Relevant bibliographies by topics / Thai language

Contents

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

Academic literature on the topic 'Thai language'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Thai language"

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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.

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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.
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Jamcharoensup, Pratanporn. "Teaching Thai Language to Thai Children in Switzerland." Procedia - Social and Behavioral Sciences 112 (February 2014): 1022–26. http://dx.doi.org/10.1016/j.sbspro.2014.01.1264.

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Kasa, Deeana. "Attitudes of Native Speakers of Thai Toward Speakers of Thai as a Second Language." Journal of Language Teaching and Research 14, no. 6 (November 1, 2023): 1469–75. http://dx.doi.org/10.17507/jltr.1406.04.

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Languages and accents build understanding and relationships with other people. Therefore, understanding individual attitudes could contribute to more effective second language communication and learning motivation. This study investigated the attitudes of native speakers of Thai (NST) toward speakers of Thai as a second language: Chinese speakers of Thai as a second language (CST) and American speakers of Thai as a second language (AST). The matched-guise technique (Lambert et al., 1960) was used to assess data collected from 145 Thai NST evaluators through an online questionnaire. The analysis of the NST’s attitudes found ten characteristics from both the CST and AST were statistically significantly different at a 0.05 level, such as friendliness, diligence, generosity, self-confidence, responsibility, leadership, economic status, attractive accent, and language use appropriateness. The NSTs were found to have more positive attitudes toward the CSTs than the ASTs in many aspects, which may have been because of native language sound and social context factors.
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Boonrawd Chotivachira. ""The Slave" : the Soap Opera that Reflected Thai Wisdoms, Language, and Thai-ness." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 16, no. 1 (August 2009): 69–102. http://dx.doi.org/10.22473/kats.2009.16.1.003.

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Minwei, Zhao. "A Comparative Study of Adverbial Types and Markers in Zhuang-Thai Language." Studies in Linguistics and Literature 7, no. 4 (November 25, 2023): p232. http://dx.doi.org/10.22158/sll.v7n4p232.

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Zhuang language and Thai language belong to the Sino Tibetan language family, and both belong to the Dong Dai language family. There are many similarities in the types of adverbs and markers between the two languages. Analyze and compare the types of adverbs in Zhuang and Thai languages, as well as the usage of marker words in the two languages, to identify the similarities and differences between the two.
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Minegishi, Makoto. "Description of Thai as an isolating language." Social Science Information 50, no. 1 (March 2011): 62–80. http://dx.doi.org/10.1177/0539018410389107.

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The article illustrates morphosyntactic characteristics of Thai, an isolating language, in contrast to the modern European languages. Thai is characterized as a topic-prominent language, where the voluntary–spontaneous contrast rather than transitive–intransitive one plays significant roles in forming basic sentence constructions. By assuming non-hierarchical serial verb constructions as its basic sentence structures, the author claims that the modern hierarchical view of language structure is not appropriate for Thai. In Thai, verbs are serialized to denote not only successive actions or an action and its objective, but also a cause and its result, an action and its evaluation. Furthermore, causative and passive constructions are analyzed as part of verb serializations which are structurally identical, but antiparallel to each other in the direction of affectedness.
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Sucaromana, Usaporn. "Investigating language learning strategies of Thai EFL undergraduate Students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 156–63. http://dx.doi.org/10.18844/prosoc.v4i1.2248.

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Dangsaart, Srisavakon, Kanlaya Naruedomkul, Nick Cercone, and Booncharoen Sirinaovakul. "Intelligent Thai text – Thai sign translation for language learning." Computers & Education 51, no. 3 (November 2008): 1125–41. http://dx.doi.org/10.1016/j.compedu.2007.11.008.

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Zhou, Hao. "Language Teaching methods for Thai Reading Comprehension of Chinese College students." International Journal of Educational Research and Development 1, no. 1 (May 30, 2022): 38. http://dx.doi.org/10.56028/ijerd.1.1.38.

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In the context of the construction of china-asean free Trade Area, ASEAN language education, that is, the education of small languages in Southeast Asia, has been widely paid attention to in China, among which Thai language education has certain regional advantages. According to the analysis of the current situation of Thai teaching guidance in recent years, it is found that although Chinese college students have participated in a variety of language training activities, mastered the basic language knowledge and formed certain language skills, but their own Thai reading comprehension ability is not strong, so they need to strengthen research during the language teaching guidance. Based on the current situation of Thai language learning among Chinese college students and the cultivation of Their Thai reading comprehension ability in recent years, this paper deeply discusses how to cultivate more high-quality language talents under the background of free trade.
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Kyungwon Yoon. "Gender-discriminative language in Thai." 동남아연구 16, no. 2 (February 2007): 27–48. http://dx.doi.org/10.21485/hufsea.2007.16.2.002.

