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1
Bradley, David. "Language reclamation strategies." Linguistics of the Tibeto-Burman Area 38, no. 2 (December 31, 2015): 166–86. http://dx.doi.org/10.1075/ltba.38.2.01bra.
Повний текст джерелаАнотація:
Language endangerment confronts many Tibeto-Burman (TB) languages. This paper provides a general typology of methods for reclaiming such languages, using TB examples where possible, and discusses the problems which may arise. This is followed by a case study of one such endangered language, Gong in Thailand, and attempts for its reclamation.
2
Jaafar, Mohammad Fadzeli, Norsimah Mat Awal, Mohammed Azlan Mis, and Norhayati Lateh. "The patterns of language choice at the border of Malaysia-Thailand." Indonesian Journal of Applied Linguistics 5, no. 2 (January 30, 2016): 176. http://dx.doi.org/10.17509/ijal.v5i2.1342.
Повний текст джерелаАнотація:
Any activities conducted at the boundary area between countries will only be successful if the community of speakers has mutual understanding in terms of language, especially those involving business. This study focuses on a community in the northern part of Malaysia near the Thailand border where majority of people are bilingual in Malay and Thai. This study aims to investigate the patterns of language used by speakers in the Malaysia-Thailand border, in the context of language maintenance and language shift. Both countries use different languages; with Malaysians use Malay and the Thais use Thai language. In this cross-border context, activities pertaining to business, visit or personal matters will have an impact on the development of the two languages. This study presents the findings on the language choice from a survey involving 202 respondents that was conducted in two border towns at the Malaysia-Thailand border, namely Rantau Panjang (Malaysian side) and Golok (Thailand side). By utilizing the domain concept that was introduced by Fishman (1972), this study focuses on two domains namely, business and family. In addition to the questionnaire, participant observations and interviews were also conducted as supplements. The data on the patterns of language choice were analyzed statistically. The findings show that although Malaysians and Thais speak two different languages, Kelantanese dialect, which is a variety of the standard Malay, was the most dominant language at the border. This study also found that age was a significant factor in determining the patterns of language use. The younger generations were using Kelantanese dialect and Thai language in domains where older people would only use Kelantanese dialect. This points to the occurrence of language shift at the border. However, the community at the Thai side of the border tends to choose Kelantanese dialect in their daily activities, which seems to indicate language maintenance in this area. These findings suggest that language can serve as a marker of identity, especially for those communities in Golok as most of them are originally from Malaysia. Finally, this study has contributed empirical data on language usage at the Malaysia-Thailand border.
3
Kosonen, Kimmo. "Literacy in Local Languages in Thailand: Language Maintenance in a Globalised World1." International Journal of Bilingual Education and Bilingualism 11, no. 2 (March 2008): 170–88. http://dx.doi.org/10.2167/beb492.0.
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4
Na Songkhla, Angsana, and Ilangko Subramaniam. "Consonant Changes in Words Borrowed From Sanskrit to Thai and Patani Malay." International Journal of Linguistics 13, no. 5 (October 8, 2021): 92. http://dx.doi.org/10.5296/ijl.v13i5.18957.
Повний текст джерелаАнотація:
Southeast Asia was under Indian influence for more than a thousand years so that the traces of Indian civilization can be determined from a lot of evidence. The entry of Indian civilization in this region has shown that Sanskrit has merged with Thai, the national language of Thailand, and Patani Malay, the mother tongue language of Thai Malays who live in the deep south of Thailand. Borrowing is a process of language contact and language change that can happen in all languages and is not limited to borrow in the same language family or the same type of language. All of them belong to different family trees. Sanskrit is a member of the Indo-European language family, whereas the Thai language is accepted to Tai-Kadai and Patani Malay belongs to the Austronesian language family. This study aims to study consonant changes of shared Sanskrit loanwords in Thai and Patani Malay. This research employed qualitative methodology. Data were collected from documentaries. The findings showed that changes in consonant phonemes occurred in both languages according to phonological adaptations such as deletion, insertion, voicing, devoicing, and substitution.
5
Munirah, Y. "Preserving Ethnic Identity through Native Language and Religion: A Case Study of the Malay-Muslims in Southern Thailand." global journal al thaqafah 8, no. 1 (July 31, 2018): 57–71. http://dx.doi.org/10.7187/gjat072018-5.
Повний текст джерелаАнотація:
The Malay language as an ethnic minority language for the Malay-Muslims in southern Thailand appears to have a religious meaning besides its cultural and ethnic significance indications. In a context of language contact like the one in Thailand, minority languages of ethnic groups are prone to change, attrition, and loss. The studies reviewed provide rich data illustrating an interdependent relationship between language and identity. The maintenance of an ethnic minority language plays a vital role in the maintenance of ethnicity, cultural identification, and religious conventions for many communities and vice versa. Therefore, this paper is an attempt to discuss how Malay as a native language and Islam as a religion are two main factors to preserve and sustain the Malay ethnic identity among the Malay Muslims of southern Thailand. It is important to examine the experiences, thoughts, and feelings of Malay Muslims about their native language and to observe whether Malay and Thai have different functions and context status from each other in their lives.
6
Jaraisy, Marah, and Rose Stamp. "The Vulnerability of Emerging Sign Languages: (E)merging Sign Languages?" Languages 7, no. 1 (February 24, 2022): 49. http://dx.doi.org/10.3390/languages7010049.
