Journal articles: 'Thai English'

1

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

2

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

4

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

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.

Full text

APA, Harvard, Vancouver, ISO, and other styles

8

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

9

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

10

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.

Full text

Abstract:

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.

APA, Harvard, Vancouver, ISO, and other styles

11

Sumonsriworakun, Piyaboot, and Nattama Pongpairoj. "SYSTEMATICITY OF L1 THAI LEARNERS' ENGLISH INTERLANGUAGE OF DEPENDENT PREPOSITIONS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 246. http://dx.doi.org/10.17509/ijal.v6i2.4911.

Full text

Abstract:

The study investigates systematicity in English interlanguage of dependent prepositions among L1 Thai learners of L2 English. It is hypothesized that Thai learners show non-random use of English dependent prepositions in their English interlanguage, and that the systematicity is largely attributable to cross-linguistic influence and certain cognitive factors. To test the hypothesis, 30 L1 Thai undergraduate students of L2 English at elementary, intermediate, and advanced proficiency levels took two tests: a Thai–English translation test and a cloze test. The tests involved four types of relationship between English and Thai dependent prepositions: (1) [–prep] in English but [+prep] in Thai, (2) [+prep] in English but [–prep] in Thai, (3) [+prep1] in English but [+prep2] in Thai, and (4) [+prep] in English and [+prep] in Thai. The findings demonstrate that systematicity occurred in the learners’ English usage of prepositions of all such types, possibly due to negative transfer from the learners’ native language. Also, the L2 learners tended to exhibit such systematicity irrespective of their English proficiency level. It may be assumed that the cognitive aspect of L2 learners’ working memory is involved in processing the usage of the four types of English dependent prepositions. The results of the study are expected to shed light on the problems of L2 English interlanguage of dependent prepositions among L1 Thai learners.

APA, Harvard, Vancouver, ISO, and other styles

12

Toomnan, Parichart, and Bodee Putsyainunt. "THAI VENDORS’ ENGLISH COMMUNICATION SKILL NEEDS." PUPIL: International Journal of Teaching, Education and Learning 6, no. 1 (April 8, 2022): 216–31. http://dx.doi.org/10.20319/pijtel.2022.61.216231.

Full text

Abstract:

The aim of the study was to examine the needs and problems of Thai vendors in employing English in their workplace and their needs regarding English training, and subsequently to create an English training course to enhance their professional skills. The subject of the present study were 160 vendors selling food and drinks, clothes, accessories, souvenirs, and other things at the Indochina Market, Thailand. The data were collected by using a questionnaire. Descriptive statistics were used to analyze the data, involving frequency, percentage, mean, and standard deviation. The result revealed that respondents tended to have English communication problems with foreign customers. They found that low English language proficiency is a problem when communicated with foreign customers. Most of them were interested in attending English training, particularly learning English online. Speaking and listening skills were considered the most important skills for these Thai vendors. For an English training course, they wanted to emphasize speaking, listening, writing, and reading, respectively. They desired to improve their English in everyday life and work.

APA, Harvard, Vancouver, ISO, and other styles

13

Tipprachaban, Benjawan. "An Analysis of factors in the First Language (Thai) that Influence the Learning of the Second Language (English)." Parichart Journal, Thaksin University 36, no. 1 (January 5, 2023): 213–30. http://dx.doi.org/10.55164/pactj.v36i1.258825.

Full text

Abstract:

The purpose of this non-empirical study was to analyze the factors in L1 (Thai) that influence L2 learning (English) in Thai learners. It consisted of four sections. The first one is an introduction. The second one is an introduction to the Thai language and the English language. The third section illustrates the differences in syntax between Thai and English. Numerous supporting studies were reviewed, including a discussion of whether the Thai and English languages have an effect on L2 learning. The conclusion was drawn in light of numerous related studies and other recent empirical studies that support the conclusion in the final section. According to many studies reviewed in this paper, it was determined that intralingual errors, not interlingual errors or L1 interference, are the primary source of errors in learners’ L2 production.

APA, Harvard, Vancouver, ISO, and other styles

14

Chanseawrassamee, Supamit. "Thai Adults Learn English via Translation." Journal of Language Teaching and Research 6, no. 2 (March 9, 2015): 265. http://dx.doi.org/10.17507/jltr.0602.04.

Full text

APA, Harvard, Vancouver, ISO, and other styles

15

TROYER, ROBERT A. "English in the Thai linguistic netscape." World Englishes 31, no. 1 (February 22, 2012): 93–112. http://dx.doi.org/10.1111/j.1467-971x.2011.01742.x.