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Dissertations / Theses on the topic "Thai language"

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Singnoi, Unchalee. "Nominal constructions in Thai /." view abstract or download file of text, 2000. http://wwwlib.umi.com/cr/uoregon/fullcit?p9986760.

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Thesis (Ph. D.)--University of Oregon, 2000.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 348-361). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p9986760.
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Patpong, Pattama. "A systemic functional interpretation of Thai grammar an exploration of Thai narrative discourse /." Phd thesis, Australia : Macquarie University, 2006. http://hdl.handle.net/1959.14/23285.

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Thesis (PhD)--Macquarie University, Division of Linguistics & Psychology, Department of Linguistics, 2006.
Bibliography: p. 742-762.
Systemic functional linguistics as a framework for description -- An overview of the grammar of Thai -- Textual clause grammar: the system of THEME -- Interpersonal clause grammar: the system of MOOD -- Experiential grammar at clause rank: the system of TRANSITIVITY -- Thai narrative register: context, semantics and lexicogrammatical profiles -- Conclusions.
This research is a text-based study of the grammar of standard Thai, based on systemic functional linguistics. It is the first attempt to explore Thai in systemic functional terms, that is with the account of the grammar of Thai being interpreted as resource for making meaning that is part of language as a higher-order semiotic system. This account utilizes a corpus-based methodology and explores extensive evidence from natural narrative texts, specifically fourteen Thai folk tales. This systemic functional interpretation of Thai is also supported by an investigation of other text types (See Chapter 2). The research has both intermediate and long term implications. The description itself will be a resource for the Thai community and it will also contribute to the growing area of linguistic typology based on systemic descriptions. The long term implication of the research is that the description will be used as a model for text-based research into minority languages in Thailand. -- There are two introductory chapters to the study. The first chapter discusses some general issues concerned with systemic functional theory and data used in the development of the description of the grammar of Thai. The second chapter is a preview chapter which provides an overview of the grammar of Thai in terms of three strands of meaning: textual, interpersonal, and the experiential mode of ideational meanings. The systemic functional interpretation is based on an exploration of a number of texts with a wide generic spread (e.g. news reports, topographic texts, encyclopedia, and television interview). -- Chapter 3 to Chapter 7 constitute the main body of the thesis. Chapter 3 deals with the textual metafunction: it explores the THEME system as the enabling resource for the clause grammar for presenting interpersonal and experiential meanings as a flow of information in context. Chapter 4 is concerned with the interpersonal metafunction. It is focused on exploring the MOOD system, that is, the resource of clause grammar for enacting social roles and relationships in an exchange. Chapter 5 is concerned with the experiential mode of the ideational metafunction: it investigates the TRANSITIVITY system, which is the resource of the clause grammar for construing our experience of the world around and inside us. As this thesis is based mainly on narrative discourse, Chapter 6 profiles Thai narratives in terms of context, semantics, and lexicogrammar. Firstly, at the context stratum, the chapter describes the generic structure potential of Thai folk tales. Secondly, the chapter describes the realization of this generic structure by semantic properties. Finally, the chapter is concerned with quantitatively exploring the narratives on the basis of clause-rank systems, at the stratum of lexicogrammar, across the metafunctional spectrum midway up the cline of instantiation. In the final chapter, the study concludes by summarizing the preceding chapters, pointing out research implications and limitations, and suggesting some areas for further studies.
Mode of access: World Wide Web.
xxxv, 762 ill. +
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Phatthanodom, Fahmui. "Primarily Thai." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc935715/.

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This thesis is a production report that describes the research process, pre-production and post-production stages of making a documentary about the Thai language school in the Thai temple in Dallas County. The film documents the teachers from Chulalongkorn University who volunteered to teach Thai-American students in the United States, and explores Thai-American students' attitudes toward the school and their heritage.
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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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Thongglin, Kanjana. "Controlled language for Thai software requirements specification." Thesis, Besançon, 2014. http://www.theses.fr/2014BESA1003.

