries, the problems they encountered, and the strategies they used to solve these problems. Models of PED consultations were proposed. The use of the English-English dictionary in their PEDs helped participants to comprehend the reading text, and helped some participants when reviewing their English summaries. It was found that some participants failed to display knowledge of the PEDs they were using. The investigations reveal several factors that may hinder dictionary look up success as well as factors that may promote dictionary look up success. On the basis of this research, guidelines for buying PEDs and for teaching PED skills are proposed. This research makes a significant contribution to the field of dictionary use, especially regarding the use of pocket electronic dictionaries. Through the use of a combination of research methods it provides an account of what really happens when PEDs are used for reception and for production. It also investigates and assesses PED features in detail, something which no existing PED studies have done before.
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Apaibanditkul, Kaeokallaya. "The anxiety of international Thai students in an English speaking context /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1251814891&sid=20&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Nattheeraphong, Anyarat. "Teachers' beliefs about appropriate methodology in Thai Secondary level English education." Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/58077/.
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Language teacher cognition research has been a growing area of research interest in recent times. However, the majority of studies of teacher cognition in relation to teacher change have focused on pre-service and novice, rather than experienced teachers. Additionally, most research has been carried out in contexts other than the public secondary school EFL settings where most English education goes on in the world. The present study aims to redress this tendency by deeply investigating the beliefs and practices of three experienced Thai EFL teachers working in a public secondary school in Thailand. Also investigated are the sources of their beliefs and how these have developed over time throughout the teachers’ lives. Using a range of methods including semi-structured interviews, stimulated recall, classroom observation, Snake interviews, repertory grid interviews and research diary, the present study focuses on Thai EFL teachers’ beliefs concerning appropriate methodology, a notion of importance both at the macro level of educational change and at the micro level of individual classrooms, where teachers can be viewed as key change agents. Adopting a personal construct theoretical perspective, the study reveals that the teachers’ beliefs and practices have been particularly informed by their core constructs, which have deep roots in their personal biographies and are tightly tied to their sense of self. Furthermore, the findings cast light on the extent to which individual teachers may or may not change according to their core constructs. These results carry important implications for those involved in change management, teacher education, and teacher cognition research.
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Kongsom, Tiwaporn. "The effects of teaching communication strategies on Thai learners of English." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/69653/.
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The issue of teaching and learning communication strategies has been controversial over the past few decades. Whereas some theoretical arguments reject the benefits of teaching of communication strategies, many practical and empirical studies make pedagogical recommendations and support the idea. Nevertheless, there appears to be no information on teaching communication strategies to Thai learners of English in Thailand. To address these issues, this thesis investigates the effects of teaching communication strategies to Thai learners of English in Thailand. It was designed as an interventionist study conducted with a group of students. Both qualitative and quantitative data were collected in the current study. Sixty-two fourth year students majoring in Engineering at King Mongkut’s University of Technology North Bangkok participated in this study. All the students received a 12-week communication strategy-based instruction and 12 students were asked to complete four speaking tasks and retrospective protocols. Data were collected via (1) self-report strategy questionnaire, (2) attitudinal questionnaire (3) transcription data of four different speaking tasks, and (4) retrospective protocols. The results from the self-report strategy questionnaire and the speaking tasks showed that the explicit teaching of communication strategies raised students’ awareness of strategy use and promoted the greater use of taught communication strategies of the students. The students considered the taught strategies in communication strategy instruction useful, especially pause fillers and hesitation devices, approximation, self repair and circumlocution. With respect to the retrospective verbal reports, the findings showed that the students tended to be more aware of the taught communication strategies. They revealed their intention and reasons behind their use of some taught communication strategies in more detail while completing the postspeaking tasks. Finally, the positive outcomes of the teaching of some specific communication strategies were supported by the findings of an attitudinal questionnaire on the strategy instruction. The findings suggest that the students found the communication strategy instruction useful for them. They also showed positive feelings and attitudes towards the communication strategy instruction.
