Language Of Thailand Research Articles

Enhancing the Skill of Grade 5 Students to Correctly Pronounce Alphabet Using the Phonetic Method at Thammislam Foundation School in Bangkok, Thailand


 
 
 
 There are various a variety of problems that students must confront with that become barriers to the improvement of their English skills, based to research on how to teach English as a foreign language in Thailand. One of them is the students lack of inspire in learning English and their pronunciation when speaking and when pronunciation of letters of the alphabet. A few children even struggle to write their names using the alphabet because they always use their native tongue. The purpose of this research is to improve student learning outcomes by showing students how to remember the alphabet phonetic method by using words starting with each letter in the alphabet. The Thammislam Foundation School's 27 students were part of this study who participated in this research. Furthermore, this study aims to enhance the English language outcomes for learning. The steps taken by the author include creating a stimulating educational setting, implementing English learning materials easier to understand, and including students more in each lesson so that they ought to participate and increase more confidence in speaking English.
 
 
 

So fierce, mom! A study of LGBTQ+ colloquial language in Thailand in terms of phonological and pragmatico-semantic changes

So fierce, mom! A study of LGBTQ+ colloquial language in Thailand in terms of phonological and pragmatico-semantic changes

So fierce, mom! A study of LGBTQ+ colloquial language in Thailand in terms of phonological and pragmatico-semantic changes

So fierce, mom! A study of LGBTQ+ colloquial language in Thailand in terms of phonological and pragmatico-semantic changes

Discrimination of L2 British English Monophthong Contrasts: The Case of L2 Thai Learners of English

This article reports on the second language (L2) perception of contrasts among British English monophthongs. This study has two aims: 1) to explore the discriminability of contrasts in L2 British English monophthongs; and 2) to test the perceptual assimilation model-L2 (PAM-L2) towards the ability to discriminate British English contrasts. The contrasts considered were: /iː/-/ɪ/, /æ/-/ʌ/, /ɜː/-/ʌ/, /uː/-/ʊ/, /e/-/æ/, /ʌ/-/ɒ/, /ʊ/-/ɔː/, /ɑː/-/ʌ/, /ɜː/-/ɔː/. Fifty-two native speakers of Thai who were learning English as a foreign language in Thailand participated in a forced-choice ABX discrimination task. The participants were divided between two groups – those high-experienced and those low-experienced. The results evidence how both groups performed well on most contrasts (over 80% correct), except for /ʌ/-/ɒ/. Although the discriminability of the contrast /ʌ/-/ɒ/ was lower than with the other contrasts, the discrimination scores among both groups remained in a middle range (over 70%). No effect of L2 experience was found, thus suggesting that the abilities of both groups did not differ. The PAM-L2 was accurate in predicting that neither group of L2 Thai learners would have difficulty in discriminating the considered L2 sound contrasts. These results imply that the results gained from a perceptual assimilation task are useful in predicting the discriminability of L2 sound contrasts, as suggested by the PAM-L2.

The Training Mode of Local Chinese Language Teachers in Thailand: An Exploratory Analysis

The provision of Chinese language teaching in Thailand has rapidly increased over the period. After analyzing a survey of 60 local Chinese teachers based in Thailand, we find that teachers are primarily focused on improving their teaching methodology and classroom management skills, and their own general awareness of Chinese history and culture. In seeking to meet their training needs and enable them to resolve difficulties they encounter when teaching Chinese as a world language in Thailand, we establish a new and progressive QCLIF training mode and apply it to training practice. QCLIF is an abbreviation taken from the first letters of ‘question-oriented’; ‘case-study-based’; ‘learning and teaching’; ‘input and Output’; and ‘flipped classroom’. The QCLIF training mode is taken from the standards and requirements of world language education in various countries, and the actual demands of local world language teachers. It adopts flipped classrooms to deepen the understanding that teachers have of target languages and related cultures. It also improves the creativity, occupational quality and overall professional knowledge of Chinese language teachers. New teachers also gain experience and develop through multi-dimensional training that enhances knowledge and develops teaching methodologies related to culture, intercultural communication and target languages. Training also helps to establish an on-line country-specific workshop for Chinese language teachers that provides sustainable support to their vocational development. All training practices prove that the QCLIF mode, when based on the actual demand of local Chinese language teachers in Thailand, can effectively improve teachers’ teaching ability and related professional qualities. In addition, the online workshop that brings together local Chinese language teachers from different schools and regions in Thailand further promotes sharing and exchange between teachers, and plays an active role in the benefits obtained from learning, sustainable support and teaching. It has also recorded a 90 percent satisfaction level.

