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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 modèleThis 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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Crow, Gerald. "Developing a new Thai Bible translation." Theological Research Exchange Network (TREN), 1999. http://www.tren.com.
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Sriruksa, Pratoom. "A sociocultural model of second language learning in the Thai context /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19187.pdf.
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Hart-Rawung, Pornpimon, and n/a. "Internationalising English language education in Thailand: English language program for Thai engineers." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090715.100731.
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This current research study is an outcome of the global expansion of English into the business world, the vigorous growth of the research in the area of English language acquisition as a second language and a global language, as well as of the researcher's passionate ESP teaching experience to university engineering students, and her pro-active engagement with Thai automotive engineers in the multi-national companies. Through investigating the English language learning and working experience of Thai automotive engineers, pictures about their needs on English language communication in the workplace are sketched; through looking into the perspectives of the university teachers and the international engineering professionals, the factors impacting on the needs of those automotive engineers in English language communication have been demonstrated. As a product of this research study, an ESP working syllabus has been designed to showcase the major findings of this stu dy, and to inform the current and future practices in English language learning and teaching for global engineers from the angles of program design. In light of the principles in second language learning and teaching, and of the theoretical framework in Global English, this research study has been designed with a multi-faceted research strategy, which interweaves qualitative and quantitative research paradigms, and consists of questionnaire survey, in-depth interviews and case studies. The data obtained through this research strategy are analyzed through SPSS statistics, content analysis and triangulation. The research participants were recruited from two settings: automotive engineering workplace and technological educational institutions in Thailand. They include: 1) automotive engineers from an automotive-parts manufacturer, 2) foreign engineering professionals who co-work with the engineers from that manufacturing company, and 3) ESP teachers from the two selected technology universities of Thailand. The results from this study indicate that proficiency in English communication has not only become a global passport for Thai automotive engineers, but also for the engineering organisations. It works as a source of power for both employees and employers, if they own it, in entering global automotive business to effectively function and compete, but as a challenge for those who do not possess this asset. It is believed that enhancing their English language proficiency for engineers is a key toward their generic skills building. On the basis of the findings of this study, a 90-hour sample ESP syllabus spread out over a course of three months is developed. It employs an integrated model of syllabus design, having incorporated and balanced learner-centred approach, communicative approach and task-based approach. It combines classroom-based training sessions, self-directed learning and advisory sessions to introduce and strengthen the knowledge and skills and to mentor the engineers grow through the self-directed English learning process. Thus, the objectives of this sample ESP syllabus are to foster Thai engineers as not only proficient English communicators, but also as autonomous English learners. Through this learning process, they could get themselves better prepared for the challenges posed by this ever-changing world, while sowing seeds for nurturing future global leaders in the engineering profession.
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Woodward, Nigel. "Thai second language writing : the development of language knowledge and cross-cultural influence." Thesis, Sheffield Hallam University, 2014. http://shura.shu.ac.uk/8556/.
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A key element in improving both the assessment and learning of English as a second language (ESL) in English-medium schools is a deeper understanding of how language knowledge develops. However, relatively few studies have investigated the development of academic language in learners with ESL, and there appear to be no studies of this kind focusing on Thai learners. This study investigates the language knowledge of Thai learners of English in an English-medium international school in Bangkok, Thailand. The objective of the study was to understand both the developmental trajectory of features of academic language and the influence of Thai culture on English writing. The writing of two groups of Thai learners in year 9 of secondary school, Early Immersion (6-10 years in English-medium education) and Late Immersion (3-4 years of English-medium education) was compared. The writing of these two groups was also compared to that of English mother tongue (EMT) writers of similar age and the Thai writing of a group of Thai students of similar age studying in a Thai secondary school. The broad developmental pattern of Thai learners of English in this environment can be summarized as a movement from simplicity, through complexity to control and towards increasing flexibility. Late Immersion writers have achieved a degree of complexity but still lack control of some basic elements of clause structure. Early Immersion writers have achieved control of these features and are moving towards increasing flexibility, marked by the developing use of logical and experiential grammatical metaphor. Some features differentiating the English writing of Thai and English mother tongue writers can be best explained as the results of cultural influence. These include a tendency for Thai writers to make relatively frequent use of modal verbs with a deontic function when writing on certain topics and to be more indirect and less explicit when expressing opinions. The findings of the study have implications for both assessment and teaching. Assessment tools for both EMT and ESL writers would benefit from a more direct and precise reference to linguistic elements. Similarly, when teaching learners with ESL alongside EMT learners in secondary English classrooms, planning and teaching that includes exploration of how the grammar of English enables effective communication would arguably be appropriate for both groups.
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Maiklad, Chamaipak. "The beliefs and practices of Thai English language teachers." Thesis, University of Exeter, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367985.
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Jogthong, Chalermsri. "Research article introductions in Thai genre analysis of academic writing /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2156.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains viii, 106 p. : ill. Includes abstract. Includes bibliographical references (p. 91-96).
