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1. Reading in Thai: The Case of Misaligned Vowels (EJ819996)
Author(s):
Winskel, Heather
Source:
Reading and Writing: An Interdisciplinary Journal, v22 n1 p1-24 Jan 2009
Pub Date:
2009-01-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Sentences; Spelling; Vowels; Eye Movements; Thai; Reading Instruction; Alphabets; College Students; Measures (Individuals); Foreign Countries; Error Patterns; Reading Processes; Phonemes; Oral Language; Written Language
Abstract: Thai has its own distinctive alphabetic script with syllabic characteristics as it has implicit vowels for some consonants. Consonants are written in a linear order, but vowels can be written non-linearly above, below or to either side of the consonant. Of particular interest to the current study are that vowels can precede the consonant in writing but follow it in speech, hence a mismatch between the spoken and written sequence occurs. In order to investigate if there is a processing cost associated with this discrepancy between spoken and written sequence for vowels and the implications this has in relation to the grain size used when reading Thai, eye movements of adults reading words with and without misaligned vowels in sentences using the EyeLink II tracking system was conducted. Twenty-four university students read 50 pairs of words with misaligned and aligned vowel words matched for length and frequency embedded in same sentence frames. In addition, rapid naming data from forty adults was collected. Data from forty children 6;6-8;6 years old reading and spelling comparable words was also collected and analysed for errors. Results revealed a processing cost due to the more severely misaligned words where the vowel operates across the syllable, and gives support for a syllabic level of segmentation rather than phonemic for reading and spelling in Thai adults and children. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Intelligent Thai Text--Thai Sign Translation for Language Learning (EJ798877)
Dangsaart, Srisavakon; Naruedomkul, Kanlaya; Cercone, Nick; Sirinaovakul, Booncharoen
Computers & Education, v51 n3 p1125-1141 Nov 2008
2008-11-00
Journal Articles; Reports - Evaluative
Descriptors: Satisfaction; Translation; Sign Language; Deafness; Foreign Countries; Thai; Assistive Technology; Computer Uses in Education; Educational Technology; Use Studies; Language Acquisition
Abstract: We present the Intelligent Thai text--Thai sign translation for language learning (IT[superscript 3]STL). IT[superscript 3]STL is able to translate Thai text into Thai sign language simply and conveniently anytime, anywhere. Thai sign language is the language of the deaf in Thailand. In the translation process, the distinction between Thai text and Thai sign language in both grammar and vocabulary are concerned in each processing step to ensure the accuracy of translation. IT[superscript 3]STL was designed not only to be an automatic interpreter but also to be a language tutor assistant. It provides meaning of each word and describes the structure formation and word order of the translated sentence. With IT[superscript 3]STL, the deaf and hearing-impaired are able to enhance their communication ability and to improve their knowledge and learning skills. Moreover IT[superscript 3]STL has increased motivation and opportunity for them to access multimedia and e-learning. In our initial experiment, IT[superscript 3]STL was implemented to translate sentences/phrases which were collected from different sources including textbooks, cartoons, bedtime story, newspapers and the public labels. IT[superscript 3]STL was tested and evaluated in terms of the translation accuracy and user satisfaction. The evaluation results show that the translation accuracy and sign representation are acceptable, and it satisfies the users' needs. (Contains 6 figures and 10 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
3. Resilience of Higher Educational Students, the Human Spirit among Thai and Muslim Students (ED502103)
Prinyaphol, Penprapa; Chongruksa, Doungmani
Online Submission
2008-07-21
Reports - Research
N/A
Descriptors: Personality Traits; College Students; Ethnicity; Muslims; Grade Point Average; Academic Achievement; Birth Order; Foreign Countries; Thai; Terrorism; Student Characteristics; Correlation; Individual Differences; Cultural Influences