Full text

APA, Harvard, Vancouver, ISO, and other styles

16

Hashim, Azirah, and Pairote Bennui. "Lexical Creativity in Thai English Fiction." Kritika Kultura, no. 21/22 (August 14, 2013): 132–63. http://dx.doi.org/10.13185/kk2013.02125.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Sirinaovakul, Booncharoen, and Kaewchai Chancharoen. "English–Thai Structure–Based Machine Translation." Computational Intelligence 18, no. 3 (August 2002): 294–312. http://dx.doi.org/10.1111/1467-8640.00192.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Bennui, Pairote, and Azirah Hashim. "Stylistic creativity in Thai English fiction." Asian Englishes 16, no. 2 (April 3, 2014): 80–100. http://dx.doi.org/10.1080/13488678.2014.901002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Duangsaeng, Warangrut, and Natthapong Chanyoo. "Intelligibility of Thai English Restaurant Menus as Perceived by Thai and Non-Thai Speakers." Journal of Language Teaching and Research 8, no. 6 (November 1, 2017): 1081. http://dx.doi.org/10.17507/jltr.0806.08.

Full text

Abstract:

This study was conducted with the aims to measure intelligibility of English menus used in Thai restaurants as perceived by Thai and non-Thai speakers and to explore the most salient unintelligible features found on the menus as identified by native Thai speakers. Ninety-six participants agreed to complete an online survey. They were asked to rate their intelligibility level and identify the sources of confusing features found on Thai English menus. Independent t-test and simple descriptive statistics such as mean score, percentage and standard deviation were utilized for data analysis. The results suggest that there is the distinction between intelligibility of restaurant menus rated by Thai and non-Thai speakers. Translation is likely to be the most frequent rated as a source of unintelligible features. The data presented here leads to the conclusion that Thais seems to be harsher in rating intelligibility level. Further implications have also been discussed in this study.

APA, Harvard, Vancouver, ISO, and other styles

20

SupornneeJampa and Nutprapha Dennis. "A STUDY OF ENGLISH COMMUNICATION PROBLEM BETWEEN NON-THAI AND THAI CO-WORKERS IN LUTHERAN CHURCH IN MUKDAHAN AND UBON RATCHATHANI AREAS." International Journal of Research -GRANTHAALAYAH 4, no. 1 (January 31, 2016): 131–37. http://dx.doi.org/10.29121/granthaalayah.v4.i1.2016.2851.

Full text

Abstract:

This study investigated English communication problem between non-Thai and Thai co-workers in Lutheran church. The study focused on the problems of English listening and speaking skills. The questionnaires were used to collect the data. The data analysis was presented in descriptive statistic. The research findings: 40 Thais and 13 non-Thai co-workers were more female than male in respondents of the study. Most of the Thai co-workers have previously graduated with a bachelor’s degree. There were 38.46% of the non-Thais have previously graduated with bachelor’s degree. There were 76.92% of the non-Thais come from Norway and they do not use English as a first language. Most of non-Thai respondents used Thai language communicated with Thai co-workers. The English communication problems exist between Thai and non-Thai co-workers at their work. The most difficult English skill for Thai co-workers was speaking whereas for non-Thais, it was the listening skill in communication. All of Thai co-workers often have problems in both listening and speaking skills. The major problems in communication were accent/pronunciation, using correct grammar and using appropriate words. Whereas foreigners communicated with Thai co-workers, there were major problems with understanding Thai co-workers’ accent/pronunciation of English.

APA, Harvard, Vancouver, ISO, and other styles

21

Goldsmith, Anthony, and Nutprapha Dennis. "AN ILLUMINATION OF 3rd YEAR, THAI ENGLISH-MAJOR UNDERGRADUATE STUDENTS’ PERCEPTIONS OF NATIVE AND THAI ENGLISH TEACHERS." International Journal of Research -GRANTHAALAYAH 4, no. 7 (July 31, 2016): 27–65. http://dx.doi.org/10.29121/granthaalayah.v4.i7.2016.2593.

