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Journal articles on the topic 'Thai language'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

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

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

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2

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

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3

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

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Languages and accents build understanding and relationships with other people. Therefore, understanding individual attitudes could contribute to more effective second language communication and learning motivation. This study investigated the attitudes of native speakers of Thai (NST) toward speakers of Thai as a second language: Chinese speakers of Thai as a second language (CST) and American speakers of Thai as a second language (AST). The matched-guise technique (Lambert et al., 1960) was used to assess data collected from 145 Thai NST evaluators through an online questionnaire. The analysis of the NST’s attitudes found ten characteristics from both the CST and AST were statistically significantly different at a 0.05 level, such as friendliness, diligence, generosity, self-confidence, responsibility, leadership, economic status, attractive accent, and language use appropriateness. The NSTs were found to have more positive attitudes toward the CSTs than the ASTs in many aspects, which may have been because of native language sound and social context factors.

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4

Boonrawd Chotivachira. ""The Slave" : the Soap Opera that Reflected Thai Wisdoms, Language, and Thai-ness." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 16, no. 1 (August 2009): 69–102. http://dx.doi.org/10.22473/kats.2009.16.1.003.

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5

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

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Zhuang language and Thai language belong to the Sino Tibetan language family, and both belong to the Dong Dai language family. There are many similarities in the types of adverbs and markers between the two languages. Analyze and compare the types of adverbs in Zhuang and Thai languages, as well as the usage of marker words in the two languages, to identify the similarities and differences between the two.

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6

Minegishi, Makoto. "Description of Thai as an isolating language." Social Science Information 50, no. 1 (March 2011): 62–80. http://dx.doi.org/10.1177/0539018410389107.

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The article illustrates morphosyntactic characteristics of Thai, an isolating language, in contrast to the modern European languages. Thai is characterized as a topic-prominent language, where the voluntary–spontaneous contrast rather than transitive–intransitive one plays significant roles in forming basic sentence constructions. By assuming non-hierarchical serial verb constructions as its basic sentence structures, the author claims that the modern hierarchical view of language structure is not appropriate for Thai. In Thai, verbs are serialized to denote not only successive actions or an action and its objective, but also a cause and its result, an action and its evaluation. Furthermore, causative and passive constructions are analyzed as part of verb serializations which are structurally identical, but antiparallel to each other in the direction of affectedness.

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7

Sucaromana, Usaporn. "Investigating language learning strategies of Thai EFL undergraduate Students." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 156–63. http://dx.doi.org/10.18844/prosoc.v4i1.2248.

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8

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

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9

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

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In the context of the construction of china-asean free Trade Area, ASEAN language education, that is, the education of small languages in Southeast Asia, has been widely paid attention to in China, among which Thai language education has certain regional advantages. According to the analysis of the current situation of Thai teaching guidance in recent years, it is found that although Chinese college students have participated in a variety of language training activities, mastered the basic language knowledge and formed certain language skills, but their own Thai reading comprehension ability is not strong, so they need to strengthen research during the language teaching guidance. Based on the current situation of Thai language learning among Chinese college students and the cultivation of Their Thai reading comprehension ability in recent years, this paper deeply discusses how to cultivate more high-quality language talents under the background of free trade.

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10

Kyungwon Yoon. "Gender-discriminative language in Thai." 동남아연구 16, no. 2 (February 2007): 27–48. http://dx.doi.org/10.21485/hufsea.2007.16.2.002.

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11

Thaweesak Koanantakool, Hugh, Theppitak Karoonboonyanan, and Chai Wutiwiwatchai. "Computers and the Thai Language." IEEE Annals of the History of Computing 31, no. 1 (January 2009): 46–61. http://dx.doi.org/10.1109/mahc.2009.5.

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12

Na Songkhla, Angsana, and Ilangko Subramaniam. "Consonant Changes in Words Borrowed From Sanskrit to Thai and Patani Malay." International Journal of Linguistics 13, no. 5 (October 8, 2021): 92. http://dx.doi.org/10.5296/ijl.v13i5.18957.