Abstract: (Purpose) The present study sought to enhance the understanding of 1148 Thai and Muslims college students' resilience during the time of insurgent terrorism in the southernmost province of Thailand, Pattani. (Methodology) Resilience scale based on Grotberg three features of "I HAVE," "I AM" and "I CAN" was developed in Thai as an instrument. Respondents' characteristics or protective factors regarding ethnic identity, academic achievement, faculty of enrollment and birth order were explored. (Results) The results revealed as follows: (1) Students' resilience were in moderate level with no meaningful difference between Thais and Muslims; (2) High GPA students had resilience and "I HAVE" features meaningful difference than low GPA fellows; (3) Students from all faculties in campus scored on resilience with meaningful difference while those from faculty of Fine and Applied Arts ranked the most in having resilience in high level (38 %); (4) The only child respondents manifested resilience meaningful difference from those of other birth order. This study explored the resilience and protective factors among Thai and Muslim college students. (Conclusions) The results revealed that our hypotheses were mostly supported. Respondents manifested resilience in moderate level with out meaningful difference between Thais and Muslims. Also, two resilience features "I HAVE" and "I AM" were found to be different among respondents. Academic achievement, field of study and birth order had influence on resilience. (Recommendations) If intervention to foster resiliency were to implement on campus, low GPA, the only child and those from faculty of Human and Social Science should be the primary targeted participants to reach out. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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4. The Impact of Quality Assurance Measures on Student Services at the Japanese and Thai Private Universities (EJ796595)
Gamage, David T.; Suwanabroma, Jaratdao; Ueyama, Takeyuki; Hada, Sekio; Sekikawa, Etsuo
Quality Assurance in Education: An International Perspective, v16 n2 p181-198 2008
2008-00-00
Descriptors: Research Design; Student Attitudes; Universities; Private Colleges; Quality Control; Foreign Countries; Comparative Analysis; Thai; Economic Factors; Educational Quality; Questionnaires; Reputation; Job Placement; Cultural Context; College Choice; Decision Making
Abstract: Purpose: The purpose of the paper is to ascertain students' perceptions on quality of services provided by private universities in Thailand and Japan and how these affected decisions selecting a university. A comparative study aims to focus on how cultural and economic factors affected their decisions. Design/methodology/approach: Research design sought students' perceptions through empirical surveys on the type of factors which influenced their decisions in selecting a university. As the students needed to form their views on personal experience on services categorized into ten factors, the research sample included students with one-four years of campus experience. The research instrument was a well validated questionnaire developed on a review of literature and a pilot study. For the main study, 1,900 Thai students from nine private universities and 703 Japanese students from two private colleges were invited to participate. Findings: Findings suggest that in selecting a university campus the university's reputation, academic staff, quality of the programs and job-placement were the most important factors that influenced student decisions. The comparative analyses reveal many similarities and some differences between the two groups while Thai students had a higher degree of satisfaction than Japanese counterparts which may perhaps be attributed to economic disparities. Implications: Findings may not be generally applicable as the sample was limited and cultural contexts were somewhat similar. Yet, there were generic factors applicable to most universities. Originality/value: These findings are valuable to university administrators and academics to improve the quality of services which are most important in influencing student perceptions in selecting a university. (Contains 11 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Thai Speech and Language Test for Children between 1 and 2 Years of Age (EJ782364)
Prathanee, Benjamas; Pongjanyakul, Amornrat; Chano, Jiraporn
International Journal of Language & Communication Disorders, v43 n1 p125-140 Jan 2008
2008-01-00
Descriptors: Delayed Speech; Language Impairments; Language Tests; Interrater Reliability; Foreign Countries; Thai; Language Acquisition; At Risk Persons; Young Children; Test Validity; Infants; Toddlers; Age Differences; Child Development