Full text

Abstract:

This qualitative research study examines 158 Thai EFL, 3rd-year, undergraduate students’ perceptions of Thai English teachers (TETs) and Native English teachers (NETs). The purposive convenience sample was three English-major cohorts studying at UBRU, Thailand. A content analysis of 158 ‘Compare and Contrast’ essays entitled ‘Thai English Teachers and Native English teachers’ was conducted and followed repetitive reading and coding of the data. The initial twenty-four identified codes were collapsed into five code groups. These groups were then collapsed further into two emerging themes. The research indicates that the students prefer NETs when learning Listening, Speaking and Writing skills and preferred TETs when learning Grammar. The students also clearly indicated a preference for the varied, interactive activity based teaching methods employed by NETs over the didactic, textbook, gramma-translation methods used by the TETs. The limited use of L1 in the EFL classroom was perceived as appropriate because it enabled understanding of complicated grammar concepts. It also reduced students’ interactive anxiety. The students did however indicate a preference for NETs when their perceived proficiency levels are higher. This study should aid readers understanding of Thai EFL undergraduate students and inform teaching staff about important considerations when developing EFL educational programmes in Thailand.

APA, Harvard, Vancouver, ISO, and other styles

22

Fauziyah, Firda, Arini Nurul Hidayati, and Fuad Abdullah. "Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 4, 2021): 1515–25. http://dx.doi.org/10.35445/alishlah.v13i3.809.

Full text

Abstract:

Over the last few decades, World Englishes have shifted the paradigm of how both native and non-native speakers view English as a lingua franca. This paradigmatic shift has attracted scholars to conduct a plethora of investigations on the roles of English as an international language. However, scrutinizing the pre-service teachers’ attitudes towards Thai English amid their teaching practicum in Thailand remains under-explored, notably viewed from Indonesian perspectives. This study investigated Indonesian pre-service teachers’ attitudes towards Thai English within their teaching practicum in Thailand to fill this gap. Four Indonesian pre-service teachers performing teaching practicum at diverse Thai schools were recruited as the participants. The data were garnered through semi-structured interviews and analyzed with qualitative data analysis framework. The findings revealed that Thai English was less intelligible. Besides, they contended that Thai English enables them to experience emotional shifts. Eventually, Thai English has adapted from the English and Thai language. With these in mind, understanding and employing Thai English practically offers the Indonesian pre-service teachers another variety of English to communicate in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

23

Tsukada, Kimiko, and Rungpat Roengpitya. "Discrimination of English and Thai words ending with voiceless stops by native Thai listeners differing in English experience." Journal of the International Phonetic Association 38, no. 3 (December 2008): 325–47. http://dx.doi.org/10.1017/s0025100308003575.

Full text

Abstract:

This study examines the discrimination of words ending with voiceless stops /p t k/ in first language (L1) and second language (L2) by three groups of native Thai participants. These participants differed in their countries of residence and experience with L2 English in the formal education system. The first group (T1) was a group of 18 Thai listeners who were living in Australia. The second and third groups consisted of 12 university students (T2) and 12 high-school students (T3) living in Thailand. Eighteen Australian English (AusE) listeners were included as controls. English and Thai words minimally contrasting in the final stop (e.g. ‘cap’ vs. ‘cat’) were presented to the listeners to investigate whether L2 phonetic learning occurs even for the contrasts that are expected to be discriminated with high accuracy from the onset of L2 learning and if so, how it is influenced by L2 experience. All three Thai groups showed reasonably accurate discrimination for both English and Thai words, but only T1 showed discrimination accuracy comparable to AusE in English. Further, only T3 was clearly more accurate in discriminating unreleased Thai than English stop contrasts, most of which were accompanied with release bursts. These two findings are taken to be evidence for phonetic learning of specific aspects of L2 contrasts rather than positive L1 transfer.

APA, Harvard, Vancouver, ISO, and other styles

24

Buripakdi, Adcharawan. "The marginalized positions of Thai professional writers on the global hegemony of English." Journal of Asian Pacific Communication 22, no. 1 (February 10, 2012): 41–60. http://dx.doi.org/10.1075/japc.22.1.03bur.

Full text

Abstract:

This qualitative study investigated the positions of the Thai professional writers towards Thai English. Data was collected from in-depth interviews of 20 Thai bilingual writers. The findings revealed that most of the writers had different ways to distant themselves from Thai English. The majority of the participants expressed a marginalized view toward their English. Their attitudes were greatly influenced by the hegemonic Standard English. Evidently, Thai perceptions of the English language conformed to a colonial, hierarchical standpoint which privileged the types of English spoken and written within the U.S. and Great Britain and denigrated spoken and written Thai English. The study not only reflected the reality of World Englishes but also addressed political aspect of language use related with identity, power, and hierarchical discourse. It clearly indicated the political nature of teaching English and called for a reconsideration of teaching practices in countries where English is not the native language.