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Southeast Asia was under Indian influence for more than a thousand years so that the traces of Indian civilization can be determined from a lot of evidence. The entry of Indian civilization in this region has shown that Sanskrit has merged with Thai, the national language of Thailand, and Patani Malay, the mother tongue language of Thai Malays who live in the deep south of Thailand. Borrowing is a process of language contact and language change that can happen in all languages and is not limited to borrow in the same language family or the same type of language. All of them belong to different family trees. Sanskrit is a member of the Indo-European language family, whereas the Thai language is accepted to Tai-Kadai and Patani Malay belongs to the Austronesian language family. This study aims to study consonant changes of shared Sanskrit loanwords in Thai and Patani Malay. This research employed qualitative methodology. Data were collected from documentaries. The findings showed that changes in consonant phonemes occurred in both languages according to phonological adaptations such as deletion, insertion, voicing, devoicing, and substitution.

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13

Xiao, Dong, and Chunlai Tian. "Chinese Language Education under the Integration of Chinese and Thai Languages and Cultures." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 3 (June 9, 2024): 65–70. http://dx.doi.org/10.60027/ijsasr.2024.4011.

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Background and Aims: This article analyzes the development process of Chinese education in Thailand and compares its different characteristics regarding Chinese cultural inheritance and language dissemination with other Southeast Asian countries. It is believed that the integration of Buddhist and Confucian cultures between China and Thailand, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment, are the main reasons for the steady development of Chinese education in Thailand. In the language and cultural integration process between China and Thailand, there has also been a certain degree of excessive and cross-border integration. "Moderate integration" and "excessive integration" constitute the characteristics of Thai Chinese language education, and their dual characteristics jointly influence the progress of Thai Chinese language education. Methodology: Using the literature research method and induction by looking at the literature to summarize the viewpoints proposed by relevant scholars. Conduct an extensive review of existing literature on language education, focusing on Chinese and Thai languages and cultures. Analyze academic papers, textbooks, and relevant educational materials to identify effective strategies for language integration. Evaluate existing Chinese language education curricula and materials in both China and Thailand. Identify commonalities and differences, and explore ways to integrate elements that reflect both Chinese and Thai cultures. Results: The vigorous development of Thai Chinese education is closely related to integrating Chinese, Thai Buddhist, and Confucian cultures, as well as Thailand's harmonious and inclusive ethnic policies and cultural environment. This is a positive manifestation of Thai-Chinese education's "moderate integration" and a proper interpretation of Thai-Chinese education under the premise of integration. However, there has also been a certain degree of excessive and cross-border integration of language and culture between China and Thailand, resulting in negative impacts such as Chinese language variation, structural imbalance in teaching systems, and a lack of competitive environment for the Chinese language. Conclusion: The sorting out of the joint representation of "moderate integration" and "excessive integration" in Thai Chinese education reflects and abandons the survival mode and cultural landscape inherited and condensed by Thai Chinese education over a long period in the historical evolution.

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14

Singnoi, Unchalee. "A Reflection of Thai Culture in Thai Plant Names." MANUSYA 14, no. 1 (2011): 79–97. http://dx.doi.org/10.1163/26659077-01401005.

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The present study focuses on the plant naming system in the Thai language based on 1) Brent Berlin’s general principles of categorization of plants and animals in traditional societies (Berlin, 1974, 1992) which suggest that it is worthwhile to think about a plant taxonomy system on the basis of plant names since the names provide the valid key to folk taxonomy and 2) Lakoff’s central guiding principles of cognitive linguistics (Lakoff and Johnson, 2003 and Lakoff 1987). Data on plant names collected from printed materials are selectively analyzed. The study examines the linguistic structure, folk taxonomy and conceptualization of plant terms in the Thai language. It is found that there exists in the Thai language a complex and practical plant naming system establishing a relationship between language, cognition and culture.

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15

Aroonmanakun, Wirote. "Creating the Thai National Corpus." MANUSYA 10, no. 3 (2007): 4–17. http://dx.doi.org/10.1163/26659077-01003001.