Abstract: Background: Children with delayed speech and language development are at considerable risk for later language impairment, social and behavioural problems, and illiteracy. Early diagnosis is needed for intervention planning and prevention. However, a speech and language test for Thai children has not been available. Aims: To establish a Thai Speech and Language Test for Thai children between zero and 2 years of age. Methods & Procedures: The authors reviewed both Thai and international speech and language development tests and studies related to factors associated with speech and language development. A Thai Speech and Language Test for children between zero and 2 years of age (TSLT2) was then formulated. The test was used with 419 typically developing Thai children in Khon Kaen, north-east Thailand. Outcome & Results: Language quotients were calculated to quantify/qualify Thai language development norms. Inter-rater reliability of the test ranged between 0.64 and 1, while internal consistencies ranged between 0.83 and 0.95 for tests on children between 1 and 2 years of age. Conclusions: Professionals or paraprofessionals can use the Thai Speech and Language Test for children between 1 and 2 years of age, which is the first Thai tool for the assessment, diagnosis and remediation planning of children with delayed speech and language development. It should be also adapted for use in other regions in Thailand. However, the test for children aged between 3 and 9 months should be revised and continue to be developed. (Contains 5 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. Pragmatic Transfer in Thai EFL Refusals (EJ814841)
Wannaruk, Anchalee
RELC Journal: A Journal of Language Teaching and Research, v39 n3 p318-337 2008
No
Descriptors: Graduate Students; Thai; Native Speakers; North American English; Language Proficiency; Pragmatics; Transfer of Training; English (Second Language); Second Language Learning; Intercultural Communication; Interviews; Translation
Abstract: Communication breakdowns can occur during cross-cultural communication due to different perceptions and interpretations of appropriateness and politeness. This study investigates similarities and differences between refusals in American English and Thai and incidences of pragmatic transfer by Thai EFL learners when making refusals. The participants of the study include Thai and American native speakers and EFL learners. All of them are graduate students. The data were collected by means of a discourse completion test (DCT) which was designed on the basis of interviews carried out with a view to possible situations for refusals. EFL data for refusals were compared with similar data elicited from native speakers of American English and Thai. Results indicate that overall all three groups share most of the refusal strategies and that pragmatic transfer exists in the choice and content of refusal strategies. Awareness of a person of a higher status and the characteristics of being modest in L1 culture motivate pragmatic transfer. Language proficiency is also an important factor in pragmatic transfer. In making refusals, EFL learners with lower English proficiency translate from L1 to L2 because of their lack of L2 pragmatic knowledge. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Storytelling: A Means to Revitalize a Disappearing Language and Culture in Northeast Thailand (Isan) (EJ822220)
Tossa, Wajuppa
Knowledge Quest, v36 n5 p50-56 May-Jun 2008
Descriptors: Foreign Countries; Thai; Sino Tibetan Languages; Language Dominance; Indigenous Knowledge; Folk Culture; Tales; Story Telling; Dialects; Workshops; Cultural Maintenance
Abstract: Throughout much of northeast Thailand (Isan), Lao is the dominant local language. Today, however, central and official Thai is rapidly becoming the dominant language throughout Isan. It is feared that Thailand may become monocultured and its citizens may lose their diversity in languages and culture. In this article, the author describes a research project she conducted to engender pride in local language and culture among Thai children through storytelling. Children were tested on their knowledge of local dialects and folk literature. They were then exposed to storytelling demonstrations of local stories performed by university students. Teachers were given a short workshop in the use of storytelling in the classroom and encouraged to continue sharing local folktales with these children. In the author's visit the following year, the children were tested once again on their knowledge of local dialects and folk literature. In a further stage of the project, four activities became annual events: (1) Storytelling camp leader workshop; (2) Summer storytelling camp for elementary school parents and children; (3) Storytelling workshop for teachers, educators, and interested individuals nationwide; and (4) Tellabration, a celebration of storytelling around the world. Successes, failures, and suggestions for future cultural challenges are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
8. Improving Thai Students' Understanding of Concepts in Protein Purification by Using Thai and English Versions of a Simulation Program (EJ775028)
Phornphisutthimas, Somkiat; Panijpan, Bhinyo; Wood, Edward J.; Booth, Andrew G.