APA, Harvard, Vancouver, ISO, and other styles

25

Thadphoothon, Janpha. "Factors Affecting Thai Taxi Drivers’ English Competence." International Journal of Education and Literacy Studies 6, no. 2 (April 30, 2018): 79. http://dx.doi.org/10.7575/aiac.ijels.v.6n.2p.79.

Full text

Abstract:

This study investigated the factors affecting Thai taxi drivers’ English competence. Altogether, 342 taxi drivers answered questionnaires and performed tasks that measured their English language competency; aiming to find out what the factors are that affect their English competency. The taxi drivers were all Thais sampled from three zones in the Bangkok metropolis. The instruments included the test and the questionnaires. The data collection was carried out during January to May 2016. The structural equation model, based on relevant theories and research findings, was constructed to explain the factors affecting their English language competence. The exogenous factors were their educational background and previous English language training, attitudes towards non-Thai passengers, motivation, and their independent language learning behavior. The results showed that the model was supported by the empirical evidence. The model was fitted with the Chi-square of 53.821, CFI of 0.996, NFI of 0.972, GFI of 0.977, and RMSEA of 0.022. The majority of Thai taxi drivers’ English language competence was at the low level (Mean = 2.50). It was also found that their educational background and English language training significantly affected their English competence directly and indirectly.

APA, Harvard, Vancouver, ISO, and other styles

26

Satthachai, Mali, and Dorothy Kenny. "Deontic modality in English-Thai legislative translation." Corpus-Based Research in Legal and Institutional Translation 8, no. 1 (June 26, 2019): 39–66. http://dx.doi.org/10.1075/ts.00012.sat.

Full text

Abstract:

Abstract Scholarly interest in legislative translation has grown substantially over recent decades, with corpus-based approaches contributing to our understanding of the relationship between translated legislation and source texts, on the one hand, and translated and non-translated legislative texts in the target language, on the other. To date, however, most studies have been conducted on European languages. This study is part of a first attempt to use corpus techniques to explore legislative translation from English into Thai. Drawing on a purpose-built, 400,000-word, parallel corpus of international treaties translated from English into Thai, and a one million-word monolingual corpus of legislative texts originally written in Thai, we investigate how instances of deontic modality are translated into Thai. We analyse the modal strength of translations and conduct our inter-linguistic and intra-linguistic comparisons in the light of Biel’s (2014) concepts of equivalence and textual fit.

APA, Harvard, Vancouver, ISO, and other styles

27

Lum'atuddina, Syifa, and Miftachudin Miftachudin. "Anxiety in English Language Learning Among Thai Students." Conference on English Language Teaching 1 (June 19, 2021): 79–90. http://dx.doi.org/10.24090/celti.v1.8.

Full text

Abstract:

English language anxiety appears in some International students while learning in the country that use any language other than their native language. International students may get anxious while learning in another country. This research tries to answer two issues. The first one is the factors causing anxiety of Thai students in English language learning and the next one is the strategies of Thai students in coping their anxiety in English language learning. The data for this qualitative study were gathered from observation and semi-structured interview. The participants are two Thai students who took English Education Department in IAIN Salatiga. From the data, the researcher find that there are three factors causing anxiety of Thai students in English language learning namely communication apprehension, test anxiety and fear of negative evaluation. The researcher also find that there are two strategies of Thai students in coping the anxiety in reading class. They are preparation and peer seeking. The results of this study are hopefully can be beneficial to English teacher and students. Not only for domestic students, but also International students.

APA, Harvard, Vancouver, ISO, and other styles

28

Vanijdee, Alisa. "Thai Distance English Learners and Learner Autonomy." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (February 2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Hiranburana, Kulaporn. "Use of English in the Thai workplace." Kasetsart Journal of Social Sciences 38, no. 1 (January 2017): 31–38. http://dx.doi.org/10.1016/j.kjss.2015.10.002.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Lyons, Séamus. "A review of Thai–English machine translation." Machine Translation 34, no. 2-3 (August 14, 2020): 197–230. http://dx.doi.org/10.1007/s10590-020-09248-8.

Full text

APA, Harvard, Vancouver, ISO, and other styles

31

Saengboon, Saksit. "An Exploratory Study of Thai University Students’ Understanding of World Englishes." English Language Teaching 8, no. 11 (October 13, 2015): 131. http://dx.doi.org/10.5539/elt.v8n11p131.