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This paper reports on the progress of Thai National Corpus development. The TNC is designed as a general corpus of standard Thai. Only written texts are collected in the first phase. It aims to include at least eighty million words. Various text types produced by various authors are included in the TNC so that it would closely represent written language in general. Texts are word segmented and tagged following the Text Encoding Initiative (TEl) guidelines on text encoding. The TNC was designed as a resource for general applications, such as lexicography, language teaching, and linguistic research. In addition, the TNC is designed to be comparable to the British National Corpus so that a comparative study between the two languages is also possible.

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16

Geerativudhipong, Orrathip. "Designing and developing a situation-based instructional model for an online Thai course for foreigners." Electronic Journal of Foreign Language Teaching 19, no. 1 (2022): 36–50. http://dx.doi.org/10.56040/okvs1913.

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This research aims to develop and evaluate a situation-based instructional model for an online course of Thai as a foreign language (TFL) and to evaluate the effectiveness of the instructional model. There were two experiments (35 and 43 participants, respectively) to explore the impacts of I4PAT between non-Thai major and Thai major students. The experimental groups were taught with I4PAT model (introduc-tion, phonemic training, present, practice, production, assessment, and technology) through an online Thai language instruction, whereas the control groups were taught with the paper-based Thai language instruction. For each experiment, we compare the effects of using I4PAT model through an online Thai language instruction and paper-based Thai language instruction. The results showed that 1) the efﬁcien-cy of the I4PAT model was 93.84/99.70 for the first experiment and 94.07/97.95 for the second experi-ment which are higher than the criterion at 90/90, 2) learners’ achievement after taking the course of Thai language among first and second experiments was significantly improved, and 3) learners’ achievement after learning with I4PAT model through an online Thai language instruction among first and second experiments was significantly higher than learning with the paper-based Thai language instruction. The findings indicate the effectiveness of the I4PAT model for an online Thai language instruction. Moreover, the I4PAT model could be applied for the instruction of other languages, both in online and offline modes.

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17

Boonsuk, Yusop, and Eric A. Ambele. "Existing EFL Pedagogies in Thai Higher Education: Views from Thai University Lecturers." Arab World English Journal 12, no. 2 (June 15, 2021): 125–41. http://dx.doi.org/10.24093/awej/vol12no2.9.

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Since English is extensively used among linguacultural users to access life opportunities, it has become a requisite foreign language in the Thai educational system. To prepare Thai learners for this new changing role of English and reduce English Language Teaching dependency on the native English variety, this study aimed to explore English lecturers’ voices in Thai universities on existing English as a Foreign Language (EFL) pedagogies at the Thai tertiary level with the research question: how do English lecturers in Thai universities perceive EFL in Thai universities? Data was collected through semi-structured interviews with 25 Thai EFL university lecturers selected from ten different universities in Thailand and analyzed using content analysis. The finding reveals that EFL-oriented pedagogy plays a dominant role in English language teaching (ELT) education in Thai classrooms, illustrating three main salient themes from the study: (1) EFL pedagogies; (2) EFL materials; and (3) EFL curriculums. The result shows that the pedagogy is less responsive in the changing roles of English use and its widespread worldwide, especially among diverse linguacultural interlocutors. Hence, English university lecturers should reconsider, adjust, and made more practical glocal changes in English language teaching for the purpose of language teaching, language planning and predicting language change.

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18

Long, Bai, Hok Liheng, and Luong Kim Phuong. "construction of China-ASEAN Zhuang and Thai language culture converged community in the context of the belt and road initiative." COMMICAST 4, no. 2 (September 29, 2023): 41–50. http://dx.doi.org/10.12928/commicast.v4i2.8851.

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Thailand,other Belt and Road country, exists linguistic phenomenon that its official Language which is Thai language and Zhuang language are on the isogeny and dissimilation. With a history behind Zhuang and Thai language,historic culture of Bai Yue ancestors are traced to the same origin. The relevance of two languages and culture of identical source need to be further studied. Zhuang and Thai language consensus in the cultural field is cultural practice of community with shared future for mankind consciousness. Transnational cultural blend maintain the minority culture vitality and extend potential influence of Zhuang and Thai language. Two countries,therefore, comply with the Belt and Road Initiative constructing Zhuang and Thai language culture community. Tracing back historical memories of nation and creating integration of language and culture are striven for greatest common cooperation in order to promote a sense of community between Zhuang and Thai nations and protect unique language culture symbol of Zhuang and Thai nations. Only in this way can the discourse power of Zhuang Language promote under expansively continuous transnational horizon, cultural transmission and dialogues among civilizations speed up and Chinese stories of Zhuang tell excellently.