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Satravaha, Nuttavudh. "Tone classification of syllable-segmented Thai speech based on multilayer perceptron." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2280.
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Thesis (Ph. D.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains v, 130 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 107-118).
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Lam, Ngo-shan Alision, and 林傲山. "Implicit learning of tonal rules in Thai as a second language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47869963.
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Implicit learning is the learning of underlying regularities hidden in the
environment without the learner being conscious of what is being learnt.
First language acquisition in young children is essentially implicit
(Krashen, 1982), but the role of implicit learning in second language
acquisition is debatable.
Previous research on learning of tonal languages focused on perception
and identification of language tones in relatively explicit settings, and
showed that tonal language experience may not help with learning a new
tonal language in an explicit setting (So & Best, 2010; Wang, 2006). Yet,
little research was done on the implicit learning of language tones, and on
whether prior tonal language experience plays a role in such implicit
learning.
In this study, simplified Thai tonal rules were used as a learning target to
investigate if implicit learning of such rules is possible. Implicit learning
performance among native tonal language speakers with no knowledge of
Thai, non?tonal language native speakers who have learnt/have been
learning tonal languages other than Thai, and non?tonal language
speakers with little knowledge of tonal languages were compared.
Results showed that the native tonal language group implicitly learnt the
target, and some trends of learning were found in the tonal language
learner group, but not in the tonal language na?ve group. This advantage
of tonal language experience over the learning of tonal patterns suggested
that tonal language experience can be transferable to the learning of a new
tonal language in implicit settings. This suggested that, rather than being
hindered by their prior linguistic experience, learners with some tonal
language background may benefit from implicit settings when learning a
new tonal language.published_or_final_version
English
Master
Master of Philosophy
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Sukhahuta, Rattasit. "Information extraction system for Thai documents." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368173.
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Whyte, Gregory Allen. "A small scale investigation into Thai teachers teaching English as a foreign language in Thai primary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/1817.
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The Thai education system is in crisis and has been for many years (Charupan, 2003). Questions have been asked as to the effectiveness of teaching English language in Thai schools. Teacher trainees receive no special English language training leading to feelings of insecurity when they graduate having to teach a language which they cannot speak or write correctly them self (Wekkert, 2000). Added to this teachers must also take into account parents' expectations, government and school policy and set curricula and texts. All of which tend to leave teachers feeling powerless and unable to be as creative as the current pedagogical thinking points to when teaching English language.
What can a teacher do to better prepare themselves for teaching English language? What do they need to consider when planning an English language lesson? It was the purpose of this portfolio to firstly discover what Thai teachers of English language in Bangkok identify as areas of need in their teaching. Then after gaining insight into the teachers' perceptions to use this knowledge to help them address these learning needs in the area of teaching English as a Foreign Language in Thailand.
The portfolio methodology uses an interpretive perspective. Research instruments used include a survey, questionnaire and an interview. This will enable triangulation of data increasing its validity and reliability. The results of the survey will direct the following questionnaires and interview.
The portfolio conclusion and recommendations include enhancing teaching practice by empowering teachers to not only teach the way they want but to become more reflective about their practice. A teaching package will have been designed which will give teachers a foundation in English language theory and methodology which they can use to develop professionally in this area.
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Hemchua, Saengchan. "Vocabulary development in Thai EFL and ESL learners." Thesis, University of Nottingham, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.270286.
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Sawarng, Pupatwibul Rhodes Dent. "A prototype for teaching ecology in Thai language through interactive video." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9227173.
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Thesis (Ed. D.)--Illinois State University, 1992.Title from title page screen, viewed January 18, 2006. Dissertation Committee: Dent M. Rhodes (chair), Robert L. Fisher, Dale E. Birkenholz, Larry D. Kennedy, Deborah B. Gentry. Includes bibliographical references (leaves 63-67) and abstract. Also available in print.
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Shibayama, Mamoru. "Studies on Thai Language Processing with Emphasis on Input/Output Techniques." Kyoto University, 1990. http://hdl.handle.net/2433/74580.
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Sroinam, Rapeeporn. "English reading comprehension of Thai undergraduates : L1/L2 usage, texts, strategies and problems." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2005. https://ro.ecu.edu.au/theses/654.
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English Ianguage has been taught as a foreign language in Thailand for more than a century and now occupies an important place at all levels of the Thai education system. This study investigates the influence that the Thai language has on intermediate level undergraduate sludents while they are engaged in individual unaided reading of a variety of English texts and determines what aspects of reading texts caused problems. It aims to compare how often and for what purposes students resort to Thai with texts about culturally familiar texts and culturally unfamiliar texts, as well with different genres and question types. The subjects are 20 second year teacher trainee students majoring in English al Udon Thani Rajabhat University. Student responses to the texts, retrospective interviews, and a questionnaire were used as quantitative and qualitative dota. For qantitative data, the SPSS program was used to analyse the frequency of using the first language, the relationship between scores, texts and question types, as well as that between strategies, scores, question types und problems. The use of content analysis witn qualitalive data from responses to tasks and the interviews produced the means whereby student strategies and problems could be categorised and findings in the qualitative data extended.
