NIDA Journal of Language and Communication

Cover & Other

Santi Jamngoen — Wed, 10 Jul 2019 00:00:00 +0700

Grit: Why Passion and Resilience are the Secrets to Success

Angela Duckworth — Wed, 10 Jul 2019 00:00:00 +0700

Inclusion of the Minority Language on Public Signs: Multilingualism in the Deep South of Thailand

Perapong Suaykratok, Aree Manosuthikit — Wed, 10 Jul 2019 00:00:00 +0700

This study aims to investigate the linguistic landscape (LL) through signs
seen in the southernmost communities of Thailand with a specific focus on
Patani-Malay, a minority language, yet a mother tongue of the majority of people
in the regions. Six streets of each central city of Pattani, Yala and Narathiwat
were this study’s research locale where a variety of text signs were collected as
digital photos and were then coded based on: 1) the number of languages written
on the signs (monolingual, bilingual or multilingual); and 2) the types of signs
(official or private). The findings revealed that a number of languages (e.g., Thai,
English, Chinese, Bahasa Malay, Arabic, French, Japanese, and Patani-Malay)
could be detected on the signs on which a single language was most apparent.
More specifically, Patani-Malay is inclusively and mainly present on many
multilingual public signs along with other languages. Furthermore, through the
lens of the trend magnet model proposed by Lee (2015) and some other
sociolinguistic aspects, concepts of globalization, regionalization, nationalism
and localization should dictate that mentioned languages be placed on signs. This
study on multilingualism could shed light on and serve as the foundation for LL
studies in Thailand, especially in the southernmost contexts. Significantly,
multilingual concepts should also be made to extend the use of Patani-Malay in
wider range of domains of language use.

Thai EFL University Lecturers’ Viewpoints towards Impacts of the CEFR on their English Language Curricula and Teaching Practice

Thebporn Kanchai — Wed, 10 Jul 2019 00:00:00 +0700

The Common European Framework of Reference for Languages: Learning,
Teaching and Assessment (CEFR) provides a basis for foreign language
education, policies and practices. The CEFR influences English language
teaching in Europe and beyond. In Thailand, since 2014, the CEFR has been
applied to its English curriculum for all levels of education. However, little
research has investigated teachers’ understandings of the CEFR and their
viewpoints towards its use. This qualitative interview study aimed to investigate
university instructors’ viewpoints of the CEFR and their applications of this
framework in their English language classrooms. Thirty-three Thai English as a
Foreign Language (EFL) university lecturers (20 females and 13 males)
participated in this research project, using semi-structured interviews. The
findings indicated that Thai EFL university lecturers had a reasonably good
understanding of the CEFR, particularly the domains of assessment, the Common
Reference Levels of language proficiency and language teaching and learning
applications. However, Thai EFL lecturers have little insight into the approach
underlying the CEFR, an action-oriented approach. The use of the CEFR in Thai
EFL classrooms appeared to be associated with their understanding. Lecturers’
perceptions towards the influences of the CEFR on English education in Thailand
were found to be the combination of the positive evaluations and concerns. The
current study further suggests that CEFR-related training programs to bring more
practical impact on classroom teaching are required for Thai EFL lecturers and
school teachers in general.

The Introduction of Nihongo Speech Trainer: A Tool for Learning Japanese Sounds

Tanporn Trakantalerngsak — Wed, 10 Jul 2019 00:00:00 +0700

This paper investigates the computer-assisted pronunciation training “Nihongo
Speech Trainer”, aimed at helping Thai learners of Japanese to improve their
perception and production of Japanese contrasts. The tool focuses on specific
sounds which are said to be problematic for Thai learners. Perceptual training
using a high-variability phonetic training method (“HVPT perceptual training”),
to be specific, a wide range of variations in training stimuli (real words and
nonsense words), a number of native speakers’ input, multiple phonetic contexts
and multiple word positions of the L2 contrasts were used in the tool. Moreover,
a tutorial video was also integrated in the Nihongo Speech Trainer. In this article,
an overview of the Nihongo Speech Trainer system, key features and the user
interface will be introduced.

Students’ Pronunciation Development: A Case Study of Sunrise Boarding School, Nepal

Nontawat Wanna, Atinuch Pin-ngern — Wed, 10 Jul 2019 00:00:00 +0700

The study aimed to investigate English pronunciation problems among Nepalese
students and to develop the students’ pronunciation in Sunrise Boarding School,
Nepal. Sixty Nepalese students were the participants of this study. Before
treatment, a pretest was designed to evaluate the students’ mispronunciation. The
pretest result showed 10 mispronounced English sounds. The dominant stage of
this study was treatment in which posters and online lessons were used to support
the students’ process of pronunciation learning. The lessons were designed based
on Interaction Hypothesis (IH), the belief that learners will have development in
L2 if they face difficulties and make an effort to interact with other speakers. The
results reveal that the students can pronounce English sounds more accurately as
problematic sounds were corrected during the treatment.

News Discourse of the News Reports of Border Conflict between Thailand and Cambodia through Textual Analysis

Chulamani Aggadhamvong — Wed, 10 Jul 2019 00:00:00 +0700

Using textual analysis, this paper investigates the linguistics characteristics used
by Thairath and Bangkok Post, the most popular Thai-language and Englishlanguage
daily newspaper to present news about border conflict between
Thailand and Cambodia. The purpose is to identify linguistic characteristics
employed in the presentation of the government, military and other related parties
to present their standpoint regarding the border conflict from 2011 to 2013 and to
investigate the functions of these characteristics in constructing the news
discourse. The present study adopts John E. Richardson’s textual analysis
progression (2007) to analyze text on two levels: micro-level textual analysis and
macro-level textual analysis. These linguistics characteristics have different
communicative functions to present various standpoints of people presented in
the news. It also helps text producers achieve their aims in influencing and
shaping audience’s perceptions in a negative and non-negative ways regarding
the border conflict between Thailand and Cambodia.

Revisiting English Learning in Thai Schools: Why Learners Matter

Sureepong Phothongsunan — Wed, 10 Jul 2019 00:00:00 +0700

Given the increased prominence of English as a language for international
communication, a question arises whether to what extent Thai school students are
equipped with adequate English proficiency to be viable and intelligible in their
actual use of English. In this paper, instead of simply calling attention to new
English teaching methods and possibly unique types of teachers, the writer argues
that what may be in need concerns the ways learners of English are perceived and
the way English learning is understood. It is therefore suggested that learners who
are at the core of learning be heard comprehensively. Based on learners’ needs
and interests, opportunities and insights to help Thai school English as a Foreign
Language (EFL) learners to better develop their English skills can be had.