Relevant bibliographies by topics / Thai language – Grammar

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

Academic literature on the topic 'Thai language – Grammar'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 January 2023

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Journal articles on the topic "Thai language – Grammar"

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Parinyavottichai, Chanyaporn. "The Application of Global Grammar Theory to Locative and Directional Structures in Chinese, Thai and English." MANUSYA 12, no. 2 (2009): 1–18. http://dx.doi.org/10.1163/26659077-01202001.

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This paper employs the Global Grammar theory to analyze locative and directional phrases in Mandarin, Thai and English. I use translation-equivalent sentences from Mandarin, English, and Thai to illustrate the relation between the global grammar and its derived regional grammars and to show how the translation-equivalent sentences can become partly similar and partly dissimilar to each other. This paper also shows how a language teacher of Mandarin Chinese can effectively use the relation between the Global grammar and particular grammars to help students whose native language is English and Thai to learn the syntax and semantics of any Chinese sentence.
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Subin, Natdanai, and Aphiwit Liang-Itsara. "Challenges for Methodological Designs and Proposed Alternative Instruction for Teaching English Grammar to Thai Deaf and Hard-of-Hearing Students." English Language Teaching 15, no. 11 (October 26, 2022): 70. http://dx.doi.org/10.5539/elt.v15n11p70.

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Grammar is a foundation of language, as all languages consist of rules and usage. Learning English grammar is challenging for Thai EFL learners because of the contrastive grammatical features between Thai and English. Learning English grammar is even more difficult for Thai deaf and hard-of-hearing students since they have limited tools and cues for acquiring English grammar. This paper discusses possible challenges in teaching English grammar to deaf and hard-of-hearing students and reviews some teaching methodologies that might be effective for deaf and hard-of-hearing Thai EFL students. The authors also introduce the WebQuest instruction as a promising alternative instruction of English grammar for this group of students.   
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Singhapreecha, Pornsiri. "A reference grammar of Thai." Lingua 117, no. 8 (August 2007): 1497–512. http://dx.doi.org/10.1016/j.lingua.2006.09.005.

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Osatananda, Varisa, and Parichart Salarat. "The tolerance of English instructors towards the Thai-accented English and grammatical errors." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 685–94. http://dx.doi.org/10.17509/ijal.v9i3.23219.

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Although Thai English has emerged as one variety of World Englishes (Trakulkasemsuk 2012, Saraceni 2015), it has not been enthusiastically embraced by Thai educators, as evidenced in the frustration expressed by ELT practitioners over Thai learners’ difficulties with pronunciation (Noom-ura 2013; Sahatsathatsana, 2017) as well as grammar (Saengboon 2017a). In this study, we examine the perception English instructors have on the different degrees of grammar skills and Thai-oriented English accent. We investigated the acceptability and comprehensibility of both native-Thai and native-English instructors (ten of each), as these subjects listen to controlled passages produced by 4 Thai-English bilingual speakers and another 4 native-Thai speakers. There were 3 types of passage tokens: passages with correct grammar spoken in a near-native English accent, passages with several grammatical mistakes spoken in a near-native English accent, and the last being a Thai-influenced accent with correct grammar. We hypothesized that (1) native-Thai instructors would favor the near-native English accent over correct grammar, (2) native-English instructors would be more sensitive to grammar than a foreign accent, and (3) there is a correlation between acceptability and comprehensibility judgment. The findings conformed to the first hypothesis given that most Thai instructors were tolerant towards the near-native English accent, regardless of grammatical errors. The second hypothesis is rejected since native-English instructors were less tolerant towards both grammatical errors and the foreign accent. The third hypothesis was proved correct, that acceptability correlates with comprehensibility. Our study suggests that English instructors should devote proportionate attention to teaching both pronunciation and grammar. They should also be made aware of the negative attitude against Thai-accented English, so that learners would be treated fairly and without discrimination based on their Thai-influenced accent.
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Supakorn, Patnarin, Min Feng, and Wanida Limmun. "Strategies for Better Learning of English Grammar: Chinese vs. Thais." English Language Teaching 11, no. 3 (February 13, 2018): 24. http://dx.doi.org/10.5539/elt.v11n3p24.