Повний текст джерелаАнотація:
Emerging sign languages offer linguists an opportunity to observe language emergence in real time, far beyond the capabilities of spoken language studies. Sign languages can emerge in different social circumstances—some in larger heterogeneous communities, while others in smaller and more homogeneous communities. Often, examples of the latter, such as Ban Khor Sign Language (in Thailand), Al Sayyid Bedouin Sign Language (in Israel), and Mardin Sign Language (in Turkey), arise in communities with a high incidence of hereditary deafness. Traditionally, these communities were in limited contact with the wider deaf community in the region, and so the local sign language remained relatively uninfluenced by the surrounding signed language(s). Yet, in recent years, changes in education, mobility, and social communication patterns have resulted in increased interaction between sign languages. Rather than undergoing language emergence, these sign languages are now facing a state of “mergence” with the majority sign language used by the wider deaf community. This study focuses on the language contact situation between two sign languages in Kufr Qassem, Israel. In the current situation, third-generation deaf signers in Kufr Qassem are exposed to the local sign language, Kufr Qassem Sign Language (KQSL), and the dominant sign language of the wider Israeli deaf community, Israeli Sign Language (ISL), both of which emerged around 90 years ago. In the current study, we analyzed the signing of twelve deaf sign-bilinguals from Kufr Qassem whilst they engaged in a semi-spontaneous task in three language conditions: (1) with another bilingual signer, (2) with a monolingual KQSL signer, and (3) with a monolingual ISL signer. The results demonstrate that KQSL-ISL sign-bilinguals show a preference for ISL in all conditions, even when paired with a monolingual KQSL signer. We conclude that the degree of language shift in Kufr Qassem is considerable. KQSL may be endangered due to the risk of social and linguistic mergence of the KQSL community with the ISL community in the near future.
7
Prasithrathsint, Amara, Kusuma Thongniam, and Pimpat Chumkaew. "The Use of English and the National Language on the Radio in asean Countries." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 261–88. http://dx.doi.org/10.1163/26659077-02203001.
Повний текст джерелаАнотація:
The purpose of the present study is to examine language choice on the radio in asean countries. The focus is on English and national languages, the two most important languages in those countries. A review of related past studies did not provide an answer to the question that we were interested in; i.e., which language is chosen for radio broadcasts in asean countries between the national language, which is the language most people understand and signifies national identity, and English, which is the lingua franca of the region and an international language? Data was taken from a sample of programs broadcast by radio stations in the ten asean countries. The results show that Singapore ranks the highest in using English in broadcasting (50% of all the programs), while Laos, Cambodia, Myanmar and Vietnam rank the lowest in using English (0%) but highest in using their national languages (100%). Code-switching between the countries’ national languages and English is found in five countries listed from highest to lowest as: the Philippines, Singapore, Brunei, Indonesia and Thailand. Code-switching is absent in Malaysia, Myanmar, Cambodia, Laos and Vietnam. We conclude that despite the importance of English in the asean community, most asean countries prefer to use their national languages in radio broadcasting.
8
Ulfa, Siti Mariana. "INDONESIA LANGUAGE INTERFERENCE FORM IN BASIC PPL LEARNING THAILAND UNHASY COLLEGE SYUDENTS." SASTRANESIA: Jurnal Program Studi Pendidikan Bahasa dan Sastra Indonesia 8, no. 2 (June 29, 2020): 38. http://dx.doi.org/10.32682/sastranesia.v8i2.1438.
Повний текст джерелаАнотація:
AbstractHumans on earth need social interaction with others. Humans can use more than one language in communication. Thus, the impact that arises when the use of one or more languages is the contact between languages. One obvious form of contact between languages is interference. Interference can occur at all levels of life. As in this study, namely Indonesian Language Interference in Learning PPL Basic Thailand Unhasy Students. This study contains the form of interference that occurs in Thai students who are conducting teaching practices in the classroom. This type of research is descriptive qualitative research that seeks to describe any interference that occurs in the speech of Thai students when teaching practice. Data collection methods in this study are (1) observation techniques, (2) audio-visual recording techniques using CCTV and (3) recording techniques, by recording all data that has been obtained. Whereas the data wetness uses, (1) data triangulation, (2) improvement in perseverance and (3) peer review through discussion. Data analysis techniques in this study are (1) data collection, (2) data reduction, (3) data presentation and (4) conclusions. It can be seen that the interference that occurs includes (1) interference in phonological systems, (2) interference in morphological systems and (3) interference in syntactic systems.
9
Akharawatthanakun, Phinnarat. "Tonal Variations and Changes in a Language Mixture Area : A Case Study of Northeastern Thailand (ISAN)." MANUSYA 5, no. 2 (2002): 30–51. http://dx.doi.org/10.1163/26659077-00502004.
Повний текст джерелаАнотація:
In northeastern Thailand or "Isan"; Lao, otherwise known as the northeastern Thai dialect, is used as a lingua franca by people living in the area, in which minority ethnic groups are scattered. Some of the ethnic groups speak Tai dialects/languages, such as the Nyo, Phuthai, Saek, Kaloeng, Yoi, as well as others. When tonal languages belonging to the same language family are spoken in an area with the respective speakers in constant contact, it is worthwhile to investigate to what extent their tonal systems and tonal characteristics have influenced each other. To achieve this, the earliest available literature has been examined to obtain what appear to be prototypical tonal systems for the three languages. The specific goal, then, was to determine how well these prototypes have been preserved in a region of high language contact.
10
Dunn, Michael, Niclas Burenhult, Nicole Kruspe, Sylvia Tufvesson, and Neele Becker. "Aslian linguistic prehistory." Diachronica 28, no. 3 (October 5, 2011): 291–323. http://dx.doi.org/10.1075/dia.28.3.01dun.
Повний текст джерелаАнотація:
This paper analyzes newly collected lexical data from 26 languages of the Aslian subgroup of the Austroasiatic language family using computational phylogenetic methods. We show the most likely topology of the Aslian family tree, discuss rooting and external relationships to other Austroasiatic languages, and investigate differences in the rates of diversification of different branches. Evidence is given supporting the classification of Jah Hut as a fourth top level subgroup of the family. The phylogenetic positions of known geographic and linguistic outlier languages are clarified, and the relationships of the little studied Aslian languages of Southern Thailand to the rest of the family are explored.
11
Siricharoen, Aroonrung. "Multilingualism in the Linguistic Landscape of the Faculty of Arts, Chulalongkorn University, Thailand." MANUSYA 19, no. 3 (2016): 12–25. http://dx.doi.org/10.1163/26659077-01903002.
