Thai University Students’ Problems of Language Use in English Conversation
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Published:
Jul 20, 2021
Keywords:
EFL learners English conversation problems conversation analysis Thai undergraduates
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Abstract
As part of the effort to elevate the oral English proficiency of Thai EFL learners, this paper explores university students’ target-deviant English use in conversation, which should be systematically tackled in conversation teaching. Data examined included 41 two-three-minute video-recorded role-play dialogues from two English conversation classes. The data was transcribed and analyzed following the Conversation Analysis (CA) framework. The students’ conversational English problems were detected in four key areas. First, those involving segmental organization included final-sound omission and incorrect pronunciation of vowel sounds (with the highest frequency); and [l] or [r] deletion in consonant clusters. Second, problems with super-segmental organization contained stress (third-highest frequency), and too many pauses within turn construction units (TCUs). Next, ungrammatical TCUs (second-highest frequency) were found in syntactic organization. Finally, problems with sequence organization included abrupt conversation closing; irrelevant adjacency pairs; topic shifts without signposts; inappropriate expressions to identify oneself on the phone; and inappropriate responses to an announcement of bad news. It is recommended that in conversation class, students be made more aware of correct English pronunciation and provided more opportunities to practice making goal-oriented, casual conversation with explicit feedback regarding natural conversation mechanisms involved in realizing particular interactional goals.
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How to Cite
Tantiwich, K., & Sinwongsuwat, K. (2021). Thai University Students’ Problems of Language Use in English Conversation. LEARN Journal: Language Education and Acquisition Research Network, 14(2), 598–626. Retrieved from https://so04.tci-thaijo.org/index.php/LEARN/article/view/253282
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Research Articles
References
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de la Fuente Garcia, S., Ritchie, C. W., and Luz, S. (2019). Protocol for a conversation-based analysis study: Prevent-ed investigates dialogue features that may help predict dementia onset in later life. BMJ open, 9(3): e026254.
Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Cambridge University Press.
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Sahatsathatsana, S., (2017). Pronunciation problems of Thai students learning English phoneticห: A case study at Kalasin University. Journal of Education, 11(4), 67- 84.
Schegloff, E. A. (1987). Recycled turn beginnings: A precise repair mechanism in conversation’s turn-taking organization. In G. Button & J.R. E. Lee (Eds.), Talk and social organization (pp. 70-85). Multilingual Matters.
Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge University Press.
Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, 8(4), 289-327.
Schegloff, E. A., (1996). Turn organization: One intersection of grammar and interaction. In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and grammar (pp. 52-133). Cambridge University Press.
Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38(4), 165-187.
Sinwongsuwat, K., Nicoletti, K., Teng, B., Tantiwich, K., & Fischer, R. (2019). Using Conversation Analysis (CA) to enhance Thai university learners’ English conversation skills: A study of CA as instructional, exploratory and diagnostic tools [Unpublished Manuscript]. Department of Languages and Linguistics, Prince of Songkla University.
Tantiwich, K., & Sinwongsuwat, K. (2019). Thai university students’ use of yes/no tokens in spoken interaction. English Language Teaching. 12(3), 1-14.
Teng, B., & Sinwongsuwat, K. (2015). Improving English conversation skill through explicit CA-informed instruction: A study of Thai university students. PASAA Paritat Journal, 30(15), 65-104.
Waedaoh, A., & Sinwongsuwat, K. (2019). Enhancing English language learners’ conversation abilities via CA-informed sitcom lessons: A case study of Thai high school students. International Journal of Language Studies, 13(1), 41-56.
Waluyo, B. (2019). Thai first-year university students’ English proficiency on CEFR Levels: A case study of Walailak University, Thailand. Institute for English Language Education Assumption University. 13(2), 51-71.
Wong, J., & Waring, H. Z., (2010). Conversation analysis and second language pedagogy. Taylor & Francis.
Yangklang, W. (2006). Improving English final /-l/ pronunciation of Thai students through computer-assisted instruction program [Unpublished master’s thesis]. English Lanuage Studies, Suranaree University of Technology.
Yusica, U. (2014). Problem faced by Thai students in speaking English [Unpublished master’s thesis]. English language department, The State Islamic Institute of Tulungagung.
Barraja-Rohan, A-M. (2011). Using conversation analysis in the second language classroom to teach interactional competence. Language Teaching Research, 15(4), 479-507. http://dx.doi.org/10.1177/1362168811412878
Couper-Kuhlen, E., & Selting M. (2018). Interactional linguistics: Studying language in social interaction. Cambridge University Press.
de la Fuente Garcia, S., Ritchie, C. W., and Luz, S. (2019). Protocol for a conversation-based analysis study: Prevent-ed investigates dialogue features that may help predict dementia onset in later life. BMJ open, 9(3): e026254.
Drew, P., & Heritage, J. (1992). Talk at work: Interaction in institutional settings. Cambridge University Press.
Ford, C. E., & Thompson, S. A. (1996). Interactional units in conversation: Syntactic, intonational, and pragmatic resources for the management of turns. In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and grammar (pp. 134-184). Cambridge University Press.
Heritage, J. (1984). Garfinkel and ethnomethodology. Polity Press.
Hutchby, I., & Wooffitt, R. (1998). Conversation analysis. Polity Press.
Inprasit, C. (2016). Thai native teachers’ experiences of using communicative language teaching in extended education schools [Unpublished master’s thesis]. Language Institute, Thammasat University.
