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Developing The English Oral Competency Of Tourism Industry Students By Means Of A Genre-Based Esp Approach, Taweesak Kunyot
Developing The English Oral Competency Of Tourism Industry Students By Means Of A Genre-Based Esp Approach, Taweesak Kunyot
Theses: Doctorates and Masters
The purpose of this study is to establish a theory-based process for the improvement of the English oral competency of Thai tourism industry students and determine how far practical needs superseded theoretical demands. It was done firstly, by examining an, blending genre and ESP theories in order to establish a genre-based ESP oral English teaching method, and secondly, identifying the specific features of the most common genres in the target language used by Thai tourist guides by means of genre analysis. Thirdly, the perceptions of the personnel managers of tour agencies and tourists towards the oral competency of Thai tour …
English Reading Comprehension Of Thai Undergraduates : L1/L2 Usage, Texts, Strategies And Problems, Rapeeporn Sroinam
English Reading Comprehension Of Thai Undergraduates : L1/L2 Usage, Texts, Strategies And Problems, Rapeeporn Sroinam
Theses: Doctorates and Masters
English Ianguage has been taught as a foreign language in Thailand for more than a century and now occupies an important place at all levels of the Thai education system. This study investigates the influence that the Thai language has on intermediate level undergraduate sludents while they are engaged in individual unaided reading of a variety of English texts and determines what aspects of reading texts caused problems. It aims to compare how often and for what purposes students resort to Thai with texts about culturally familiar texts and culturally unfamiliar texts, as well with different genres and question types. …
Year 7 Students' English Reading Comprehension And Attitudes And Behaviours: Collaborative Genre-Based Versus Traditional Teaching Methods In Thailand, Sanguansri Torok
Year 7 Students' English Reading Comprehension And Attitudes And Behaviours: Collaborative Genre-Based Versus Traditional Teaching Methods In Thailand, Sanguansri Torok
Theses: Doctorates and Masters
A new system-wide educational change has been introduced in Thailand that requires English as a foreign language (EFL) to be taught from primary to university level. This study investigates a genre-based method of teaching English to grade 7 secondary students in Thailand. The study was conducted in three phases. In phase 1, Rasch measures of reading comprehension (based on three kinds of genre texts) and of attitudes and behaviour towards genre-based learning of English were created for use in phase 2. An interval scale of 36 items (18 real and 18 ideal perspectives) was created from an original attitude and …
Reading Comprehension, And Attitude And Behaviour, Of Students Taught Esl By Cooperative Learning In Prathom (Grade)6 Classrooms In Thailand, Sutaporn Chayarathee
Reading Comprehension, And Attitude And Behaviour, Of Students Taught Esl By Cooperative Learning In Prathom (Grade)6 Classrooms In Thailand, Sutaporn Chayarathee
Theses: Doctorates and Masters
A system-wide educational change has been implemented in primary, secondary and tertiary education in Thailand. One major aspect of the change was the requirement for all students from grade I onwards to study English as a second language (ESL). The change requires new methods of teaching and learning, such as cooperative learning, to be introduced in Thai ESL classrooms. This study aims to determine if cooperative learning improves English reading comprehension, and attitude and behaviour to learning ESL, compared to a Thai communicative methodology. The study was conducted in three phases. Phase 1 involved creating a linear scale of English …
Target Language Avoidance By Thai Teachers Of English: Thai Teachers' Beliefs, Sasithorn Vacharaskunee
Target Language Avoidance By Thai Teachers Of English: Thai Teachers' Beliefs, Sasithorn Vacharaskunee
Theses: Doctorates and Masters
Interactionist theories of second language acquisition (SLA) claim that both comprehensible input and modified interaction in the target language are necessary for language learning. In the foreign language context, little opportunity exists for such input simply through exposure to the target language outside the classroom. Therefore, the quantity as well as quality of input within classrooms is especially important. However in spite of this fact many non-native teachers of second language, including English as a foreign language (EFL) teachers, tend to avoid using the target language in their classrooms. This has serious pedagogic implications. Thai teachers are typical of many …