Повний текст джерелаАнотація:
This paper is an examination of multilingual signage in the Faculty of Arts, Chulalongkorn University, where a number of language courses are offered not only to the university community but also to outsiders who are interested in learning foreign languages. Special attention is given to the distinction between signs made by the university and those by students and outsiders. By focusing on the multilingual signs in public space, the aim of the study is to investigate the extent to which multilingualism is promoted through the linguistic landscape in the common areas of the Faculty of Arts. The study reveals that Thai-English bilingualism is promoted within the Faculty of Arts. A few language departments have made attempts to establish their language in the public space while some languages appeared only on outsiders’ signs. The paper contributes to our understanding of linguistic landscape research by investigating the degree to which multilingualism is promoted via the linguistic landscape within the Faculty of Arts.
12
Putra, Fauzi Eka. "KOMPETENSI KOMUNIKASI ANTARBUDAYA MAHASISWA MELAYU SELATAN THAILAND DALAM BERBAHASA INDONESIA DI UNIVERSITAS ISLAM NEGERI SUMATERA UTARA MEDAN." Islam Transformatif : Journal of Islamic Studies 3, no. 2 (December 18, 2019): 193. http://dx.doi.org/10.30983/it.v3i2.2341.
Повний текст джерелаАнотація:
<p><em>The purpose of this study was to analyze the competency of intercultural communication in Southern Malay Thailand students in Indonesian languages in UINSU Medan. This study using the Theory of Intercultural Communication Competence of Samovar (2010). This research method uses qualitative research which is approaching the hermeneutic phenomenological study. The research subject is Southern Malay Thailand students in UINSU Medan. The Informants were 4 Students which is obtained through Snowball Sampling. Data collection method is observation, interview, and documentation. Analysis of this study is using thematic. The Data Triangulation have done to 3 (Three) indigenous students and 1 (one) Lecturer. The result of this study is showing that Southern Malay Thailand Students have been competency of intercultural communication, which is we can see it from seven (7) components ; experience, motivation, knowledge, mastering the language, attitudes, adopting the intercultural communication and behaviour.The obstacles of this students is only about Language (Bahasa), they’re less mastering the languages so that sometimes they’re missunderstanding the meaning. Another barriers is the speed in talking, the communication in Medan usually have loud voice and high intonation.</em></p>
13
Franz, Jens, and Adisa Teo. "‘A2 is Normal’ – Thai Secondary School English Teachers’ Encounters with the CEFR." RELC Journal 49, no. 3 (November 17, 2017): 322–38. http://dx.doi.org/10.1177/0033688217738816.
Повний текст джерелаАнотація:
Thailand has seen several English language curriculum reforms over the last 20 years, all of which were found to have failed to lift Thai students’ standard of English language proficiency across all levels of study. In 2014, the Thai Ministry of Education announced the introduction of the Common European Framework of Reference for Languages (CEFR), in combination with Communicative Language Teaching (CLT), as its latest policy to improve the standard of English learning and teaching in Thailand’s schools. The establishment of the ASEAN Economic Community (AEC) in 2015 and concerns about the economic competitiveness of the Thai labour force were provided as the underlying rationale for this policy change. This case study, using Grounded Theory Methodology combining semi-structured in-depth interviews, a questionnaire and document analysis, addresses the question of how this education policy change was experienced and perceived by English language teachers at state secondary schools across four provinces in the south of Thailand. A marked divergence in individual teachers’ knowledge and appreciation of the policy plans was observed, with the majority of respondents displaying indifference to and ignorance of the policy. The Ministry had in 2015 tested all civil servant English teachers in a CEFR-referenced online placement test, where 94% had failed to reach the targeted proficiency level of B2. Consequently, the framework was perceived primarily as an English proficiency test for teachers, a European assessment scale which had been applied to them, but which had had no further application to either classroom teaching or student assessment. These findings are framed in the wider context of curriculum reform and English language teaching in Thailand. Comparisons with other English curriculum reform policies based on the CEFR are made, and the emphasis on testing teachers’ language proficiency is reflected upon through the wider debate on language teacher proficiency.
14
Unthanon, Kanyarat. "THE NORTHERN THAI DIALECT USED IN CHIANG MAI, THAILAND." International Journal of Education and Social Science Research 05, no. 04 (2022): 262–70. http://dx.doi.org/10.37500/ijessr.2022.5419.
Повний текст джерелаАнотація:
Thailand has main four dialects spoken as the mother tongue in each region. This article will explore how the Northern dialect is used in Chiang Mai. The data was collected from the daily conversation at four public places: local markets, shopping malls, public transportation, and university cafeterias. The mixed method is the sample's non-participation observation and unstructured interview in the four research areas. The research concept is sociocultural linguistics. The research findings disclose that the local people still speak the Northern dialect in public places in the Chiang Mai centre. It is also found that they use the Northern dialect interspersed with the Bangkok language. The topics of conversation were food, travel, costume, study, entertainment, and sports. These issues were related to the place. All places found a large number of Bangkok language speakers. The findings also imply that the Northern dialect has less used than Bangkok in shopping malls and universities. Chiang Mai is an important tourist city, so people all over the country visit or move to this city with their different languages. It would appear in linguistic phenomena of code-mixing or code-switching between the Northern and Bangkok languages in this area, which should be a different research topic.
15
Machu, Muniroh. "PERBANDINGAN KELAS KATA BAHASA INDONESIA DENGAN BAHASA MELAYU THAILAND SELATAN." EDU-KATA 7, no. 1 (February 28, 2021): 39–48. http://dx.doi.org/10.52166/kata.v6i1.1768.