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Srestasathiern, Sripen. "Ellipsis in science and technology textbooks in English: Implications for Thai students." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1310.
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This is an analytical study which attempted to investigate Thai students' ability to interpret elliptical sentences and to recover and recognise ellipted elements in a science and technology context in English. Students' awareness, understanding, perceptions, problems and strategies in relation to ellipsis were also examined. The subjects for the study were 60 first year students from King Mongkut's Institute of Technology North Bangkok (KMITNB) who had enrolled in two compulsory English courses in KMITNB, Bangkok, Thailand. The instruments for this study were three 20 item ellipsis tests based on 5 ellipsis types classified by Quirk, et al. (1985). Items of the test were based on short passages extracted from three English science and technology textbooks commonly assigned for students to read during their study at KMITNB: physics, mathematics, and computer textbooks, The content of all tests was the same but different tasks were required to be done. The subjects were asked to interpret the elliptical sentences and rated the level of difficulty of each item in the first test, the interpretation test. After each item, they were requested to tape-record or write their answers to the questions why they interpreted that way and what helped them to do so. For the second test, the recovery test, students were asked to supply the English ellipted elements in the blanks provided and to tape-record or write their responses to the questions why they supplied such word(s) and what helped them to do so. The third test, the recognition test, was the same as the second but multiple choice answers were provided. Students also had to say why the choice they had made was suitable. The collected data was analysed quantitatively and qualitatively. Arithmetic mean, percentage, Man-Whitney U test, median and correlation were employed to analyse the data, using SPSS software. The study reveals that the students could score best in the interpretation test as they were allowed to answer in L1 and a variety of answers that conveyed the right or close meaning were acceptable. The recognition test was scored the second best while the recoverability test was scored the lowest. However, no mean score of any test reached half of the total. Moreover in counting tho correct number, they averaged at 7.90, 3.88, and 7.45 out of 20 items in tests 1, 2, and 3 respectively. Ellipsis type 5, structural ellipsis without precise recoverability, was found to be the most difficult for Thai students. The quantitative findings indicated that the students in the field of science and technology in Thailand were poor at ellipsis employed in science and technology textbooks. The qualitative investigation confirmed that the students were neither aware of nor capable of understanding most elliptical sentences. Difference between L1 and L2 was the major problem found hindering students' ability to handle ellipsis, Low English proficiency, insufficient and in-complete L2 grammatical knowledge, insufficient L2 vocabulary, incomplete recall of L2 instruction, inability to access deep structure, misreading of anaphora, pragmatic misreading and incomplete background knowledge of subject matter were found to be internal factors causing students' difficulty in-dealing with ellipsis. Transfer of training leading to students' overgeneralisation, language transfer resulting in interlanguage, conceptual influence across cultures, conceptual difference across sub-cultures, ambiguity of some structural cues, English hyponyms, and lack of intensive ellipsis instruction were external factors causing students' inability to solve ellipsis problems. Apart from the obstacles, two factors were found to support students in doing ellipsis tests. They were similarity of L1 and L2 and some L1 unelliptible words equivalent to English ellipted elements. The analysis also revealed some strategies students employed in handling ellipsis. Among these, structural and contextual cues, and word for word translation were frequently used. The findings of the study supported the first hypothesis which was that the students' difficulties in interpreting elliptical sentences and recovering ellipted elements can be related to (a) L1 transfer (b) reading strategies. But they did not support the second hypothesis which was that degree of difficulty in retrieval of ellipsis, based on Quirk, et al's (1985) principles, relates to degree of difficulty in interpretation. Constraints due to students' test fatigue and boredom may partially have affected students' ability in doing the tests.
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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
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Mungthaisong, Sornchai. "Constructing EFL literacy practices : a qualitative investigation in intertextual talk in Thai university language classes /." Title page, abstract and table of contents only, 2003. http://web4.library.adelaide.edu.au/theses/09PH/09phm9962.pdf.
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Na-Thalang, Sanooch. "Thai learners of English and the English number system." Thesis, University of Essex, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310046.
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Chabthanom, Ladda. "Critical literacies in a Thai tertiary education context /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19018.pdf.
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Sungpanich, Piyajit. "Du verbe à la fonction prépositionnelle : étude du cas de จาก /cà : k/." Phd thesis, Institut National des Langues et Civilisations Orientales- INALCO PARIS - LANGUES O', 2013. http://tel.archives-ouvertes.fr/tel-00947594.