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Burkardt, Brett A. "Acquisition sequence of the English interdental fricatives by Thai ESL learners /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1597629651&sid=2&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Thesis (M.A.)--Southern Illinois University Carbondale, 2008."Department of Teaching English to Speakers of Other Languages." Includes bibliographical references (p. 68-72). Also available online.
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Intachakra, Songthama. "Linguistic politeness in British English and Thai : a comparative analysis of three expressive speech acts." Thesis, Queen Mary, University of London, 2001. http://qmro.qmul.ac.uk/xmlui/handle/123456789/28852.
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This study attempts to further our understanding of linguistic politeness by focusing on both a Western and a non-Western language. It is based on two sets of data (one spontaneous and the other elicited) and provides a comparative analysis of three expressive speech acts produced by native speakers of British English and Thai. At face value, compliments, apologies and thanks may seem to have little referential meaning, yet these speech acts can be crucially important in originating, maintaining or even terminating social relationships. The data reveal a tendency for the two groups of speakers to use the three politeness devices in a different manner, reflecting cross-cultural differences in social norms and value systems. This project follows earlier studies of similar nature, in particular those carried out on different varieties of English. The findings are interpreted within pragmatic and sociolinguistic theoretical frameworks, and are discussed in the following format: linguistic structures of the speech acts, their functions, the topics of compliments, apologies and thanks, interpersonal and contextual factors influencing the production of these expressives, and the responses given to them. The analysis has implications for language specialists and lay people alike, in that it brings together a number of important insights with regard to these speech features that may result in miscommunication if and when British and Thai speakers converse in intercultural situations.
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Baker, William. "Intercultural awareness and intercultural communication through English : an investigation of Thai English language users in higher education." Thesis, University of Southampton, 2009. https://eprints.soton.ac.uk/66542/.
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Over the previous few decades there has been an increased emphasis on the cultural aspects of English language teaching. However, in settings where English is used as a global lingua franca the cultural associations of the language are complex and the role culture plays in successful communication has yet to be extensively investigated. To conduct such a study it is necessary to explicate the role and nature of English in global contexts and particularly how English functions as a lingua franca (ELF). Furthermore, a theoretical understanding of the relationships between languages and cultures in intercultural communication is needed, which emphasises the fluid and dynamic nature of any connections. The thesis focuses on cultural awareness (CA) as an approach to equipping learners and users of English for the diversity of intercultural communication. However, it is suggested that CA has still not incorporated an understanding of the multifarious uses of English in global contexts where no clear cultural associations can be established. Thus, intercultural awareness (ICA) is offered as an alternative which addresses these needs. This results in the formulation of research questions which aim to explore how ICA can best be characterised in an expanding circle setting and the role it plays in intercultural communication. Furthermore, this research also aims to explicate the relationships between the English language and cultures in such an environment and how this reflects on language use and attitudes. The study was predominantly qualitative utilising approaches associated with ethnography with the aim of producing a rich description of the research participants and their environment. The fieldwork took place over a six month period in a Thai university and seven participants formed the core of this study. The main data sources were recordings of the participants engaged in intercultural communication and interviews with the participants. These were supplemented with a survey, diaries, observations and documents from the research site. The findings of the study suggest that in successful intercultural communication culturally based forms, practices and frames of reference are employed as emergent, dynamic and liminal resources in a manner that moves between individual, local, national and global references. Furthermore, the results also indicated that ICA was a valid construct in the context investigated for explaining the types of cultural knowledge and related skills needed by participants to take part in successful intercultural communication through English.
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Sirinan, Srinaowaratt Steffensen Margaret S. "The effects of two vocabulary instruction programs on vocabulary learning of eleventh grade Thai EFL students." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219088.
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Thesis (D.A.)--Illinois State University, 1991.Title from title page screen, viewed January 4, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Sandra Metts, Bruce W. Hawkins, Irene T. Brosnahan, Glenn A. Grever. Includes bibliographical references (leaves 169-181) and abstract. Also available in print.
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Srestasathiern, Sripen. "Ellipsis in science and technology textbooks in English: Implications for Thai students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1310.