Повний текст джерелаАнотація:
Comparison of Indonesian word classes with Southern Thai Malay language is a problem, namely how to compare Indonesian word classes with Southern Thai and Malay languages so that there will be no errors in the use of said classes. The purpose of this study is to describe the similarities, differences and comparisons of Indonesian word classes with Southern Thai Malay. The type of research used in this study is a qualitative descriptive study. The results of the study are a comparison of Indonesian word classes with Southern Thai Malay language can be expressed in the same class of words, namely three word classes: Indonesian verbs with verbs Southern Thai Malay, Indonesian adjectives with the adjectives of South Thai Malay language and Indonesian verbs with language Southern Thai Malay. The difference between Indonesian words and Southern Thai Malay can be distinguished as noun, Pronomina and Numeralia words, adverb words can be found in Indonesian only, while South Thai Malay words can be classed as names.
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Thitthongkam, Thavorn. "Tourism Education at the Tertiary Level and Competitive Advantage: A Comparison between Thailand and Malaysia." Journal of Education and Vocational Research 1, no. 1 (November 4, 2011): 26–35. http://dx.doi.org/10.22610/jevr.v1i1.5.
Повний текст джерелаАнотація:
Language plays an imperative role in business as a means and a source of power. It is particularly important in the tourism industry when international customers may be unable to communicate directly with service providers in the receiving country, and this has a direct effect on the level of satisfaction that they enjoy during their experience. To address this issue, countries attempt to various degrees to manage their labour markets so as to produce a number of graduates from secondary and tertiary level educational institutions commensurate with the demand from the sector. However, this is quite a young industry at the global level, and it is not clear to what extent the number and quality of such graduates with international language ability will be required. This paper studies the comparative extent of such education at the tertiary level of individuals in both Thailand and Malaysia. It aims to compare the number and variety of people being trained in the tourism and hospitality industry and the extent to which languages are being taught. Results show that there is something of a disconnection between the languages provided and the languages that tourists desire in terms of their mother tongue. Those tourists who can speak English or Chinese may receive service support in those languages, while those who cannot may be disappointed.
17
Collins, Inova, Isyana Adriani, and Muhammad Sigit Andhi Rahman. "Indonesia’s Cultural Diplomacy on the Conduct of Indonesian Language for Foreigners Programme in Thailand (2014-2019)." Insignia: Journal of International Relations 7, no. 2 (November 11, 2020): 138. http://dx.doi.org/10.20884/1.ins.2020.7.2.2752.
Повний текст джерелаАнотація:
Abstract
This article examines the Indonesian language for Foreigners Programme (Bahasa Indonesia bagi Penutur Asing or BIPA) implementation in the internationalisation of the Indonesian language in Thailand. Based on Law No.24 of 2009 Article 44, the Government of Indonesia has a task to develop the role of the Indonesian language at the international stage. This effort has gained momentum recently with the establishment of the ASEAN Economic Community (AEC), where ASEAN citizens including Thais are encouraged to have foreign language skills. Thailand is one of the gateways to Southeast Asia. Many businesses and tourists come to Thailand first and then continue to other Southeast Asian nations. This condition encourages Thai people to learn foreign languages, including the Indonesian language. This article utilises a qualitative approach method, particularly interview and observation as a data collection method, and uses the concept of cultural diplomacy as the theoretical framework. It examines the content of BIPA books, the classroom learning process, and alumni’s feedback toward the programme. The research findings show the high effectiveness of BIPA programme in Thailand. Moreover, BIPA becomes a means of Indonesia's cultural diplomacy, where the Indonesian language and culture serve as tools in creating Thai people's interest in Indonesia.
Key Words: BIPA, Cultural Diplomacy, Indonesia, Internationalisation of Indonesian Language, Thailand
Abstrak
Makalah ini meneliti pelaksanaan program pengajaran ‘Bahasa Indonesia bagi Penutur Asing’ (BIPA) dalam proses internasionalisasi Bahasa Indonesia di Thailand. Berdasarkan UU No. 24 tanggal 2009 Pasal 44, Pemerintah Indonesia memiliki tugas untuk mengembangkan peran bahasa Indonesia di panggung internasional. Upaya ini telah mendapatkan momentum baru-baru ini dengan ditetapkannya Komunitas Ekonomi ASEAN (AEC), dimana warga negara ASEAN termasuk warga Thailand didorong untuk memiliki kemampuan berbahasa asing. Thailand adalah salah satu pintu gerbang penting ke Asia Tenggara. Para pebisnis dan wisatawan datang ke Thailand dulu dan kemudian melanjutkan ke negara Asia Tenggara lainnya. Kondisi ini mendorong orang Thailand untuk belajar bahasa asing, termasuk bahasa Indonesia. Penelitian ini menggunakan metode pendekatan kualitatif, terutama wawancara dan observasi sebagai metode pengumpulan data, dan menggunakan konsep diplomasi budaya sebagai kerangka teoritisnya. Makalah ini meneliti konten buku pengajaran BIPA, proses pembelajaran kelas, dan umpan balik alumni terhadap program. Temuan penelitian menunjukkan tingkat efektivitas yang tinggi dalam pelaksanaan program BIPA di Thailand. Selain itu, BIPA menjadi sarana diplomasi budaya Indonesia, di mana bahasa dan budaya Indonesia menjadi perangkat diplomasi dalam menciptakan ketertarikan rakyat Thailand terhadap Indonesia.
Kata Kunci: Internasionalisasi Bahasa Indonesia, BIPA, Diplomasi Budaya, Indonesia, Thailand
18
Prasithrathsint, Amara. "Sociolinguistic research on Thailand languages." Language Sciences 10, no. 2 (January 1988): 263–72. http://dx.doi.org/10.1016/0388-0001(88)90017-4.
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Low, Piyada. "The Linguistic Landscape and Prospects of a Seaside Destination in the East of Thailand." Journal of Language Teaching and Research 13, no. 5 (September 1, 2022): 965–73. http://dx.doi.org/10.17507/jltr.1305.08.