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Du fait que les mots thaï possèdent une propriété de polyvalence catégorielle et fonctionnelle, nous essayons donc d'étudier, dans le cas de จาก /cà:k/, ses conditions de fonctionnement et ses valeurs sémantiques sans la prise en considération de la catégorisation des mots que l'on avait faite traditionnellement. Ainsi, la remise en cause des classifications des mots thaï va nous ramener à étudier le fonctionnement de l'unité lexicale จาก/cà:k/ en tant que marqueur. Cette étude est inspirée de la théorie des opérations prédicative et énonciative d'Antoine CULIOLI selon laquelle chaque marqueur est considéré comme une trace observable d'opérations prédicative et énonciative. En partant de ce point de vue, l'analyse proposée dans ce travail vise à montrer les points suivants : comment le marqueur จาก /cà:k/, participe à la construction du sens des énoncés dans lesquels il peut s'intégrer, quelles sont les propriétés des contextes et des co-textes qui rendent possible ou impossible le marqueur จาก /cà:k/ et que le marqueur จาก /cà:k/ est un opérateur de prédication dont le fonctionnement singulier peut être ramené à un faisceau de traits saillants de la catégorie référentielle de จาก /cà:k/.
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Sirinan, Srinaowaratt Steffensen Margaret S. "The effects of two vocabulary instruction programs on vocabulary learning of eleventh grade Thai EFL students." Normal, Ill. Illinois State University, 1991. http://wwwlib.umi.com/cr/ilstu/fullcit?p9219088.
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Thesis (D.A.)--Illinois State University, 1991.Title from title page screen, viewed January 4, 2006. Dissertation Committee: Margaret S. Steffensen (chair), Sandra Metts, Bruce W. Hawkins, Irene T. Brosnahan, Glenn A. Grever. Includes bibliographical references (leaves 169-181) and abstract. Also available in print.
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Tantihachai, Kittima. "Foreign language anxiety in listening and speaking English in a Thai EFL classroom." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/28822.
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This current research study is an exploratory study which has the aim to investigate language anxiety experienced by students majoring in English for International Communication (EIC) at the college in a university in the southern part of Thailand. This study adopted an interpretive methodology that used a sequential mixed methods approach for data collection. There were 42 students participating in the quantitative study whilst 6 students in qualitative study. The data, both quantitative and qualitative, were collected through questionnaire, diary and semi-structured interview. Data were analysed quantitatively using SPSS descriptive statistics and Factor Analysis while the thematic analysis was used as qualitative method. The findings revealed that all participants experienced language anxiety in class. Their sources of anxiety mostly were from the students themselves. Diary writing activity—one of the research instruments—had a very positive effect as it enabled students to deal with their anxiety and improved the situation.
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Vadhanasindhu, Chanika. "Contrastive discourse analysis and reader perception of newspaper editorials in Thai and English." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280016.
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The primary purpose of this study was to provide a descriptive comparison of newspaper editorials in Thai written by native speakers of Thai (TT), in English written by both native speakers and non-native speakers of English published in Thailand (ET), and English written by native speakers of English published in the US (EA). The corpus used for textual analysis was composed of 10 editorials from each of the groups. A secondary purpose was to explore and contrast reader practices, expectations and perceptions relating to English-language editorials in Thailand and the US, which involved analysis of response to questionnaires by 30 native Thai (TS) and 30 native English speakers (ES). It was found that more EA editorials were published per day, covering broader topics than did editorials in Thailand. The Thai texts are more linguistically complex than English as there are typically more V-Units (terminal 'Verb-Units', posited in this study) in Thai sentences. ET editorials were more similar to EA than to TT on the range of purposes and the numbers of purposes per editorial. TT editorials have more diverse types of titles than do ET and EA editorials. ET editorials were more similar to EA editorials in terms of organization type preference. EA editorials follow Schneider and Connor's model of coherent text (1990) most closely and Witte's model (1982) least closely. Both TT and EA editorial writers generally write about their countries/people while ET writers write about other countries/people more often. Most ES subjects are correct in identifying the place of publication as the US or Thailand while guesses by Thai subjects are only at the level of chance for both. Linear organization, strong voice, grammatical structures and certain idiomatic expressions generally led ES subjects to believe an editorial was written by a native speaker of English. Methodologies used in this study could be useful for EJP and ESL students in Thailand.
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Pongsiriwet, Charuporn. "Relationships among grammatical accuracy, discourse features, and the quality of second language writing the case of Thai EFL learners /." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2024.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains vii, 114 p. Includes abstract. Includes bibliographical references (p. 97-105).
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Kittidhaworn, Patama. "An assessment of the English-language needs of second-year Thai undergraduate engineering students in a Thai public university in Thailand in relation to the second-year EAP program in engineering." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2020.
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Thesis (Ed. D.)--West Virginia University, 2001.Title from document title page. Document formatted into pages; contains xi, 122 p. : ill. Includes abstract. Includes bibliographical references (p. 92-97).
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Sudajit-apa, Melada. "Systematising EAP materials development : design, evaluation and revision in a Thai undergraduate reading course." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/2674.
