ภาษาอังกฤษ : English
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Browsing ภาษาอังกฤษ : English by browse.metadata.researchtheme1 "ภาษากับปริชาน (Language And Cognition)"
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- PublicationA Study of English Vocabulary Learning Using the Dual Coding TheoryYanasugondha, Vimolchaya (Language Institute, Thammasat University, 2017)This study examined the effectiveness of the application of the three types of coding which were L2 Ü L1 (Thai) translation, pictorial, and in particular simultaneous L2 Ü L1 and pictorial – Dual Coding Theory (DCT) to 36 seven-letter English concrete nouns among 58 Thai EFL tertiary students who were at the beginning level. The investigation lookedat the effectiveness of each type of coding in terms of the recognition rate (working memory) after three spaced presentations and the retention rate (long-term memory) among participants. The analyses were done by one way ANOVA. The findings suggested that the simultaneous L2 Ü L1 and pictorial coding (DCT) group outperformed the other two groups both in the immediate posttest and the one month delayed posttest, but no statistically significant difference was found among the three groups.
- PublicationCognitive Corpus Studies: A New Qualitative & Quantitative Agenda for Contrasting LanguagesLewandowska-Tomaszczyk, Barbara (Research Administration Division, Mae Fah Luang University Research and Innovation Institute, 2012)The huge economic disparities within the GMS countries will cause labor migration to Thailand to be increased rapidly over the next decade. This paper focuses on the impact of the migration policy toward human rights situation of migrant labors in particular from Myanmar, as these migrants are the largest cheap-labor supply in Thailand. They have the highest potential to be adversely affected by the latest approach of labor migration in the restrictive from. The cause found as influential factors are push and pull factors: push factors are related with economic, social, and political situation in Myanmar while pull factors are the growth of Thailand’s economy, and the labor shortage in low-skilled sector in Thailand. The results show that Thailand’s labor migration policy should aim to obtain maximum benefits for both registered and non-registered migrant workers by enforcing coherent migration policy which meets the need of current situation and dynamics of labor migration.
- PublicationComplex Interplay of Cognitive and Strategic Processing in EFL Listening: Implications for TeachingRukthong, Anchana (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)Although listening is key to communication, it remains the least studied skill compared to other skills, both at the national and international levels, among learners of English as a foreign language (EFL). There is also often a lack of awareness among scholars and teachers of how listening takes place, how it is best taught, and how it can be studied. To fill this gap, this study investigated the process of listening activated by Thai EFL learners while listening for comprehension. Twenty-four undergraduate participants were asked to complete a 30-minute multiple-choice listening test, with stimulated recalls conducted immediately afterward. Their stimulated recall transcriptions, listening notes and test responses were analyzed to identify which cognitive processes and strategies they used while listening and to investigate the extent that they were successful as listeners. The results showed that although the participants activated cognitive processes for listening at both the lower and higher levels, the majority, both high and low ability listeners, reported relying more on processes at the lower level (word recognition and parsing). Common strategies used by the participants are inferencing, elaboration, and comprehension monitoring. The activation of the cognitive processes and strategies was interactive and interrelated in a very complex way. Based on the findings, implications are discussed for how effective listening skills are best taught in the EFL classroom, what kinds of materials should be used, and how listening skills can best be assessed.
- PublicationDirectionality Effects on Accuracy in English-Thai Consecutive Interpreting of Quantity NumbersChanprapun, Sasee (Language Institute, Thammasat University, 2020)It has long been debated whether interpretation should be performed only from a foreign language to the mother tongue or whether it should be performed from the mother tongue to a foreign language. Those in favor of the foreign to native language direction posit that such directionality allows the interpreter to produce more natural target language renditions while those in support of the native to foreign language direction claim that such directionality is more conducive to the interpreter developing a clear understanding of the source message. The interpreting of quantity numbers (sums) requires both accurate rendition in the target language and thorough comprehension of the source message. Building upon the directionality debate, a mixed method research was conducted on beginner level interpreting students to investigate directionality effects on the accuracy of English-Thai consecutive interpretation of quantity numbers. Findings showed that although the subjects scored slightly better in the Thai to English language direction, it is yet inconclusive if this was due to directionality. However, it was found that some characteristics of the English and Thai language quantity systems compounded with directionality both contributed to and deterred quality in interpretation at the same time.
- PublicationESL Students Use of Alliteration and Assonance in Recalling Formulaic LanguageHorness, Paul (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2020)Formulaic language, such as lexical phrases as hot as hell or pass the buck, in English is common in daily usage. Although formulaic language is common, the lexical phrases are often excluded from word lists. Second language learners of English need to use formulaic language to enhance their proficiency level. Beyond incorporating lexical phrases to word lists, other methods should be examined. This study examined the mnemonic benefit of noticing alliterative and assonant phrases with low and high proficiency learners of English. Previous research has shown that highlighting the concepts of alliteration and assonance is beneficial in recalling monosyllabic two-word units such as pet peeve or bite size. This study inquired whether the mnemonic effect is effective with longer lexical phrases beyond two-syllable phrases even when deliberative learning is not involved. Students from two public universities in Japan participated in the semester-long activity. The participants were asked to classify the phrases into different categories, and then recall the phrases over time. The results indicate that the mnemonic effect is not as clear with longer lexical phrases than it is with monosyllabic lexical phrases. Recall for alliterative expressions seemed to be better than for assonant expressions, but similar to non-salient expressions. Lower proficiency learners seem to process the longer lexical phrases similar to higher proficiency learners so the benefit of noticing alliterative and assonant expressions might be equal for both groups.
- PublicationMedical Uncertainty and the Art of Communication: Exploring Modality Applied in Medical Journal AbstractsMontkhongtham, Napanant (Language Institute, Thammasat University, 2021)Medicine is a science dealing with uncertainty and the art of judging probability. For effective communication, doctors, researchers, or health sciences writers, need to master the use of modality whereby unreal situations can be discussed. How modal verbs — the most commonly used type of modality applied in the writing of health and medical sciences — are used in general English can differ from scientific contexts, and within different scientific fields a modal verb may not be used in the same way. This study aims to analyze the use of modal verbs in the abstracts of medical articles published in the past 5 years to enable researchers or medical writers to select the most suitable linguistic devices for their contexts. Modals were discovered to function variously in different parts of medical abstracts, with the highest number in the final part of the abstract structure. In the majority of the abstracts analyzed, usage was found not to be speculation on the part of the author but rather to address the evidence and circumstances. Modals were also found to be context-based and relate to the choices of the tense, voice, reality status, and situation type. The findings can benefit scientific writers and provide EAP, ESP, and EST instructors material for communicative practice.
- PublicationMetacognitive Awareness of Reading and Reading Strategy Use by Nonproficient College ReadersAdunyarittigun, Dumrong (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)This research investigated what reading strategies Thai college EFL students who were identified as nonproficient readers are aware of and what reading strategies they use. Data were gathered from a questionnaire, think-aloud and interviews. The analysis identified 3 broad categories of 16 reading strategies employed by the nonproficient readers: text-based strategies, knowledge-based strategies and interactive strategies. Results also showed that the nonproficient readers viewed reading as a decoding process and that they were aware of different reading strategies. However, they could not regulate the strategies to construct meanings from texts effectively and solve reading problems. Their unsuccessful reading was due to the interplay of factors such as a lack of word recognition skills and necessary syntactic knowledge, and ineffective regulation of reading strategies.
- PublicationMetaphor in Business EnglishKheovichai, Baramee; Lertcharnrit, Thanik (Silpakorn University Research, Innovation and Creativity Administration Office, 2015)Metaphor is an important tool for developing business theories and communicating ideas in a business context. Linguistic research investigates the metaphors used in business English from various perspectives. This paper problematizes previous studies in terms of their applications of metaphor theories, the data and the methodological issues associated with metaphor identification and retrieval. These issues have profound influence on the findings and our knowledge of metaphors. It is argued that some of the studies employ a superficial view of metaphor and a more critical analysis and dynamic theories of metaphor is required. Furthermore, metaphor in multimodal communication needs more investigation. In addition, data are mainly written texts and thus spoken data require more attention in metaphor in business English research. What is more, clear criteria essential for identifying metaphorical expressions and methods for retrieving metaphors from large data sets are discussed. Only with more sophisticated use of metaphor theories, a wider range of data under investigation and suitable use of metaphor retrieval methods can we grasp a more thorough understanding of metaphor in business English. This knowledge can then be applied to language teaching, language description and critical studies of language and ideology.
- PublicationNeurobiology Research Findings: How the Brain Works During ReadingKweldju, Siusana (Research Department, Chulalongkorn University Language Institute, 2015)In the past, neurobiology for reading was identical with neuropathology. Today, however, the advancement of modern neuroimaging techniques has contributed to the understanding of the reading processes of normal individuals. Neurobiology findings today have uncovered and illuminated the fundamental neural mechanism of reading. The findings have helped researchers and educators in the field of reading expand their understanding of the different levels of the reading process for evidence-based reading instruction. The aims of this paper are to provide a review of the results of neuroscience laboratory research for understanding the reading process. First, the subprocesses of reading and the activated areas of the brain at every stage of reading are discussed. Second, the paper indicates how reading involves both linguistic and non-linguistic processing, and the interconnectivity of the cognitive and emotional networks, which takes place, from the visual recognition of letters to comprehension at the discourse level, and to articulation. An overview of research on the neurobiology of reading such as this will contribute to the understanding of the overall neural basis of reading and has the potential to be integrated into a model of automatic reading and reading comprehension.
- PublicationStyles, Strategies & Tasks: Are They Related?Parnrod, Urarat; Darasawang, Pornapit; Singhasiri, Wareesiri (Research Department, Chulalongkorn University Language Institute, 2014)This qualitative study aims at investigating the relationship among cognitive styles, learning strategies and task. In order to determine the dominant cognitive styles of the subjects, questionnaires designed by Kolb (2005) were distributed to 778 engineering students. From the data analysis, it was found that two cognitive styles - ‘diverger’ and ‘assimilator’ are the dominant styles. This paper, therefore, focuses on two cases - one is a diverger and the other is an assimilator. The data show how engineering students from different dominant styles dealt with different subtasks, namely, note-taking, writing a story, and oral presentation under a ‘Story Telling Competition’ task. A stimulated recall interview and a self-reflection form were used as the main research instruments to find out if there is any relationship among the three variables – cognitive styles, learning strategies and tasks. It was found that these three factors are interrelated; i.e. some strategies were used by the two students with different cognitive styles; whereas, some were used differently in order to complete different subtasks. The post-hoc analysis revealed the effect of students’ language proficiency on their choice of strategies.