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The success of language learning significantly depends on multiple sets of complex factors; among these are language-learning strategies of which learners in different countries may show different preferences. Needed areas of language learning strategy research include, among others, the strategy of grammar learning and the context-based approach to learning strategies. To fill in these gaps, this study aimed at finding the grammar learning strategies adopted by high school students as well as exploring the national differences between Chinese and Thai students. The results showed that in general the strategies significantly taken up by the high achievers in the grammar test included the metacognitive, the memory, the social and the cognitive. In terms of the national differences, the strategies that characterized the Thai students were the social and the affective. Regarding the Chinese, even though they generally applied all strategy categories at lower frequencies, they were found to prefer different sub-strategies in the following three categories: memory (revision and space reliance), cognitive (note taking) and metacognitive (lesson preview). The findings lead to implications for learners of grammar, interesting future research in grammar strategies and culturally responsive grammar teaching.
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Hancin-Bhatt, Barbara. "Optimality in second language phonology: codas in Thai ESL." Second Language Research 16, no. 3 (July 2000): 201–32. http://dx.doi.org/10.1191/026765800671362605.

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This study presents an Optimality Theoretic account of syllable codas in Thai ESL. To date, there is little research in the literature on the study of codas, and Thai ESL presents an interesting test case since Thai has a more restrictive set of constraints on what can occur syllable-finally than does English. Thai ESL learners thus need to resolve the conflict between what they know (their first language or L1) and what they are learning (their second language or L2 grammar). Optimality Theory provides the mechanisms to understand how this phonological conflict is resolved,and in what ways. The main findings of this study are that the native language constraint rankings interact with target constraint rankings in a specific way, allowing a restricted and predictable range of production types by intermediate Thai learners of ESL. The study argues that constraint rerankings occur in an ordered fashion:the constraints on which segments can appear in codas (CODA-AC) re-rank before the constraint disallowing complex codas (*COMPLEX), thereby correctly defining the observed stages in ESL coda development.
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Sermsook, Kanyakorn, Jiraporn Liamnimitr, and Rattaneekorn Pochakorn. "An Analysis of Errors in Written English Sentences: A Case Study of Thai EFL Students." English Language Teaching 10, no. 3 (February 7, 2017): 101. http://dx.doi.org/10.5539/elt.v10n3p101.

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The purposes of the present study were to examine the language errors in a writing of English major students in a Thai university and to explore the sources of the errors. This study focused mainly on sentences because the researcher found that errors in Thai EFL students’ sentence construction may lead to miscommunication. 104 pieces of writing written by 26 second-year English major students who enrolled in the Writing II course were collected and analyzed. Results showed that the most frequently committed errors were punctuation, articles, subject-verb agreement, spelling, capitalization, and fragment, respectively. Interlingual interference, intralingual interference, limited knowledge of English grammar and vocabulary, and carelessness of the students were found to be the major sources of the errors. It is suggested that intensive knowledge of English grammar and vocabulary be taught to Thai EFL students. Moreover, the negative transfer of students’ first language should be taken into account in English writing classes. This finding also implies that explicit feedback on students’ writing errors is genuinely needed.
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Soontornwipast, Kittitouch. "EFL Teachers’ Beliefs about Grammar and Grammar Teaching: A Case Study of a Language Institute at a Thai University." International Journal of the Humanities: Annual Review 8, no. 8 (2010): 143–52. http://dx.doi.org/10.18848/1447-9508/cgp/v08i08/42972.

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Kenman, Leon F., Wasana Kenman, and William Kuo. "Teaching Grammar of Thai (p h aasaa t h aj rian sanuk can "Thai Is Really Fun to Study")." Modern Language Journal 70, no. 2 (1986): 204. http://dx.doi.org/10.2307/327366.

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Everett, Daniel L. "The sentential divide in language and cognition." Pragmatics and Cognition 2, no. 1 (January 1, 1994): 131–66. http://dx.doi.org/10.1075/pc.2.1.06eve.

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Some linguists have argued that sentences should not be studied in isolation. They argue, rather, that the structure of sentences is largely the result of constraints imposed upon them by the discourses they are embedded in. I want to argue that this approach is misguided and that sentence-level syntax and discourse structure constitute distinct domains of study, at least in part because grammar is underdetermined by function. Moreover, I argue that discourse and sentence structures illustrate two types of cognition, dynamic vs. static, and thai these necessarily involve different theoretical constructs for their explanation. That is, they constitute distinct epistemological domains. An important conclu-sion of this study is that principles of sentence grammar cannot be discovered by studies of discourse, but only by careful, theory-guided examination of individual sentences. Because it draws on multiple cognitive domains, discourse itself is inherently resistant to analysis by any single theoretical framework or discipline. Sentence grammar, on the other hand, is amenable to study by a single discipline, i.e., linguistics. These ideas are explored partially here via a review of the book Pragmatics of Word Order Flexibility. It is argued that the studies in this collection have little light to shed on syntactic studies, other than the fact that discourse can exploit independently available syntactic structures.
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Dissertations / Theses on the topic "Thai language – Grammar"

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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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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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Prunet, Jean-François. "Spreading and locality domains in phonology." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74017.