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Cette thèse porte sur l’utilisation d’une langue contrôlée pour les spécifications des besoins du logiciel en thaï. L’étudedécrit les ambiguïtés syntaxiques et sémantiques ainsi que les problèmes rencontrés dans les spécifications des besoins dulogiciel en thaï. Ce travail explique également la nature de la langue thaïe. Le modèle de la langue contrôlée pour lesspécifications des besoins du logiciel en thaï, proposé dans cette étude, comprend trois composantes: l’analyse lexicale,l’analyse syntaxique et l’analyse sémantique. Pour l’analyse syntaxique, une syntaxe contrôlée est conçue en utilisant laforme du Backus-Naur (BNF). Quant à l’analyse lexicale, nous créons une ressource lexicale sous forme de langage XMLpour stocker tous les mots classés selon leur domaine. Les mots reçus de la ressource XML sont corrects d’un point de vueconceptuel mais ne sont pas pertinents d’un point de vue sémantique. Pour résoudre ce problème, nous faisons alors usage dematrices booléennes pour aligner les phrases sémantiquement. Ainsi les phrases produites par le modèle serontsyntaxiquement et sémantiquement correctes.Après avoir créé le modèle, nous avons construit un logiciel pour tester son efficacité. Il est ainsi évalué par quatreméthodes d’évaluation : 1. le test de fonctionnement syntaxique pour vérifier la syntaxe de la phrase; 2. le test defonctionnement sémantique pour tester la sémantique de la phrase; 3. le test d’acceptation en terme de satisfaction desutilisateurs avec le logiciel; et 4. le test d’acceptation en terme d’acception des données de sortie.Des résultats positifs montrent que : 1. les phrases produites par le modèle proposé sont syntaxiquement correctes; 2. lesphrases produites par le modèle proposé sont sémantiquement correctes; 3. les utilisateurs sont satisfaits et acceptent lelogiciel; et 4. les utilisateurs acceptent et comprennent les phrases produites par ce modèle
This thesis focuses on using controlled language for Thai software requirements specifications. The studydescribes the ambiguities and problems encountered in Thai software requirements specifications; both syntacticambiguity and semantic ambiguity. The study also describes the nature of the Thai language. The model of controlledlanguage for Thai software requirements specifications is composed of three main components: lexical analysis,syntactic analysis, and semantic analysis. For syntactic analysis, a controlled syntax is created using Backus-NaurForm (BNF). In the lexical analysis stage, an XML format lexical resource is built to store words according to theirdomain. The words received from the XML resource are conceptually correct but may be semantically irrelevant. Tosolve this issue, the model applies Boolean Matrices to align sentences semantically. As a result, the sentencesproduced from the model are guaranteed to be syntactically and semantically correct.After having created this model, a program for testing the efficiency of the model is developed. The model isevaluated using four testing methods as follows: 1. functional testing for the correctness of the sentence’s syntax, 2.functional testing for the semantic correctness of the sentences produced by the model, 3. acceptance testing in termsof user satisfaction with the program, and 4. acceptance testing in terms of the validity of the outputs.The positive results signify that: 1. the sentences produced by the proposed model are syntactically correct, 2. thesentences produced by the proposed model are semantically correct, 3. the users are satisfied and accept the softwarecreated, and 4. the users approve and understand the sentences produced from this model
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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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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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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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Sookgasem, Prapa. "Morphology, syntax and semantics of auxiliaries in Thai." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185107.

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This dissertation presents a study of three linguistic areas--morphology, syntax and semantics--of what have traditionally been called auxiliaries or auxiliary verbs in Thai, but what I call temporal verbs. My morphological analysis offers answers to long-term questions: What is the grammatical category of temporal verbs? What is the structure of sequences of these elements? And how are their syntactic discontinuities to be handled? My syntactic analysis investigates all possible positions of temporal verbs in both Subject-Verb-(Complement) and Verb-Subject-(Complement) sentences (Sookgasem 1989). Using Head-Driven Phrase Structure Grammar (Pollard & Sag 1987) for my analysis, I focus on three interesting points: First, a problem with the Head Feature Principle when describing a temporal verb in a sentence. Second, a problem with the linear order of the VP constituent in the Verb-Subject-(Complement) constructions of temporal verbs. And third, a position of some temporal verbs in relation to part of its VP complement. For the semantic analysis of temporal verbs, I focus on the temporal interpretation of the Future and Aspect verbs. I argue that Thai is a tense language. To support this, I analyse Aspect in Thai and examine tense interpretation in simple sentences and all types of complex sentences. Based on the evidence, I propose a tense system in Thai. I provide definitions of Reference Time and Tenseness. I propose a Tense Assigner Hierarchy, a relation named Overlap, a semantic model for tense interpretation, and the truth conditions for tensed sentences and clauses. To provide an accurate account of tense interpretation in Thai, I analyse eventualities which include Activities, Accomplishments, Achievements and States.
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Books on the topic "Thai language"