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Materials design and evaluation have been regarded as inseparable processes for a systematic approach to materials development. But much less attention has been paid to the role and process of revision. This study reports a two-cycle approach to reading materials development for Thai undergraduate students: a first cycle of needs analysis, initial design, implementation and evaluation; and a second cycle of revision, implementation and re-evaluation. The two cycles involved both learners and teachers in providing feedback on the materials post-use, in order to enhance learners’ involvement and motivation and maximise their learning opportunities. The materials integrated the learners’ specific needs, (i.e. poor L2 reading behaviours) within a theoretical framework of cognitive/metacognitive strategy instruction and collaborative work that informed the selection of reading strategies, reading texts and pedagogical tasks. In the first cycle, six units of material were implemented with reading classes in Thailand for a period of six weeks. Evaluation involved students’ tasks-in-process, end-of-unit and use-of-Thai-or-English questionnaires, teacher’s questionnaires, learning journals, interviews and classroom observations. In addition to users’ positive comments on the usefulness of strategies, collaborative work, text topic and a variety of learning tasks, analysis of the findings indicated linguistic difficulties, insufficient amount of time and support from the teacher, difficulties in expressing ideas in English and uncertainty about reading purposes and task procedures. This led to two versions of materials revision—text simplification (TS) and procedural modification (PM). In the second cycle, the materials, revised in response to the first-cycle users’ feedback, were re-implemented and re-evaluated through the same procedures, with the addition of pre-and post-tests, by four groups of Thai students taught by two different teachers. Analysis of the learners’ perceptions showed that the second-cycle materials had met their learning needs, in reference to their comments about reading improvements and the usefulness of reading strategies, and that collaborative work helped increase their awareness of strategy use, text understanding and motivation. Classroom variables, particularly teachers’ scaffolding, played a significant role in enhancing learners’ motivation in terms of their perceptions of text difficulty, text understanding, and text and task enjoyment, as well as positively affecting their task performance. There was no significant difference between the students’ perceptions of the TS and PM materials, except that the TS groups had significantly more perceived text understanding, as they found language use in the texts significantly more accessible. In terms of progress, all TS and PM groups made improvements in their post-test, with Group 1 (PM) and Group 4 (TS) gaining significantly higher means in the post-test. These two cycles of implementation and evaluation offer clear evidence that the reading materials featuring explicit strategy training and collaborative work could raise the Thai students’ awareness of reading strategy use, enhance their reading performance and increase the level of task enjoyment. The present study also suggests the benefits of integrating text simplification and the use of L1 in the reading materials and instruction, as these two measures could build up the students’ motivation as well as level of text understanding. Additionally, to increase motivation and involvement, it is worthwhile focusing on the selection of interesting and challenging text topics, on the design of a task response format which does not require grammatical knowledge and on producing materials with colourful illustrations. Teachers’ careful scaffolding and the clarity of task purposes and procedures were shown to be important variables affecting the classroom atmosphere and the students’ level of task achievement, and thus, need to be taken into consideration when planning guidance for teachers involved in teaching reading course such as that investigated in this study.
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Na, Pattalung Piengpen Newsom Ron. "An analysis of sexist language in ESL textbooks by Thai authors used in Thailand." [Denton, Tex.] : University of North Texas, 2008. http://digital.library.unt.edu/permalink/meta-dc-9057.
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Wongphothisarn, Janchai. "An Investigation into Thai EFL University Teachers and Students Perceptions towards Language Learning Autonomy." Thesis, University of Exeter, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499604.
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Boonsuk, Yusop. "Thai university students', teachers' and program administrators' construction of nativeness in English language teaching." Thesis, University of Southampton, 2016. https://eprints.soton.ac.uk/394824/.
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As English has been rapidly expanding its function and scope beyond geographical, social and racial boundaries, it is thus perceived as a bridge that connects multilingual and multicultural groups of people and serves their needs on both national and international levels. Consequently, the number of people (especially from the Outer and the Expanding Circle countries) who prefer to learn and teach English is steadily increasing every year. In English language teaching (ELT), however, non-native English speaking teachers (NNESTs) are frequently challenged, questioned, discriminated against, and endure prejudice from some educational stakeholders, even if they are qualified to teach English. The concept of the ideal English as a second or foreign language teacher and whether they should be a native or non-native English-speaker has been discussed intensively in ELT environments, including Thailand where this study was conducted. In order to gain a deeper understanding of this issue, the main aims of this study are to investigate the perceptions of Thai University students, native English speaking teachers (NESTs), non-NESTs, and English program administrators (EPAs) towards the construction of nativeness and its relationship to the teaching effectiveness of English teachers. To provide a clearer picture, characteristics of effective English teachers and perceptions of educational stakeholders towards differences between NESTs and NNESTs are also examined. Within this study, 301 students answered the questionnaire,while 35 participants participated in the semi-structured individual interviews (16 students, 7 NESTs, 8 NNESTs, and 4 EPAs). Mixed-research methods (quantitative and qualitative) were used to elicit the data from the participants. To achieve the aims of the study, the students’ questionnaires and semi-structured individual interviews were employed as research instruments. Descriptive and inferential statistics were utilized to analyze the data collected from the questionnaire, whereas content analysis was employed to analyze the data collected from the interviews. The findings from the study illustrate a challenge to the cultural stereotype towards the Inner Circle country groups of people who employ English as their mother tongue and who are perceived by the majority of the outsiders (the Outer and Expanding Circle people) as an ideal or model of English teaching. In this study, the majority of the participants perceive that English no longer belongs to any particular country, nationality or external appearance. They illustrate that every English user has the right to claim ownership of English and to utilize it in the way they prefer without looking back or considering the native speaker norms. Additionally, the findings indicate that there is no relationship between the native backgrounds of the teachers and their teaching effectiveness or ineffectiveness. In other words, factors, such as, NESTs and NNESTs' birthplaces, their nationalities, the first languages they speak or their external appearance are no indication of whether they are qualified or unqualified English teachers. From the perspectives of the participants, whether a person is an effective or ineffective English teacher should be evaluated individually by looking at their Personal characteristics, Pedagogical characteristics, Cultural sensitivity, Linguistic characteristics and Professional characteristics, as the main evaluation criteria. However, the findings also reveal that NESTs and NNESTs are constructed differently by the participants according to five aspects; Cultural sensitivity, Linguistic characteristics, Pedagogical characteristics, Personal characteristics and Hiring practices, although there is no implication that one is superior to the other. Furthermore, discriminatory hiring practices, which favour NESTs, are still reported due to external pressures.