Full text

Abstract:

<p>This exploratory study investigated the perceptions of Thai university students towards World Englishes (WEs). One hundred and ninety-eight students from three universities in Bangkok were administered a questionnaire inquiring about definitions of WEs, the Kachruvian concentric circles, the concepts of standard and ownership of English, Thai English and the role of native vs. non-native English speaking teachers. Findings revealed that the majority of the respondents were ambivalent about WEs, although they still prized British and American English as most desirable. However, Thai English was perceived as undesirable, although they did not mind whether Thais may speak English with the Thai accent. Implications for classroom teaching and future research are provided.</p>

APA, Harvard, Vancouver, ISO, and other styles

32

Roengpitya, Rungpat. "The perception of English and Thai fricatives and affricates by Thai learners." Journal of the Acoustical Society of America 134, no. 5 (November 2013): 4248. http://dx.doi.org/10.1121/1.4831630.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Rhekhalilit, Kittinata, and Siriporn Lerdpaisalwong. "The Increasing Role of English in Thai Academic Publications." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 335–57. http://dx.doi.org/10.1163/26659077-02203004.

Full text

Abstract:

The role of English as a medium of communication especially in the academic domain has been accelerated. This is reflected in the growing number of English language academic journals in non-English dominant countries such as: China, India and Spain (Ren and Rousseau 2004; Xian 2006). Similar to other peripheral countries, Thailand is no exception. This situation results in competition between the national language and English. This present study compares the language choice of academic papers published in Thai national journals in two major fields: science, and its counterpart, humanities and social science. The data collection includes a corpus of 663 articles published in 2005 and in 2015, specifically 346 from Science and 317 from Humanities and Social science. We have hypothesized that English plays a more significant role in scientific journals compared to those in Humanities and Social science. In addition to the language choice in Thai academic journals, a questionnaire was also distributed to 73 respondents to investigate the language ideology of Thai scholars in choosing a language for their manuscripts. The result reveals that many Thai scholars choose English in writing manuscripts due to the lack of technical terms in their field in Thai whereas some of them prefer Thai due to the publication process and the Thai readership orientation.

APA, Harvard, Vancouver, ISO, and other styles

34

Kitikanan, Tharinee, and Patchanok Kitikanan. "A Pronunciation of English Medical Loanwords Produced by Thai Nurses: A Case Study at Nopparat Rajathanee Hospital." Theory and Practice in Language Studies 12, no. 7 (July 4, 2022): 1305–12. http://dx.doi.org/10.17507/tpls.1207.09.

Full text

Abstract:

The study of English loanwords produced by Thai speakers has received much attention. However, to the best of our knowledge, this is the first study of English medical loanwords produced by Thai nurses. The aim of this study is to investigate the production of English medical loanwords produced by L2 Thai nurses. The data used was 395 English medical loanwords in sentences. The analysis was divided into two main parts: phonological and morphological. For the phonological analysis, the influence of L1 Thai was found in the production. It was also found that there is a difference between the way Thai nurses and L2 Thai learners say the same English sounds, especially when the English sounds do not exist in the Thai sound system. For the morphological analysis, seven strategies of word formation were found, including keeping the same word, acronym, abbreviation, phrasal clipping, back clipping and adding other sounds, lengthening of abbreviation, and different pronunciations to distinguish words. Some strategies, such as lengthening of abbreviation, were not found in the formation of English loanwords in Thai, and some strategies in the formation of English loanwords in Thai were not found in the formation of English medical loanwords. These results suggest that English medical loanwords used by Thai nurses have unique characteristics which enhance the communication among healthcare professionals.

APA, Harvard, Vancouver, ISO, and other styles

35

Kitikanan, Patchanok. "The Effect of L2 Experience on the Perceptual Assimilation of British English Monophthongs to Thai Monophthongs by L2 Thai Learners." English Language Teaching 13, no. 5 (April 9, 2020): 1. http://dx.doi.org/10.5539/elt.v13n5p1.

Full text

Abstract:

Perceptual assimilation is a well-known task; however, there is no study on the assimilation pattern of the English monophthongs by L2 Thai learners. The aims of this study are to explore the perceptual assimilation patterns of the British English monophthongs to Thai monophthongs by L2 Thai learners and to examine the effect of L2 experience on this perception. The target British English sounds were /iː, ɪ, e, æ, ɒ, ɑː, ɔː, ʊ, uː, ʌ, ɜː/ in /bVt/ context. The Thai listeners performed an assimilation task by matching these British English monophthongs with their L1 Thai monophthongs. The results showed no difference in the assimilation patterns between the high-experienced and low-experienced groups in the perception of the English /ɪ, e, ɑː, ɔː, ʊ, ʌ, ɜː/. The degree of the perceived similarity in the matching of these vowels to the Thai sound categories between these two groups was not significantly different from one another either. However, English /e/ was mostly perceived as Thai /e/ in the high-experienced group to a greater degree than the low-experienced group. The findings also showed the difference in the assimilation patterns between these two groups, i.e. for English /æ, iː, uː, ɒ/ suggesting the importance of the L2 experience in the exploration of the L2 speech learning research. The implication for L2 sound learning of this study is that having higher number of phonemes in the L1 phonological system than that in the L2 one is less important than the L2 experience. 