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Ormaechea, Josʹe Marʹia. Photčhanānukrom Thai-Sapēn, Sapēn-Thai. [Bangkok]: Wacharin Pub., 1998.

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Yūyen, Wiphāwan. Khrōngsāng phāsā Thai =: Structure of the Thai language. Nakhō̜n Pathom [Thailand]: Rōngphim Mahāwitthayālai Sinlapākō̜n, Witthayākhēt Phrarātchawang Sanām Čhan, 1986.

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

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. Thai Natural Language Processing. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-56235-9.

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Samākhom Khon Hū Nūak hǣng Prathēt Thai., Zen Nihon Rōa Renmei, and Japan Yūseishō, eds. Thai sign language book. Bangkok: National Associaiton of the Deaf in Thailand, 1999.

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Phadungsuntharārak, Wirōt. ʻAksō̜n Thai læ ʻaksō̜n Khō̜m Thai: Thai scripts & Khmer scripts. [Bangkok]: Phāk Wichā Phāsā Thai læ Phāsā Tawanʻō̜k, Khana Manutsayasāt, Mahāwitthayālai Rāmkhamhǣng, 1997.

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Khaolāt, Nikhom. Prasā Thai. Krung Thēp: Samnakphim Na Khom, 1996.

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

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Bunyasuwan, Khanin. ʻAthibāi sap ratthathammanūn ʻAngkrit-Thai, Thai-ʻAngkrit. [Bangkok: s.n.], 2004.

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Waiphrip, Čhư̄ačhan. Kānchai phāsā Thai =: Thai usage. [Phuket, Thailand]: Prōkrǣm Wichā Phāsā Thai, Khana Manutsayasāt læ Sangkhommasāt, Sathāban Rātchaphat Phūket, 1999.

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Book chapters on the topic "Thai language"

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Diller, Anthony. "6 Thai." In Studies in Language Companion Series, 149. Amsterdam: John Benjamins Publishing Company, 1994. http://dx.doi.org/10.1075/slcs.25.10dil.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "Thai Word Segmentation." In Thai Natural Language Processing, 25–36. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_2.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "Thai Natural Language Processing Programming." In Thai Natural Language Processing, 99–130. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_5.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "Introduction." In Thai Natural Language Processing, 1–24. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_1.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "TLS-ART-MC, A New Algorithm for Thai Word Segmentation." In Thai Natural Language Processing, 37–83. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_3.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "Semantic Analysis." In Thai Natural Language Processing, 85–97. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_4.

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Tapsai, Chalermpol, Herwig Unger, and Phayung Meesad. "The Application of Thai Natural Language Processing." In Thai Natural Language Processing, 131–59. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56235-9_6.

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Jenny, Mathias. "Benefactive strategies in Thai." In Typological Studies in Language, 377–92. Amsterdam: John Benjamins Publishing Company, 2010. http://dx.doi.org/10.1075/tsl.92.16jen.

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Prasithrathsint, Amara. "Development ofthùukpassive marker in Thai." In Typological Studies in Language, 115–31. Amsterdam: John Benjamins Publishing Company, 2006. http://dx.doi.org/10.1075/tsl.68.09pra.

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Diller, Anthony. "Evidence for Austroasiatic strata in Thai." In Language Contacts in Prehistory, 159–75. Amsterdam: John Benjamins Publishing Company, 2003. http://dx.doi.org/10.1075/cilt.239.12dil.

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Conference papers on the topic "Thai language"

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Thathong, Umavasee, Somchai Jitapunkul, Visarut Ahkuputra, Ekkarit Maneenoi, and Boonchai Thampanitchawong. "Classification of Thai consonant naming using Thai tone." In 6th International Conference on Spoken Language Processing (ICSLP 2000). ISCA: ISCA, 2000. http://dx.doi.org/10.21437/icslp.2000-474.