Biochemistry and Molecular Biology Education, v35 n5 p316-321 Sep-Oct 2007
2007-00-00
Descriptors: Biochemistry; Thai; Likert Scales; Code Switching (Language); English (Second Language); Science Instruction; Computer Simulation; Teaching Methods; Multimedia Instruction; Translation; Scientific Concepts; Questionnaires; Interviews; Computer Software; Foreign Countries
Abstract: To support student learning in biochemistry and related courses, a simulation program, the Protein Purification Program, offers an alternative multimedia-based tool. This program has now been translated to produce a Thai version. However, translation from the original into the Thai language is limited by the differences between the language characteristics of English and Thai. Therefore, use of the program with Thai students had a twofold purpose. It helped their understanding of the concepts of protein purification by allowing code switching between the languages, but it also improved their understanding of, and competence in scientific English, which is a vital skill for functioning as a modern biochemist. According to the results of the questionnaires, undergraduates using the Thai/English program scored significantly higher than those using only the English language program (p less than 0.05). In addition, the interview data suggested that the Thai/English program had improved student understanding of the concepts of protein purification to a greater extent than a single language (English) program. Students' overall preference in terms of their learning using the Thai/English program was 4.15 on a 1-5 Likert scale. (Contains 1 figure and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Cross-Language Perception of Word-Final Stops in Thai and English (EJ777899)
Tsukada, Kimiko
Bilingualism: Language and Cognition, v9 n3 p309-318 Nov 2006
2006-11-00
Descriptors: Cues; Articulation (Speech); Auditory Perception; Thai; Acoustics; Second Language Learning; Uncommonly Taught Languages; Foreign Countries; English (Second Language); Bilingualism; Transfer of Training; Phonetics
Abstract: This study examined Australian English (AE) and Thai-English bilingual (TE) speakers' ability to perceive word-final stops in their native and non-native languages. In the perception experiment, the TE listeners were able to discriminate stop contrasts differing only in place of articulation (/p/-/t/, /p/-/k/, /t/-/k/) in both English and Thai accurately, but the AE listeners' discrimination was accurate only for English. The listeners' discrimination accuracy was differentially influenced by the type of stop contrast they heard. The Thai /p/-/t/ contrast was most discriminable for both groups of listeners, in particular, the AE listeners. Acoustic analyses of the Thai stimuli presented in the perception experiment were conducted in order to search for cues that led to different response patterns for the AE and TE listeners. There was a clear effect of the final stop on the formant trajectories of /a/ and /u/, suggesting that these acoustic differences may be audible to the listeners. The results provide further evidence that first language (L1) transfer alone is insufficient to account for listeners' response patterns in cross-language speech perception and that it is necessary to take into account phonetic realization of sounds and/or the amount of acoustic information contained in the speech signal to predict accuracy with which sound contrasts are discriminated. [This research was supported by UWS.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Language Socialization of the Child through Caretaker-Child Personal Narratives : A Comparison of Thai and English (EJ805897)
Winskel, Heather; Luksaneeyanawin, Sudaporn; Yangklang, Peerapat
RELC Journal: A Journal of Language Teaching and Research, v37 n3 p354-366 2006
2006-00-00
Descriptors: Socialization; Speech Communication; Foreign Countries; Thai; Personal Narratives; Preschool Children; Caregivers; Caregiver Child Relationship; Child Language; Language Acquisition
Abstract: The present study reports preliminary findings on the elicitation strategies used by Thai and English caretakers when eliciting past event narratives from pre-schoolers. Ten Thai and ten English-speaking caretaker-child dyads were recruited from Bangkok, Thailand and from Sydney, Australia. Caretakers were asked to elicit past event narratives from their children and the three best narratives were selected for analysis. Elicitation strategies used by caretakers were coded into various categories based on McCabe and Peterson (1991), Minami (2002) and Chang (2003). Results revealed common and culture-specific strategies. English-speaking caretakers in general provided more information, requested more evaluation, expressed more agreement and approval, revised and corrected children, whereas Thai caretakers used more contextual, temporal information. Results are discussed in terms of educational implications and future research directions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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