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This is an analytical study which attempted to investigate Thai students' ability to interpret elliptical sentences and to recover and recognise ellipted elements in a science and technology context in English. Students' awareness, understanding, perceptions, problems and strategies in relation to ellipsis were also examined. The subjects for the study were 60 first year students from King Mongkut's Institute of Technology North Bangkok (KMITNB) who had enrolled in two compulsory English courses in KMITNB, Bangkok, Thailand. The instruments for this study were three 20 item ellipsis tests based on 5 ellipsis types classified by Quirk, et al. (1985). Items of the test were based on short passages extracted from three English science and technology textbooks commonly assigned for students to read during their study at KMITNB: physics, mathematics, and computer textbooks, The content of all tests was the same but different tasks were required to be done. The subjects were asked to interpret the elliptical sentences and rated the level of difficulty of each item in the first test, the interpretation test. After each item, they were requested to tape-record or write their answers to the questions why they interpreted that way and what helped them to do so. For the second test, the recovery test, students were asked to supply the English ellipted elements in the blanks provided and to tape-record or write their responses to the questions why they supplied such word(s) and what helped them to do so. The third test, the recognition test, was the same as the second but multiple choice answers were provided. Students also had to say why the choice they had made was suitable. The collected data was analysed quantitatively and qualitatively. Arithmetic mean, percentage, Man-Whitney U test, median and correlation were employed to analyse the data, using SPSS software. The study reveals that the students could score best in the interpretation test as they were allowed to answer in L1 and a variety of answers that conveyed the right or close meaning were acceptable. The recognition test was scored the second best while the recoverability test was scored the lowest. However, no mean score of any test reached half of the total. Moreover in counting tho correct number, they averaged at 7.90, 3.88, and 7.45 out of 20 items in tests 1, 2, and 3 respectively. Ellipsis type 5, structural ellipsis without precise recoverability, was found to be the most difficult for Thai students. The quantitative findings indicated that the students in the field of science and technology in Thailand were poor at ellipsis employed in science and technology textbooks. The qualitative investigation confirmed that the students were neither aware of nor capable of understanding most elliptical sentences. Difference between L1 and L2 was the major problem found hindering students' ability to handle ellipsis, Low English proficiency, insufficient and in-complete L2 grammatical knowledge, insufficient L2 vocabulary, incomplete recall of L2 instruction, inability to access deep structure, misreading of anaphora, pragmatic misreading and incomplete background knowledge of subject matter were found to be internal factors causing students' difficulty in-dealing with ellipsis. Transfer of training leading to students' overgeneralisation, language transfer resulting in interlanguage, conceptual influence across cultures, conceptual difference across sub-cultures, ambiguity of some structural cues, English hyponyms, and lack of intensive ellipsis instruction were external factors causing students' inability to solve ellipsis problems. Apart from the obstacles, two factors were found to support students in doing ellipsis tests. They were similarity of L1 and L2 and some L1 unelliptible words equivalent to English ellipted elements. The analysis also revealed some strategies students employed in handling ellipsis. Among these, structural and contextual cues, and word for word translation were frequently used. The findings of the study supported the first hypothesis which was that the students' difficulties in interpreting elliptical sentences and recovering ellipted elements can be related to (a) L1 transfer (b) reading strategies. But they did not support the second hypothesis which was that degree of difficulty in retrieval of ellipsis, based on Quirk, et al's (1985) principles, relates to degree of difficulty in interpretation. Constraints due to students' test fatigue and boredom may partially have affected students' ability in doing the tests.
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Chabthanom, Ladda. "Critical literacies in a Thai tertiary education context /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
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Pongsiriwet, Charuporn. "Relationships among grammatical accuracy, discourse features, and the quality of second language writing the case of Thai EFL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2024.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vii, 114 p. Includes abstract. Includes bibliographical references (p. 97-105).
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Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.
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This study explores opinions of university Thai EFL students, who have been subject to a
conventional teaching approach for years, on adding communicative tasks in grammarbased
classes drawing from relevant literature and previous studies. The results of the
study suggest that Thai students want to have communicative tasks in grammar learning,
but only with formal instruction prior to the tasks. The study also shows how
communicative tasks may be integrated into conventional language pedagogy from Thai
students in the study's perspectives and relevant literature.