APA, Harvard, Vancouver, ISO, and other styles

36

Burnham, Denis, and Barbara Dodd. "Language–General Auditory–Visual Speech Perception: Thai–English and Japanese–English McGurk Effects." Multisensory Research 31, no. 1-2 (2018): 79–110. http://dx.doi.org/10.1163/22134808-00002590.

Full text

Abstract:

Cross-language McGurk Effects are used to investigate the locus of auditory–visual speech integration. Experiment 1 uses the fact that [], as in ‘sing’, is phonotactically legal in word-final position in English and Thai, but in word-initial position only in Thai. English and Thai language participants were tested for ‘n’ perception from auditory [m]/visual [] (A[m]V[]) in word-initial and -final positions. Despite English speakers’ native language bias to label word-initial [] as ‘n’, the incidence of ‘n’ percepts to A[m]V[] was equivalent for English and Thai speakers in final and initial positions. Experiment 2 used the facts that (i) [ð] as in ‘that’ is not present in Japanese, and (ii) English speakers respond more often with ‘tha’ than ‘da’ to A[ba]V[ga], but more often with ‘di’ than ‘thi’ to A[bi]V[gi]. English and three groups of Japanese language participants (Beginner, Intermediate, Advanced English knowledge) were presented with A[ba]V[ga] and A[bi]V[gi] by an English (Experiment 2a) or a Japanese (Experiment 2b) speaker. Despite Japanese participants’ native language bias to perceive ‘d’ more often than ‘th’, the four groups showed a similar phonetic level effect of [a]/[i] vowel context × ‘th’ vs. ‘d’ responses to A[b]V[g] presentations. In Experiment 2b this phonetic level interaction held, but was more one-sided as very few ‘th’ responses were evident, even in Australian English participants. Results are discussed in terms of a phonetic plus postcategorical model, in which incoming auditory and visual information is integrated at a phonetic level, after which there are post-categorical phonemic influences.

APA, Harvard, Vancouver, ISO, and other styles

37

Hongthong, Kamolchanok. "The Sensitivity of L1 English – L2 Thai Language Learners to Errors in Basic Thai Serial Verb Constructions." MANUSYA 17, no. 3 (2014): 11–33. http://dx.doi.org/10.1163/26659077-01703002.

Full text

Abstract:

The present study concerned the sensitivity to unacceptable basic Thai serial verb constructions (thereinafter called SVCs) among native speakers of English who learn Thai. The objectives were to test English learners of Thai on distinguishing between acceptable and unacceptable SVCs, and to specify the characteristics of errors that tend to be problematic to them. The scope of this study was limited to basic SVCs that consist of the juxtaposition of only two nongrammaticalized and non-complement taking verbs. The subjects in this experiment were ten English undergraduates and postgraduates in the Thai Studies program. The data elicitation methods were an untimed acceptability judgment test and a think-aloud protocol. A set of 30 individual Thai sentences, each with phonetic transcription, gloss and an English translation – some of which were accurate and others were not – were presented and the subjects were then asked to give their verbal reports on each of the sentences. The audio-recorded data were coded and analyzed. The results revealed that learners are relatively insensitive to malformed SVCs, particularly redundant ones (46.67%).

APA, Harvard, Vancouver, ISO, and other styles

38

Menking, Scott. "Thai and Japanese university students: Usefulness of English." English Today 31, no. 2 (May 28, 2015): 51–58. http://dx.doi.org/10.1017/s0266078415000103.