Повний текст джерелаАнотація:
This study maps the linguistic landscape of the main 3-kilometer road to the Bang Saen Beach in East Thailand using images of roadside signs from Google Street View. In total, 7710 images of textual signs were taken over 7 years: 2012, 2016, 2017, 2018, 2019, 2020, and 2021. Most of the signs were monolingual (5119=66.39%), and Thai was dominant in the monolingual signs (3982=77.79%). The Thai-English combination was mostly found in bilingual signs (2476=97.74%). 2941 examples of Thai transliteration from foreign languages were found, and Thai transliteration from English was the highest (2857=97.15%). Findings on the use of different foreign languages indicated the increasing diversity and prospects of the research site. Notably, English was the most used foreign language.
20
McCormick, Patrick, and Mathias Jenny. "Contact and convergence: The Mon language in Burma and Thailand." Cahiers de Linguistique Asie Orientale 42, no. 2 (May 13, 2013): 77–117. http://dx.doi.org/10.1163/19606028-00422p01.
Повний текст джерелаАнотація:
Mon has long been in contact with the dominant Burmese and Thai languages. The documented history of more than a thousand years allows us to trace changes in the language over time. This study looks at the divergent Mon varieties spoken today in Burma (Myanmar) and Thailand respectively, both influenced to different degrees and in different domains by the dominant national languages, Burmese and Thai. The study brings together insights from areal linguistics and history, painting a picture of the development of Mon in the two countries and its changing structure. Le mon a été depuis longtemps en contact avec les langues dominantes que sont le birman et le thai. Une documentation historique de plus d'un millénaire nous permet de suivre l'évolution de cette langue à travers les époques. Cette étude s'intéresse aux variétés divergentes de mon parlées aujourd'hui en Birmanie et en Thaïlande respectivement, toutes deux influencées à des degrés divers et dans des domaines différents par les languges nationales dominantes, le birman et le thaï. Cette étude s'appuie à la fois sur la linguistique aréale et l'histoire afin de brosser un tableau du développement du mon dans ces deux pays et de son évolution structurelle.
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Clark, David. "Translation Teasers." Lebende Sprachen 67, no. 1 (April 1, 2022): 100–110. http://dx.doi.org/10.1515/les-2022-0002.
Повний текст джерелаАнотація:
Abstract This article presents a fairly random selection of problems encountered over many years in dealing with Bible translations in languages of very diverse families in various distant lands. These include Russia, Thailand, Cambodia, Papua New Guinea and the Solomon Islands. The issues discussed relate to natural phenomena such as landscape and seasons, flora and fauna, and also pronoun nuances, personal names and other aspects of social relations, as well as figurative language and idioms.
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Rao, Upender. "Understanding Buddhism through Pali in India and Thailand." Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies 1, no. 2 (October 30, 2017): 115. http://dx.doi.org/10.25078/ijhsrs.v1i2.315.
Повний текст джерелаАнотація:
<p>Pali plays a vital role in the history and culture of India. It preserves the Indian culture in a systematic way. Hence an attempt of understanding the Indian culture without Pali cannot fulfil the complete purpose. In fact Pali was an important source for understanding ancient Buddhist culture and philosophy which are integral part of Indian culture. In ancient India there were Buddhist universities and people from many countries used to visit India to learn the Indian culture including Buddhist philosophical expositions. Indian languages and literatures were highly influenced by Pali language and literature.</p>
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Wahya, Wahya, and Suhaila Arong. "KORESPONDENSI FONEMIS ENAM KATA KERABAT BAHASA INDONESIA, BAHASA MELAYU KELANTAN, BAHASA MELAYU PATANI, DAN BAHASA SUNDA." Metahumaniora 10, no. 2 (September 30, 2020): 185. http://dx.doi.org/10.24198/metahumaniora.v10i2.27523.
Повний текст джерелаАнотація:
AbstrakBahasa Indonesia, bahasa Melayu Kelantan, bahasa Melayu Patani, dan bahasa Sunda merupakan bahasa kerabat. Keempat bahasa tersebut termasuk rumpun bahasa Austronesia. Ketiga bahasa pertama, yaitu bahasa Indonesia, Melayu Kelantan, dan Melayu Patani termasuk kelompok bahasa Melayu, sedangkan bahasa Sunda tidak termasuk bahasa Melayu. Bahasa Indonesia dan Sunda terdapat di Indonesia. Bahasa Melayu Kelantan terdapat di Malaysia. Bahasa Melayu Patani terdapat di Thailand. Sebagai bahasa kerabat rumpun Austronesia, keempat bahasa memiliki kosakata yang diwariskan dari bahasa yang lebih tua. Ciri-ciri adanya pewarisan tersebut dapat diamati pada kosakata yang memiliki persamaan atau kemiripan bentuk dan makna. Masalah yang dibahas adalah korespondensi fonemis apa yang menunjukkan perbedaan kata kerabat yang diperoleh dari hasil membandingkan kata kerabat pada enam glos dari empat bahasa sampel yang diteliti. Dalam tulisan ini diambil enam kata sampel bahasa Indonesia sebagai glos dari 200 glos kosakata dasar Swadesh, yaitu hapus, hati, hidup, hijau, hitam, dan hujan. Data bersumber dari kamus dan informan. Dari hasil penelitian terhadap kata kerabat untuk enam glos tersebut diperoleh sembilan perangkat korespondensi fonemis, yaitu (a) /h ~ ø/ , (b) /s ~ h/, (c) /i ~ ɛ/, (d) /d ~ r/, (e) /p ~ k/, (f) /aw ~ a ~ ɔ/ , (g) /am ~ őŋ ~ ɛ/, dan (h) /-an ~ --ɛ/. Selanjutnya, setiap korespondensi fonemis tersebut menghasilkan pengelompokan bahasa yang memperlihatkan pemilik unsur bahasa yang terdapat pada korespondensi fonemis tersebut dan jika dilakukan rekonstruksi, pengelompokan bahasa tersebutmenunjukkan pencabangan dari bahasa yang lebih tua yang telah menurunkannya.Kata kunci: rumpun bahasa, kata kerabat, korespondensi fonemis, pewarisan. AbstractIndonesian, Kelantan Malay, Patani Malay, and Sundanese are kin languages. The four languages include the Austronesian language family. The first three languages, namely Indonesian, Kelantan Malay, and Patani Malay belong to the Malay language group, while Sundanese does not include Malay. Indonesian and Sundanese are found in Indonesia. Kelantan Malay is found in Malaysia. Patani Malay is found in Thailand. As the languages of relatives of Austronesian families, all four languages have vocabulary inherited from older languages. The characteristics of inheritance can be observed in vocabulary that has similarities or similarities in form and meaning. The problem discussed is the phonemic correspondence of what shows the difference in relative words obtained from the results of comparing relative words in the six glossos of the four sample languages studied. In this paper six Indonesian sample words are taken as glossos from 200 basic Swadesh vocabulary words, namely erase, heart, life, green, black, and rain. Data sourced from dictionaries and informants. From the results of research on the word relatives for the six glossos obtained nine phonemic correspondence sets, namely (a) / h ~ ø /, (b) / s ~ h /, (c) / i ~ ɛ /, (d) / d ~ r /, (e) / p ~ k /, (f) / aw ~ a ~ ɔ /, (g) / am ~ őŋ ~ ɛ /, and (h) / -an ~ --ɛ /. Furthermore, each phonemic correspondence results in a grouping of languages that shows the owner of the language elements contained in the phonemic correspondence and if a reconstruction is made, the grouping of languages shows the branching of older languages which has derived it.Keywords: language family, word relatives, phonemic correspondence, inheritance
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Khasawneh, Najwa, and Mohamad Ahmad Saleem Khasawneh. "An Analysis of Arabic Language Needs for Speakers of Other Languages at Jordanian Universities." International Journal of Language Education 6, no. 3 (November 1, 2022): 245. http://dx.doi.org/10.26858/ijole.v6i3.21623.