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Maneekul, Jarunee. "The Effects of Computer-Assisted Instruction on the Achievements and Attitudes of Private Postsecondary Vocational-Technical Students in a Supplementary English Course in Thailand." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278801/.

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The purpose of the study was to determine the effects of normal instruction supplemented by the computer-assisted instruction English program Grammar Game on achievement and attitude scores of vocational-technical students in Thailand. The experimental design was a 2 x 2 factorial ANOVA design. One hundred seventy-eight students at the Lanna Polytechnical College in Thailand were randomly selected from the population of 10 classrooms. Four classes were intact groups, with two classes randomly assigned to the experimental groups which received Lecture/CAI and the other two as control groups which received Lecture. The 89 students in each group were divided into high- and low- ability, based on their previous English scores. Subjects received treatment for nine weeks. Pre-test and post-test instruments on achievement and attitude were administered to both groups. The Statistical Analysis System (SAS), and the General Linear Model (GLM) package computer program yielded the MANOVA results. Based on data analysis, the findings were as follows: (1) There was a significant difference between the students in a Lecture/CAI English program and the students in a Lecture English program when they were compared simultaneously on the achievement and attitude scores, F(l, 176) = 18.97, p < .05. (2) There was no significant interaction between the types of teaching methods and levels of ability when achievement was used as the dependent variable, F(l, 174) = .48, p > .05. (3) There was no significant interaction between the types of teaching methods and levels of ability when attitude was used as the dependent variable, F(l, 174) = .06, p > .05. The conclusion was that normal instruction supplemented by CAI improved achievement and attitude scores. On the other hand, the effect of two types of methods on achievement remained the same for high- and low-ability students and so did the effect of two types of methods on attitude. Future research should examine different CAI software packages, CAI within a full year, the effects of ability on achievement and attitude, background knowledge, more levels of independent variables, characteristics of an effective CAI program, and a case study with larger population in Thailand.
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Tuomas, Petra. "Teaching grammar: A study of the common English grammar errors and grammar teaching methods that can be relevant for Swedish upper secondary schools." Thesis, Högskolan Dalarna, Engelska, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19842.

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Grammar has always been an important part of language learning. Based on various theories, such as the universal grammar theory (Chomsky, 1959) and, the input theory (Krashen, 1970), the explicit and implicit teaching methods have been developed. Research shows that both methods may have some benefits and disadvantages. The attitude towards English grammar teaching methods in schools has also changed and nowadays grammar teaching methods and learning strategies, as a part of language mastery, are one of the discussion topics among linguists. This study focuses on teacher and learner experiences and beliefs about teaching English grammar and difficulties learners may face. The aim of the study is to conduct a literature review and to find out what scientific knowledge exists concerning the previously named topics. Along with this, the relevant steering documents are investigated focusing on grammar teaching at Swedish upper secondary schools. The universal grammar theory of Chomsky as well as Krashen’s input hypotheses provide the theoretical background for the current study. The study has been conducted applying qualitative and quantitative methods. The systematic search in four databases LIBRIS, ERIK, LLBA and Google Scholar were used for collecting relevant publications. The result shows that scientists’ publications name different grammar areas that are perceived as problematic for learners all over the world. The most common explanation of these difficulties is the influence of learner L1. Research presents teachers’ and learners’ beliefs to the benefits of grammar teaching methods. An effective combination of teaching methods needs to be done to fit learners’ expectations and individual needs. Together, they will contribute to the achieving of higher language proficiency levels and, therefore, they can be successfully applied at Swedish upper secondary schools.
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Wuttipornpong, Tikamporn, and n/a. "Thai students' opinions on adding communicative tasks to grammar- based English classes." University of Canberra. Languages & International Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20061110.172231.

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This study explores opinions of university Thai EFL students, who have been subject to a conventional teaching approach for years, on adding communicative tasks in grammarbased classes drawing from relevant literature and previous studies. The results of the study suggest that Thai students want to have communicative tasks in grammar learning, but only with formal instruction prior to the tasks. The study also shows how communicative tasks may be integrated into conventional language pedagogy from Thai students in the study's perspectives and relevant literature. As expected, the results indicated that Thai students were reluctant to complete tasks in English because of shyness, particularly when conversing with peers, a lack of competence in language skills, and fear over losing face. The interviews conducted with students revealed instructional techniques that they themselves believed would be beneficial in encouraging greater participation in tasks without inhibitions. Finally, the study concludes that Thai EFL students are ready to be trained in communicative tasks and that instruction in Thai EFL classes should shift from substantially form-based to more communication-based instruction.
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Garivait, Marisa. "L'étude contrastive de certaines expressions figées entre la français et le thai dans le contexte socio-culturel." Paris 3, 1995. http://www.theses.fr/1995PA030085.