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Leenoi, Dhanon, Sawittree Jumpathong, and Thepchai Supnithi. "Manifesting Thai conceptual scenarios through Thai FrameNet." In 2011 7th International Conference on Natural Language Processing and Knowledge Engineering (NLPKE). IEEE, 2011. http://dx.doi.org/10.1109/nlpke.2011.6138183.

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Wongchaisuwat, Papis. "Semantic similarity measure for Thai language." In 2018 International Joint Symposium on Artificial Intelligence and Natural Language Processing (iSAI-NLP). IEEE, 2018. http://dx.doi.org/10.1109/isai-nlp.2018.8692800.

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Chaikaew, Anusorn, Kritsana Somkuan, and Prasit Sarapee. "Mobile Application for Thai Sign language." In 2018 22nd International Computer Science and Engineering Conference (ICSEC). IEEE, 2018. http://dx.doi.org/10.1109/icsec.2018.8712709.

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Chompoobutr, Sarinya, Monthika Boriboon, Wantanee Phantachat, and Puttachart Potibal. "Core vocabulary of Thai language for Thai picture based communication system." In the 3rd International Convention. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1592700.1592736.

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Kawtrakul, Asanee, Mukda Suktarachan, Patcharee Varasai, and Hutchatai Chanlekha. "A state of the art of Thai Language resources and Thai Language behavior analysis and modeling." In the 3rd workshop. Morristown, NJ, USA: Association for Computational Linguistics, 2002. http://dx.doi.org/10.3115/1118759.1118766.

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Yimngam, S., W. Premchaisawadi, and W. Kreesuradej. "Thai emotion words analysis." In 2009 Eighth International Symposium on Natural Language Processing (SNLP). IEEE, 2009. http://dx.doi.org/10.1109/snlp.2009.5340916.

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Mahahing, Sukrita, and Pusadee Seresangtakul. "Korean-Thai Lexicon for Natural Language Processing." In 2013 International Conference on Information Science and Applications (ICISA). IEEE, 2013. http://dx.doi.org/10.1109/icisa.2013.6579435.

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Jongtaveesataporn, Markpong, Issara Thienlikit, Chai Wutiwiwatchai, and Sadaoki Furui. "Towards better language modeling for Thai LVCSR." In Interspeech 2007. ISCA: ISCA, 2007. http://dx.doi.org/10.21437/interspeech.2007-447.

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Prachumrak, Korakot. "Weighted Finite Automata encoding over Thai language." In the 2nd International Conference. New York, New York, USA: ACM Press, 2009. http://dx.doi.org/10.1145/1655925.1656051.

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Reports on the topic "Thai language"

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Gärkman, Heidi, Katija Aladin, and Christopher Petrie. Spotlight on Bilingual Education. HundrED, September 2020. http://dx.doi.org/10.58261/bwof1517.

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Through our research, we have discovered that bilingual education is about learning how to think and act in two (or more) languages and how to navigate between them. Bilingual education is an inclusive environment where more than one language is used to learn! We have been mindful of searching for innovations that best support the learning of languages in positive and welcoming bilingual and multilingual environments – innovations that in one way or another can bring together and support all members of a school community. With this Spotlight, we are proud to highlight innovative practices and approaches in bilingual education that excite, inspire, enable, create and support bilingual teaching and learning, language awareness and confidence, mother tongue education, bilingualism and multilingualism, cultural exchange, inclusion and diversity.
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Kircher, Ruth, and Mirjam Vellinga. ECMI Minorities Blog. From Acquisition to Activation: How Language Planning Can Promote New Speakers’ Minority Language Us. European Centre for Minority Issues, October 2023. http://dx.doi.org/10.53779/cmlh2988.

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New speakers (individuals acquiring minority languages outside the home, typically later on in life) can make important contributions to minority language revitalisation. However, this can only happen if they become active and frequent users of the minority languages they have learnt. In many contexts, this is not the case. Taking Frisian in Fryslân as a case study, this blog post examines new speakers’ activation (the process by which they become active and habitual minority language users) – focusing specifically on how this is affected by traditional minority language speakers’ behaviours. The findings highlight how the complex dynamics between traditional and new speakers can hinder the latter’s activation. The blog post discusses the implications of these findings, concluding that there is a need for prestige planning to ameliorate intergroup relations – and thereby foster new speakers’ activation and promote minority language revitalisation.
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Willis, Craig. ECMI Minorities Blog. Minority Language Media and TikTok: Are Broadcasters Showing They Are Still Relevant for Younger Audiences? European Centre for Minority Issues, June 2023. http://dx.doi.org/10.53779/qlmm1477.