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Simpson, Jantima. "Integrating project-based learning in an English language tourism classroom in a Thai university." Thesis, Australian Catholic University, 2011. https://acuresearchbank.acu.edu.au/download/3b2a4e91aed4fc2fc60c732cee0755cab56d531b892edb14d9f318dd2b424d65/1045234/02whole.pdf.
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This empirical study provided an in-depth examination of Thai students' English language proficiency, their learning skills and their self-confidence during the application of project-based learning (PBL) in an EFL learning context. The study examined whether PBL could enhance Thai university students' English language proficiency, their learning skills and self- confidence. The method of teaching and learning English language through PBL was a contrast to the current teaching of English in Thailand where it is treated as a subject, not a medium of communication. This is a mixed research study utilising both quantitative and qualitative instruments to collect data from participants. The study was conducted in an EFL classroom in a major regional Thai university. Data were collected from 26 third year students majoring in English enrolled in English for Tourism course. The data were derived from four quantitative instruments including TOEFL® PBT, a writing test, a speaking test and an observation schedule and the rich information was obtained from five qualitative instruments including student surveys, project diaries, open-ended questionnaires, field notes and work-in-progress discussions. The research instruments were utilised for one semester. To investigate the English proficiency of different levels of students, the students were divided into three groups (high, medium and low groups) based on the raw cores collected from the overall results of the three pre-tests (TOEFL® PBT, a writing test and a speaking test)...
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Na, Pattalung Piengpen. "An Analysis of Sexist Language in ESL Textbooks by Thai Authors Used in Thailand." Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc9057/.
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This study identified the types of sexist language that appear in ESL textbooks by Thai authors. The study analyzed the ESL textbooks by Thai authors sold at the Chulalongkorn University bookstore during spring 2007. It was a qualitative case analysis of fifteen ESL textbooks covering the beginning, intermediate, and advanced levels of ESL instruction. The study used feminist criticism to discover what gender roles are sanctioned as appropriate in ESL textbooks by Thai authors and if the language used supports or challenges patriarchy. The results of this study show that sexist language is present in the textbooks and that the textbooks contain content that promotes sexist assumptions concerning gender roles. As a whole, the language and examples used in ESL textbooks by Thai authors support patriarchy.
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Kuadnok, Kuanhathai. "Pedagogies and power relations in Thai English foreign language writing classrooms : a critical ethnography." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/106915/1/Kuanhathai_Kuadnok_Thesis.pdf.
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Using critical applied linguistics, and drawing on the concept of power as theorised by Foucault, this study examines issues of power and pedagogical practices that influenced the teaching of writing to Thai English Foreign Language (EFL) primary students. Carspecken’s critical ethnographic approach was adopted to gather data. The research yielded findings concerning power relations that operated in the enactment of EFL pedagogies for teaching writing in Thai schools. The research has theoretical significance for understanding EFL writing education in Thailand in the context of the international spread of English in the twenty-first century.
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Nampetch, Camille. "English Translation of Thai Pronouns : How Two Translators Have Dealt with Thai Personal Pronouns in Four Reigns." Thesis, Umeå universitet, Institutionen för språkstudier, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-161146.
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This study has looked into what translation techniques Tulachandra and Barang have used in their English translation of Thai personal pronouns in Pramoj’s novel Four Reigns. Thai uses different personal pronouns to different people to signify social status, gender and intimacy, which may be challenging for the English translations to achieve. With the limited material available, the personal pronouns sadet, khun, mae, pho and various kinship terms and titles were explored. The results showed that the most frequent translation technique was equivalence, that is, the translating of Thai pronouns into the English I or you. The borrowing technique was also used from time to time. Due to language and cultural differences between Thai and English, it is not possible for the translations to achieve a hundred percent accuracy in terms of underlying meaning of the personal pronouns. The translators did, however, make an effort in keeping the special traits of the pronouns by adding a proper noun into the sentence.