Consonant Changes in Words Borrowed From Sanskrit to Thai and Patani Malay

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.

The Amount of English Language (L2) in a Teaching Process to Enhance the English Proficiency of EFL Undergraduate Students

Teaching English for Thai students is challenging and requires significant effort for Thai teachers since the English language in Thailand is used as a foreign language. This research aimed to compare the EFL undergraduate students' learning outcome from different amounts of the English language (L2) used in a teaching process and investigate the amount of English language that could enhance their English proficiency. Three levels of English usage, which were 50%, 75%, and 100% respectively, were examined during a class. 129 EFL undergraduate students who enrolled in English for Life Skill subject in semester 2/2018 from four classes were selected as a sample. Two classes were taught as the experimental group and the other two were the control group. The research instrument consisted of three formative tests, a Five Likert Scale questionnaire with open-ended questions, and a student observation form. The students indicated different opinions on their satisfaction, dissatisfaction, advantages, and disadvantages. It can be concluded that 75 percent of English usage in the EFL class is considered appropriate and acceptable. L1 is required during the teaching and learning process as a language instruction and a translating tool. Students feel comfortable when teachers explain Thai, especially in the part of grammar. Since, English is not used to communicate in their daily lives, giving a lecture in English (L2) throughout a class can be their obstacles instead of their benefits.

Context effects on the acoustic realization of stops and affricates in Northern Pwo Karen

Studies have shown that the voice onset time (VOT) of alveolo-palatal affricates is the longest, followed by velars, dental/alveolars, and bilabials. In a reciprocal pattern, closure duration is the longest for bilabials, followed by dental/alveolars, and then velars. Longer VOT is also associated with high and front vowels and tones with rising components. Moreover, the VOT of voiceless unaspirated stops is reported to be longer and closure duration shorter in nasal words. Finally, the voiceless interval has been described as constant in some languages and inconstant in others. Given the evidence of previous research, this study investigates the effects of place, nasality, tone, and vowel quality on the VOT, closure duration, and voiceless interval of the voiced and voiceless obstruents of Northern Pwo Karen (N. Pwo), a language of Thailand. N. Pwo (ISO 639-3 pww) is a ‘true voicing’ language with a three-way distinction in stops, voiceless aspirated and unaspirated affricates, oral and nasal vowels, and six tones (four modal tones and two glottalized tones). In N. Pwo, the place effects on VOT and closure duration pattern reciprocally. Whereas, both VOT and the voiceless interval are longer before oral vowels compared to nasal vowels. VOT is longest before the mid tone, which has a slight rise, while it is the shortest before the falling-glottalized tone. This pattern is reversed for the closure duration of aspirates and voiced stops. Finally, VOT, closure duration, and the voiceless interval are the longest before high and front vowels.

PROBLEMS OF USING OF THAI AS A SECOND LANGUAGE OF FOREIGN STUDENTS IN CHIANG MAI

Thai language is the official language of Thailand. It is also the major language in Thailand. It is the first language of native Thai people and the majority of communities who historically settled in Thailand, like Thai people of Chinese descent, Indian descent, etc, who migrated to Thailand centuries ago. Thai is spoken approximately by 20 million people as the first language and around 40 million people as a second language throughout the world. Many researches are been conducted about, Thai language, Thai people, Thai culture, etc. Also, many universities and colleges in Thailand conducted researches in these areas. This article focusses on Thai language in Education. The objective of this is to study the problems in using Thai language of Chinese students taking courses in Thai Program at Chiang Mai University. Moreover, the findings will become guidelines for Thai program development for Chinese students who will take courses at Chiang Mai University in the future.