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La culture et la croyance constitue la source de la conception du monde de chaque peuple. Cette relation se revele sous plusieurs formes de communication en particulier a travers la langue. Notre etude porte sur analyse contrastive de certaines expressions figees entre le francais et le thai dans le contexte socio-culturel dans le but de mieux cerner cette caracteristique. Pour ce faire, nous avons choisi de travailler avec le corpus comprenant les expressions figees les plus utilisees en francais concernant la partie du corps et l7argent repertoriees dans le "dictionnaire des expressi ons et des locutions". Nous avons ensuite essaye de trouver leurs equivalents en thai, egalement sous forme des expressi ons figees quand cela est possible, a travers des exemples d'usage in-situ pris dans des journaux, des magazines ou des romans. Les resultats obtenus nous ont permis de constater que la difference de vision du monde existant entre les francais et les thai constitue l'obstacle a la traduction et a l'apprentissage du francais chez les apprenants thai
The culture and belief give rise to the world-view of each ethnic. This relationship is revealed in several forms of communication, especially in language. Our work concerns the contrastive analysis study of some french and thai idiomati c expressions in the social and cultural context, which aims to point out this caracteristic. We have included in our corpus some of the most used french idiomatic expressions, concerning the parts of the body and money ; which are assessed in the "dictionnaire des expressions et des locutions". Then, we have tried to define their equivalent in thai, if possible also in the form of idiomatic expression, by using contrastive analysis. The results obtained in this study show that the difference of world-view that exists between french and thai people, constitutes the main obstruction of translation and of learning french for thai students
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Hennequin, Laurent. "Les relations syntaxiques dans la phrase en thai͏̈." Paris, INALCO, 1997. http://www.theses.fr/1997INAL0001.

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Ce travail dresse un tableau général des relations syntaxiques dans la phrase du thai standard contemporain en utilisant les méthodes définies par l'école saussurienne de linguistique. Après une revue des analyses existantes sur le sujet (Chapitre I), sont examinés les concepts utilisés pour la description, ainsi que les problèmes posés par l'applicaton de ces concepts à une langue telle que le thai (Chapitre II). Une attention particulière est prêtée à l'importance de l'ordre des mots dans cette langue et au traitement de 'unité significative, en examinant la question de son invariabilité et de sa polyvalence en termes d'emplois syntaxiques La structure syntaxique de la phrase en thai͏̈ est ensuite décrite en analysant comment elle se décompose en prédicat, actants, circonstants, dépendances de ces éléments et marqueurs de relation, de pair avec les procédés mis en oeuvre pour établir la hiérarchie syntaxique (Chapitre III). Le chapitre suivant (Chapitre IV) dresse un tableau général des compatibilités que les éléments peuvent entretenir au sein de la phrase en fonction de la hiérarchie qui y est établie et fait l'inventaire des paradigmes définis par ces jeux de compatibilités. Sont également décrits certains des phénomènes connexes qui caractérisent le comportement des unités dans leurs emplois pour signaler certains points originaux au thai͏̈. Le dernier chapitre (Chapitre V) examine les tendances qui président à la répartition des unités dans les divers paradigmes identifiés. La conclusion enfin esquisse l'examen des rapports de corrélation entre les différentes composantes du système syntaxique dégagées de l'observation de même qu'entre ces composantes et l'ensemble du système de la langue, pour tenter de cerner l'originalité du thai dans son organisation propre
This study gives a comprehensive description of syntactic relations in the sentences of contemporary standard Thai by using the methods affiliated to the Saussurian school of linguistics. After a review of the literature on the subject (Chapter I), the study proceeds in examining the working concepts used for the description, as well as the problems which occur when adapting them to a language such as Thai (Chapter II). Particular attention is paid to the importance of word order in this language and to the treatment which is given to the signifying units by examining the problems of their invariability and of their liability to asume various syntactic functions. This is followed by a description of the syntactic structure of Thai sentences with an analysis of their components, namely a predicate, participants, adjunct phrases, dependencies of the former elements, and relators, together with the devices used to establish the hierarchic structure of the sentence (Chapter III). The following chapter makes the inventory of the various syntactic relations the elements can contract between each other within a sentence depending on its hierarchy and the inventory of the paradigms instituted by the possible relations. Some other facts are observed concerning the behaviour of signifying units in order to indicate some features original to Thai. The last chapter (Chapter V) examines, in terms of tendencies, how the units are allocated to the various paradigms thus identified. Finally, the conclusion examines the correlations between the components of the syntactic system as identified and between these components and the rest of the system as a whole so as to present an insight into the outline of the systemic organisation of Thai in its originality
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Eisenchlas, Susana. "What do Argentinian children know about clitics that linguists don't? /." [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16273.pdf.