Повний текст джерелаАнотація:
Abstract: Conducting analysis in language needs has long been seen essential. Given the importance of Arabic language as the principal language communication in most of the Jordanian universities, this study aims at exploring the difficulties encountered by non-native speakers of Arabic in learning Arabic language. It also seeks to investigating the Arabic language needs among speakers of other languages. The participants of this study include 169 students from four countries (i.e., Malaysia, Thailand, China, and Indonesia). The students were selected from three different disciplines (i.e., Arabic Language, Islamic Finance, and Usuluddin). The study used a questionnaire adapted from previous studies on this topic. The questionnaire contains 49 items: 26 items ask about the difficulties in learning Arabic language, and 23 items ask about the students’ needs in learning Arabic language. The results of this study revealed different difficulties in learning Arabic language. The students also reported their needs to improve their proficiency in Arabic language. The students mentioned difficulties and needs related to productive skills such as writing and speaking. They also reported difficulties and needs to receptive skills but with more focus on the academic context. Based on the results of this study, some recommendations for future research have been provided.
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Burusphat, Somsonge, Sumittra Suraratdecha, Patama Patpong, and Amon Saengmanee. "Language Vitality and Langauge Attitude of the Karen Ethnic Group in the Western Region of Thailand: A Preliminary Report." MANUSYA 13, no. 2 (2010): 88–110. http://dx.doi.org/10.1163/26659077-01302005.
Повний текст джерелаАнотація:
This paper presents preliminary findings of the research project entitled “Ethnicity, Language, Culture and Ethnic Tourism Development.” It has three goals. First, it aims to identify the Karen language spoken in six provinces in the western region of Thailand, namely, Kanchanaburi, Ratchaburi, Phetchaburi, Prachuap Khiri Khan, Suphan Buri, and Nakhon Pathom. The next goal is to explore Karen language use and attitudes towards languages of the wider community. The final goal is to evaluate the development of sustainable ethnic tourism in the region. A preliminary survey of language use and attitude of Karen people towards the Karen language and Ethnic Tourism Development (ETD) in these six provinces was carried out using a qualitative approach. Thirty subjects made up of local administrators and community leaders were interviewed using two kinds of guided questionnaires, community and personal questionnaires.
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Sartor, Valerie. "Teaching English in Turkmenistan." English Today 26, no. 4 (November 3, 2010): 29–36. http://dx.doi.org/10.1017/s0266078410000313.
Повний текст джерелаАнотація:
The English language has fast become a global language. In Asia, from the far steppes of Mongolia to the beaches of Thailand, to the shores of the Caspian Sea, English print, music, and along with language, Western values, have spread and multiplied. New technology and media, especially the Internet (Crystal, 1996/2003), have helped carry English to people of all nationalities and economic classes. But many scholars feel that the rise of English is connected with the downfall of indigenous languages (Fishman, 1996; Crawford, 1996; McCarty, 2003). Minority languages face extinction as English rides the wave of increasing globalization (Romaine, 2001). Since 2007, Newsweek, The China Daily, and other international media sources have been citing English as the language of economic success in China. Adherents of English claim that it brings positive social change, economic opportunities, consumer goods, and new technologies (Castells, 2001). Such materialistic temptations cause some minority youth to discount the value of their languages and traditions. In Native America, for example, a small minority of Native Americans youth may feel that exchanging, dismissing, or even abandoning their native language and culture for English and a Western lifestyle represents progress and success in the form of material goods and a modern lifestyle (Crawford, 1996; McCarty, 2003). Similarly, in China, English is viewed as the language of economic success by many young Chinese. Opponents of the rise of English view the language, and its underlying cultural messages, as imperialistic. Phillipson (1992) accuses ESL educators of making a negative cultural impact upon unsuspecting indigenous peoples all over the world. Skutnabb-Kangas (2000) asserts that English can be used as a tool by Western nations for global dominance.
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Azizah, Nurul, A. Erna Rochiyati S., and Edy Hariyadi. "CAMPUR KODE PENGGUNAAN BAHASA INDONESIA OLEH MAHASISWA THAILAND DI UNIVERSITAS JEMBER." SEMIOTIKA: Jurnal Ilmu Sastra dan Linguistik 20, no. 2 (July 21, 2019): 145. http://dx.doi.org/10.19184/semiotika.v20i2.11584.