Full text

Abstract:

English is regularly perceived to be the global language that is used for cross-cultural communication by people from around the world (e.g., Crystal, 2003). Following international trends, English has exerted a presence in the cultures, languages, and interactional patterns of the peoples of Asia (Kachru, 1998: 91). The status afforded English native and near-native speakers reflects the perceived importance and interpersonal functionality of English in the region, and efforts by Asian governments to teach English at younger ages, as well as the demand for English ability by corporations, the media, and individuals, demonstrate its perceived instrumentality. In spite of the presumption of usefulness, there have been surprisingly few studies investigating Asian learners' perceptions of and decision to use English in specific settings. There is also a need for research that extends beyond individual countries to include pan-Asian issues, particularly in the “lesser-researched expanding-circle societies, including … Japan … [and] Thailand” (Bolton, 2008: 9). In order to address this gap in the literature and inform discussions about the comparability of students across Asian Expanding Circle countries, the aim of the present study is to compare and contrast how students in one Southeast Asian Expanding Circle country (i.e., Thailand) and one East Asian Expanding Circle country (i.e., Japan) view the usefulness of English to their lives.

APA, Harvard, Vancouver, ISO, and other styles

39

Kanoksilapatham, Budsaba. "Local Context-Based English Lessons: Forging Northern Thai knowledge, Fostering English Vocabulary." 3L The Southeast Asian Journal of English Language Studies 24, no. 2 (June 29, 2018): 127–42. http://dx.doi.org/10.17576/3l-2018-2402-10.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Sirivedin, Phiyapa, Weerachat Soopunyo, Sunti Srisuantang, and Achara Wongsothorn. "Effects of Facebook usage on English learning behavior of Thai English teachers." Kasetsart Journal of Social Sciences 39, no. 2 (May 2018): 183–89. http://dx.doi.org/10.1016/j.kjss.2018.03.007.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Xi, Xiaowei. "English Teachers’ Perspectives on Using Music in English Language Teaching in Thai Secondary Schools." Theory and Practice in Language Studies 11, no. 2 (February 1, 2021): 145. http://dx.doi.org/10.17507/tpls.1102.05.

Full text

Abstract:

The present study aimed to 1) investigate English teachers’ perspectives on using music in English teaching in Thai secondary schools; and 2) explore the problems teachers met while using music to teach English in Thai secondary schools. Participants in the present study were 55 English teachers from different secondary schools in central Bangkok, Thailand. The instrument for the current study was a questionnaire which included 24 Likert-scale items about teachers’ perspectives involving the attitudes, beliefs, intentions and problems of using music in English teaching, and one open-ended question asking about the problems teachers met while using music in their English teaching. Results from the quantitative data of the current study revealed the significantly positive attitudes and beliefs of the English teachers in Thai secondary schools on using music in English teaching, however, the results of open-ended question mismatched with the teachers’ attitudes and beliefs, which indicated that teachers actually did not use music in their English teaching frequently. The reasons and recommendations for future research have been discussed.

APA, Harvard, Vancouver, ISO, and other styles

42

Tachom, Khomkrit. "Enhancing Thai EFL Students’ EFL Vocabulary Knowledge through the Use of Task-Based Language Teaching and Storytelling Technique Adopting Thai Folktales." Asian Journal of Education and Training 7, no. 4 (November 22, 2021): 235–43. http://dx.doi.org/10.20448/journal.522.2021.74.235.243.

Full text

Abstract:

This study aimed to examine the development of EFL students' vocabulary knowledge adopting a task-based method with 32 Thai students who enrolled in an English for Communication course at a university in northern Thailand. This study emphasized improving the Thai EFL students’ English vocabulary knowledge by requiring students to retell six Thai folktales in English translation to their group members. The pretest-posttest design, as well as an interview, were employed to indicate the students' vocabulary improvement after retelling Thai folktales. The findings showed that the students' post-test scores were statistically higher than their pre-test scores, and the students felt that the folktale tasks helped them enhance their vocabulary knowledge. The results of this study indicate that the students learned English vocabulary in an engaging and meaningful way through storytelling; therefore, the students’ vocabulary retention is likely high.

APA, Harvard, Vancouver, ISO, and other styles

43

Tangmanee, Chatpong, and Thanaphorn Rotworaphorn. "Onscreen English font personality: an exploratory comparison between Thai and non-Thai speakers." International Journal of Electronic Business 12, no. 4 (2015): 380. http://dx.doi.org/10.1504/ijeb.2015.074616.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Prakaianurat, Pichet, and Preena Kangkun. "Language Attitudes of Thai Working Adults Toward Native and Non-native English Varieties." MANUSYA 21, no. 2 (2018): 92–111. http://dx.doi.org/10.1163/26659077-02102005.

