HARRT :: Browsing by Author "Pongpairoj, Nattama"

Browsing by Author "Pongpairoj, Nattama"

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A Study of Translation of Relative Clauses from English into Thai
Leenakitti, Nattharath; Pongpairoj, Nattama (Research Department, Chulalongkorn University Language Institute, 2019)
This research investigated translation strategies used in translating English relative clauses with the relativizers ‗who,‘ ‗which,‘ and ‗that‘ into Thai. The data comprised 348 sentence pairs from two English novels and their Thai translations. It was hypothesized that the adopted translation strategies could be divided into two groups: literal translation with a relativizer and translation adjustment. To analyze the data, a framework for the analysis was constructed based on Chesterman‘s (1997) translation strategies, supported by Nida‘s (1964) and Saibua‘s (2007) translation adjustment techniques. The findings confirmed that the two main strategies used in translating the English relative clauses into Thai are literal translation and translation adjustment. Regarding literal translation, four Thai relativizers were found: /tʰ /, /s ŋ/, /pʰ /, and /pʰ s ŋ/. While literal translation suggested parallel syntactic structures between the English and Thai relative clauses, translation adjustment underscored distinctions between the two languages. The findings indicated three types of translation adjustment, i.e. Adjustments 1, 2, and 3, according to the degree of adjustment. The findings confirm the hypothesis and have implications for the study of the relative clause structure and its translation strategies.
Avoidance of the English Passive Construction by L1 Chinese Learners
Wang, Yang; Pongpairoj, Nattama (Language Institute, Thammasat University, 2021)
This research investigated avoidance behaviour, one of the strategies L2 learners may resort to because of L1-L2 differences, or the non-existence of L2 structures for L1 learners, i.e. the Avoidance Behaviour Hypothesis (Schachter 1974). However, based on the Factors of L2 Non-Avoidance Hypothesis (FNAH) (Thiamtawan & Pongpairoj, 2013, 2019), despite the aforementioned factors, L2 avoidance does not necessarily emerge. The study recruited thirty L1 Chinese intermediate participants. The tasks used to elicit data were the Comprehension Task and the Indirect Preference Elicitation (IPE) Task. Results showed that the participants significantly produced more passives than actives, which means they tended not to avoid the English passive construction. The study investigated further the different contexts in the IPE task. Findings revealed that the participants tended to avoid the English passive under non-adversity contexts because of the complexities of the passive compared with the active. However, they would not avoid the passive construction under adversity contexts due to transfer of training in the Chinese setting. The overall results were in support of FNAH.
Avoidance of the Use of English Participial Reduced Relative Clauses among L1 Thai Learners
Thiamtawan, Supakit; Pongpairoj, Nattama (Language Institute, Thammasat University, 2013)
The research examined avoidance behavior; that is, the phenomenon where L2 learners avoid producing either a difficult L2 structure or a TL form which is non-existent in their L1 (Richards, Platt, & Platt, 2002). By semi-replicating Klienmann’s (1978) tests, the study aimed to determine whether L1 Thai learners would avoid producing the English participial reduced relative clause structure (PRRC). It was hypothesized that L1 Thai learners’ difficulty with the PRRCs which was caused by differences between their L1 and the L2 led them to underproduce the reduced adjectival clauses. The research participants, twenty Thai undergraduate students, were given a comprehension test to ensure their knowledge of the PRRC structure, followed by two indirect preference assessment tasks. Two tasks, i.e., a cloze test and a Thai-English translation test, were employed to investigate the participants’ preference between PRRCs and relative clauses (RCs). The results showed that the L1 Thai participants tended not to avoid the PRRC structure. It is assumed that three possible factors were involved: the L2 learners’ familiarity with the PRRC structure, simplicity of the reduced adjectival clause, and the nature of the tasks. The Factors of L2 Non-Avoidance Hypothesis (FNAH) was proposed to account for the subjects’ tendency of L2 non-avoidance. The essence of the FNAH is that, even though features in L1 and L2 are different or L2 features are non-existent in L1, it does not necessarily mean L2 avoidance will occur. Other factors have to be taken into consideration.