Повний текст джерелаАнотація:
Code mixing is a state of language use by speakers by mixing two (or more) languages in one speech without any cause for the mixture of languages. One of these codes mixes in the communication process of Thai University students at Jember when using Indonesian. Code interfering events occur when used as communication tools and adaptation tools, interact daily and in the learning process. This study uses a qualitative descriptive method using a sociolinguistic approach. The data in this study are Thai student speeches when using Indonesian. The results showed that mixed code was found when Thai students used Indonesian. From the results of the study found three mixed codes: 1) mixed word code, 2) mixed code form phrases, and mixed code form clauses. The code interfering factors include: 1) regional sense factors, 2) financial factors to explain and interpret, 3) factors in the absence of concepts or terms in Indonesian, and 4) factors of limitations in mastering Indonesian.
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Shidur Rahman, Md. "Investigating Pedagogical Techniques in Classroom Interactions at a CELTA Training Programme." English Language Teaching 9, no. 9 (July 10, 2016): 1. http://dx.doi.org/10.5539/elt.v9n9p1.
Повний текст джерелаАнотація:
<p>The study investigated the similarities and dissimilarities of using pedagogical techniques in classroom interactions, taken place whilst teaching a known language and an unknown language in a CELTA training classroom context. For this purpose, the classroom interactions in unknown and known languages were analysed according to the qualitative research method. First, the interactions were recorded; and then transcribed them by following Jefferson’s transcription conventions. The interactants were one instructor (Female), and twelve trainees: seven females and five males. Usually, the CELTA has a maximum class size of tweleve. The instructor was a native-speaker of English, but the trainees were the mixture of native and non-native speakers. One was from Thailand, one from Indonesia, one from Bangladesh; two from Europe, and the rest were from the UK. Most of the trainees had teaching experience. The results of the study indicated that there exist distinctions, rather than similarities, between pedagogical strategies ued while teaching known and unknown languages. The study also suggested that all the pedagogical techniques do not fit equally with teaching both the languages; some can be used in a wider degree—some can be employed in a lesser degree.</p>
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Wilang, Jeffrey Dawala, and Supasinee Nupong. "Factors Affecting EMI Attitudes of Engineering and Nursing Students." Theory and Practice in Language Studies 12, no. 3 (March 1, 2022): 437–46. http://dx.doi.org/10.17507/tpls.1203.03.
Повний текст джерелаАнотація:
The internationalization of higher education has led to the increasing number of English as a Medium of Instruction (EMI) programs in contexts where English is not the first language nor the medium of communication, including Thailand. The introduction of EMI programs, however, is not without challenges. Therefore, a survey questionnaire was used to investigate the attitudes of engineering and nursing students toward EMI. Differences of attitudes based on the program of study, gender, nationality, year level, number of years studying English, the language of instruction in high school, Common European Framework of Reference for Languages (CEFR) level, and perceived proficiencies in speaking, reading, writing, and listening were explored. In addition, factors affecting the students’ EMI attitudes were known using exploratory factor analysis. Findings have shown significant differences in various aspects of EMI based on the program of study, CEFR level, and perceived proficiencies of the four macro language skills. Also, eight factors were elicited, including difficulties of the English language, availability of resources and opportunities, personal goals in life, limitations of time when studying content courses in English, providing activities to improve English language proficiency, enhancement of career goals, supports needed, and motivation and intercultural ability. Finally, implications were outlined to support the implementation of EMI, dubbed as an “unstoppable train”, in similar contexts like Thailand.
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Jansem, Anchalee. "The Feasibility of Foreign Language Online Instruction During the Covid-19 Pandemic: A Qualitative Case Study of Instructors’ and Students’ Reflections." International Education Studies 14, no. 4 (March 28, 2021): 93. http://dx.doi.org/10.5539/ies.v14n4p93.
Повний текст джерелаАнотація:
This small scale case study aimed at identifying the feasibility of foreign language online instruction during the abrupt change of teaching mode toward online platforms. The feasibility in this study involves the practicality and the possibility of and the concerns about language teaching and learning foreign language online as reflected by the instructors and the students. One instructor teaching as well as two students majoring each of the eight foreign languages including English, French, German, Chinese, Japanese, Korean, Khmer, and Vietnamese from an autonomous university in Bangkok, Thailand, voluntarily took part in this study. Data collected via semi-structured interviews and post-interviews written reflections indicated three levels of the practicality. The data showed the conditional likeliness of the possibility to carry on online teaching. The last finding presented concerns about foreign language online instruction. Further research is needed for a more complete understanding of the effects of online foreign language instruction in different social contexts.
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Baker, Will, and Wisut Jarunthawatchai. "English language policy in Thailand." European Journal of Language Policy 9, no. 1 (April 2017): 27–44. http://dx.doi.org/10.3828/ejlp.2017.3.
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Manomaiviboon, Prapin. "Chinese Language Teaching in Thailand." MANUSYA 7, no. 3 (2004): 12–24. http://dx.doi.org/10.1163/26659077-00703003.
Повний текст джерелаАнотація:
This article is about the present day teaching and learning of Chinese in Thailand, particularly over the past seven to eight years. However, before dealing with the state of current teaching and learning, this article will present a concise historical version of Chinese language education in Thailand, so that readers will get a perspective and will be aware of diverse factors affecting Chinese teaching in the country.
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Lertpusit, Sivarin. "Chinese Students in Thai Higher Education Institutions and the Transformation of Graduate Migrant: Characteristics, Practices, and Transitional Migration." WIMAYA 3, no. 01 (June 28, 2022): 18–26. http://dx.doi.org/10.33005/wimaya.v3i01.63.