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19

안종량. "Pali-Sanskrit’s Influence to Thai Language." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 17, no. 2 (February 2011): 203–23. http://dx.doi.org/10.22473/kats.2011.17.2.007.

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20

LUO YIYUAN and LIAO YUFU. "Thai language Proficiency Testing in China." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 24, no. 2 (February 2018): 119–28. http://dx.doi.org/10.22473/kats.2018.24.2.005.

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21

Indrambarya, Kitima. "Thai Impersonal Pronouns and Language Power." MANUSYA 18, no. 3 (2015): 14–28. http://dx.doi.org/10.1163/26659077-01803002.

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Impersonal subjects are subjects unspecified for their reference. While previous analyses identified man 'it' and kháw as non-referential subject in Thai co-occurring with impersonal verbs (Indrambarya 1996, 2011, Phimsawat 2011), there exists the use of third person pronoun th ân ‘they’ as an impersonal pronoun. This paper aims at investigating how the three impersonal subjects in Thai exhibit the distance between speakers and reflect the language power inherited in different language registers.

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22

Abramson, Arthur S., and Kalaya Tingsabadh. "Thai Final Stops: Cross-Language Perception." Phonetica 56, no. 3-4 (1999): 111–22. http://dx.doi.org/10.1159/000028446.

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23

Lee, Yoonjeong, and Jody Kreiman. "Within- versus between-speaker acoustic variability in Thai." Journal of the Acoustical Society of America 153, no. 3_supplement (March 1, 2023): A295. http://dx.doi.org/10.1121/10.0018911.

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This paper continues our studies of acoustic variability in voice between and within speakers. Previous work indicates that acoustic variability is characterized by the balance between high-frequency harmonic and inharmonic energy in the voice (measured using cepstral peak prominence) and by formant dispersion, regardless of the speaker’s sex, native language, or speaking style. Our recent investigation of the language effect on voice variability surveyed three languages, English, Korean, and White Hmong, which form an organized subset with respect to their linguistic use of F0 and the phonological status of phonation quality. The cross-linguistic comparisons revealed a second tier of language-specific variability that reflects features of the phonology of each language. The present paper adds a tone language, Thai, to the mix. Samples of read speech from fifty Thai speakers (33F, 17M) were evaluated as in our previous studies. Results revealed that variability in Thai voices is primarily accounted for by the same biologically relevant measures observed globally, and further shaped by the language-specific use of F0. These data further support our hypothesis that acoustic variability in voice is governed first by biological factors, secondly by language-specific, cultural factors, and finally by idiosyncrasies of an individual’s anatomy and personal speaking style.

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Prasertsom, Ponrawee, Apiwat Jaroonpol, and Attapol T. Rutherford. "The Thai Discourse Treebank: Annotating and Classifying Thai Discourse Connectives." Transactions of the Association for Computational Linguistics 12 (2024): 613–29. http://dx.doi.org/10.1162/tacl_a_00650.

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Abstract Discourse analysis is a highly applicable area of natural language processing. In English and other languages, resources for discourse-based tasks are widely available. Thai, however, has hitherto lacked such resources. We present the Thai Discourse Treebank, the first, large Thai corpus annotated in the style of the Penn Discourse Treebank. The resulting corpus has over 10,000 sentences and 18,000 instances of connectives in 33 different relations. We release the corpus alongside our list of 148 potentially polysemous discourse connectives with a total of 340 form-sense pairs and their classification criteria to facilitate future research. We also develop models for connective identification and classification tasks. Our best models achieve an F1 of 0.96 in the identification task and 0.46 on the sense classification task. Our results serve as benchmarks for future models for Thai discourse tasks.