As expected, the results indicated that Thai students were reluctant to complete tasks in
English because of shyness, particularly when conversing with peers, a lack of
competence in language skills, and fear over losing face. The interviews conducted with
students revealed instructional techniques that they themselves believed would be
beneficial in encouraging greater participation in tasks without inhibitions.
Finally, the study concludes that Thai EFL students are ready to be trained in
communicative tasks and that instruction in Thai EFL classes should shift from
substantially form-based to more communication-based instruction.
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Jaihow, Patson. "Corpus use by student writers : error correction by Thai learners of English." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8274/.
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Researchers in corpus linguistics and applied linguistics have recommended the use of corpus data by language learners to promote independent learning (Bernardini, 2004; Yoon & Hirvela, 2004; O’Keeffe et al, 2007). However, it is not clear to what extent learners are able to use corpus resources independently, and how they can be trained to use a corpus more effectively. This thesis reports a study of learners using a corpus for error correction. The learners recorded their processes using a think-aloud protocol. The thesis records three main findings. Firstly, the learners found it easiest to spot and correct errors of clause structure, noun class, adjective pattern, and collocation; they found verb pattern the most difficult errors to correct. Secondly, the learners most frequently searched for information about colligation, collocation, acceptability/occurrence of strings in a corpus, and determiner-noun agreement; they searched for information about lexical pattern relatively infrequently. Finally, the learners worked most effectively with the corpus when they entered single words as the search terms and scrutinized the concordance lines for collocates and patterns; they worked least effectively with the corpus when they entered whole strings of words. The thesis also makes recommendations for facilitating corpus use in classrooms and specifies the training that learners need to use corpora effectively.
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Wei, Youfu. "The relationship between phonological awareness and reading ability of Thai students in English and Thai in primary schools of Thailand." College Park, Md. : University of Maryland, 2005. http://hdl.handle.net/1903/2705.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2005.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Kittidhaworn, Patama. "An assessment of the English-language needs of second-year Thai undergraduate engineering students in a Thai public university in Thailand in relation to the second-year EAP program in engineering." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2020.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xi, 122 p. : ill. Includes abstract. Includes bibliographical references (p. 92-97).
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Wimolkasem, Ngamthip. "The effects of activating metacognitive awareness on comprehension proficiency of Thai students." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367973.
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Sumdangdej, Suthee. "Input and the acquisition of suprasegmental phonology in English by Thai school children." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2479/.
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This thesis discusses an experimental study whose aim was to find out whether English pronunciation teaching can be improved in Thai schools, where English has recently been introduced at the primary level. The main study was first underpinned by a baseline study conducted to confirm the low level of achievement in English phonology in Thailand. Data were collected from a relatively small cross-section of Thai English learners (34 in total) from three levels: beginning (primary school), intermediate (secondary school), and advanced (university, both English majors and non-English majors). The results from the baseline study helped guide the direction of the experimental study. Results revealed that all across-levels, Thai learners share similar problems in English pronunciation including 1) mispronouncing the clusters in English either in initial or final position; 2) not pronouncing the final sound of English words; and 3) misstressing disyllabic and multi-syllabic English words. These non- target pronunciations lead to undesirable unintelligibity (Kenworthy, 1978). The thesis next considers the reasons for such problems and the conclusion is that this is due to the variety of English Thai learners are exposed to, that is from Thai teachers whose accents deviate from native English speakers (see Young-Scholten, 1995).How pronunciation is dealt with in Thailand inspired the main study. The experiment exposed two groups of learners to two types of English language lessons presented on tape, with voices of English native speakers the same age as the Thai learners. One type of lesson involved only primary linguistic input, similar to how a language is naturally learned (through interaction with English native speakers) and the other added awareness raising to this. Both lessons minimized the use of Thai. The content of the lessons was based on English syllable structure and primary stress and included 60 English words from the Thai national curriculum. These lessons were implemented with two different groups of 23 and 27 Thai first year primary school learners not yet exposed to English. The idea of investigating young learners was based on the grounds that the introduction of English to Thai learners has recently shifted to primary school. As a control group, a class of 30 learners who were the same age and at the same class level was selected to represent those who were learning English in Thai school fashion. Each experimental group had a 20-25 minute lesson every day for four weeks with the experimenter after a pre-test was administered. A control group who were learning English from Thai teachers received five to ten minutes of additional general tuition a day. Production test results from an immediate post-test and a one-month delayed post-test indicated the experimental groups performed significantly better on English syllable structure and stress than the control group. The errors produced showed the experimental group learners were similar in development to how first language learners of English acquire their native language and also closer to approximating the target language when compared with the control group. The study showed that both types of lessons using recorded native speakers input for the development of English phonology seemed to work equally well with young Thai learners. This indicates that pronunciation teaching for Thai learners can straightforwardly be improved. The large-scale development of lessons is recommended where the primary source of language input is from recordings from native speakers similar to those implemented with the two experimental groups.
