INTONATION MEANING IN ENGLISH DISCOURSE: A STUDY OF THAI SPEAKERS

At the heart of cross-cultural misunderstandings lie problems associated with intonation features of learners of English (Gumperz et al., 1979; Gumperz, 1982).  The successful use of discourse intonation contributes to effective cross-cultural communication, and failure to make use of the appropriate pragmatic discourse features of English intonation jeopardizes effective communication, possibly resulting in serious communication breakdown between native and non-native speakers.  Despite its crucial role in communication and language learning, many English language learners have difficulty in using appropriate intonation.  A number of studies of second language intonation have an underlying assumption of the role of cross-linguistic interference contributing to a “foreign intonation” (Lepetit, 1989; Hewings, 1990; Wennerstrom, 1994).  However, this line of research is in an  early stage and the findings are as yet inconclusive.  This paper compared the speech of five Thai speakers who were studying for their advanced degrees in science and business in the U.S with the speech produced by five native speakers.  The speech elicited from three different tasks was analyzed using Pierrehumbert & Hirschberg’s 1990 model of intonational meaning.  The extent to which the intonation produced by Thais diverged from that by native speakers was assessed.   In light of the findings, pedagogical suggestions were offered to help improve the teaching of pronunciation, in general, and the teaching of intonation, in particular. Keywords: discourse   intonation,   cross-cultural  communication,cross-linguistics interferenc

Enhancing Thai elementary students’ English and maintaining Thainess using localized materials: Two putative confronting forces

In Thailand, concerns over the imperative need to improve its citizens’ English proficiency and the unsatisfactory English learning outcomes have long been present. In addition, ongoing globalization has raised another concern that Thainess is being eroded due to external influences. This study attempted to compromise these two seemingly conflicting forces by enhancing Thai students’ global English and maintaining local Thainess associated with three regions of Thailand. First, a set of instructional innovations for elementary English education was constructed in each region. These were based on prominent characteristics of local Thainess elicited through a questionnaire completed by local community members and subsequently implemented in Grade 4 classes at three schools in each region of Thailand for ten weeks. Next, two separate sets of pretests-posttests corresponding to each instructional set were constructed and administered to assess their local Thainess and English knowledge. Finally, to ensure that the knowledge gained from the instruction was put into practical use, a tour guide simulation task was conducted by the students. The analysis of the test scores demonstrates that localized lessons were beneficial, enhancing their local Thainess knowledge and associated English vocabulary. The accomplishment of the task thus represented their knowledge of local Thainess and English, contributing to a sense of pride in their nation and a sense of achievement in their English proficiency and instruction

Assessment of TV Vocabulary Instruction Broadcast in Thailand Nationwide

Because of the crucial role of English in all aspects of life, including business and education, local and national attempts have been made to ameliorate English language instruction.  Academically, the Ministry of Education of Thailand has broadcast its educational TV programs on the English subject since 2007 to enhance high school students’ English proficiency.  Individuals recognized to be successful English teachers at tuition centers in Thailand were invited to teach English lessons televised nationwide.  Given the significance of vocabulary in successful communication, their vocabulary teaching receives our attention. This study specifically aims to assess the effectiveness of vocabulary instruction theoretically and empirically. Theoretically, three unique vocabulary activities were described and subsequently assessed based on current vocabulary teaching theoretical frameworks.  Empirically, 125 high school students who acknowledged that they were regular viewers of TV vocabulary instruction lessons were the participants of this study.  The test devised to examine the impact of vocabulary instruction was based on the TV teaching materials, consisting of 15 word pairs whose meanings are subtly differentiated.  Based on these word pairs, 15 sentences were constructed to examine the students’ ability to choose the appropriate words for particular contexts.  The participants’ test scores, as well as interviews, suggested that such instruction did not seem to contribute to sustainable vocabulary learning.  The results highlight the indispensable nature of theoretically informed instruction for the benefit of Thai learners of English and implicate practical suggestions to empower English language teachers in vocabulary instruction

EFL LEARNERS’ AND TEACHERS’ POSITIVE ATTITUDES TOWARDS LOCAL COMMUNITY BASED INSTRUCTION

The new status of the English language as an international language (EIL) in the age of globalisation has contributed to a cultural change of focus in English language teaching (ELT). Instead of paying attention to cultural aspects of native English speakers as in traditional English instruction, cultural diversity now plays a key role in the teaching of culture in order to enhance leaners‟ intercultural awareness. To fill this need, this study aims to document EFL learners‟ and teachers‟ attitudes towards local community instruction in which young Thai students learned English whilst being encouraged to take pride in their local culture. In this study, a set of local community-integrated lessons for elementary English education were constructed and subsequently implemented in Grade 4 classes at schools in the northern region of Thailand. Questionnaires were then administered to the students, and semi-structured interviews were also conducted with the school English teachers to elicit their attitudes towards the integrated lessons. The results indicated that young Thai students, along with their English teachers, have highly positive attitudes towards the local community based instruction. This lead to significant implications related to integrating aspects of local cultural identity into ELT practices