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Whilst younger audiences move away from traditional forms of media consumption, public broadcasters – including those in minority languages – have long been facing declining viewing figures in terms of linear television. At the same time, social media consumption habits are diverging along a generational gap – younger audiences favour TikTok and Instagram over Facebook or Twitter. This blogpost sheds light on one element of this, analysing the attempts of institutional actors – in this case minority language broadcasters – to reach different audience segments by creating content directly through TikTok. Concentrated focus is placed on the Welsh language broadcaster S4C, the Galician language broadcaster TVG and the Catalan language broadcaster TV3, with the conclusions pointing towards greater levels of success for their sub-brands which adopt a less-formal, non-institutionalised approach. The positive examples suggest minority language media are finding ways to adapt to contemporary challenges and that their role for younger generations was perhaps neglected too soon by some critics.
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Baader, Franz, and Alexander Okhotin. On Language Equations with One-sided Concatenation. Aachen University of Technology, 2006. http://dx.doi.org/10.25368/2022.154.

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Language equations are equations where both the constants occurring in the equations and the solutions are formal languages. They have first been introduced in formal language theory, but are now also considered in other areas of computer science. In the present paper, we restrict the attention to language equations with one-sided concatenation, but in contrast to previous work on these equations, we allow not just union but all Boolean operations to be used when formulating them. In addition, we are not just interested in deciding solvability of such equations, but also in deciding other properties of the set of solutions, like its cardinality (finite, infinite, uncountable) and whether it contains least/greatest solutions. We show that all these decision problems are ExpTime-complete.
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Бакум, З. П., and О. О. Пальчикова. Роль языковой картины мира в обучении иностранных студентов украинскому языку. Tanaka Print, 2014. http://dx.doi.org/10.31812/0564/402.

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The article considers the problem of teaching students foreign languages by means of comparing national linguistic pictures of the world. The analysis of linguistic and linguadidactic literature allows to interpret linguistic picture of the world as a set of knowledge about the world embodied in language form, more precisely - the specific features of the national language, reflecting cultural, historical and social experience of a particular nation. In this regard the national linguistic pictures of the world are not identical. The authors lay stress on the importance of taking into account the fact of national specific differences of linguistic pictures of the world in teaching foreign students Ukrainian as a foreign language, also indicate that special attention should be paid to linguacultural work with vocabulary and phraseology, in which national and cultural experience is embodied.
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McDermott, Philip, and Mairéad Nic Craith. ECMI Minorities Blog. Debates on Language Rights in Northern Ireland: Beyond Parallel Structures? European Centre for Minority Issues, July 2024. http://dx.doi.org/10.53779/abva2667.

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In this blog, the authors focus on recent developments regarding Irish and Ulster-Scots in Northern Ireland. Beginning with the convening of a newly-devolved government in January 2024, they explore the impact of political instability on linguistic diversity in the region. Subsequently, initiatives such as the Identity and Language (Northern Ireland) Act 2022 and the proposed establishment of an Office of Identity and Cultural Expression are examined. The authors argue for the need to go beyond parallel structures which align languages with identity politics, whilst highlighting that political elites often fail to acknowledge those who engage with a language associated with another political tradition. A key aspect to the argument is the need for policy interventions which support the development of distinct types of dialogue about language and which have transformative potential.
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Shaba, Varteen Hannah. Translating North-Eastern Neo-Aramaic Idioms into English. Institute of Development Studies, January 2023. http://dx.doi.org/10.19088/creid.2023.002.