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25

Sarmah, Priyankoo, Divya Verma Gogoi, and Caroline R. Wiltshire. "Thai English." English World-Wide 30, no. 2 (June 11, 2009): 196–217. http://dx.doi.org/10.1075/eww.30.2.05sar.

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We explore two aspects of English spoken by native speakers of Thai: rhythm and the vowel system, and compare each to the substrate language Thai, to target varieties of English, and to two New Englishes in Asia. Data was collected from a group of Thai speakers who participated in an interview in English, and who read a Thai paragraph, and English words, sentences and a paragraph. For rhythm, we measured the “Pairwise Variability Index” (nPVI, Grabe and Low 2002) and the proportion of time in an utterance devoted to vowels (%V, Ramus, Nespor and Mehler 1999) of Thai read speech, and English spontaneous and read speech. We find that the English of Thai speakers had stress-timed values of high nPVI, like Thai and British English (BrE), and low %V, like BrE but not Thai. Neither measure of rhythm resembled New Englishes’ more syllable-timed lower nPVI and high %V. The vowel system of Thai English revealed transfers of both quality and quantity from the substrate, resulting in a system distinct from British, American, and New Englishes.

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Buaphet, Permtip. "Images of Thai Women in Thai Travel Magazines." MANUSYA: Journal of Humanities 26, no. 1 (April 21, 2023): 1–22. http://dx.doi.org/10.1163/26659077-25010026.

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Abstract This research on the portrayal of women in Thai travel narratives aims to analyze the structure and components of these narratives and examines the language strategies used to present the images of Thai women within the context of travel magazines by combining textual analysis with visual methodology. Altogether 313 narratives from 48 issues of Vacationist, Travel around the World, Neekrung and Osotho magazines published between June 2018 and May 2019 were collected. The study reveals that the meanings of travel and the images of Thai women in the travel magazines through the use of language strategies are formed in a positive way. Solo female travelers are depicted as adventurers, nature lovers and soul searchers. These images indicate individuality and financial independence. On the other hand, female travelers with companions are displayed in association with their roles as wives, mothers and daughters.

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27

Aleksachin, A. N. "Schools of Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages." MGIMO Review of International Relations, no. 5(38) (October 28, 2014): 264–66. http://dx.doi.org/10.24833/2071-8160-2014-5-38-264-266.

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School of teaching Chinese, Vietnamese, Burmese, Laotian, Thai and Khmer languages functions under the same title as the department, which was established in 1954 at the Department of Chinese Language of the Moscow Institute of Oriental Studies. MGIMO graduates with the knowledge of the Chinese language are successfully working in the structural units of the Russian foreign Ministry and all over the world, in various government agencies and major companies. Currently, the number of students studying Chinese language is 128 people as a first language.

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28

Mitrpanont, J. L., and P. Chongcharoen. "TH_WSD: Thai Word Sense Disambiguation Using Cross-Language Knowledge Sources Approach." International Journal of Computer Theory and Engineering 7, no. 6 (December 2015): 428–33. http://dx.doi.org/10.7763/ijcte.2015.v7.997.

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29

Hou, Peng. "Spelling Errors in Thai Made by Chinese Students Learning Thai as a Foreign Language." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 358–74. http://dx.doi.org/10.1163/26659077-02203005.

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When learning a foreign language, it is important to learn how to spell accurately as it is crucial for communication. To spell Thai language accurately is challenging for both native and foreign learners of Thai. However, studies that address spelling errors made by foreign learners of Thai are rare. The purpose of this paper is to analyze patterns and causes behind spelling errors made by Chinese students learning Thai as a foreign language. Data was taken from thirty Chinese students who took part in a Thai language composition writing and dictation task. The results suggest that the main spelling problem for Chinese students is spelling Thai vowels (37.5%), followed by initial consonants (20.7%), final consonants (20.4%), unpronounced letters (18.0%), tone markers (2.2%), and others (1.2%). In terms of underlying causes of spelling errors, irregularities in Thai language and interference from Chinese phonology are the two main causes for their spelling errors. Moreover, carelessness, differences between the Chinese and Thai writing systems, and influence from Thai native speakers also account for some of the spelling errors produced among the Chinese students.

