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- PublicationA Pedagogical Perspective of Translanguaging in the ASEAN Context: A Lesson from BloggingDeocampo, Marilyn Fernandez (Language Institute, Thammasat University, 2016)The focus of this study is to highlight how multilingual society such as in the Philippines and Singapore use translanguaging (Garcia, 2009), an umbrella term which is more than hybrid languages (Gutierrez et al., 1999) and code-switching and code-mixing (Bautista 2004; Mahootian, 2006) in journalistic blogs provided by yahoo.sg and yahoo.ph. Translanguaging is a linguistic resource used by various respondents to express their thoughts and feelings. The data in this study suggests that the majority of the participants exhibit a high degree of social intolerance mainly because their blogs are uncensored. The interaction among the participants through translanguaging was maintained using linguistic resources such as their varying language abilities and other semiotic devices found in journalistic blogging. This present paper focuses on one area that was of topical interest in Singapore and The Philippines: education. The implications of this study may well be that diverse ethnic backgrounds, allied to diversity in societies illustrate that people’s linguistic repertoires, “reflect the polycentricity of their environments” and is important to education specifically in language learning (Blommaert & Backus, 2013, p.20).
- PublicationA Study of Constructive or Restrictive Features of Classroom Discourse in an EFL Adult Classroom in Thai ContextJeanjaroonsri, Rungsima (Language Institute, Thammasat University, 2018)This study was founded on the notion that the microanalysis of classroom discourse can reveal how language is used as a tool to mediate learning (Kowal & Swain, 1994). This study used the interactional features in the Classroom Context mode in the Self-evaluation teacher talk (SETT) framework by Walsh (2006) to identify how spoken interactions lead to or hinder opportunity to learn during classroom discourse between adult learners and an English teacher in a Thai classroom. The findings show that topic initiation by students, teachers’ clarification and minimal repair can potentially generate constructive teacher talk whereas the lack of extended learner turn can limit learners’ linguistic production. The findings adds evidence to the need to fostering teachers’ awareness of their classroom language use and its effect on learning.
- PublicationAn Analysis of Grammatical Errors Made by Thai EFL University Students in an EAP writing Class: Issues and RecommendationsKampookaew, Parima (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2020)Grammatical errors are major concerns for many teachers and students. The first step in tackling these errors is to investigate what kinds of grammatical errors students make and how frequently they occur so that remedies can be sought. This study thus set out to analyze the essays written by Thai EFL students. The data used for analysis were 58 essays (24,445 words) produced by 29 second-year students enrolled in an EAP writing class at a public university in Thailand. Through the analysis, 1,199 errors were found. The errors were classified into ten types, and errors on nouns, articles, verbs, word classes, and prepositions were the most frequently found errors, constituting 84.07% of all the errors identified. This study also further divided the ten types of errors into 49 subtypes. This thorough and in-depth error classification revealed that wrong use of singular and plural nouns, omission of the article ‘the’, and subject-verb disagreements were the most prevalent grammatical errors committed by the Thai EFL students in this study. Alarmingly, the results showed that Thai EFL students still struggle with grammatical accuracy when they write. Although these grammatical errors may not completely obscure the meanings of students’ writing, the worrying point is their presence or prevalence can significantly undermine its quality and prevent it from reaching publishable quality. To address this issue, more attempts need to be made on the part of Thai EFL teachers. Therefore, this paper also provides recommendations for how to assist students in fixing these commonly made grammatical errors.
- PublicationApplication of Swalesian Genre Analysis to Academic Writing Pedagogy: A Corpus PerspectiveFlowerdew, Lynne (Language Institute, Thammasat University, 2022)This short article reviews key corpus-based pedagogic initiatives in the spirit of the Swalesian tradition of genre analysis. Pedagogic genres covered include report writing, thesis writing, writing a grant proposal and legal essay writing. More recently, attention has been paid to the writing of research articles by postgraduate students for whom published articles are becoming a prerequisite for a PhD to be awarded. These pedagogic endeavours invariably commence from a top-down perspective. Genre moves are first identified followed by more bottom-up corpus searches for the identification of prototypical lexico-grammatical patterning for specific move structures. In a few cases, relevant sub-sections of freely available corpora, such as the Michigan Corpus of Upper-level Student Papers (MICUSP), are used. However, most pedagogic initiatives make use of self-compiled specialised corpora to meet the needs of students from a specific discipline. Genre-based research findings can also usefully inform classroom-based corpus activities.
- PublicationDevelopment and Use of a Corpus Tailored for Legal English LearningSkier, Jason; Vibulphol, Jutarat (Research Department, Chulalongkorn University Language Institute, 2016)While corpus linguistics has been applied towards many specific academic purposes, reports are few regarding its use to facilitate learning of legal English by non-native English speakers. Specialized corpora are required because legal English often differs significantly from ordinary usage, with words such as bar, motion, and hearing having completely different meanings and use. This paper documents the process of creating and validating a sixteen million-word corpus of (American) legal English, and provides examples of analyses available for language learners. Written decisions and oral argument transcripts from the U.S. Supreme Court and other appellate courts were ultimately chosen to comprise the corpus due to their authentic and comprehensive use of legal jargon. Overall, this corpus demonstrates that appellate court decisions, available online, can comprise a corpus tailored for legal English learning.
- PublicationEffects of Direct and Indirect Written Corrective Feedback on Bhutanese Learners’ Grammatical Accuracy Over TimeSherpa, Sonam Zangpo (Language Institute, Thammasat University, 2021)This study investigated the effect of direct and indirect written corrective feedback (WCF) on the grammatical accuracy in the use of past tense and articles by grade eight learners (n = 45). The study also explored the extent to which the use of WCF may affect the syntactic complexity in the learners’ writing. The learners were selected and purposively divided into three levels of English language proficiency (high, average, and low), from which they were randomly assigned into two treatment groups and one control group. Participants wrote narrative essays on a given topic, each for the pretest, followed by three treatment sessions, posttest, and delayed posttest. One treatment group received direct WCF while the other received indirect WCF. The control group did not receive WCF. The findings of this experiment show that the indirect WCF group (M = 75.26, SD = 12.83) outperformed the direct WCF group (M = 60.98, SD = 13.14) and the control group (M = 56.64, SD = 20.42) significantly on the grammatical accuracy measures taken at posttest. It was found that WCF did not affect the syntactic complexity of the learners’ writing. It is surmised that a sustained and extensive use of indirect WCF may improve Bhutanese learners’ written grammatical accuracy.
- PublicationEssentials of SLA for L2 Teachers: A Transdisciplinary FrameworkSaengboon, Saksit (Language Institute, Thammasat University, 2018)A field of study that is at once vibrant and interdisciplinary such as second language acquisition (SLA) tends to rely on myriad theories, hypotheses, and frameworks. Essentials of SLA for L2 Teachers, a booklet containing a proper balance between theory and practice, has come at an opportune moment. For it presents arguments pertaining to the multifaceted nature of second language acquisition and also suggests practical instructional solutions. Specifically, the book discusses elements of a transdisciplinary framework characterizing SLA as situated in social and cultural milieu—a clear departure from the traditional, cognitive SLA.
- PublicationGlobal Englishes for language teachingWudthayagorn, Jirada (Language Institute, Thammasat University, 2020)
- PublicationLearning, Teaching, and Staying Current in Englishes Using Online ResourcesBarratt, Leslie (Faculty of Liberal Arts, Thammasat University (Rangsit Campus), 2018)Historical linguists have documented for centuries that languages naturally change through new generations, and sociolinguists have likewise demonstrated that languages vary among speakers, so it is no surprise that English both changes and varies, but as the language has become a global lingua franca, its change and variation have accelerated, causing many challenges for ELT about which English or Englishes to teach at different levels, about which conventions to follow, for example in academic writing or in English for Specific Purposes, and about how to evaluate when teaching materials are outdated. This paper will examine the digital resources, such as corpora and Google Trends, which teachers and students can use to investigate the language appropriate for their context, audience, and purpose. Examples will come from all levels, from vocabulary taught in primary schools to collocations used in scholarly writing
- PublicationLinguistics for Language Teachers: Lessons for Classroom PracticesRungruangthum, Montarat; Jumpakate, Thidaporn (School of Liberal Arts, King Mongkut’s University of Technology Thonburi, 2021)