ภาษาอังกฤษ : English
Permanent URI for this community
บทความวิจัย บทความวิชาการ และบทวิจารณ์หนังสือด้านการเรียนการสอน การแปล ภาษาศาสตร์ วรรณกรรม และสังคม เศรษฐกิจ การเมือง
Browse
Browsing ภาษาอังกฤษ : English by browse.metadata.researchtheme1 "ภาษาศาสตร์จิตวิทยา (Psycholinguistics)"
Now showing 1 - 9 of 9
Results Per Page
Sort Options
- PublicationBeyond Motivation: Investigating Thai English Major Students’ GritGyamfi, George; Lai, Yuanxing (Research Department, Chulalongkorn University Language Institute, 2020)Success in language learning has generally been attributed to students‘ motivation. However, beyond motivation is grit, a psychological construct that has rarely been mentioned in language learning research. This study therefore aimed to investigate the grit of 171 Thai students studying English as a Foreign Language (EFL), and the factors that might have influenced their grit as EFL learners. A questionnaire based on adapted grit scales and a focusgroup discussion were used to collect the data. A statistical analysis was conducted on the questionnaire-derived data. Meta-inferences were made in relation to the transcribed orally- collected data from the focus group discussion in order to draw relevant conclusions. The findings revealed that participants‘ socio-cultural context influenced their consistency of interest and perseverance of effort at an above moderate level. This may have resulted in making them adaptable in their approach to achieving their learning goals. Future careers, societal needs, life purpose and the reputation as an English major student were found to contribute to the variance. It is suggested that a more perseverance-oriented approach coupled with proper mentoring sessions that is context-relevant should be incorporated into EFL programs to enhance students‘ interest and effort in attaining their goals.
- PublicationCommunication Mobility and Communication Strategies Used in BELF Communication: Self-Report of Thai Human Resources Professionals in a Multinational CorporationRajprasit, Krich; Hemchua, Saengchan (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2018)This study attempted to identify and compare the frequency of communication mobility and communication strategies employed by Thai Human Resources professionals in a multinational corporation in Bangkok. To achieve the goals of a small-scale study, a self-report questionnaire was adapted and developed based on the recently introduced ‘communication mobility’ framework of Marina and Smirnova (2013), and the Strategy Use in Speaking Task Inventory of Chuanchaisit and Prapphal (2009). The questionnaire was based on the purposive sampling method and distributed to thirty participants, including Human Resources analysts, supervisors, and advisors. The key findings revealed: (1) Thai professionals often used communication mobility in their workplace, and mostly employed ‘Strategy 4: Individual active strategy’, ‘Strategy 7: Analytical strategy’, and ‘Strategy 2: Schema search strategy’; (2) they also often employed communication strategies in workplace communication; and (3) there was no significant difference in the uses of communication mobility and communication strategies among them, even though they used communication strategies that were ranked slightly higher than communication mobility. New findings have confirmed that communication mobility was another strategy for effective communication, which was used in this particular Human Resources setting almost as often as communication strategies which have been used for decades. They also pointed out the necessity of effective strategies for achieving communication goals in the Business English as a Lingua Franca (BELF) context.
- PublicationComplex Interactions of Factors Underlying Thai EFL Learners' Willingness to Communicate in EnglishPattapong, Kamlaitip (Research Department, Chulalongkorn University Language Institute, 2015)This paper explores factors contributing to the willingness to communicate (WTC) in English as a foreign language (L2) in a Thai university setting. The study uses multiple methods within a qualitative research approach. Data were collected through interviews, stimulated recall, and classroom observations. Relevant contextually-related variables that emerged from the analyses were categorized into four dimensions: social- psychological context, classroom context, cultural context, and social- individual context. The findings revealed the overlapping nature of factors in all dimensions, which reflects the complex interactions among contextually dependent WTC variables within the language classroom. This paper contributes to the knowledge of WTC in a second language (L2) from a qualitative perspective.
- PublicationEnglish-Thai Code-Switching of Teachers in ESP ClassesPromnath, Korawan; Tayjasanant, Chamaipak (Research Department, Chulalongkorn University Language Institute, 2016)The term code-switching (CS) that occurs in everyday situations, or naturalistic code-switching, has been a controversial strategy regarding whether it benefits or impedes language learning. The aim of this study was to investigate CS in conversations between teachers and students of ESP classes in order to explore the types and functions of CS usually used in the teaching and learning process, and to investigate the teachers’ and students’ opinions about CS in classroom practice, particularly in English for nursing and tourism classes. The study found that code-switching was one of the major strategies in these ESP classes. CS in the teaching process could be categorized according to the following: inter- sentential switching, intra-sentential switching, extra-sentential switching, and code selection. The CS functions were both pedagogical (asking questions, giving explanations, translating, and emphasizing ideas) and social functions (directing, reminding, injecting humor, and encouraging students). The majority of the teachers demonstrated positive opinions about CS and agreed that CS from English to Thai could benefit their classes, as it is one of the most effective strategies for helping their students obtain clear ideas on the subject matter. This strategy not only made the students understand more of the lesson but also increased their confidence and comfort in the teaching process. The CS characteristics and opinions found in this study may provide a guideline for language teachers and policymakers, especially in EFL countries in the AEC and in this global era.
- PublicationHolistic and Analytical Processing: Reaction Time in Recognizing High- and Low-Frequency WordsAnsarin, Ali Akbar; Baree, Mohajjabeh; Phoocharoensil, Supakorn (Language Institute, Thammasat University, 2015)Investigating cognitive processes has taken various routes in word recognition studies; however, in recent years, considerable attention has been paid to two major word-recognition mechanisms: holistic and analytical processing. Taking these two mechanisms as complementary solutions, this study examined the case-alteration effect as a variable in word recognition. To this end, 80 English words, some of high-frequency and some low-frequency, were selected as stimuli. Non-words were generated as control stimuli. All were presented in lowercase, uppercase, and mixed-case. Results show that participants used the holistic mechanism to recognize high- and low-frequency words and analytical processing to recognize low-frequency non-words. Both high- and low-frequency words were sensitive to case alteration. Results are compatible with the dual-route model of word recognition.
- PublicationInvestigating the Impact of Personality Factors on the Perceived Communication Mobility of Non-native English Speaking Thai Professionals in International CompaniesMarina, Olga A.; Rajprasit, Krich (Research Department, Chulalongkorn University Language Institute, 2014)Communication mobility has been suggested as an element of the complex construct of professional communicative competence, with a shared core of English in the oral mode, for professional international communication. This study aims (1) to investigate the possible correlation between the perceived level of communication mobility, and the influence of the personality factors of non-native English speaking Thai professionals in international companies, and (2) to identify the conditions in which this desirable quality may be developed. The researchers are interested in gauging the level of communication mobility, as well as looking for the possible relationships between its development and the personality factors of these professionals, such as age, work experience, and the frequency of English language use in their daily lives and in the workplace. The responses to the specifically designed questionnaire were obtained from 54 Thai professionals working in international companies. The findings revealed that the participants were effective users of communication mobility, and only the frequency of English language use in their workplaces can explain the variance of their perceived communication mobility.
- PublicationLasting Effects of Foreign Language Anxiety with Adults Working in International OrganizationsPerrodin, David D.; Liangruenrom, Nucharapon; Chancharoen, Suriyaporn (Research Department, Chulalongkorn University Language Institute, 2022)Foreign language anxiety (FLA), the pervasive feeling of mild to severe apprehension when faced with communicating in a foreign language, is universally quite common. The manifestation of FLA in Thailand, where English is taught as a foreign language in secondary schools, is no exception. By employing descriptive phenomenology, this study sought to corroborate the existence of FLA at some stage during Thai secondary EFL classes and discover if FLA continues to trouble Thai adults working in international organizations. The population of this study is 12 Thai adults who are working as office workers, management, and administrative staff in an international organization in Thailand. The participants shared accounts of experiencing negative or harsh feedback from Thai teachers and Thai classmates, doubting their English language proficiency, persistent fear of embarrassment when making mistakes in English, and a prolonged feeling of guilt from limited grammatical and vocabulary knowledge while in secondary EFL classes. In the end, all participants disclosed that FLA, which they corroborated began when they were students in secondary school, has continued to plague them in adulthood. The study recommends that to diminish FLA in Thai secondary EFL classrooms, education stakeholders must implement sound language policy changes, progressive educational development, and most importantly, sufficient teacher education and teacher support focused on producing qualified Thai teachers of English.
- PublicationSyntactic Processing in Read-Aloud Performance of Second Language LearnersIsarankura, Soisithorn; Singto, Sayamon (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2013)This study investigated the syntactic processing of Thai EFL learners with high and low English proficiency by examining pause patterns in a read-aloud task. It further examined the relationship between syntactic processing and English proficiency of L2 learners. Participants included 30 Thai undergraduate students who were classified into high and low proficiency groups based on their English proficiency test scores. Participants were asked to digitally record their speech while reading an Aesop fable out loud. Auditory and acoustic analysis was then applied to these individual recordings to identify their pause locations. The results revealed that the high proficiency group processed language in longer and more syntactically unified units than the low proficiency group. With insufficient syntactic knowledge, pause positions of lower proficiency learners were more varied. Namely, a large number of pauses occurred at locations which did not correlate with English syntactic units. The findings suggest that there is a relationship between L2 proficiency and the ability to process linguistic representations at the syntactic level.
- PublicationThe Relationship between L2 Listening Proficiency and L2 Aural Language ProcessingJoyce, Paul (Research Department, Chulalongkorn University Language Institute, 2019)Listening has been widely characterised as a multifaceted process encompassing a range of linguistic and psycholinguistic components (see Rubin, 1994). However, for learners at different levels of L2 proficiency, there is uncertainty over the relative importance of the various sub-skills. To address this issue, a number of linguistic and psycholinguistic sub-skills that are associated with L2 listening proficiency were selected and operationalised. This battery of discrete point measures, as well as two L2 proficiency tests, was administered to 443 Japanese university students. After the data had been subjected to descriptive and inferential analysis, the findings indicated that L2 listening comprehension is most closely associated with L2 syntactic knowledge, followed by the ability to recognise words in connected speech. The results also revealed that listeners at different proficiency levels process the language in decidedly different ways. Less proficient learners were discovered to be far more dependent on the linguistic and psycholinguistic subskills that are closest to the surface of the message. On the other hand, owing to the development of their syntactic knowledge and recognition of words in connected speech, more proficient listeners benefitted from a greater interaction between their more closely entwined higher and lower level processing skills.