Corpus To Enhance Verbal Complements Among Low English Proficiency Thai Learners
Suriyapee, Passaraporn; Pongpairoj, Nattama (Research Department, Chulalongkorn University Language Institute, 2022)
This study investigated how the corpus-based teaching approach could enhance L2 acquisition of English infinitive and gerund complements among low English proficiency young Thai learners of English. The students were divided into two groups of 32. One group learned English verbal complements through the corpus approach while the other did through the traditional approach. Data were collected through a pretest, a posttest, and an interview. The pretest results revealed low scores on English verbal complements in both groups and, based on a T-test, there was no significant difference regarding their English verbal complement knowledge. After the treatment, both groups could perform significantly better, p < .01. Both teaching approaches were found to have merit. However, the experimental group achieved significantly higher posttest scores (x̄ = 7.69) than the control group (x̄ = 4.06), p < .01, indicating that the corpus approach is more effective than the traditional one. Moreover, the interview data corroborated the statistical results in that the experimental group had positive attitudes towards the corpus approach. This research has implications for both SLA and pedagogy.
Interlanguage Pragmatics: An Investigation of Pragmatic Transfer in Responses to English Tag Questions by L1 Thai Learners
Wattananukij, Wattana; Pongpairoj, Nattama (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2022)
The research investigated pragmatic transfer in responses to English tag questions by L1 Thai learners based on Interlanguage Pragmatics, specifically pragmatic transfer (Kasper & Blum-Kulka, 1993). The L1 Thai learners were categorized into two groups according to their English proficiency levels: advanced and intermediate. Oral and written discourse completion tasks (Blum-Kulka, 1982) were employed to elicit the participants’ responses to English affirmative and negative tag questions in two modalities, speaking and writing. The major findings cast light on the L1 Thai learners’ problems of responding to English negative tag questions, rather than positive ones, as a result of their strong reliance on the Thai pragmatic norm. The results also suggested that the responses to English negative tag questions by the intermediate group were less native-like than the advanced group’s responses and manifested a higher degree of pragmatic transfer. Concerning pragmatic transfer in the two modalities, responses to English negative tag questions in writing showed a greater degree of pragmatic transfer than those in speaking. The results of the study are expected to elucidate the performance of the L1 Thai learners’ responses to English tag questions in both modalities and their dependence on the Thai pragmatic norm in responding to English tag questions.
L2 Production of English Word Stress by L1 Thai Learners
Jaiprasong, Sawaros; Pongpairoj, Nattama (Language Institute, Thammasat University, 2020)
This research was aimed at investigating L1 Thai learners’ English word stress production in two aspects of English words – 1) English words with different suffixes: suffixes affecting stress shift, i.e. ‘-ic’ (e.g. ‘fantástic’), ‘-ity’ (e.g. ‘idéntity’) and ‘-tion / -sion’ (e.g. ‘eléction’) and suffixes demanding stress, i.e. ‘-oon’ (e.g. ‘typhóon’), ‘-eer’ (e.g. mutinéer) and ‘-ee’ (e.g. foresée) and 2) compound words: compound nouns (e.g. bédroom) and compound verbs (e.g. look fór). In total, 10 intermediate learners and 10 advanced learners participated in this study. The participants completed two production tasks: “Reading English Word Stress in Isolation” and “Reading English Word Stress in Sentences”. The results showed that the advanced learners had better English word stress production than the intermediate learners in both tasks. It was assumed that the errors made were caused by interlingual errors as the word stress assignment rules of the two languages were different. This led to negative transfer which interferes with L1 Thai learners’ acquisition of English word stress. The results contribute to second language acquisition with respect to English word stress of L1 Thai learners and also provide pedagogical implications for English pronunciation.
Systematicity of L2 Interlanguage of Stress Assignment in English Compound Nouns and Phrasal Verbs by L1 Thai Learners
Tangtorrith, Nipaporn; Pongpairoj, Nattama (Language Institute, Thammasat University, 2022)
This study aimed to investigate the production of stress in English compound nouns and phrasal verbs by L1 Thai learners. Based on the Interlanguage Hypothesis (Corder, 1982; Selinker, 1972), it was hypothesized that (1) there is a positive relationship between English proficiency levels and accuracy in stress assignment in compound nouns and phrasal verbs; and (2) L1 Thai learners’ systematicity of L2 English stress placement is influenced by L1 transfer. The participants were 60 first-year undergraduates who were equally divided into two groups, namely intermediate and advanced groups, based on their English proficiency levels. All the participants were required to read sentences containing three different types of compound nouns in the first task and read sentences containing compound nouns and their corresponding phrasal verbs in the second task. Their readings were analyzed using an independent-samples t-test and ANOVA. Although the advanced learners outperformed their intermediate counterparts in assigning stress in both tasks, the statistical results indicated a correlation between English proficiency levels and accuracy in stress placement only in compound nouns, but not in phrasal verbs. It was assumed that such systematicity found in the learners’ IL resulted from the interlanguage factor of language transfer.