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Stang, Patricia A. "A critical look at the validity of studies that focus on humans versus machines teaching grammer." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002stangp.pdf.

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Books on the topic "Thai language – Grammar"

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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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Iwasaki, Shōichi. A reference grammar of Thai. Cambridge: Cambridge University Press, 2005.

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Puriyā, Horie Inkapiromu, ed. A reference grammar of Thai. New York: Cambridge Univeristy Press, 2005.

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Phanthumēthā, Nawawan. Waiyākō̜n Thai. 7th ed. Krung Thēp: Khrōngkān Phœ̄iphrǣ Phonngān Wichākān, Khana ʻAksō̜nrasāt, Čhulālongkō̜nmahāwitthayālai, 2015.

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Chanawong, Prēmčhit. Lak phāsā Thai. [Nakhon Si Thammarat, Thailand]: Khrōngkān Tamrā læ ʻĒkkasān thāng Wichākān, Witthayālai Khrū Nakhō̜n Sī Thammarāt, 1986.

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Pallegoix, Jean-Baptiste. Grammatica linguae Thai. [Bangkok]: Samnakphim hǣng Čhulālongkō̜n Mahāwitthayālai, 2007.

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Pankhuenkhat, Ruengdet. Phāsāsāt phāsā Thai =: Thai linguistics. 3rd ed. Krung Thēp: Khana Manutsayasāt, Mahāwitthayālai Mahāc̆hulālongkō̜nrātchawitthayālai, 2011.

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Chunphongthō̜ng, Lō̜i. Loy's English-Thai dictionary: The dictionary of word-phrase-grammar. [Bangkok]: Loy Chunpongtong, 1999.

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Pankhuenkhat, Ruengdet. Phāsāsāt phāsā Thai. [Nakhon Pathom]: Sathāban Wičhai Phāsā læ Watthanatham phư̄a Phatthanā Chonnabot, Mahāwitthayālai Mahidon, 1998.

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Wō̜rawētphisit. Lak Phāsā Thai. [Bangkok]: Sūn Phāsā læ Wannakhadī Thai, Khana ʻAksō̜nrasāt, Čhulālongkō̜nmahāwitthayālai, 1991.

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Book chapters on the topic "Thai language – Grammar"

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Ranong, Sirirat Na, and Yan-kit Ingrid Leung. "Chapter 8. Null Objects in L1 Thai–L2 English–L3 Chinese: An Empiricist Take on a Theoretical Problem." In Third Language Acquisition and Universal Grammar, edited by Yan-kit Ingrid Leung, 162–91. Bristol, Blue Ridge Summit: Multilingual Matters, 2009. http://dx.doi.org/10.21832/9781847691323-011.

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Calude, Andreea S. "Is written grammar better than spoken grammar?" In Questions About Language, 65–79. 1. | New York: Taylor and Francis, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780367175023-6.

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Caplan, Nigel A. "The Grammar Choices that Matter in Academic Writing." In Handbook of Practical Second Language Teaching and Learning, 466–79. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-38.

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Rajasekaran, Sanguthevar, and Marius Nicolae. "An Error Correcting Parser for Context Free Grammars that Takes Less Than Cubic Time." In Language and Automata Theory and Applications, 533–46. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-30000-9_41.

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Ruday, Sean. "Choosing Language that Expresses Ideas Precisely and Eliminates Wordiness and Redundancy." In The Middle School Grammar Toolkit, 90–100. Second edition. | New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003004141-7.

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van der Wal, Marijke, and Jan Noordegraaf. "The extraordinary and changing role of women in Dutch language history." In Women in the History of Linguistics, 219–44. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198754954.003.0009.

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Since the second half of the sixteenth century, there has been a tradition of publishing grammars, dictionaries, and linguistic treatises, composed by male authors of various professions. Although women do not seem to have played a visible role in language codification and language studies in the Netherlands, at least two extraordinary femmes savantes stand out. The first of these from the seventeenth century was Anna Maria van Schurman, a highly admired scholar and polyglot who maintained an international network of correspondence and was familiar with a wide range of languages. Her eighteenth-century counterpart, Johanna Corleva, was interested in rational grammar, translated the Grammaire générale et raisonnée (1660) into Dutch, and compiled a Dutch dictionary according to particular explicit principles. Attention will also be paid to female activities in education, from elementary schools to academia. Throughout this chapter, the leading question will be why, despite the activities described, Dutch ‘linguistics’ was such a predominantly male enterprise for more than three centuries.
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Culicover, Peter W. "Universals." In Language Change, Variation, and Universals, 41–67. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198865391.003.0003.