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Pathanapong, Poonsri. "Childbirth pain communicative behaviors among selected laboring Thai women." Diss., The University of Arizona, 1990. http://hdl.handle.net/10150/185186.
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The purpose of this study is to describe characteristics of childbirth pain communicative behaviors among laboring Thai women, determine mode of pain communication, and determine relationships among behaviors and parturients, age, parity, education, and occupation. This study employed an exploratory description design. Direct structural observation was used to collect data. The study was conducted at a general hospital in Bangkok, Thailand, with 32 subjects participating. The "Observation Checklist of Laboring Women's Behavior" was used to record the subjects' behaviors. Descriptive statistics, the t test, and Pearson product moment correlation were used to analyze data. Data analysis indicated that the subjects of this study communicated pain via nonverbal channels and in a quiet manner. The range of nonverbal behaviors ranked from the greatest to the least frequent occurrences and included tactual, facial, lips, body movements, eyes, and respiratory behaviors. The range of verbal reports ranked from the greatest to the lowest frequencies and included reports of sensation, self evaluation of tolerance of pain, asking for information, requesting help and comfort, and asking for permission. Reports of pain were the most predominant of all the verbal reports. There were no statistically significant differences between behaviors and age, parity, education, and occupation. Pain behaviors were more prevalent among primiparae. Subjects who were younger or had fewer years of education ask for more information relating to the childbirth process compared with their counterparts. The younger subjects tended to communicate their pain via verbal mode; the older subjects tended to communicate their pain through nonverbal channels. Information derived from this study contributed to clinical practice, research, and theoretical knowledge of nursing. The information will help nurses understand about pain communication among the Thai women. Findings also will serve as empirical data for future investigations and can be used as a basis for childbirth pain assessment. The findings of this study are not generalizable because subjects were not randomly selected and the sample size was small. Recommendations for future study include the use of larger sample sizes, refinement of the checklist, and the use of multiple methods to collect the data.
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Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films." Thesis, full-text, 2008. https://vuir.vu.edu.au/2023/.
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This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication.
The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films.
Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests.
The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had:
(a) more positive attitudes towards nonverbal communication of English native speakers,
(b) a higher level of understanding of nonverbal communication of English native speakers
(c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker,
and, in addition,
(d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers.
Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.
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Damnet, Anamai. "Enhancing acquisition of intercultural nonverbal competence : Thai English as a foreign language learners and the use of contemporary English language films." full-text, 2008. http://eprints.vu.edu.au/2023/1/damnet.pdf.
Full textAbstract:
This study investigates aspects of the teaching and learning of intercultural nonverbal competence by university students majoring in English in Thailand and starts from the position that intercultural nonverbal competence is an important, but neglected area within English language teaching for international communication. Five aspects of nonverbal communication where there are pronounced differences between Thai and native English norms are investigated: facial expressions, eye contact and gaze, bodily communication, kinesics (touching), and vocalic communication. The study employs a range of qualitative and quantitative approaches in conducting classroom research on the learning and teaching of nonverbal communication within university EFL speaking and listening skills classes. Seventy-three second year undergraduate students majoring in English were randomly assigned to and participated in one of two different teaching interventions both of which involved the use of the same four American and Australian contemporary films. The experimental intervention involved explicit teaching of nonverbal communication and the other more traditional one provided exposure to the same native speaker interactions in the same four films, but with classroom activities focused on linguistic and pragmatic features arising from the films. Adopting a quasi-experimental pre and posttest design the study includes three phases of data collection: (1) pre teaching assessment, (2) teaching phase, and (3) post teaching assessment. The pre and post teaching assessments cover students’ attitudes towards, understanding of and ability to employ nonverbal communication when communicating in English in intercultural contexts. The post teaching assessment covers these same areas together with additional qualitative data collection about students’ experiences of participation in the study. Data analyses include use of analysis of covariance (ANCOVA) and multivariate analysis of covariance (MANCOVA) and within group t-tests. The study reveals that in comparison with students from the control group students from the experimental group who had participated in the explicit teaching of nonverbal communication had: (a) more positive attitudes towards nonverbal communication of English native speakers, (b) a higher level of understanding of nonverbal communication of English native speakers (c) a higher level of ability to apply nonverbal channels in communication appropriately in role playing interaction with an English native speaker, and, in addition, (d) most students from both groups felt positive about the opportunities that practising role plays and viewing contemporary English language films provided for them to enhance their intercultural acquisition of nonverbal competence in communicating in English with native speakers. Qualitative data supported the quantitative findings and also indicated that students in the experimental group had achieved a deeper and more explicit understanding of the role of nonverbal communication in interactions in English, whilst also demonstrating a strong sense of what might be acceptable in an English language context with English native speakers and what is acceptable with fellow Thais. Furthermore, the results highlight that it is not essential for nonnative speakers to stay/study abroad in English as native language speaking countries in order to improve their communicative and intercultural nonverbal competences to levels approximating that of native speakers. Films and role play, when used appropriately, may provide effective native speaker modeling and opportunities for practice.