Thai university students’ self-regulated learning in an online learning environment

Language learners’ achievement is influenced by a variety of psychological factors, including attention, self confidence, and motivation. In addition to the list, self-regulated learning (SRL) is another essential psychological component of learning, as evidenced by research on learning and performance. Meanwhile, rapid changes in current conditions induced by COVID-19 have prompted a shift from traditional face-to-face to online learning. In this learning environment, learners and instructors are physically apart, and thus very little is known about how their learning is navigated. To better understand how learners manage learning, this study examines Thai university students’ SRL application while taking an English course totally delivered online. Based on the administration of the 24-item Online Self-regulated Learning Questionnaire (OSLQ) at the end of the course, 75 out of the 84 students completed the questionnaire. Data analysis exhibited quite a high level of goal setting (GS) and environmental structuring (ES); however, they appeared to utilise a relatively lower level of task strategies (TS) and time management (TM). Overall, the findings underline the importance of instiling SRL in students and suggest that SRL may vary depending on academic contexts. The results contribute to our understanding of the association between learning environments and SRL, as well as providing practical pedagogical implications to enhance students’ success

Local context-based English lessons: forging Northern Thai knowledge, fostering English vocabulary

Globalisation and regionalisation have culminated in the highlighted role of the English language for diverse realms of people across the world, including the ASEAN region and Thailand. To a number of scholars, the spread of English may result in negative consequences, possibly subjugating and menacing the national culture and identity of the English language learners. Thus, a burgeoning issue that emerges in the Thai context is how the students’ English language can be improved while maintaining their Thai identity. Given that young Thai learners tend to have relatively limited exposure to the national Thai identity due to their young age, this study focuses on a specific local identity – northern Thailand. This paper aims to demonstrate that a set of northern Thainess-based instructional innovations designed for Grade 4 students in the northern region of Thailand can boost not only northern Thainess knowledge but also English vocabulary knowledge related to northern Thailand. This set of the English lessons, as well as the corresponding northern Thainess and English vocabulary pretests and posttests, was constructed and implemented in four elementary schools in the northern part of Thailand. A comparison of the pretest and posttest scores on northern Thainess and vocabulary revealed that the students’ Thainess and vocabulary knowledge substantially increased, demonstrating the potential positive impacts of local Thainess-based instructional materials. The findings demonstrate a reverse perspective regarding the role of English in relation to Thai identity. Pedagogical implications regarding English material construction can be informed to ameliorate elementary English education in Thailand

Local Culture Preservation through Southern Thai-based English Lessons

The current established status of English as a global language has been triggered by the trend of globalization. Consequently, the majority of people around the world are enticed by this status because it means that communication across the globe is facilitated through the use of the English language. However, some people, in contrast, are feeling troubled or distressed by fear that their own native language is decreasing in popularity. In addition, a number of traits or characteristics associated with national identities which have been shaped by national history and passed down for generations are jeopardized. These concerns regarding the increasing influx of influence generated by, or related to, the English language through a multitude of channels have been exacerbated by the augmented popularity of social media that permeates most aspects of people’s lives

Identification and characterization of a freshwater Pyrococcus sp. strain PK 5017 and identification of pfu-like IS elements in Thermococcus sibiricus MM 739

12 pages, 7 figures, 1 table, 32 references.A strictly anaerobic, hyperthermophilic Pyrococcus sp. strain PK 5017 (PK 5017) was isolated from a freshwater hot spring in Thailand. Cells of strain PK 5017 are irregular cocci occurring singly and in pairs with a diameter range of 0.7-1.2 µm. Temperature, pH and NaCl concentration ranges for growth are 75-105 oC (opt. temp. = 95-100 oC), pH 5-7.8 (opt. pH = 7.2) and 2.5-IS-pfu-Ts1> and >IS-pfu-Ts2> are identified in the complete genome sequence of Thermococcus sibiricus MM 739. Pyrococcus sp. strain PK 5017 = Pyrococcus sp. strain Pikanate 5017 = JCM17043 = ATCC BAA-2246.This work was supported by the Scientific Promotion and Development Fund, Faculty of Science, Silpakorn University (RGI 2553-06) and Silpakorn University Research and Development Institute (SURDI 54/01/18 and SURDI 55/01/05). JMG and MCP acknowledge support from a CSIC movility program, PA1001993 and PA1002058, and the Andalusian Government Bio288 which included FEDER funds.Peer Reviewe