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This chapter reviews the approach to universals in contemporary grammatical theory as expressions of Universal Grammar (UG), the human faculty of language. The view developed in this chapter is that what is universal is conceptual structure, and grammatical universals arise as a consequence of pressures to formulate constructional grammars that express conceptual structure as simply as possible. The chapter argues that the constructional approach provides a natural framework for explaining language variation and change.
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Coffey, Simon. "Wanostrocht’s Practical Grammar and the grammar-translation model." In The History of Grammar in Foreign Language Teaching. Nieuwe Prinsengracht 89 1018 VR Amsterdam Nederland: Amsterdam University Press, 2020. http://dx.doi.org/10.5117/9789463724616_ch08.

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Wanostrochts’s Practical Grammar was first published in London in 1780, then in the US from 1805.1 It was one of the most successful pedagogical grammars of its time, appearing in revised forms for almost a century. It was probably the first grammar to include ‘exercises’ in the same volume and represents a prototype of what would become known as the ‘grammar-translation’ manual that provided a template for most language schoolbooks throughout the nineteenth century and beyond. The analysis in this chapter considers the content of Wanostrocht’s primer as an example of late eighteenth-century language epistemology, and provides broader background detail to help better understand the context of the publication, its intended purpose, and the reasons for its enduring popularity.
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Bera, Palash, Anna Krasnoperova, and Yair Wand. "Using Ontology Languages for Conceptual Modeling." In Cross-Disciplinary Models and Applications of Database Management, 1–28. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-471-0.ch001.

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Conceptual models are used to support understanding of and communication about application domains in information systems development. Such models are created using modeling grammars (usually employing graphic representation). To be effective, a grammar should support precise representation of domain concepts and their relationships. Ontology languages such as OWL emerged to define terminologies to support information sharing on the Web. These languages have features that enable representation of semantic relationships among domain concepts and of domain rules, not readily possible with extant conceptual modeling techniques. However, the emphasis in ontology languages has been on formalization and being computer-readable, not on how they can be used to convey domain semantics. Hence, it is unclear how they can be used as conceptual modeling grammars. We suggest using philosophically based ontological principles to guide the use of OWL as a conceptual modeling grammar. The paper presents specific guidelines for creating conceptual models in OWL and demonstrates, via example, the application of the guidelines to creating representations of domain phenomena. To test the effectiveness of the guidelines we conducted an empirical study comparing how well diagrams created with the guidelines support domain understanding in comparison to diagrams created without the guidelines. The results indicate that diagrams created with the guidelines led to better domain understanding of participants.
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Booij, Geert. "Morphology and the architecture of grammar." In The Morphology of Dutch, 246–48. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198838852.003.0008.

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This chapter summarizes the theoretical findings of the book concerning the architecture of grammar. The notion ‘construction’, a systematic correspondence between form and meaning, appeared to be very fruitful in describing the morphology of Dutch. Paradigmatic relations between words, and between words and phrases are essential for the analysis of Dutch morphology. The interaction between inflection and derivation in Dutch implies rejection of the split morphology hypothesis. A proper theory of morphology requires us to conceive of the grammar and the lexicon of Dutch as forming a multidimensional network of relations between (morphological and phrasal) constructional schemas of various degrees of abstractness, between these abstract schemas and the individual words and phrases by which they are instantiated, and between individual words and phrases. The detailed study of one subsystem of one language, the morphology of Dutch, gives us insight into the kind of conditions of adequacy that any theory of the architecture of grammars of natural languages must meet.
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Conference papers on the topic "Thai language – Grammar"

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Li, Xin, Linda Schmidt, Weidong He, Lixing Li, and Yuanmei Qian. "Transformation of an EGT Grammar: New Grammar, New Designs." In ASME 2001 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/detc2001/dtm-21716.

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Abstract Grammars generate design options through the application of predefined rules that transform collections of symbols into more meaningful expressions. Research on the nature of grammars tells us that writing the rules is where the fundamental design activity occurs. Using the grammar rules allows us to explicitly articulate one design at a time. We can exploit the design power of grammars further by modifying a grammar to describe new languages of designs. Here we examine an existing grammar to demonstrate how modifying its rule base to relax an assumption can expand the space of solutions it generates significantly. We show that investing our design attention on the grammar itself can yield dramatic results.
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Agarwal, Manish, and Jonathan Cagan. "Shape Grammars and Their Languages: A Methodology for Product Design and Product Representation." In ASME 1997 Design Engineering Technical Conferences. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/detc97/dtm-3867.