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Hart, Lauren Alexandra. "Development of Thai Speech Audiometry Materials for Measuring Speech Recognition Thresholds." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2546.pdf.
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Khongpun, Somsook. "Composing processes of Thai high school students : a protocol analysis." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/862270.
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This protocol-based case study research explored the general composing and thinking processes of five Thai EFL high school subjects who, while verbalizing their thoughts, composed in the first language (L1), Thai, and in the second language (L2), English. The composing sessions were audiotaped and videotaped; these tapes were then transcribed, translated, and coded for analysis, along with notes, drafts, and the written compositions.The L1/L2 protocol data yielded a number of interesting findings. Most subjects had a purpose in mind while composing their texts, but had little concern for the audience. Individually, each subject displayed a unitary composing style across languages, tending to compose in the Li and the L2 similarly, with minor variations. This suggests that composing knowledge and skills of the L1 were probably transferred to the composing in the L2.As a group, the subjects wrote the Li compositions in a similar manner, manifesting mental planning and reliance on internal resources, as they alternated among writing, repeating, and rehearsing. The L2 compositions gradually emerged with frequent repetitions and brief pauses, and the L2 composing processes seem to be constrained by the subjects' imperfect mastery of the L2.In addition, when they stumbled on L2 lexis, grammar, and mechanics, the subjects mainly employed the L1. Use of the L1 seemed to facilitate the subjects’ writing in the L2 a great deal. In both the L1 and the L2 compositions, the subjects tended to comment and repeat portions of texts in words, rehearse in phrases, and engage in other composing activities at the sentence level. The translated segments which occurred in the English protocols were at the phrase level.A tentative composing process model of these Thai EFL subjects is proposed; implications for EFL composition instruction and suggestions for further research are also provided.Department of English
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Koowuttayakorn, Sichon, and Sichon Koowuttayakorn. "Informal English Language Teaching and Learning on Thai Facebook Pages: Affordances, Positioning, and Stance-Taking." Diss., The University of Arizona, 2017. http://hdl.handle.net/10150/624521.
Full textAbstract:
The present study explores informal English language teaching and learning (ELTL) on the social media platform of Facebook. In contrast to a formal second/foreign language (L2/FL) education setting which is institutionally sponsored and highly structured, the context of informal ELTL under investigation is "recreational" (Chik, 2015) in the sense that it is unconstrained by institutional structures and largely driven by personal interests and goals. With the unprecedented success of social media and social networking sites (SNSs), this new form of learning and teaching can be found in a variety of languages and discourses across diverse digital landscapes. This study pays particular attention to the context of Thai speakers in three ELTL communities formed on Facebook Pages (FPs). The aim is to describe the participants' SNS-mediated L2 literacy practices as informed by Thai culture, beliefs, and values.
This research project is grounded in the concept of new literacies (Lankshear & Knobel, 2011) and the multimodal social semiotic approaches to analyzing digitally-mediated communication (Kress, 2010; Jewitt, 2009; Van Leeuwen, 2005). The analysis is also informed by the interpretative framework of positioning theory (Davies and Harré, 1990; Harré & van Langenhove, 1991) and sociolinguistic approaches to stances (Du Bois, 2007; Jaffe, 2009a). The integration of various theoretical and analytical models offers a holistic understanding of the participants' Facebook-based literacy practices from different perspectives. A mixed method approach that combines qualitative (e.g., multimodal analysis, online ethnographic observation) and quantitative (e.g., survey, user statistics) data analysis also helps describe the users’ semiotic productions and interactions from a diachronic point of view.
While the purpose of the project is to examine contemporary L2 literacy engagement in an underexplored historical and cultural context, the analysis does not simply discuss the way Thai SNS users teach and/or learn English online. Rather, the findings also shed light on other important issues relating to digital literacies including multimodal production, identity construction, social relationship formation, stance-taking acts, and language ideology. These emerging literacy practices are presented in three separate but interrelated analysis chapters. They are comprised of: 1) the multimodal analysis of the interplay between Facebook affordances and the users' semiotic activities; 2) the investigation of the participants’ self- and other-positioning strategies; and 3) the discussion of the participants' stance-taking acts in various aspects relating to English language teaching, learning, and use in contemporary society.
Altogether, the findings pinpoint the complex and interconnected relationships among digital media, self, community, and ideology as fundamental to meaningful learning experiences on SNSs. They also support the view of language learning as a social practice, which highlights the fact that meaning and knowledge are socially and culturally situated, shaped by contexts, and shared by members within particular communities (Gee, 2010; Lankshear & Knobel, 2011; Thorne, 2013). The dissertation, therefore, has implications for pedagogies and practice because it provides insights about how to design equitable learning materials and activities that address these contemporary social practices. Ultimately, the research suggests the use of a social media-enhanced ELTL site to develop meaningful interactions between learner, language, media, and community during the process of learning.
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
Full textAbstract:
The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.