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North-eastern Neo-Aramaic (also known as NENA) languages and literature are a prosperous and encouraging field of research. They abound with oral traditions and expressions that incorporate various spoken forms including everyday language, tales, songs, chants, prayers, proverbs, and more. These are used to transfer culture, knowledge, and community values. Some types of oral forms are idioms and fixed expressions. Idioms are extremely problematic to translate for a number of reasons, including: cultural and linguistic differences between languages; their specific connection to cultural practices and interpretations, and the difficulty of transferring the same meanings and connotations into another language with accuracy. This paper explores how to define and classify idioms, and suggests specific strategies and procedures to translate idioms from the NENA dialect Bartella (a local Aramaic dialect in Nineveh Plain) into English – as proposed by Baker (1992: 63–78). Data collection is based on 15 idioms in Bartella dialect taken from the heritage play Khlola d baretle teqta (Wedding in the old Bartella). The findings revealed that only three strategies are helpful to transfer particular cultural conceptualisations: using an idiom of similar meaning and form; using an idiom of similar meaning but different form, and translation by paraphrasing. Based on the findings, the author provides individuals and institutions with suggestions on how to save endangered languages and dialects, particularly with regard to the religious minorities’ heritage. Key among these recommendations is encouraging researchers and scholars to direct translation projects and activities towards preserving minority languages with their oral heritage and cultural expressions, which are susceptible to extinction.
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Symonenko, Svitlana V., Nataliia V. Zaitseva, Viacheslav V. Osadchyi, Kateryna P. Osadcha, and Ekaterina O. Shmeltser. Virtual reality in foreign language training at higher educational institutions. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3759.

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The paper deals with the urgent problem of application of virtual reality in foreign language training. Statistical data confirms that the number of smartphone users, Internet users, including wireless Internet users, has been increasing for recent years in Ukraine and tends to grow. The coherence of quick mobile Internet access and presence of supplementary equipment enables to get trained or to self-dependently advance due to usage of virtual reality possibilities for education in the stationary classrooms, at home and in motion. Several important features of virtual reality, its advantages for education are discussed. It is noted that virtual reality is remaining a relatively new technology in language learning. Benefits from virtual reality implementation into foreign language learning and teaching are given. The aspects of immersion and gamification in foreign language learning are considered. It is emphasized that virtual reality creates necessary preconditions for motivation increasing. The results of the survey at two higher education institution as to personal experience in using VR applications for learning foreign languages are presented. Most students at both universities have indicated quite a low virtual reality application usage. Six popular virtual reality applications for foreign language learning (Mondly, VRSpeech, VR Learn English, Gold Lotus, AltSpaceVR and VirtualSpeech) are analyzed. It is stated that the most preferred VR application for foreign language learning includes detailed virtual environment for maximal immersion, high- level visual effects similar to video games, simple avatar control, thorough material selection and complete complicity level accordance of every element and aspect, affordability, helpful and unobtrusive following up.
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Nakamura, Pooja, Adria Molotsky, Rosa Castro Zarzur, Varsha Ranjit, Yasmina Haddad, and Thomas de Hoop. Language of instruction in schools in LMICs: A systematic review - evidence brief. Centre for Excellence and Development Impact and Learning (CEDIL), April 2023. http://dx.doi.org/10.51744/ceb11.

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Over the last 50 years, schooling has expanded dramatically in most low- and middle-income countries (LMICs). However, while children are in school more than ever before, on average, over 50% of them are not acquiring foundational literacy and numeracy skills, and that proportion is expected to increase to 70% over the coming years due to the Covid-19 pandemic.1 Although a myriad of factors contributes to this learning poverty, the role of language is essential as all learning happens in and through language. This systematic review, funded by the Centre of Excellence for Development Impact and Learning and supported by UK aid from the UK Government, examined the impact of language of instruction (LOI) policies – especially LOI transition policies – on literacy and biliteracy outcomes for primary school children across LMICs. Nearly 40% of students in LMIC’s are educated in languages they do not use or understand (World Bank, 2021). In addition, nearly all LMIC’s students need to transition to a new LOI by the end of upper primary school, even though very little is known of when and how this transition should be made.
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Prykhodko, Alona M., Oksana O. Rezvan, Nataliia P. Volkova, and Stanislav T. Tolmachev. Use of Web 2.0 technology tool – educational blog – in the system of foreign language teaching. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3252.

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This paper discusses the use of a Web 2.0 technology tool – educational blog – in the system of teaching foreign languages for enhancement of teaching effectiveness and optimization of students’ performance. The authors describe the content, characteristics and didactic properties of an educational blog as an alternative or auxiliary educational environment, define its methodological objectives and list a number of advantages of this approach versus conventional teaching model. The effectiveness of the above-mentioned Web 2.0 technology tool was confirmed by the experiment which showed that an educational blog integrated in a foreign language teaching system contributed to optimization of the process of teaching and learning, development of foreign language communicative competence of students and thereby allowed them to acquire not only communicative but also technological skills.
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