Language practices and attitudes among young minority language speakers in Thailand

ABSTRACT Language practices and attitudes among young minority language speakers in Thailand, focusing on the Kui language, are examined. Sociolinguistic data obtained from three months of fieldwork in the northeastern provinces of Surin, Sisaket and Ubon Ratchathani and in Bangkok provide insights into the language competence, language attitudes and linguistic awareness of young Kui speakers. We found that young speakers use language differently in various settings. Males and females use minority and majority languages differently and with varying confidence. Internal and external motivations such as language prestige and identity condition may foretell the future of the Kui language in Thailand. The dynamics of minority language use and the preservation and transmission of threatened and shifting languages are highlighted. This study reveals the current speaking preferences of young Kui speakers and allows for predictions regarding their prospective short- and long-term language use.

Formative evaluation on the teaching and learning materials of Malay Language as a Foreign Language in Thailand

Kajian ini bertujuan melaporkan proses penilaian formatif bahan pengajaran dan pembelajaran Bahasa Melayu sebagai bahasa asing di Thailand berdasarkan model penilaian formatif TessmerKajian ini melibatkan tiga tahap penilaian, iaitu penilaian pakar, maklum balas daripada pensyarah dan pelajar, kumpulan kecil atau rintis, dan kajian lapangan. Tiga pihak terlibat sebagai responden dalam kajian ini, iaitu pakar bidang, pensyarah, dan pelajar. Borang penilaian bahan, komen bersemuka, dokumen pelajar dan bahan yang dibangunkan digunakan sebagai instrumen kajian. Dapatan penilaian pakar, pensyarah dan pelajar menunjukkan bahawa bahan ini perlu disesuaikan dan diperbaiki khususnya dari aspek kandungan, bahan pengajaran dan pedagogi. Dapatan penilaian kumpulan kecil pula mendapati bahawa aspek kandungan, bahan pengajaran, motivasi, pedagogi, kemahiran bahasa dan penilaian sesuai dengan kemampuan pelajar. Dalam penilaian lapangan pula, didapati bahawa aspek penggunaan bahasa, kandungan, ilustrasi, bahasa dan aktiviti yang terdapat dalam bahan pengajaran dan pembelajaran ini dapat memberi kesan yang baik terhadap pelajar. Implikasi kajian menunjukkan bahawa bahan pengajaran dan pembelajaran bahasa yang dibangunkan perlu mengambil kira pandangan pelajar khususnya dari aspek kandungan, bahan pengajaran dan pedagogi.

Exploring the Relationship between Undergraduate Students’ Uses of Mobile Assisted Learning and Their Learning Performance of Chinese as a Foreign Language in Thailand

This study mainly aimed to explore the relationship between undergraduate students’ uses of mobile assisted learning and their learning performance of Chinese as a foreign language at a high education institution in Thailand. Questionnaires adopted from Amanda and Zhang (2017) were distributed to 260 undergraduate students who were learning Chinese as a foreign language, their learning performance were evaluated based on their final scores of Chinese course scores. The results of study revealed that the undergraduate students’ uses of mobile assisted learning of Chinese language “very often”, the overall students’ Chinese performance was at the level of “moderate”, and there was a moderate positive relationship between students’ use of mobile application in Chinese and their learning performance ( r =.476, p <.05). Conclusion and Discussion on the finding were provided at the last part of the study.

Students’ Attitudes towards the Use of Digital Storytelling in Foreign Language Classroom: The Zimmer Twins Project

The study investigates students’ attitudes toward the integration of a Digital Storytelling (DST) project into a foreign language classroom, with particular interest in language improvement and motivation. The study incorporates both quantitative and qualitative research methods. The data were gathered from a class of university students learning English as a foreign language in Thailand (17 participants) via two instruments: questionnaires, and semi-structured interviews.The findings reveal that students have positive attitudes towards the integration of DST into the language classroom and think that participation in such a project is beneficial to their language improvement and motivation. Suggestions are made for further research, especially on the real contributions of DST to students’ language improvement and motivation.

