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Browsing ภาษาอังกฤษ : English by browse.metadata.researchtheme1 "วากยสัมพันธ์ (Syntax)"
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- PublicationA Cross-sectional Comparison of First and Second Year Thai EFL Student Writing: Syntactic, Phrasal, and Lexical FeaturesMcDonough, Kim; Vleeschauwer, Jindarat De (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)This cross-sectional study compares the written language of Thai EFL students in their first two years of university study. First- and second-year students (N = 170) wrote opinion paragraphs by hand in response to six prompts. Using automated textual analysis tools, clausal (subordination), phrasal (coordinated phrases and complex nominals), and lexical (AWL use and lexical diversity) measures were obtained. Matched-pairs were created by pairing different first- and second-year students from the same faculty of study who responded to the same writing prompt. The results indicated that second-year students produced significantly more complex nominals and AWL words than the first-year students with effect sizes ranging from small to medium. Implications are discussed in terms of pedagogical approaches and assessment in EFL settings, and suggestions for future research are provided.
- PublicationCompression and Implicitness Through Dependent Phrases in Academic ESL Writing by Filipino Researchers Across DisciplinesHernandez, Hjalmar Punla; Genuino, Cecilia F. (Language Institute, Thammasat University, 2022)Grammatical compression and implicitness have been proven as characteristics of academic writing (Biber & Gray, 2010, 2016), but they are an underexplored area of research particularly in academic ESL (English as a second language) writing. In this study, we explored the dependent phrases that most and least characterize academic ESL writing by cross-analyzing 42 published research articles (RAs) authored by Filipino researchers (FRs) in Curriculum and Instruction, Communication, and Psychology using Biber et al.’s (1999, 2021) framework. Salient findings showed that attributive adjectives, nominal prepositional phrases, and noun premodifiers had the highest frequencies of use, thus most characterizing academic ESL writing across disciplines. In contrast, prepositional phrases as adverbials and appositive noun phrases as noun postmodifiers had the lowest occurrences, hence least characterizing academic ESL writing. We argue that academic ESL writing regardless of its discipline is highly packed with dense information by the three most common nominal modifiers. Our study has applied implications for teaching academic writing, assessing academic writing, and publishing academic research.
- PublicationErrors in Adjective-Noun Order by Thai and Chinese EFL Learners: Roles of L1 and Language ProfciencyChanakan, Thidanan; Patanasorn, Angkana Tongpoon (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2016)Roles of frst language transfer have been extensively researched during the past decades adopting Contrastive Analysis (CA). However, previous studies have shown that CA has failed to prove and fnd supports for language transfer. This present study examined language transfer from another perspective proposed by Jarvis and Odlin (2000) by examining adjective-noun order errors by Thai EFL learners. In previous studies, adjective-noun order errors by Thai EFL learners, which mainly used the CA, are often claimed to be caused by L1 interference. The present study aimed to examine this claim by adopting the proposed framework by Jarvis and Odlin by Thai and Chinese EFL learners and to investigate the relationship between the adjective-noun order errors and learners’ profciency levels. Two groups of Chinese and Thai participants were purposively selected due to the special characteristics of their frst languages that met Jarvis and Odlin’s L1 transfer framework. The results revealed that both Thai and Chinese EFL learners made similar errors in the adjective noun order. The statistical test showed no signifcant differences between the number of adjective-noun order errors produced by Thai and Chinese learners (p > 0.05). Therefore, the transfer position seemed not to be plausible. A negative correlation was found between language profciency and the number of errors learners produced. This suggests that when learners’ profciency was higher, they tended to produce fewer errors in adjective-noun order errors.
- PublicationGrammatical Errors in Spoken English of Undergraduate Thai Leaners in a Communicative Business English CoursePhettongkam, Husna (Language Institute, Thammasat University, 2017)The study aims to explore the grammatical errors in spoken English of Thai University learners in a communicative business English course. The main objectives of the research study are to identify the types and frequency of grammatical errors. Collected data were analyzed according to the surface structure taxonomy to present a general overview. The linguistic description approach on error was also used to present the findings in greater depth. The findings revealed that omission errors accounted for more than half of the total errors made by the sampled student population, followed by misinformation, addition and misordering. According to linguistic categorization of errors, the 3 most occurring errors were plural form, article, and verb form. Results yielded through error analysis will be valuable in the area of second language lesson and curriculum planning.
- PublicationKey Defining Linguistic Features in the Writing Performance of First-Year University Students Across Different Language Proficiency LevelsCharnchairerk, Chalatip (Language Institute, Thammasat University, 2022)This study sought to investigate the key determining characteristics in the writing performance of first-year Chulalongkorn University students across language proficiency levels as measured by CU-TEP. The focus was on both syntactic and lexical complexity components. The sample comprised the writings from a corpus of 4,812 first-year students divided into four CEFR levels (C1, B2, B1, and A2), using CU-TEP and corresponding CEFR levels as the strata. The sample size of all four groups was identical comprising 50 students each, totaling 200 students. Multiple computational tools were utilized for data analysis. The findings revealed that the distinctive features typifying the most proficient writers include the production of longer as well as more clausally and phrasally complex sentences. They also demonstrated high lexical richness through the use of wide-ranging vocabulary and rare or sophisticated academic words. These features were also discovered in other less proficient groups but to a lesser extent at decreasing proficiency levels. It was also found that the syntactic complexity measures that better differentiated proficiency levels were: mean length of sentence, mean length of T-unit, and mean length of clause while all three lexical complexity indices were proven to be good predictors of L2 writing quality.
- PublicationLexical Collocational Use by Thai EFL Learners in WritingSiengsanoh, Boonyakorn (Language Institute, Thammasat University, 2021)To achieve a high level of language fluency, learners need to possess sufficient collocational competence. However, collocation is considered a problematic area for many EFL learners, partly because of its arbitrariness. To gain more insight into the problems involving learners’ productive collocational skills, the current study examines lexical collocational use by Thai EFL learners in their writing. The writing of 90 university students were analyzed to show the proportion of six types of lexical collocations. Some observations regarding the differences in the use of lexical collocations by three groups of learners categorized according to language proficiency levels were made. The results suggested that verb-noun, adjective-noun, and noun-verb collocations were most frequently produced by all the three groups of learners. Interestingly, the higher level of language proficiency, the higher number of lexical collocations produced. Regarding the differences in their collocational use, the results point to the likelihood that the high-proficiency group used a wider variety of lexical collocations when compared to the other two groups, and that low-proficiency group used more generic and unclear vocabulary and produced several mistakes in terms of word choice. Based on the study results, some suggestions regarding how collocations could be taught more efficiently are presented.
- PublicationNoun Phrase Complexity in Academic Writing: A Comparison of Argumentative English Essays Written by Thai and Native English University StudentsJitpraneechai, Narisa (Language Institute, Thammasat University, 2019)Focusing on noun phrase complexity in writing, this study adopted Biber, Gray and Poonpon’s (2011) hypothesized developmental stages to investigate the academic writing of Thai and native English university students by comparing their argumentative English essays as concerns their usage of noun modification. Prenominal modifiers and postnominal modifiers were identified and coded manually. It was found that both groups of writers heavily relied on attributive adjectives, nouns as premodifiers and prepositional phrases as postmodifiers, and there were no significant differences in the use of prenominal modifiers between both groups of students for the most part. The most significant differences between both datasets were in the use of prepositional phrases with abstract meanings and multiple prepositional phrases as postmodifiers. These are hypothesized to be acquired at later developmental stages and were more frequently used by native English university students than Thai university students. The findings of this study may contribute to greater insights into the nature of noun phrase complexity used by Thai undergraduates. Pedagogical implications based on the findings are also provided.
- PublicationPosterior Elements of an English Intransitive Verb: A Study of the Verb LIVEKijparnich, Nabhidh; Chitrakara, Nirada; Phoocharoensil, Supakorn (Language Institute, Thammasat University, 2015)This study intends to delineate the types of posterior elements of the intransitive, specifically unergative, verb live and examine the respective functions of each type. The research data was elicited from the free online, searchable Corpus of Contemporary American English (COCA), and there were 1,200 sentence instances containing four equally apportioned inflected forms of the lemma live (live, lives, lived, and living). All posterior elements of the unergative live are of two broad types: live with posterior elements and with zero posterior elements. Results of the study have shown that live comes in company substantially more with posterior elements than without ones (98.25% and 1.75%, respectively), and adverbials are the most frequently found types of all postverbal elements found (95.08%). This study found that the co-occurring patterns of the intransitive live and its posterior elements can be justified on semantic as well as pragmatic grounds.
- PublicationSyntactic Analysis of Online Tourism Slogans: Frequency, Forms and FunctionsHuadhom, Narumon; Trakulkasemsuk, Wannapa (Research Department, Chulalongkorn University Language Institute, 2017)Tourism has been growing fast as a global industry. Promoting national tourism is therefore an important part of a country’s economic plan and can contribute to its economic success. Tourism slogans have always been part of the promotion of national tourism. Almost every country has their own catchy, pungent taglines to attract new tourists. This study examined 100 tourism slogans available online and investigated the frequency of occurrences of the syntactic structures in the slogans. After the most frequently used syntactic structures were identified, they were analysed further for classifications of sentence types and structures in order to gain insight into patterns of grammatical forms and functions. The findings showed that in terms of occurrences, noun phrases were most frequently used in tourism slogans, followed by simple declarative sentences. Further analysis demonstrated that the most common form of noun phrase in the tourism slogans consisted of an adjective (modifier) and a noun (head). In addition, the most common form of sentence was declarative and its function was to make a statement. Other interesting findings such as linguistic playfulness and incongruence of forms and functions were also discussed in the study.