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Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
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This current research study is an exploratory study which has the aim to investigate language anxiety experienced by students majoring in English for International Communication (EIC) at the college in a university in the southern part of Thailand. This study adopted an interpretive methodology that used a sequential mixed methods approach for data collection. There were 42 students participating in the quantitative study whilst 6 students in qualitative study. The data, both quantitative and qualitative, were collected through questionnaire, diary and semi-structured interview. Data were analysed quantitatively using SPSS descriptive statistics and Factor Analysis while the thematic analysis was used as qualitative method. The findings revealed that all participants experienced language anxiety in class. Their sources of anxiety mostly were from the students themselves. Diary writing activity—one of the research instruments—had a very positive effect as it enabled students to deal with their anxiety and improved the situation.
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Sundrarajun, Chutamas. "From interaction to presentation : oral English skills development in the Thai university context." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/54b78529-7321-49c1-9ede-02be2ee33403.
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Vadhanasindhu, Chanika. "Contrastive discourse analysis and reader perception of newspaper editorials in Thai and English." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280016.
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The primary purpose of this study was to provide a descriptive comparison of newspaper editorials in Thai written by native speakers of Thai (TT), in English written by both native speakers and non-native speakers of English published in Thailand (ET), and English written by native speakers of English published in the US (EA). The corpus used for textual analysis was composed of 10 editorials from each of the groups. A secondary purpose was to explore and contrast reader practices, expectations and perceptions relating to English-language editorials in Thailand and the US, which involved analysis of response to questionnaires by 30 native Thai (TS) and 30 native English speakers (ES). It was found that more EA editorials were published per day, covering broader topics than did editorials in Thailand. The Thai texts are more linguistically complex than English as there are typically more V-Units (terminal 'Verb-Units', posited in this study) in Thai sentences. ET editorials were more similar to EA than to TT on the range of purposes and the numbers of purposes per editorial. TT editorials have more diverse types of titles than do ET and EA editorials. ET editorials were more similar to EA editorials in terms of organization type preference. EA editorials follow Schneider and Connor's model of coherent text (1990) most closely and Witte's model (1982) least closely. Both TT and EA editorial writers generally write about their countries/people while ET writers write about other countries/people more often. Most ES subjects are correct in identifying the place of publication as the US or Thailand while guesses by Thai subjects are only at the level of chance for both. Linear organization, strong voice, grammatical structures and certain idiomatic expressions generally led ES subjects to believe an editorial was written by a native speaker of English. Methodologies used in this study could be useful for EJP and ESL students in Thailand.
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Kasemsin, Chirasiri. "Interlanguage refusals : a cross-sectional study of Thai EFL learners' refusals in English." Thesis, University of Leeds, 2006. http://etheses.whiterose.ac.uk/806/.