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Tingsabadh, M. R. Kalaya, and Arthur S. Abramson. "Thai." Journal of the International Phonetic Association 23, no. 1 (June 1993): 24–28. http://dx.doi.org/10.1017/s0025100300004746.

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31

SAREH, Nakawat. "COMPARISON OF THE STRUCTURE OF WORDS IN PATANI MALAY AND THAI." Issues in Language Studies 12, no. 2 (December 20, 2023): 1–17. http://dx.doi.org/10.33736/ils.5552.2023.

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This study investigates the structure of words in Patani Malay and Thai to determine the similarities and differences in the marker of the two languages through contrastive analysis studies. The data used in this study are collected from Patani Malay speakers who can speak the Patani Malay language well. They can remember most Patani Malay vocabulary and communicate with others on various topics. They can also tell stories or explain something with their language and still use their language in daily life. The informants are students, teachers, merchants, fishermen, farmers, and retirement people. This study indicates that the structure of words in Patani Malay and Thai languages has similarities and differences in rules. The equation includes the addition of affixes, compounding, and reduplication. The differences in the rule of the word in Patani Malay and Thai include the position of affixation, reduplication of the root and assigning an ‘emphatic high tone’, and semantic reduplication.

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32

JUNG Hwan-Seung. "An Analysis of the Slogan Language of the Thai Language." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 22, no. 2 (February 2016): 25–56. http://dx.doi.org/10.22473/kats.2016.22.2.002.

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33

Che Su, Norizan, Normaliza Abd Rahim, and Zaitul Azma Zainon Hamzah. "Problems in Learning the Thai Language as a Foreign Language." International Journal of the Humanities: Annual Review 6, no. 12 (2009): 9–18. http://dx.doi.org/10.18848/1447-9508/cgp/v06i12/42574.

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34

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

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

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Wanicharoen, Natwipa, Tavee Cheausuwantavee, Issavara Sirirungruang, and Pongsak Noipayak. "Perceptions of Thai Parents Regarding Child Language Development and Parent-Implemented Intervention." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1207–16. http://dx.doi.org/10.9756/int-jecse/v14i1.221138.

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This phenomenology study was conducted to explore the parents’ perceptions of the language development of children with language impairment (LI) before and after participation in parent-implemented enhanced milieu teaching (EMT) using the teach-model-coach-review (TMCR) model and the parents’ suggestions for improvement in language development of children with LI. Thirteen parents of children with LI participated in semi-structured interview. A thematic analysis was used to analyze the content. The findings of the study show that before participation in the intervention, parents perceived that requesting and asking someone to do something was important for their children, and they expected that their children would reach language development milestones. Parents also expected that speech therapy was clinician-directed therapy. After an eight-week parent training program, parents felt empowered and learned the EMT language strategies and implemented these strategies in the clinical and home settings. They were satisfied with the language outcomes of their children. In addition, the findings of the study show that parents suggest that parent-child interaction and the home language environment play an important role in their child’s language development.

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Watthanapas, Nitiwat, Yung-Wei Hao, Jian-Hong Ye, Jon-Chao Hong, and Jhen-Ni Ye. "The Effects of Using Virtual Reality on Thai Word Order Learning." Brain Sciences 13, no. 3 (March 20, 2023): 517. http://dx.doi.org/10.3390/brainsci13030517.

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Thai has its own unique spelling system and grammatical rules. Its word order is quite different from that of Mandarin and English, thus making it more difficult for students in Taiwan to learn. Past studies also point out that learning word order is one of the most difficult aspects when learning foreign languages. As science and technology advance, emerging technologies have been widely applied in foreign language learning. This research aims to explore the effect of using a multi-language VR learning assessment system on assisting Thai learners to learn grammatical word order, and to investigate the correlates between Thai self-efficacy, Thai language anxiety, word order learning retention, and task value of VR learning. In order to accomplish this purpose, we invited Thai learners who took Thai courses in the continuing education division of a national university in northern Taiwan to participate in a 5-week teaching experiment, during which the participants were asked to practice Thai word order for 20 min. They were administered a questionnaire to fill out after five weeks of practice and were tested for retention one month after the experiment. A total of 84 valid questionnaires were collected, with an effective return rate of 93.3%. Of the respondents, 30 were male (35.7%), and 54 were female (64.3%). The data were subjected to item analysis, reliability and validity analysis, and then underwent PLS-SEM for research model validation. The results revealed that: (1) Thai language self-efficacy was positively related to learning retention and task value; (2) Thai language anxiety was negatively related to learning retention and task value; (3) Learning retention was positively related to the task value of learning and continuous usage intention.