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Abstract This paper argues that shape grammars and the languages they define are an ideal means to generate and represent products where basic functionality can be decomposed into discrete processes, forms can be created to fulfill those functional processes, and variation in those forms differentiates between competitive products. A shape grammar for the design of coffee makers is highlighted and used to illustrate how an infinite set of a class of products can be articulated through a concise shape grammar. Novel coffee makers and coffee makers in the market today are generated from the grammar.
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Sabiiti Bamutura, David. "Ry/Rk-Lex: A Computational Lexicon for Runyankore and Rukiga Languages." In Eighth Swedish Language Technology Conference (SLTC-2020), 25-27 November 2020. Linköping University Electronic Press, 2021. http://dx.doi.org/10.3384/ecp184169.

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Current research in computational linguistics and NLP requires the existence of language resources. Whereas these resources are available for only a few well-resourced languages, there are many languages that have been neglected. Among the neglected and / or under-resourced languages are Runyankore and Rukiga (henceforth referred to as Ry/Rk). In this paper, we report on Ry/Rk-Lex, a moderately large computational lexicon for Ry/Rk that we constructed from various existing data sources. Ry/Rk are two under-resourced Bantu languages with virtually no computational resources. About 9,400 lemmata have been entered so far. Ry/Rk-Lex has been enriched with syntactic and lexical semantic features, with the intent of providing a reference computational lexicon for Ry/Rk in other NLP (1) tasks such as: morphological analysis and generation; part of speech (POS) tagging; named entity recognition (NER); and (2) applications such as: spell and grammar checking; and cross-lingual information retrieval (CLIR). We have used Ry/Rk-Lex to dramatically increase the lexical coverage of previously developed computational resource grammars for Ry/Rk.
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Silva, Júlia Veiga da, Braz Araujo da Silva Junior, Luciana Foss, and Simone André da Costa Cavalheiro. "A User Experience and Usability Test on Playing Games Specified as Graph Grammars in GrameStation." In Workshop sobre Educação em Computação. Sociedade Brasileira de Computação - SBC, 2022. http://dx.doi.org/10.5753/wei.2022.222919.

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GrameStation is a game engine based on Graph Grammar, a formal language used to describe systems and verify properties. Despite being intuitive, understanding a Graph Grammar may not be trivial for those who do not have previous experiences with this formalism. Therefore, we propose an experiment to analyze the support given by GrameStation during the running of games modeled as Graph Grammars in order to facilitate this understanding. We analyzed three groups of people with different levels of knowledge about Graph Grammar. They played two games in the platform and answered a questionnaire. It was found that the greatest difficulty was in understanding how to make the mappings to progress in the game and, as a consequence, the addition of tutorials in the platform was mentioned by several participants.
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Silva Junior, Braz Araujo da, Simone André da Costa Cavalheiro, and Luciana Foss. "GGasCT: Bringing Formal Methods to the Computational Thinking." In Workshops do Congresso Brasileiro de Informática na Educação. Sociedade Brasileira de Computação, 2020. http://dx.doi.org/10.5753/cbie.wcbie.2020.83.

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This work presents an alternative approach for developing computational thinking: the graph grammars. Many related terms are individually explored in order to clarify what is in the range of computational thinking. The selection of the terms draws on a systematic literature review that sheds a light on the most commonly addressed terms in the computational thinking literature. A formal and visual language, the graph grammar, is introduced, formally defined and explored, discussing its relations with computational thinking skills. An educational game and a game engine are developed and presented as examples of graph grammars to promote computational thinking. As result, a comprehensive framework to develop and assess computational thinking through graph grammars is theoretically grounded and made available by the developed educational tools.
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Oliveira, E., G. Dias, J. Lima, and J. P. C. Pirovani. "Using Named Entities for Recognizing Family Relationships." In Symposium on Knowledge Discovery, Mining and Learning. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/kdmile.2021.17457.