Isarankura S. (2018). The effects of stress and tones in Thai on the pronunciation of English polysyllabic loanwords among Thai EFL students. LEARN Journal, 11(2), 66-83.
Khamkhien, A., (2010). Thai learners’ English pronunciation competence lesson learned from word stress assignment. Journal of Language Teaching and Research, 1(6), 757-764.
Klangburum, Ch. (2015). Adolescent language and Thai grammar changes in social network. Academic Journal of Mahamakut Buddhist University Roi Et Campus, 4(1), 345-354.
Kwon, Y. (2017). A study of Thai teachers’ perceptions toward the implementation of communicative language teaching of English. HRD Journal, 8(1), 114-125.
Liddicoat, A. J. (2007) An introduction to conversation analysis. Continuum.
Lundholm Fors, K. (2015, September 30) Pauses can make or break a conversation. ScienceDaily. https://www.sciencedaily.com/releases/2015/09/150930110555.htm
Major, R. (2001). Foreign accent. Lawrence Erlbaum Associates.
Markee, N. (2009) Conversation analysis. Taylor & Francis.
Maynard, D. W. (1997). The news delivery sequence: Bad news and good news in conversational interaction. Research on Language and Social interaction, 30(2), 93-130.
Maynard, D. W. (2003). Bad news, good news conversational order in everyday talk and clinical settings. The University of Chicago Press.
Maynard, D. W., & Heritage, J. (2005). Conversation analysis, doctor–patient interaction and medical communication. Medical Education, 39(4), 428–435.
Mondada, L. (2007). Multimodal resources for turn-taking: pointing and the emergence of possible next speakers. Discourse Studies, 9(2), 194-225.
Naksevee, N., & Sinwongsuwat, K (2013). Using non-scripted role-play to teach speaking skills: A study of English conversation of Thai college students at Yala Rajbhat University. Asian International Journal of Social Sciences, 11(1), P36-2-P36-12.
Noom-ura, S. (2013). English-teaching problems in Thailand and Thai teachers’ professional development needs. English Language Teaching, 6(11), 139-147. http://dx.doi.org/10.5539/elt.v6n11p139
Nordquist, R. (2018, December 18). Aphaeresis (Words): Glossary of grammatical and rhetorical terms. Thoughtco. https://www.thoughtco.com/what-is-aphaeresis-words-1688993
Office of the Education Council. (2017). National education plan B.E. 2560 - 2579. Bangkok: Office of the Education Council.
Phettongkam, H. (2017). Grammatical errors in spoken English of undergraduate Thai learners in a communicative business English course. LEARN Journal, 10(1), 93-117.
Plansangket, C. (2016). Word stress errors of graduate students in Thailand: A study of CEIC program [Unpublished Master’s research paper]. Language Institute, Thammasat University.
Rodpradit, S., & Sinwongsuwat, K. (2012). Using scripted and non-scripted role-plays to improve English speaking performance of hotel engineering staff. APHEIT Journal. 18(1), 17-25.
Sahatsathatsana, S., (2017). Pronunciation problems of Thai students learning English phoneticห: A case study at Kalasin University. Journal of Education, 11(4), 67- 84.
Schegloff, E. A. (1987). Recycled turn beginnings: A precise repair mechanism in conversation’s turn-taking organization. In G. Button & J.R. E. Lee (Eds.), Talk and social organization (pp. 70-85). Multilingual Matters.
Schegloff, E. A. (2007). Sequence organization in interaction: A primer in conversation analysis. Cambridge University Press.
Schegloff, E. A., & Sacks, H. (1973). Opening up closings. Semiotica, 8(4), 289-327.
Schegloff, E. A., (1996). Turn organization: One intersection of grammar and interaction. In E. Ochs, E. A. Schegloff, & S. A. Thompson (Eds.), Interaction and grammar (pp. 52-133). Cambridge University Press.
Seedhouse, P. (2005). Conversation analysis and language learning. Language Teaching, 38(4), 165-187.
Sinwongsuwat, K., Nicoletti, K., Teng, B., Tantiwich, K., & Fischer, R. (2019). Using Conversation Analysis (CA) to enhance Thai university learners’ English conversation skills: A study of CA as instructional, exploratory and diagnostic tools [Unpublished Manuscript]. Department of Languages and Linguistics, Prince of Songkla University.
Tantiwich, K., & Sinwongsuwat, K. (2019). Thai university students’ use of yes/no tokens in spoken interaction. English Language Teaching. 12(3), 1-14.
Teng, B., & Sinwongsuwat, K. (2015). Improving English conversation skill through explicit CA-informed instruction: A study of Thai university students. PASAA Paritat Journal, 30(15), 65-104.
Waedaoh, A., & Sinwongsuwat, K. (2019). Enhancing English language learners’ conversation abilities via CA-informed sitcom lessons: A case study of Thai high school students. International Journal of Language Studies, 13(1), 41-56.
Waluyo, B. (2019). Thai first-year university students’ English proficiency on CEFR Levels: A case study of Walailak University, Thailand. Institute for English Language Education Assumption University. 13(2), 51-71.
Wong, J., & Waring, H. Z., (2010). Conversation analysis and second language pedagogy. Taylor & Francis.
Yangklang, W. (2006). Improving English final /-l/ pronunciation of Thai students through computer-assisted instruction program [Unpublished master’s thesis]. English Lanuage Studies, Suranaree University of Technology.
Yusica, U. (2014). Problem faced by Thai students in speaking English [Unpublished master’s thesis]. English language department, The State Islamic Institute of Tulungagung.