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Wimonmas Paruchakul. "Language and the grasp of Thai identity in Southern Thai Contemporary Literature." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES 17, no. 1 (August 2010): 99–113. http://dx.doi.org/10.22473/kats.2010.17.1.004.

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Thiengburanathum, Prang. "Thai motion verbs paj and maa." Studies in Language 37, no. 4 (December 20, 2013): 810–45. http://dx.doi.org/10.1075/sl.37.4.04thi.

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Temporality in Thai and other Southeast Asian languages has traditionally been analyzed as based on pre-established European notions of tense and aspect, thus yielding problematic analyses. This paper offers an alternative way of analyzing and explaining temporality in Thai in its own terms. It focuses on the basic motion verbs paj and maa and shows that they can specify states of affairs in different domains, such as space, time, and attributes. Their usage relies on the close association of linguistic and pragmatic contexts. In the domain of time, Thai paj and maa display characteristics of both tense and aspect, showing that tense/aspect systems are substantially more diverse than has traditionally been assumed. The concept of reference plays an important role even in a tenseless language such as Thai.

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Huong Cam Thi Lan, Thanh, and Dung. "APPLICATION OF INFORMATION TECHNOLOGY IN TEACHING THAI ETHNIC LANGUAGE AT SON LA COLLEGE." Tạp chí Nghiên cứu Dân tộc 13, no. 2 (June 21, 2024): 53–59. http://dx.doi.org/10.54163/ncdt/298.

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Information technology has developed very rapidly in recent years and it has had a huge impact on all areas of modern life, including education. The application of information technology in teaching Thai ethnic languages has become an inevitable trend today. The research presents some information technology software, the process of building lecture designs with information technology applications in teaching Thai ethnic language at Son La College. Effective application of information technology requires enthusiasm, time and effort from teachers along with constantly improving professional qualifications, especially knowledge of information technology and application softwares... to apply to teaching in general and teaching Thai ethnic language in particular to be very necessary today .

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Somchai Sumniengngam. "Language in Thai News on the Internet." JOURNAL OF KOREAN ASSOCIATION OF THAI STUDIES ll, no. 14 (October 2007): 49–72. http://dx.doi.org/10.22473/kats.2007..14.003.

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Piayura, Orathai, Marasri Sorthip, Kanyarat Unthanon, and Umarin Tularak. "NARRATOR AND LANGUAGE IN THAI ONLINE LITERATURE." PEOPLE: International Journal of Social Sciences 4, no. 1 (March 16, 2018): 105–10. http://dx.doi.org/10.20319/pijss.2018.41.105110.

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Nusartlert, Anongnard. "First Person Pronouns in Thai Political Language." MANUSYA 18, no. 3 (2015): 1–13. http://dx.doi.org/10.1163/26659077-01803001.

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This research aimed to investigate the frequency of the use of first personal pronouns in Thai political language, and to analyze the semantic components of the usage of first personal pronouns by politicians. The data were collected from speeches, media programs, interviews, official statements, policy statements and the declaration of the dissolution of parliament. The results indicated that Thai politicians typically use seven first personal pronouns: phǒm ‘I (male singular excluding listeners)’ krɑ̀phǒm ‘I (male singular excluding listeners showing formality)’ ph.ɑk phǒm ‘we (plural excluding listeners)’ dìchɑ̌ n ‘I (female singular excluding listeners)’ rɑw1 ‘we (plural including listeners)’ rɑw2 ‘we (female excluding listeners showing informality)’ and ph.ɑk rɑw ‘we (plural including listeners)’. The meanings of these first personal pronouns depend on factors including gender, number, including listeners, and the level of formality. Moreover, the results also found that phǒm ‘I (male singular excluding listeners)’ and rɑw1 ‘we (plural including listeners)’ are the highest frequency pronouns used by politicians. The data concerning the frequency of use and the meaning of first personal pronouns were subjected to a componential analysis. The research found that personal pronouns reflect significant social roles, and that political language is the language of solidarity.

