การสอนภาษาอังกฤษ
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บทความวิจัยด้านสถานภาพการเรียนการสอน เทคนิควิธีการสอน การวัดและประเมินผล ปัจจัยที่เกี่ยวข้องกับกระบวนการเรียนรู้
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Browsing การสอนภาษาอังกฤษ by browse.metadata.researchtheme2 "วัจนปฏิบัติศาสตร์/ปริจเฉทวิเคราะห์/วาทกรรมวิเคราะห์ (Pragmatics/Discourse analysis)"
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- PublicationDeveloping an Interlanguage Pragmatic Competence Test on Routines in a Chinese EFL ContextXu, Lan; Wannaruk, Anchalee (Language Institute, Thammasat University, 2016)Performing routines in interlanguage is vitally important for EFL learners since it can cause embarrassment between speakers from different cultures. The present study aims to 1) investigate the reliability and validity of an interlanguge pragmatic competence test on routines in a Chinese EFL context with multiple choice discourse completion task (MDCT), 2) examine the statistical characteristics of the test, and 3) explore the test takers’ strategies used in the process of taking the test. Altogether 390 students from China took part in the study. The data were collected with the interlanguage pragmatic competence test on routines and think aloud protocol. Data analyses methods included the split-half method, item analysis theory, descriptive statistics, an independent T-test and content analysis. The results indicate that 1) the interlanguage pragmatic competence test on routines showed strong reliability and validity in the Chinese EFL context, 2) interlanguage pragmatic routines were not easy for the Chinese EFL learners, and situational routines were easier than functional routines, and 3) three strategies: repeated reading, interpreting or translating, and weighing options or justifying responses, were used in the process of taking the test by the Chinese EFL learners.
- PublicationLanguage And Attitudes Of Invisible Minds: An Appraisal Analysis Of Cyber DiscourseDeocampo, Marilyn F.; Meesing, Absorn (Assumption University, 2018)This study examines the interactions of different participants on Yahoo Singapore and Yahoo Philippines using the Martin and Rose (2011) Appraisal Theory, focusing on the interpersonal aspects of discourse, ATTITUDE is used as the framework for a Critical Discourse Analysis (CDA). Blogging in the cyberworld, as a different channel of communication, allows the people of a society to discuss issues that matter most to them. The method used to foreground the underlying discourse is an attempt to understand the influence of various elements of the environment surrounding the respondents and participants. This study is an attempt to identify how the discourse employed in the cyber community is influenced by different elements in society, to provide some understanding of how blogging can be used as a potential tool for learning and education. Blogging, as part of social networking is not only about self expression but also provides a broader perspective in terms of teaching and learning that can be insightful. This is because understanding how choice shapes language, and how language shapes choice, is important in the learning process. Since education is regarded as one of the main phases for change, learning to be aware of what is going on in the world is just one of the aspects of the ‘cyber world’ that can be taught to students, and also can have a big part in changing how teachers and students view education, specifically regarding English Language Teaching (ELT).
- PublicationTeacher Questioning from a Discourse PerspectiveVivekmetakorn, Chirasiri K.; Thamma, Meentra; Phoocharoensil, Supakorn (Language Institute, Thammasat University, 2015)Although evidence from education research indicates that questions account for the majority of class time and are significant pedagogical tools, little is known about teachers’ views on questioning. The present study aimed to explore interaction patterns generated by questions in an EFL class and the teacher’s use and views on questioning by using discourse analysis, classroom observation, and interviews with the teacher. Initiation-response-feedback interaction patter (I-R-F) was the most frequently found pattern and teacher’s questions served to initiate much of the talk in classroom. The triangulation of the data sources revealed that display questions were found more frequently than referential questions during the reading activities and that the teacher asked questions to 1) engage the students; 2) elicit responses to be used as content for teaching; and 3) guide the students to apply prior knowledge to better comprehend the reading. This was in line with findings from educational research studies about cognitive roles of questions and shed light on the use of display questions in language classroom.