ภาษาศาสตร์ภาษาอังกฤษ
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Browsing ภาษาศาสตร์ภาษาอังกฤษ by ISCED Classification "0231 การเรียนภาษา"
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- PublicationChildren’s Voices and Positive Affective Outcomes Regarding Play-Based Language LearningCheep-Aranai, Rin; Punchalee Wasanasomsithi (Research Department, Chulalongkorn University Language Institute, 2016)Learner-centeredness is a consistent theme in the field of education. Yet, the perspectives of young learners are still barely considered. Lightbown and Spada (2013) have pointed out that even though young children have not developed cognitive maturity and the metalinguistic awareness of adolescents or adults, they learn a language without any stress or anxiety. They have the freedom to speak, be silent, pause, and make mistakes when producing the language. It is extremely important, therefore, for teachers to consider presenting relaxing learning contexts and environments for young language learners. This paper reports the positive affective outcomes that have been found in a play-based language learning (PLL) classroom and young EFL learners’ opinions of play-based English language learning. The participants were third graders that took part in PLL activities for 15 weeks. Qualitative data were gathered from observations to shed light on the participants’ positive affective outcomes and interviews in order to investigate their opinions toward PLL activities. These young language learners’ voices and reflections on the PLL activities provide a unique perspective on the usefulness of play activities integrated into young learners’ classroom language 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.
- PublicationIntelligibility of English in Thai Street Food Menus Perceived by East Asian TouristsSrisongka, Naridtiphol; Yanasugondha, Vimolchaya (Language Institute, Thammasat University, 2019)This research aims to determine the intelligibility of Thai English used by local vendors on street food menus for East Asian tourists. To achieve the primary goal, the characteristics of Thai English used in dishes on street food menus, including Moo Nam Tok (Spicy sliced pork salad), Pad Thai (Thai-style stir-fried noodles), Khao Pad (Fried rice), Som Tam (Papaya salad), and Tom Yam Kung (Hot and sour lemongrass soup with shrimps), were collected from five famous street food areas, namely, Chinatown, Old Town, Sukhumvit, Silom and Sathorn, and Saphan Lueng. The research made use of Ngampramuan’s (2016) framework that divides Thai English features into two types: grammatical features and lexico-semantic features. Then, these characteristics were applied in the survey asking 100 Chinese, Japanese, and South Korean tourists to determine the extent of the intelligibility. The findings revealed that the grammatical features had higher intelligibility mean score, while lexico-semantic features had lower intelligibility mean score. This implies that Thai English with grammatical features on street food menus are easier to understand than lexico-semantic features.
- PublicationLinguistic Theory-Based Research as Core Discipline in Second Language Acquisition StudiesWakabayashi, Shigenori (Language Institute, Thammasat University, 2019)This paper presents an argument for how second language acquisition (SLA) research should be carried out if a researcher is genuinely interested in learner grammar (i.e., knowledge of language), its acquisition and use. SLA research has expanded greatly over many years and currently spans many subfields, but researchers share one main goal: to describe and explain second language learners’ knowledge and behavior in a broad sense. After presenting important insights from Doughty and Long (2003), who discuss relations between SLA research and language teaching, we divide these subfields into three areas following Wakabayashi (2003) and contend that investigating learners’ linguistic systems is the core area of SLA research. We will illustrate the importance of linguistic theory-based research with data concerning 3rd person singular -s in English. It will be argued that SLA studies need a rigorous descriptive tool (i.e., a theoretical framework) to describe and explain the system underlying learners’ behavior in their use of second languages.