Target-like Syntactic Representations of L1 Thai Learners: A Case of L2 English Number Agreement
Thapthimhin, Thanaphan; Pongpairoj, Nattama; Phoocharoensil, Supakorn (Language Institute, Thammasat University, 2015)
The study investigated the representations of L1 Thai learners on English number agreement, a form which is non-existent in Thai. It is hypothesized that the L2 learners have target-like syntactic representations of English number agreement according to the non-impairment view of the Missing Surface Inflectional Hypothesis (MSIH), and against the impairment view of the Failed Functional Feature Hypothesis (FFFH). The participants were 58 intermediate and 45 advanced Thai undergraduates. The study was conducted via two tests, a Cloze Test and a Grammatical Judgment Task. Both tests featured singular/plural head nouns with modification and irregular nouns. The results showed that the L2 learners’ accuracy on English number agreement was above 80% on the structures of singular/plural head with modification. However, deviant production was found on irregular nouns. The results indicated the learners’ target-like syntactic representations of English number agreement but incomplete knowledge of lexicon. The L2 learners can access Universal Grammar on the grammatical area not found in their L1. The participants were assumed to be less exposed to the irregular nouns featured in the study so those nouns in their lexicon were not tagged with target-like syntactic information. Since the results indicated that the L2 learners do not have syntactic impairment of English number agreement and incomplete knowledge of lexicon can explain the deviant production of the irregular nouns, FFFH is contradicted and MSIH is confirmed.
Thai University Undergraduates' Errors in English Writing
Pongpairoj, Nattama
This research is an investigation of syntactic and morphological errors, including errors of word usage, in paragraphs written by 100 Thai university undergraduate students of English as a second language. Its purposes are to analyze the errors in the data and to present statistics to indicate the frequencies of errors and also to draw conclusions about the causes of these errors. Contrastive analysis is the principal method used to account for the errors. On the basis of the contrastive analysis performed, explanations in terms of interlingual interference were used to account for the various errors found in the students' paragraph writing. The analysis is helpful in understanding the difficulties that Thai university undergraduate students encounter in writing English paragraphs and in helping them to reduce errors in their paragraph writing. Based on the implications and results of the contrastive study, the data put forth might eventually serve as a base for further studies on the pedagogical prevention and correction of errors in the teaching of English. To ensure efficient teaching of English for Thai undergraduate learners, the present research recommends that the focus of teaching be on selected syntactic and morphological problems, including problems of word usage, instead of a general presentation of English.
The Acquisition of English Regular and Irregular Plural Morphemes by L1 Thai Learners: A Case of the Failed Functional Features Hypothesis
จตุรพร คงบาง; ณัฐมา พงศ์ไพโรจน์; Kongbang, Jaturaporn; Pongpairoj, Nattama
งานวิจัยฉบับนี้ศึกษาลักษณะการแปรของหน่วยคำบ่งชี้ความเป็นพหูพจน์ในภาษาอังกฤษโดยผู้เรียนที่มีภาษาไทยเป็นภาษาที่หนึ่งวัตถุประสงค์หลักของงานวิจัยคือ ศึกษาว่าผู้เรียนชาวไทยสามารถรับหน่วยคำบ่งชี้ความเป็นพหูพจน์รูปปกติ (regular plural morphemes) และรูปไม่ปกติ(irregular plural morphemes)ในภาษาอังกฤษได้หรือไม่ และเพื่อศึกษาว่าการแปร (variability)ที่ปรากฏเป็นผลมาจากรูปแทนทางวากยสัมพันธ์ที่ไม่เหมือนเป้าหมาย (non-target-like syntactic representations) ตามสมมติฐานลักษณะแสดงหน้าที่ที่ล้มเหลว (Failed Functional Features Hypothesis) (Franceschina, 2001; Hawkins & Chan, 1997)หรือไม่งานวิจัยนี้มีผู้เข้าร่วมวิจัยจำนวนทั้งหมด 36 คน แบ่งเป็นผู้เรียนที่มีทักษะภาษาอังกฤษในระดับกลางและผู้เรียนที่มีทักษะภาษาอังกฤษในระดับสูงโดยเก็บข้อมูลจากแบบทดสอบตัดสินความถูกต้องทางไวยากรณ์ (Grammaticality Judgment Test)และแบบทดสอบเติมคำในช่องว่าง (Cloze Test)ผลงานวิจัยยืนยันสมมติฐานแสดงลักษณะหน้าที่ที่ล้มเหลว(Failed Functional Features Hypothesis)(Franceschina, 2001; Hawkins & Chan, 1997)และขัดแย้งกับสมมติฐานการผันคำระดับพื้นผิวที่หายไป(the Missing Surface Inflection Hypothesis) (Lardiere, 1998; Prévost & White, 2000)ทั้งนี้เป็นเพราะผู้เรียนชาวไทยทั้งสองกลุ่มไม่สามารถรับหน่วยคำบ่งชี้ความเป็นพหูพจน์รูปปกติ (regular pluralmorphemes) และรูปไม่ปกติ (irregular plural morphemes) ในภาษาอังกฤษได้เนื่องจากหน่วยคำประเภทนี้ไม่ปรากฏในภาษาไทย ผลวิจัยยังชี้ให้เห็นถึงอสมมาตรในการใช้หน่วยคำบ่งชี้ความเป็นพหูพจน์กล่าวคือในขณะที่ผู้เรียนบางกลุ่มใช้ภาษาแม่ในการตัดสินการใช้คำนามรูปพหูพจน์ แต่บางกลุ่มใช้บริบทที่ชี้นำเพื่อใช้คำนามรูปพหูพจน์ ผลการวิจัยมีประโยชน์สำคัญในด้านนัยยะทางภาษาศาสตร์ที่เกี่ยวกับการรับภาษาที่สองและนัยยะทางด้านการเรียนการสอน