Full text

Abstract:

The role of English as an international language (EIL) has prompted scholars to call for a shift in paradigm from teaching English as a foreign language (EFL) to teaching English as an international language EIL (Boriboon 2011; Jenkins 2007; Kirkpatrick 2010; McKay 2002; McKay and Bokhorst-Heng 2008). While this view seems practical at a time when English is increasingly being used as a lingua franca, it also calls for a study of people’s perceptions toward different English varieties since people’s attitudes can have a direct impact on educational practices, second-language learning, and identity construction of English speakers. This present study investigates language attitudes of 80 Thai working adults toward native (American and British) and nonnative (Filipino, Singaporean, and Thai) varieties in terms of social status and competence, attractiveness, and linguistic quality through the use of the Verbal Guise Test (VGT) (80 participants) and semistructured interviews (10 participants). The results showed that the dominance of native varieties still prevails as native varieties are perceived more favorably than non-native counterparts in all dimensions, and remain the English accents that Thai speakers of English want to learn and use. The results also indicate that Thai speakers of English aim for certain native-based varieties due to intelligibility, the ownership of English, and identity reasons. Findings suggest the importance of awareness-raising of the diversity of English varieties among Thai speakers of English in order to promote a sense of linguistic tolerance and prepare them for interactions in ELF contexts where English is used as a default language for those whose native language is not shared.

APA, Harvard, Vancouver, ISO, and other styles

45

Tahe, Aleeya. "THE PROBLEMS OF THAI STUDENTS IN MASTERING ENGLISH SPEAKING SKILLS IN THE ISLAMIC UNIVERSITY OF LAMONGAN." E-LINK JOURNAL 7, no. 2 (January 20, 2021): 1. http://dx.doi.org/10.30736/ej.v7i2.332.

Full text

Abstract:

English speaking skills are very important to communicate in the world. Most of the people communicate with other people by using speaking skills. The difficult skill to master in learning English for Thai students is speaking skills, especially those who are learning English in Indonesia speaking skill seems to be the most difficult one to learn. Whereas, it is the most important skill that leads to effective communication between people. Speaking skill is considered as the most important means of communication. Although students still have problems with their English speaking skills. Thai students who study at the English department academic still get problems in speaking skills and it needs overcoming with their English problems. The main objective of this study is to know the problems of Thai students in mastering English speaking skills in the Islamic university of Lamongan (Indonesia). Keywords: Thai Student, English speaking skill

APA, Harvard, Vancouver, ISO, and other styles

46

Bunchutrakun, Chinchira. "Translation Testing in Idioms Translation of Fiction from English into Thai." International Journal of Social Science and Humanity 6, no. 6 (June 2016): 466–69. http://dx.doi.org/10.7763/ijssh.2016.v6.692.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Anthony, Edward M., John Pheby, Michael Clark, Bernadette Mohan, Narisa Chakrabongse, and Ubol Pukkanasuta. "The Oxford-Duden Pictorial Thai & English Dictionary." Modern Language Journal 80, no. 1 (1996): 127. http://dx.doi.org/10.2307/329094.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Bunsorn, Maliwan, and Tongtip Poonlarp. "The Translation of Thai Standard Amplifiers into English." Journal of Pan-Pacific Association of Applied Linguistics 23, no. 1 (June 30, 2019): 59–83. http://dx.doi.org/10.25256/paal.23.1.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Sundrarajun, Chutamas. "Voices from EFL Thai learners towards English writing." Cypriot Journal of Educational Sciences 15, no. 6 (December 31, 2020): 1495–507. http://dx.doi.org/10.18844/cjes.v15i6.5293.

Full text

Abstract:

English language writing is seen as one of the most difficult skills for undergraduate students. When composing a piece of writing, students usually face various problems ranging from grammatical aspects to expressing ideas and opinions. To answer the research questions, this study employed a mixed method of both qualitative and quantitative approaches to identify the students’ perceptions towards Business Article Writing Course, as well as to pinpoint their challenges when working on the written assignments. The intensive data were collected from 20 fourth year students majoring in Business English via the use of questionnaire and a semi-structured interview. The findings give teachers, course designers, and educational organizations an insight into students’ problems in learning English language writing. It also highlights the need to integrate different genres of writing to enhance students’ writing skills so that they can use such techniques to overcome any struggles when composing a piece of writing. Keywords: Academic Writing, EFL, Writing Strategies, Peer Feedback

APA, Harvard, Vancouver, ISO, and other styles

50

Schmidt, Anna Marie, and Jessica Beamer. "Electropalatography treatment for training Thai speakers of English." Clinical Linguistics & Phonetics 12, no. 5 (September 1, 1998): 389–403. http://dx.doi.org/10.3109/02699209808985233.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Thai English'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles