ภาษาอังกฤษ : English

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“A Cake for which the Flour had been Forgotten”: The Escape from Queer Nonentity in Elizabeth Bowen’s The Last September
Utchin, Anant (2021)
Building upon the popular notion that Lois’s growth in The Last Elizabeth remains stunted, this paper posits that the young protagonist, who even wallows in the state of queer nonentity, does, in fact, grow up. Employing Virginia Woolf’s concept of the artist’s self-effacing androgynous mind, the paper traces how Lois’s androgynous qualities seem to keep her in the state of limbo, in which her identity is void or frozen, not unlike that of her Protestant Ascendancy class in 1920. However, Lois’s both political and sexual maturation, which culminates in the ruined mill scene at the end of the novel’s second section, is set in motion by the guidance of Marda Norton, who, also possessing the androgynous characteristics, serves as Lois’s mirror figure, but, embodying a more experienced and established identity, disapproves of Lois’s kind of void-inducing queerness. Although the end of the novel points to the notion that both Marda and the now-mature Lois still face constant threat of being, again, stunted, their existence attests to the survival of the Ascendancy, albeit in a less complacent state as Danielstown, a symbol of the Anglo-Irish Big House culture, is being burned down at the end.
A Case Study of Dual-Language (English/Spanish) Writing Instruction and the Effect it has on Bilingual Student Writing Performance
Mchugh, Caitlin; Ariza, Eileen N.; Komolmas, Prathip M. (Assumption University, 2013)
In dual-language programs, students often receive instruction in two languages for the same academic subjects, including writing skills. This double exposure may be helpful to bilingual students by reiterating and clarifying any possible doubts, or it may be detrimental to bilingual students by causing confusion due to different instructional strategies, lack of transfer between languages, and emphasis on different writing elements by the teachers of each program. This case-study aims to analyze the structure and design of a dual-language elementary school in central Mexico to determine whether the current writing curriculum at this school is effective for the population of bilinguals through analysis of student writing samples, interviews with students and teachers, and classroom observations in both English and Spanish writing classes. We hope to contribute to understanding duallanguage curriculum design and to suggest a writing program that ensures that bilinguals successfully acquire writing skills and strategies in both languages.
A Case Study on Perceived Problems in the Student Teacher’s Spoken Classroom Language through a Supervisor’s Feedback
Winitkun, Duangkamon; Kongchan, Chada (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2014)
This case study aims at investigating problems of a student teacher’s spoken classroom language through a supervisor’s feedback. It also aims to find out to what extent the supervisor’s feedback raises the student teacher’s awareness of her spoken classroom language. The subject of this study was a second-year graduate participant in a master’s degree of Applied Linguistics for English Language Teaching (ELT) programme at the School of Liberal Arts, King Mongkut’s University of Technology Thonburi (KMUTT) who enrolled in Teaching Techniques in Practice (LNG611) in the second semester of the 2012 academic year. The instruments for data collection were the supervisor’s feedback reports, student teacher’s reflection reports and a semi-structured interview. The data were sorted by types of her spoken classroom language problems in each week of the teaching practicum. The results of this study revealed that the student teacher had two main spoken classroom language problems, which were grammar and pronunciation. In addition, the study shows three effects of the supervisor’s feedback towards awareness of the student teacher’s spoken classroom language: realization of the problems, awareness of her students’ language acquisition and strategies to solve the spoken classroom language problems. The paper also provides some suggestions on effective supervisor feedback.
A Cognitive Stylistic Approach to Mind Style in the Memoir Man’s Search for Meaning
Sirinarang, Bupha; Wijitsopon, Raksangob; Dumrongsiri, Nuchada (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2021)
The present study aims to examine the mind style, a distinctive perspective held by a character in a narrative, of a real-person narrator in the memoir Man’s Search for Meaning, Dr. Viktor E. Frankl, by applying the Text World and Schema theories. To investigate how his mind style is constructed textually and potentially enacted within the mind of the reader, four excerpts from the book were selected and analyzed. Through the Text World theory, the study captures a range of linguistic features into text-building elements and relates them, via the Schema theory, to the different ways in which they can interact with readers’ background knowledge to arrive at an interpretation of the extraordinary mind style of the narrator. The in-depth cognitive stylistic analysis reveals semantic contrast in the narrator’s outer and inner worlds, illustrating how he was able to attain inner riches and freedom amidst great difficulties in life in the Auschwitz concentration camp. The study not only sheds light on the linguistic portrayal of Dr. Frankl’s mind style but also contributes to the potential of cognitive stylistic approaches to mind style.
A Collaborative Translation Effort Producing Subtitles for a HAS Center Video
Wongseree, Thandao; Dumrongsiri, Nuchada (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2021)
The current study explores a collaboration between translators and the use of technology in the production of subtitles for a HAS Center video. It elaborates on the interrelationship between the roles of the translators and of the technology within a subtitling process. This type of partnership has not been fully analysed in the literature, especially within a Thai context. To achieve its goal, this study takes a sociological approach to explore how translators work together to translate subtitles from English into Thai in a digitally-mediated environment. The ethnographic data were analysed based on a framework combining the Actor-Network Theory (ANT) as proposed by Latour in 1987 and 2005 with the concept of habitus proposed by Bourdieu in 1977 and 1990. The findings suggest that translators form equal partnerships and reach mutual agreement based on their close interactions and past experience while collectively producing the subtitles. They also make the best use of technology, including networked platforms and facilitating tools, while performing the task. These interrelationships lead to effective teamwork in the production of subtitles, giving rise to a collaborative translation practice.
A Comparison between Highly Motivated Learners and Unmotivated Learners’ Learning Achievement: A Case Study of Business English Majors at Southeast Bangkok College
Srisermbhok, Amporn (Language Institute, Thammasat University, 2017)
This study aimed to 1) analyze some crucial factors that impacted learners’ achievement and failure in English language learning among 2nd year Business English majors at the faculty of Liberal Arts, Southeast Bangkok College, and 2) improve the quality of teaching and learning English for Thai students. The samples consisted of 16 English students aged between 19-21.There were 15 Thais and 1 Filipino. The research methodology comprised both descriptive analysis, and basic statistics. Data for analysis included students’ journal writing after class, their participation and engagement in class activities, final grades, and the questionnaire. The findings revealed that their age did not make any significant learning outcomes, but their attitudes ,and motivation mattered. It was found that cognitive learning strategies, self-disciplines, positive attitudes and self-confidence were important factors among high achievers amounted to 12.50%,which was contrary to poorly achieved learners with low self-esteem amounted to 50% of the class. The results confirm Dornyei’s claim(1998) that motivation is a key factor that influences the rate of success of second/foreign language (L2)learning.
A Comparison of Moves and the Sequence of Moves in Research Abstracts in Standard and Predatory Journals
Yathip, Chatchanan; Soranastaporn, Songsri; Thongrin, Saneh (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2016)
The purpose of the recent study was to compare rhetorical moves and move sequences in scientific research articles published by standard and predatory journals. The corpus consisted of 100 research abstracts (50 standard and 50 predatory abstracts) published between 2011 and 2015. The abstracts were analyzed based on Santos’s (1996) move model consisting of five main moves: ‘Situating the research’, ‘Presenting the research’, ‘Describing the methodology’, ‘Summarizing the results’, and ‘Discussing the research’. To increase the reliability of the analysis, three inter-raters were invited to verify the data. The findings show five moves in two corpora. All moves in the standard corpus occurred more than 60% of the time and are considered as conventional moves. However, four moves in the predatory journal abstracts [Move 3 or ‘Describing the methodology’ (94%), Move 4 or ‘Summarizing the results’ (82%), Move 2 or ‘Presenting the research’ (68%), and Move 5 or ‘Discussing the research’ (64%)] occurred as conventional moves; Move 1, or ‘Situating the research’,which occurred in only 48% of cases, was an exception. In addition, 50 abstracts in the standard corpus exhibited 26 move sequences; on the contrary, in the predatory corpus of 50 abstracts, 41 move sequenceswere found. The findings reveal that moves and move sequences of predatory abstracts are varied and do not conform to those found instandard journals. Thus, it can be concluded that move analysis may be used to distinguish between standard (peer-reviewed) journals and predatory (non-peer-reviewed) journals.
A Comparison of T ranslation Techniques in Translating English Personal Pro nouns into Thai: A Case Study of Little Lord Fauntleroy
Panich, Ruethai; ฤทัย พานิช (2022)
This research aims to compare the personal pronouns translation techniques used in translating the original English literature, Little Lord Fauntleroy, written by Frances Hodson which is translated by three Thai translators: Nawanak, Kaewkhamthip Chai, and Nengnoi Sattha. The data analyzed in this paper was collected from the translation of the narration and the dialogue of the characters. Baker’s framework (2018) was used as a criterion. 12 techniques were found in translating English pronouns to Thai. They are 1) the use of pronouns, 2) omission of personal pronouns, 3) the use of kinship terms, 4) the use of nouns or noun phrases, 5) the use of occupation terms, 6) the use of personal names, 7) the use of demonstratives, 8)inference, 9) the use of the antecedent, 10) the use of numbers, 11) the use of cultural words, and 12) the use of common nouns. The factors influencing translation techniques are grammatical features, such as number, and cultural factors, such as seniority, characters’ relationships, and speech situation.
A Comparison of the Vocabulary Learning Strategies Employed by High and Low Proficient Pre-University Students in Malaysia
Benedict, Melisa Charles; Shabdin, Ahmad Affendi (Language Institute, Thammasat University, 2021)
This study was conducted to identify the Vocabulary Learning Strategies (VLS) utilised by 36 Band 5 students as well as 31 Band 3 and below students. This study was vital to look into the similarities and differences in the VLS employed by high and low proficient students as well as to reveal the most useful strategies for vocabulary learning to boost students’ level of proficiency. The VLS-Q (Vocabulary Learning Strategies Questionnaire; Schmitt, 1997) was utilised in this study. The results of this study showed that high proficient students used the ‘English language media’ as the most frequent strategy employed. Nonetheless, low proficient students tend to employ the strategy of ‘asking classmates for meaning’. Strategies from the Memory and Determination categories were the most frequently employed by high and low proficient learners respectively. Implications of the results and suggestions were discussed which are noteworthy in improving vocabulary size and knowledge.
A Contrastive Study of Rhetorical Move Structure of English Medium Instruction Lectures Given by Native English and Chinese Lecturers
Deng, Lin; Wannaruk, Anchalee (Language Institute, Thammasat University, 2021)
This study aims to compare the rhetorical move structure of English Medium Instruction (EMI) lectures given by native English and Chinese lecturers. Two specialized corpora were therefore accordingly created with transcripts of twelve science-oriented lectures selected from MICASE and the BASE corpus and twelve science-oriented EMI lectures collected at a Chinese university, respectively. Adopting the Swalesian genre analysis framework, this study examines the moves/steps of EMI lectures in the two corpora. Then, the conventionality and frequency of moves/steps were quantified and analyzed to capture statistical variations. In addition, semi-structured interviews were conducted with four Chinese EMI lecturers to probe into their discursive practices from an emic perspective. Statistical variations were apparent in several moves and steps, which could be mainly attributed to Chinese EMI lecturers’ concern for the program quality, dense course syllabus requirements, a lack of specific English for EMI teaching, as well as the emergence and influence of new social media. The study argues for well-targeted teacher training for non-native English lecturers and more teacher autonomy in course syllabus design.
A Conversation Analytic Study of Classroom Interactional Competence
Supakorn, Sumita (Language Institute, Thammasat University, 2020)
Classroom interaction has been the subject of investigation in a number of different settings but it remains an under-researched area in the Thai context and to date, in Thailand, there has been little published data that has adopted “Conversation Analysis” (CA) as an analytical tool to develop an in-depth understanding of classroom discourse. This study thus utilizes CA to investigate Walsh’s (2006) “Classroom Interactional Competence” (CIC) in EFL classrooms at a university in Thailand. The focus in this research is on the teacher’s role and in particular, the alignment between pedagogic goals and language use, the spaces made available for learning, and the shaping of learner contributions. Talk-in-interaction between a native English teacher and Thai learners were video recorded, transcribed and inductively analyzed. This paper illustrates how the teacher skillfully employed a range of interactional features in post-expansion sequences to shape learner contributions while at the same time opening a space for interaction/learning at times when the pedagogic purpose was on meaning-and-fluency (Seedhouse, 2004) or classroom context mode (Walsh, 2006). This study argues that if teachers are aware of their roles concerning CIC, they can acquire greater insights into their local context and this may result in professional development.
A Conversational Implicature Analysis in J.K. Rowling’s Harry Potter and the Prisoner of Azkaban
Sommai, Supparawin; Padgate, Usa (2013)
The purposes of this study were to pragmatically identify and analyse the conversational implicatures contained within the 30 selected dialogues of the 7 main characters in J.K. Rowling’s Harry Potter and the Prisoner of Azkaban focusing on Grice’s cooperative principle (1975) to find out whether the 7 main char-acters flouted or violated the conversational maxims. Moreover, the study aimed to demonstrate how the 7 main characters conveyed their intended meanings through conversational implicatures and how the others as listeners recognised the intended meanings.The findings showed that the selected dialogues contained 75 conversational implicatures. The 7 main characters employed the conversational implicatures for 19 functions: sarcasm, irony, confirmation, guessing, clarifying, expressing dissatisfaction, politeness, conviction, indirect answers, disagreements, in-direct statements, indirect questions and indirect requests, emphasizing, avoiding embarrassment, telling lies, changing the topic of the conversation, distracting the listeners from the topic of conversation and dis-tracting the third party from the current conversation. Additionally, it was found that the ways the characters as the speakers conveyed their intended meanings and the ways the others as the listeners recognised the implicatures contained in the dialogues depended on the utterances themselves, the context of the situation, the listeners’ background knowledge and the listeners’ knowledge of the conversational maxims.
A Coronavirus Corpus-driven Study on the Uses of If- Conditionals in the Pandemic Period
Montkhongtham, Napanant (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)
The COVID-19 pandemic, has greatly affected the lives of everyone. One major concern during this period has been that of communication including content dealing with possibilities and ideology concerning freedom. This study aims to analyze the application of if-conditionals expressing options and possibilities during the COVID-19 pandemic using data in the Coronavirus Corpus developed in May 2020 by Mark Davies. The extracted if-conditionals were divided in accordance with Puente-Castelo’s (2017) framework of if-typology, and grammatical aspects of all the verb strings were also analyzed in terms of tense and aspect, sentential modality, and voice. It was discovered that speech act conditionals—relevance conditionals—were most commonly applied to provide specific suggestions to deal with the pandemic. The second and third-ranked choices, scoperestricting conditionals and hypothesizing conditionals helped to specify scopes and definitions and to emphasize possibilities and predictions or statistical estimates based on evidence, respectively. The grammatical aspects also corresponded to the COVID situation and helped to convey messages in accordance with the if-conditional functions. The results suggest that the if-construction provides communicative functions fitting various contexts relating to the pandemic. It can facilitate interpersonal communication, allow message receivers freedom to evaluate the proposed option, and provide some safety for the speaker in their choice of phrasing since COVID-19-related circumstances are uncertain. The information can be useful for those seeking linguistic tools for effective communication and for instructors developing material for English for specific purposes.
A Corpus-Assisted Critical Metaphor Analysis of General Prayuth Chan-o-cha’s English Subtitled Weekly Addresses on Politics and Democracy-Related Issues in Times of Political Turmoil
Chaiyasat, Chatchawan; Sudajit-apa, Melada; Osatananda, Varisa (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2017)
In recent years, metaphorical linguistic expression has been shown to play a significant role in representing a thought-provoking and novel way of viewing the world and assisting individuals in understanding more about the meaning of linguistic realization. As a result metaphorical analysis has attracted a great deal of scholarly attention in various fields over a wide range of textual typologies. This study aims at examining the types of conceptual metaphor used in the English subtitles of General Prayut Chan-o-cha’s weekly addresses during times of political crisis in order to reveal the underlying political ideologies in relation to the politics and democracy-related issues. The present study also applied a corpus-assisted approach and the Metaphor Identification Procedure (MIP) to identify the conceptual metaphors. The finding reveals seven categories of conceptual metaphor are used, including MACHINE AND TOOLS, JOURNEY, BUILDING AND CONSTRUCTION, HUMAN, WAR, ANIMAL (BIRD), and OBJECT. Data analysis indicated that the conceptual metaphor of MACHINE AND TOOLS appeared to be the most frequently used comparing to other types. The study also suggests that Thai military government, led by General Prayut Chan-o-cha, has exploited metaphorical expressions in order to shed light on the hope of seeing the democratic-building processes becoming accepted by both the Thai populace and the international community.
A Corpus-Based Analysis of BE + Being + Adjective in English from the Appraisal Framework Perspective
Kheovichai, Baramee; Lertcharnrit, Thanik (Silpakorn University Research, Innovation and Creativity Administration Office, 2017)
This paper investigates the phraseological pattern BE + being + adjective. Specifically, it looks at the types of adjective meanings that can occur in this pattern, using Martin & White’s (2005) appraisal framework as the classification scheme, the grammatical subjects, tenses and engagement resources co-occurring with this phraseological pattern. The interplay of these linguistic features is investigated to shed light on the meaning and functions of the phraseological pattern. Data was drawn from the British National Corpus. The results indicate that there are 1,218 instances of this phraseological pattern in the corpus. The type of adjectives that occur in this pattern with the highest frequency is Judgment. Third person subjects, the present tense and Monogloss have the highest frequency in comparison with other categories of grammatical subject, tense and engagement resource, respectively. A closer look at the interrelation between different linguistic features leads to further findings and complex picture of how clusters of linguistic features can influence the meaning and function of this phraseological pattern.
A corpus-based analysis of English synonyms : acquire and obtain
Sittironnarit, Sita; Khunasathitchai, Kongkiat; Kosashunhanan, Krishna; Kumdee, Soranut; ดร.ธีร์ดนัย กัปโก (ศูนย์พัฒนาการเรียนรู้สมัยใหม่, 2022)
Due to their similar meaning, L2 English language learners may struggle with the use of near synonyms. Corpus-based studies on English synonyms have been conducted over the last two decades to solve this issue. To the best of the researchers' knowledge, the distinction between the synonymous verbs acquire and obtain has not yet been examined. This study, thus, examines these two verbs in terms of genres and collocations using the Corpus of Contemporary American English (COCA). The findings indicate that they appear to have a high degree of formality and are prevalent in written rather than spoken genres. In general, obtain is more common than acquire. In terms of collocation, they may be distinguished by their specific noun collocates. Even though they share some noun collocates, they cannot be used interchangeably in all situations. Semantic preference and semantic prosody and pedagogical implications are also discussed.
A Corpus-Based Collocation Study and Move Patterns in Online Smartphone Press Releases
Wei, Jiang; Gampper, Chanika; Phoocharoensil, Supakorn (Language Institute, Thammasat University, 2014)
This study is an investigation of fixed expressions or prefabricated adjective and verb collocations that occur in online smartphone press releases (OSPR). OSPR is a sub-genre of the press release. Previous studies reveal that different genres favor different linguistic structures and elements. Collocations of high frequency words in specific genres have indicated a prototypical phraseology. First, this study looked into the corpus-based collocation of adjective+ noun and verb+ noun in 230 OSPRs. Second, the sequences of moves of selected five OSPR were determined. Finally, the purpose(s) of each move was/were identified through adjectives used in each sentence. The findings reveal that while ostensibly informative, press releases also carry an implicitly self-promotional purpose. It is suggested that, for foreign language learners, focusing on collocation patterns within genre may provide a more productive way to study vocabulary. The move patterns found in this study enable learners to be aware of the move sequences in press release writing. Also, recommendations are made on how to use the research findings to improve English for Specific Purposes (ESP) teaching.
A Corpus-based Comparative Study of Lexical Bundles in Authentic and Textbook English Business Emails
Siricharoen, Aroonrung; Wijitsopon, Raksangob (Language Institute, Thammasat University, 2020)
This study investigates lexical bundle types found in authentic English business emails and sample emails in business English textbooks in order to identify their similarities and differences. The data employed in the study were sample emails from 77 business English textbooks and emails sourced from the Enron Corporation, representing authentic English business emails. The structural and functional categorizations of lexical bundles from Biber et al. (2004) and Biber (2006) were used as frameworks for the analysis. Findings show that structural categories of lexical bundles in textbooks and those in authentic emails are generally similar while functional categories are noticeably different. Although there are more lexical bundle types in the textbook email corpus, most of them actually belong to the same categories, pointing to a limited range of functional categories of lexical bundles presented in business English textbooks. This leads to a major observation that forms of expressions tend to outweigh their functions in the way textbooks present emails for pedagogical purposes. It is therefore suggested that the functional dimension of linguistic expressions be given more attention in business English teaching.
A Corpus-Based Investigation of English Synonyms: Disadvantage, Downside, and Drawback
Sumonsriworakun, Piyaboot (Language Institute, Thammasat University, 2022)
The study compares three synonymous nouns, disadvantage, downside, and drawback, in terms of their frequency, distribution patterns, and collocations, using data from the Corpus of Contemporary American English (COCA). The findings show that the frequency of disadvantage is the highest, followed by that of downside and drawback, respectively. Regarding their distribution across eight registers in COCA, disadvantage prevails in academic texts, whereas downside and drawback seem to be less formal as they are most often found in magazines. An analysis of semantic preferences of the verb collocates of the three synonyms revealed two common themes: CONSIDER and DEAL WITH. As for their adjective collocates, the three synonyms frequently co-occur with adjectives under the theme EXTENT. Disadvantage is more often preceded by adjectives subscribed to the theme ASPECT than drawback is, and while downside regularly combines with some adjectives representing counter-expectations, drawback tends to be accompanied by more adjective collocates organized into the theme PROMINENCE than the other two synonyms. It is advisable that English language teachers utilize these valuable insights to develop lessons and materials.
A Corpus-Based Study of Characterization of Mother in Children’s and Young Adult Literature: A Transitivity Analysis of Mrs. Weasley in The Harry Potter Novels
Chiranorawanit, Kunrada; Sripicharn, Passapong (2020)
This paper utilizes corpus techniques to analyze the characterization of Mrs. Weasley in the Harry Potter novels. With the corpus investigation of the children’s and young adult fiction, the normally overlooked instances of this mother character can be closely attended to. The clauses that contain the title of her name are categorized into the different Transitivity process types in Systemic Functional Grammar (Halliday & Matthiessen, 2014). Once some patterns of her Transitivity representation emerge, her frequent clause participant functions and common collocations can be determined. These findings can be considered with the six types of mother in literature that were gathered from the author’s survey of literary analyses. The one that Mrs. Weasley could be identified with is ‘the good mother’ of the traditional kind. Strengthened by the language evidence, this characterization of mother can be put to a test whether it sustains through the plot phases. By generating three sub-corpora that reflect relevant themes, the intensity of the mother’s role is found consistent with her personal and the public fear. From the sophisticated plot, the methodological synergy between Transitivity and corpus brings to surface the maternity that seems to never dismiss in the creation of these fantasies. The revelations of the character taps into the language use that not only causes wonder about the literature but also helps those who are non-native speakers relate language forms to their meanings that may not, or cannot, be informed by the traditional English grammar.

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