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Morita, Liang Chua. "Language Shift in the Thai Chinese Community." Journal of Multilingual and Multicultural Development 24, no. 6 (December 2003): 485–95. http://dx.doi.org/10.1080/01434630308666512.

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Ketmaneechairat, Hathairat, and Maleerat Maliyaem. "Corpus-Based Vocabulary List for Thai Language." Journal of Advances in Information Technology 14, no. 2 (2023): 319–27. http://dx.doi.org/10.12720/jait.14.2.319-327.

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Akkakoson, Songyut. "Thai Language Learners' Sense of English Ownership." PASAA 58, no. 1 (January 2019): 235–63. http://dx.doi.org/10.58837/chula.pasaa.58.1.9.

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Williams, Gwyn. "Communicative Language Teaching and the Thai Context." PASAA 22, no. 1 (January 1992): 29–41. http://dx.doi.org/10.58837/chula.pasaa.22.1.3.

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Diller, Anthony. "Early Thai orthography." Written Language and Literacy 20, no. 2 (December 31, 2017): 227–51. http://dx.doi.org/10.1075/wll.00005.dil.

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Abstract Orthographic complexity in Thai is traced diachronically to account for non-linear relationships in the current writing system. As a result of orthographic conservatism over a period of phonological change, an earlier direct phoneme-grapheme isomorphism has shifted to a complex configuration with abstract reinterpretation. What were originally segmental graphemes have acquired hierarchical functions in suprasegmental tone marking. However, aspects of this account have been challenged. A debate has arisen regarding the origins of Thai writing. An early inscription with consistent use of tone marks has been deemed a fake, causing a local uproar. This inscriptional debate is described in some detail as it provides a context appropriate for examining more general questions raised by Share & Daniels (2016) and others regarding multi-dimensional hierarchical depth in orthographic systems. Central to Thai orthographic depth is the claim that early Thai writers marked phonemic tone.

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

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

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Zlatev, Jordan, and Caroline David. "Motion Event Constructions in Swedish, French and Thai: Three Different Language Types?" MANUSYA 6, no. 4 (2003): 18–42. http://dx.doi.org/10.1163/26659077-00604002.

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Talmyʼs influential typology of verb-framed/satellite-framed languages has recently been shown to be insufficient (Strömquist and Verhoeven 2003), in particular with respect of serial-verb languages (Zlatev and Yangklang 2004; Slobin 2003). In this paper, we compare motion event constructions in three languages, where two are clear representatives of Talmyʼs two types: French and Swedish, and the third is a serial-verb language, Thai. As expected, Thai turns out to resemble French in some respects, Swedish in others but also to possess structural (i.e. syntactic and semantic) characteristics which distinguish it from the two Talmian types. This reinforces, but also clarifies, previous proposals for regarding serial-verb languages as belonging to a third “equipollent” type.

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Rungrojsuwan, Sorabud. "Encoding Accuracy in Thai Court Judgments." MANUSYA 18, no. 3 (2015): 60–69. http://dx.doi.org/10.1163/26659077-01803005.

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Accuracy is an issue that points to the reliability of language used in legal circles. The objective of the present study is to investigate linguistic devices denoting accuracy in Thai legal discourse. Data was gathered from judgments in three Thai courts: the Supreme Court, the Supreme Administrative Court and the Constitutional Court. Findings from Thai legal language were also compared to those from three registers: academic, media and political. The results show that Thai legal language employs two major linguistic devices in order to express accuracy: mention of the sources of evidence and legal citations. The use of the two devices is significantly present in legal language when compared with other registers.

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