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Named Entity Recognition problem’s objective is to automatically identify and classify entities like persons, places,organizations, and so forth. That is an area in Natural Language Processing and Information Extraction. NamedEntity Recognition is important because it is a fundamental step of preprocessing for several applications like relationextraction. However, it is a hard problem to solve as several categories of named entities are written similarly andthey appear in similar contexts. To accomplish it, we can use some hybrid approaches. Nevertheless, in this presentstudy, we use linguistic flavor by applying Local Grammar and Cascade of Transducers. Local Grammars are used torepresent the rules of a particular linguistic structure. They are often built manually to describe the entities we aimto recognize. In our study, we adapted a Local Grammar to improve the Recognition of Named Entities. The resultsshow an improvement of up to 7% on the F-measure metric in relation to the previous Local Grammar. Also, we builtanother Local Grammar to recognize family relationships from the improved Local Grammar. We present a practicalapplication for the extracted relationships using Prolog.
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McCormack, Jay P., Jonathan Cagan, and Craig M. Vogel. "Crossing the ’63 Riviera With a Concept Cielo: Capturing, Representing and Generating the Buick Brand." In ASME 2002 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2002. http://dx.doi.org/10.1115/detc2002/dtm-34005.

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Developing and maintaining a consistent brand statement is an important aspect of developing a successful product. However, maintaining that statement is difficult due in part to the inconsistent and often insufficient understanding of brand by marketing, engineering, and design. This paper presents shape grammars as a method for encoding the key elements of a brand into a repeatable language, which can be used to generate products consistent with the brand. A detailed investigation into the history of Buick styling reveals the brand characteristics of the front view of Buick vehicles, which are then captured in a shape grammar.
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Togtoomurat, Zhangul, and Zhanar Eskazinova. "PEDAGOGICAL TECHNOLOGIES OF TEACHING FOREIGN LANGUAGE." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(33).

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In this article, we will talk about methods and technologies of teaching foreign languages. Based on life experience, the disadvantages, and one – sided nature of some methods lead to the fact that they do not give a positive result in mastering foreign languages, although the students are fluent in grammar, as a result, they are unable to speak and think in the language they are learning. In order to eliminate these gaps, it is proposed to use effective methods of teaching students to the extent that they can use foreign languages in their lives, to practice non-thinking speech skills, and to achieve a level of thinking in the language they are learning.
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Konickaja, Jelena. "The Category of Dual in the Two Slavic Grammar Books: Adam Bohorič and Meletius Smotrytsky." In Tenth Rome Cyril-Methodian Readings. Indrik, 2020. http://dx.doi.org/10.31168/91674-576-4.11.

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In the Slavic grammar books of the 16th-17th centuries, the category of dual was represented in the fi rst Slovenian grammar book «Arcticae horulae succisivae» (1584, Wit-tenberg) by the Protestant grammarian A. Bohorič (1520 –1588) and in the grammar book of the Church Slavonic lan-guage «Slavonic Grammar with Correct Syntax» (1619, Jevje) by M. Smotrytsky (1578–1633 (?)).It was assumed earlier that the Slovenian grammar had had a possible impact on Smotrytsky’s Grammar. However, the analysis of the dual forms in Bohorič’s G r a m m a r and Smotrytsky’s Grammar showed that such an impact was most likely impossible. When creating their gram-mar books, the authors were guided by different aims: if A. Bohorič was following the practice of using the forms of a living language, then Smotrytsky was orienting towards the fi xed stable forms of dead written language.
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Vong, Meng. "Southeast Asia: Linguistic Perspectives." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.10-2.

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Southeast Asia (SEA) is not only rich in multicultural areas but also rich in multilingual nations with the population of more than 624 million and more than 1,253 languages (Ethnologue 2015). With the cultural uniqueness of each country, this region also accords each national languages with language planning and political management. This strategy brings a challenges to SEA and can lead to conflicts among other ethnic groups, largely owing to leadership. The ethnic conflicts of SEA bring controversy between governments and minorities, such as the ethnic conflict in Aceh, Indonesia, the Muslim population of the south Thailand, and the Bangsa Moro of Mindanao, of the Philippines. The objective of this paper is to investigate the characteristics of the linguistic perspectives of SEA. This research examines two main problems. First, this paper investigates the linguistic area which refers to a geographical area in which genetically unrelated languages have come to share many linguistic features as a result of long mutual influence. The SEA has been called a linguistic area because languages share many features in common such as lexical tone, classifiers, serial verbs, verb-final items, prepositions, and noun-adjective order. SEA consists of five language families such as Austronesian, Mon-Khmer, Sino-Tibetan, Tai-Kadai, and Hmong-Mien. Second, this paper also examines why each nation of SEA takes one language to become the national language of the nation. The National language plays an important role in the educational system because some nations take the same languages as a national language—the Malay language in the case of Brunei, Indonesia, Malaysia, and Singapore. The research method of this paper is to apply comparative method to find out the linguistic features of the languages of SEA in terms of phonology, morphology, and grammar.
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