Abstract
The attempts of the present research were 1) to investigate the students’ problems in terms of lexical and syntactic usage in Language camp prior to the implementation of the activities based on multiple intelligence approach 2) to develop the students in terms of lexical and syntactic used in Language camp and 3) to compare the students’ learning achievement in terms of lexical and syntactic used in Language camp before and after implementing the activities based on multiple intelligence approach. The research sample, obtained by a purposive sampling technique, comprised 52 third-year students enrolled in Language Camp for English Skill Development course in the 2<sup>nd</sup> semester, Academic Year 2017. The research tools used in the study comprised of pre-and post-test, activities based on Multiple Intelligence approach, and standardized interview. The obtained quantitative data were computed by means, standard deviation, percentage, and independent sample t-test whereas the content analysis was done to elicit the qualitative data. The findings indicated that the students' problems of lexical and syntactic usage were categorized into two main issues: the confusion of using vocabularies and sentences and incorrect sentence orders. The results from the comparison before and after implementing the activities based on multiple intelligence approach revealed statistically significant differences at the .01 level. The students’ achievements were considerably improved after learning through the activities based on multiple intelligence approach and could employ each lexical and syntactic category with more confidence when retaking the exam.
Highlights
Thailand nowadays is in the era of English learning management development
The purposes of this research were 1) to study the students’ problems in terms of lexical and syntactic usage in Language camp prior to the implementation of the activities based on multiple intelligence approach 2) to develop the students in terms of lexical and syntactic used in Language camp and 3) to compare the students’ learning achievement in terms of lexical and syntactic used in Language camp before and after implementing the activities based on multiple intelligence approach
It seemed surprising that only sixteen 3rd year English Education major students’ scores were in good and excellent level, so that meant many of them had problems in lexical and syntactic usage
Summary
Students should have opportunities to learn English in schools. Ministry of Education point out the fact that students from Grades 1 to 12 must study English, which has a very important role for communicating with other people around the world and receiving information from worldwide. Most Thais believe that lexicon is the most important thing to learn English, and syntax is essential when using in all skills. Mentioned that the key factor of learning and teaching English is vocabulary that is used in an academic field. Rezeq (2014) said that vocabulary helps students develop the main English skills which are listening skill, speaking skill, writing skill and reading skill. Larsen-Freeman ( 1986) suggested that vocabulary teaching has its importance since it is an essential part of learning a new language.
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