The Role of Frequency on the Acquisition of L2 English Infinitive And Gerund Complements by L1 Thai Learners
Keawchaum, Raksina; Pongpairoj, Nattama (Research Department, Chulalongkorn University Language Institute, 2017)
This study investigated how frequency influenced acquisition of L2 English infinitive and gerund complements among L1 Thai learners. Participants were separated into low and high proficiency groups based on their CU-TEP scores. Each group consisted of 30 participants. Data were collected using the Word Selection Task (WST) and the Grammaticality Judgement Test (GJT). Initial findings revealed that L1 Thai learners acquired infinitive complements before gerund complements. This could probably be explained by the usage-based theory, specifically, the concept of type frequency. It was assumed that learners acquired infinitive complements first because they were considered a high type frequency construction, and gerund complements later because they were considered a low type frequency construction. It was assumed that the high type frequency construction was easier for L2 learners to acquire because they were exposed more often to this construction type. Further investigation revealed that the frequency of verbs occurring in the target complement constructions probably contributed to the learners’ low-level constructional schemas (i.e. the abstract representations of constructions which are lexically specific) and their language use.
Third Language Acquisition of English Word Order in Written Production by L1 Yi and L2 Mandarin Learners
Shi, Changyan; Pongpairoj, Nattama (Language Institute, Thammasat University, 2020)
Based on third language acquisition theories (Flynn, Foley, & Vinnitskaya, 2004; Marx & Hufeisen, 2004; Rothman, 2010, 2015) and cross-linguistic influence (Sharwood Smith & Kellerman, 1986), this study explored the written production errors of L3 English acquisition of word order in the affirmative and interrogative structures by L1 Yi and L2 Mandarin learners. The participants were thirty “Yi ethnic minority”[i] students of L3 English at the beginner level from a middle school in Yunnan Province, China. The instrument was an elicited production task. The findings exhibited that errors in L1 Yi word order were more frequently produced than those of L2 Mandarin word order, and the errors produced in the interrogative structures were higher than in the affirmative structures. It demonstrated that cross-linguistic influence from L1 Yi and L2 Mandarin was more evident since a higher proportion of error rates from these two languages were examined, and L1 Yi tended to have a higher negative impact than L2 Mandarin.
Variable Production of English Past Tense Morphology: A Case Study of a Thai-speaking Learner of English
Prapobaratanakul, Chariya; Pongpairoj, Nattama (Research Department, Chulalongkorn University Language Institute, 2016)
The study investigated variable production of English past tense morphology by an L1 Thaispeaking learner of English. Due to the absence of the past tense inflectional morphology in the Thai language, production of English past tense morphemes poses a persistent problem for L1 Thaispeaking learners of English. Hypotheses have been made in accordance with Lardiere’s (2003) Missing Surface Inflection Hypothesis (MSIH), which predicts that the participant possesses the syntactic knowledge of the English past tense morphology. The participant’s variability in L2 production of English past tense morphology was not due to a lack of L2 grammatical knowledge but rather the result of syntactic mapping to the morphophonological form i.e. extra-syntactic factors. The results confirmed the MSIH, suggesting that English past tense morphemes were acquired but the production problems lie in accessing the morphology.

Browsing by Author "Pongpairoj, Nattama"

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