한태 문법용어 번역의 문제점

It is very important to maintain unity and consistency of grammatical terms in teaching the Korean language in Thailand. In this study, the errors arising from the interlinear translation work of Korean grammatical terms, which is being conducted by the National Institute of the Korean Language, are analyzed and corrected, and with regard to the inadequate analysis, more appropriate interlinear translation terms were presented.In the terms related to the sound system, the interlinear translation terms and explanations for the ordinary sound and the tense sound, the vowel harmony and the consonant harmony were revised and supplemented. With regard to the vocabulary system, uninfected words and nouns, predicates and verbs, adnominal phrases and adjectives were distinguished and appropriate interlinear translation terms for each were found so that the unity and the consistency can be maintained. And for affixes and postpositions and ending, the interlinear translation terms that are easy for Thai students to understand were presented, and the list of the Korean terms for the parts of speech, postpositions, and endings and the Thai interlinear translation terms was presented. Finally, in the terms related to syntax, the accuracy and the intelligibility of the translations of the case and the mood and the style of writing related to the honorific mood were enhanced through conducting necessary correction and supervision.It is very important in teaching the Korean language in foreign language to explain the grammatical terms with the native language of the learners. It is because this not only enhances efficiency in studying the Korean language as a foreign language but also enables the learners to understand and approach more easily the language system of the Korean language that they are to learn.

English in Thailand: development of English in a non-postcolonial context

English is not a colonial language in Thailand and has developed more slowly than varieties of English in post-British-colonial countries, which are sometimes called non-native varieties of English. The history of colonial and postcolonial English that these other countries in the region have is absent in Thailand. This paper aims to examine the evolution of English in Thai society using Schneider’s Dynamic Model (2007) to determine whether it meets the criteria that would allow us to consider it ‘Thai English’. Analysis indicates that English in Thailand has arrived at the Phase II level, ‘Exonormative Stabilization’ with Thais prioritizing British/American English rather than what we might call Thai English.

Losing Chinese as the First Language in Thailand

Much of the classical sociolinguistic literature on the issue of language maintenance amongst Sino-Siamese communities rely on language-use data on a sample of third-fifth generation Thais with Chinese ethnic roots, the majority of whose great grandparents immigrated to Thailand during the nineteenth and early decades of the twentieth century. As such, in this literature, are excluded the large sample of first-generation overseas Chinese and second-fifth generation ethnic Chinese immigrated to Thailand more roughly between 1970 and 2000. Thus, the linkage between factors governing language maintenance are to be interpreted with due caution in view of limitations in the samples discussed in the extant literature. The current study includes an assessment of the language-usage patterns and present perceptions of the vitality and sustainability of Chinese variants amongst not only the older generations, but also amongst those who have more recently immigrated, thereby rounding out a much fuller picture of the current sociolinguistic situation of those of Chinese descent domiciled in Thailand. Additionally, this study aims to examine the full range of sociological factors that contribute to the maintenance and extensive shift away from Chinese variants toward Thai and Mandarin. It accordingly complements the earlier research of Morita, but not lending support to the Skinnerian paradigm of assimilation. The sample gathered consisted of eight dialect groups. Three types of instruments of research-a questionnaire, observations, and semi-structured interviews-were utilized in collecting data. The data suggest that language-usage patterns, perceptions of vitality and sustainability of ethnic languages are strongly linked to generational changes in ethnic-linguistic identities and discursive practices governing social inclusion/exclusion, amongst other factors.

Publishing of Open Access Journal in Thailand

The aims of the study are: 1) to launch an open access journal in Library and Information Science and 2) to survey the reader's satisfaction. The newly launched open access journal, Asia Pacific Journal of Library and Information Science (APJLIS), is a scholarly journal published during the last year (semi-annual). The project initiated an open access journal in library and information science, which publishes articles in English language in Thailand for the benefit of the LIS professionals in the Asia Pacific Region.

An introductory study of tone and intonation in a Lao dialect

Abstract The Lao language belongs to the southwestern group of the Tai languages, which apart from Thai, the main language of Thailand, also includes several minority languages of Burma, Thailand, Laos, Vietnam and China (e.g. Shan and Lu). Thai and Lao form a dialect continuum and the language of northeastern Thailand, although officially regarded as a Thai dialect, is very close to Lao (for a survey see Li 1977 or Svantesson 1991).

Telex Language in Thailand : Its Importance, Its Teaching and the Materials Required

Telex Language in Thailand : Its Importance, Its Teaching and the Materials Required

The Prepararion and Supervision of Teachers of English as a Foreign Language in Thailand

The Prepararion and Supervision of Teachers of English as a Foreign Language in Thailand