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Using the speech act of refusals and formulaic language as focuses of analysis, this thesis aims to explore whether or not grammatical proficiency and development is distinct from pragmatic proficiency. The data were collected from 36 Thai EFL learners at three proficiency levels: low intermediate, intermediate and advanced, using four open role-plays. The role-plays were designed to incorporate different combinations of sociolinguistic variables of power and distance, as expounded in Brown and Levinson's politeness theory. The data were analyzed from two perspectives: pragmatic and lexicogrammatical. In the pragmatic analysis, the data were segmented in to refusal moves and interactional function categories. Drawing on politeness theories of face-saving, the analysis focused on a comparison of the learners' use of refusal moves, the pragmatic orientation of their refusal moves in refusal episodes and face-saving manoeuvres. The lexico-grammatical features of the data were analyzed in terms of their formulaicity. Sixteen native speakers of English were asked to identify formulaic sequences in the role-play transcription. The formulaic sequences identified were tallied, analyzed in terms of proportion, frequency and variety, and compared across the three proficiency levels. The analyses show that 1) the pragmatic orientation of refusal moves of the learners at the three proficiency levels was similar but 2) that the use of refusal moves to mitigate the force of refusals was slightly different across the levels; 3) the overall language produced by the advanced learners had the highest proportion of formulaic language, but 4) in the lexicalizations of refusals the low-inter-mediate learners used more formulaic language than the other two groups. The results indicate that the pragmatic aspects of the learners' refusals seem to be independent of their proficiency level while the way they used formulaic language in the role-plays and in the lexicalizations of refusals are related to proficiency level.
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Vilawan, Svetsreni. "King Vajiravudh and the Thai spoken drama : his early plays in English and his original Thai lakho'n phut with special emphasis on his innovative uses of drama." Thesis, SOAS, University of London, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.675680.
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Singhasiri, Wareesiri. "The effects of reading and writing strategies on summaries written by Thai university students." Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327062.
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Ratanapruks, Alisa. "The description and evaluation of listening on a Thai university fundamental English course : a case study." Thesis, University of Essex, 2015. http://repository.essex.ac.uk/15507/.
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This study investigates the teaching and learning of listening in a Thai university fundamental English course. The investigation considers how listening is taught both in the classroom and in the Self-access Learning Centre (SALC). It takes into account what happens in the classroom and the SALC. It also examines the attitudes towards the teaching and learning of listening of the teachers, students, board of directors and textbook writers. The study was conducted at the Language Institute, Thammasat University, Bangkok, Thailand. It was carried out through a qualitative analysis of data obtained from: (1) semi-structured interviews with the different parties; (2) semi-structured observations of five classes; (3) informal SALC observation forms completed by the students using the centre; (4) self-access learning reports/portfolios completed by students from the five classes observed; and (5) two documents about the course: the Language Institute Booklet and the course outline. The main findings are as follows. First, the lesson format used by the teachers is similar to the lesson format used in the early days of the 1950s in that the focus was on the pre-listening stage. Second, three aspects regarding the textbook listening activities were evaluated by the different parties: (1) the (in)appropriate level of difficulty; (2) the lack of authentic materials; and (3) the disappointment with word recognition listening exercises. Third, the majority of students were against listening assessment as they believed that they lack the ability to do the test. On the other hand, one of the directors and four teachers were clearly in favour of assessment. Fourth, the SALC was seen as a very low priority as it was found that some informants never or only rarely visit the centre. Fifth, none of the 170 students, including the interviewees, chose to practise their listening skills using the commercial listening materials provided in SALC 4. The study ends with the insights and recommendations for second language listening pedagogy.
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Malakul, Karmolnad. "Exploring the use of a genre-based approach to teach scientific report writing to Thai EFL undergraduates." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/357.
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Although science undergraduates in Thailand need to acquire English report writing skills, many in their final year are unable to describe even their own experiments in a clear, acceptable style. This study, therefore, set out to discover how the theory and practice associated with the Australian School of Genre could be used to create a report writing course, which would be viable with the Thai context. After careful examination of both the theoretical and actual conditions relating to the teaching of written English to undergraduates, a compromise position was adopted, wherein two genre-based courses were designed, taught and compared. In both the Australian School's approach was modified to suit the context with the more innovative experimental group, Mode X, following a course which was closer to the theoretical positions than the more traditional control group, Mode Y.
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Na, Pattalung Piengpen Newsom Ron. "An analysis of sexist language in ESL textbooks by Thai authors used in Thailand." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9057.
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