Повний текст джерелаАнотація:
This research article entitled "Chinese students in Thai higher education institutions and the transformation of graduate migrant: Characteristics, practices, and transitional migration" aims to clarify two objectives. Firstly, to analyze the determinants that motivate Chinese students to enroll in Thai higher education institutions and, secondly, to examine the particular characteristics and patterns of status involved in transitioning from student to graduate labor. Mixed research methods from in-depth interviews and questionnaires are employed in gathering and analyzing the finding. Criticizing Human capital theory, Chinese students in Thailand intend to invest in the Thai language to escalate their socioeconomic status. However, the popularity of the Thai language over the Vietnamese and Myanmese languages, which share a higher trading volume with Yunnan and Guangxi, represents the significance of Thai soft power through social media and healthier cultural linkage. Lastly, the length of stay among transforming Chinese workers depends on individual contentment. Applying social field theory, their economic capital mainly motivates short-term migrants. However, the pursuit of social and cultural contentment is the principal motivating factor attracting graduate migrants to reside long-term in Thailand.
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Rischel, Jørgen. "What language do "the spirits of the yellow leaves" speak?: A case of conflicting lexical and phonological evidence." Annual Report of the Institute of Phonetics University of Copenhagen 23 (January 1, 1989): 87–118. http://dx.doi.org/10.7146/aripuc.v23i.131903.
Повний текст джерелаАнотація:
This paper (which in part summarizes two papers to appear in Acta Orientalia but which presents separate information as well) deals with some issues raised by descriptive and comparative linguistic work in northern Thailand. The putative Austroasiatic languages "Yumbri" and "Mrabri" (more correctly: Mlabri) have been assigned to "Khmuic" within the Mon-Khmer languages, but the relationship between these two idioms has been a controversial issue. On the basis of recent fieldwork all existing data on "Yumbri" and "Mrabri" can be shown to reflect one and the same language Mlabri in spite of wide discrepancies in notation; these do not even reveal major phonological dialect differences whereas there are conspicuously different lexical usages. This has not so far been properly understood because of difficulties in the interpretation of earlier data which were all gathered by amateurs. - As for the tentative genetic classification of Mlabri as Khmuic, the lexical evidence used to substantiate this claim now turns out to be controversial: a large number of the Khmuic words in Mlabri are rather direct reflexes of en early stage of Tin, a language that has been assigned to the Khmuic branch of Mon-Khmer. Thus, it is either the case that Mlabri and Tin are sister-languages (forming a "Tinic" branch of Khmuic) or that Mlabri has early borrowings from Tin.
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Walker, Trent. "A Chant Has Nine Lives." Journal of Vietnamese Studies 15, no. 3 (2020): 36–78. http://dx.doi.org/10.1525/vs.2020.15.3.36.
Повний текст джерелаАнотація:
The story of how Theravada Buddhism came to be adopted among urban Kinh communities in southern Vietnam challenges how scholars narrate Buddhist history. Focusing on the transformation of a single liturgical text—a chant, originally in the Pali language, to invite a monk to give a sermon—as it circulates across Thailand and Cambodia before its eventual translation from Khmer into Vietnamese in the mid-twentieth century, this essay reveals how chants grow as they circulate, how Theravada liturgies unsettle distinctions between classical and vernacular languages, and how ritual and ideological necessities shape translation in new cultural contexts.
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Sukamolson, Suphat. "English Language Education Policy in Thailand." Asian Englishes 1, no. 1 (June 1998): 68–91. http://dx.doi.org/10.1080/13488678.1998.10800995.
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Wongsothorn, Achara, Kulaporn Hiranburana, and Supanee Chinnawongs. "English Language Teaching in Thailand Today." Asia Pacific Journal of Education 22, no. 2 (January 2002): 107–16. http://dx.doi.org/10.1080/0218879020220210.
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Isnaniah, Siti, and Islahuddin. "Management of Indonesian Language Learning for Foreign Speakers (BIPA) at Islamic Religious Higher Education Institutions (PTKI) in Indonesia and Thailand." Jurnal Pendidikan Islam 9, no. 1 (September 30, 2020): 1–27. http://dx.doi.org/10.14421/jpi.2020.91.1-27.
Повний текст джерелаАнотація:
This study aims to compare the management of Indonesian language learning for foreign speakers (BIPA) at PTKI (Indonesian Language Education/TBI IAIN Surakarta) and the Indonesian Language Concentration (KBI) Department of Malay Language (JBM), Fatoni University (FTU), Thailand from the aspects of the curriculum, institutions, teaching materials, instructors, students, and methods. This study uses a descriptive-analytic method with a qualitative approach. Sources of data are informants (BIPA instructors; BIPA managers; managers of the Indonesian Language Program; Indonesian Language Concentration, Department of Malay Language, Fatoni University of Thailand, and Thai students). The results of the study show that teaching Indonesian abroad and domestically is successful because it is proven by the increasing pace of Indonesian language study by foreigners abroad. This has not only occurred at the institutional level of the BIPA program, but it has also led to majors, such as the Indonesian Language Concentration at the University of Malay Language Department. Fatoni Thailand. Meanwhile, the number of students in the PTKI Indonesian Language Program is increasing annually, and International students are increasingly interested in studying at the PTKI TBI Program. The increasing development of teaching Indonesian domestically and abroad requires ideal learning management (curriculum, instructors, institutions, students, teaching materials, and methods). TBI IAIN Surakarta and KBI JBM FTU Thailand appeared to successfully manage Indonesian language learning, although there are slight differences between the two. In terms of curriculum, instructors, institutions, students, teaching materials, and methods, learning Indonesian at TBI IAIN Surakarta is more comprehensive and ready. Therefore, intensive coordination between the two is needed because both are Islamic-based PTKIs to support the Indonesian language's internationalization by making Indonesian as the host in their own country and honored guests in other countries. This paper provides a broad view of BIPA learning management in Islamic higher education institutions in Southeast Asia because not many Islamic Higher Education Institutions in Southeast Asia have BIPA. Therefore, further studies are required on the developments (R & D) related to curriculum, instructors, institutions, students, teaching materials, and methods.
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Vitrano-Wilson, Seth. "Tai Dam orthographies." Written Language and Literacy 21, no. 2 (December 31, 2018): 198–237. http://dx.doi.org/10.1075/wll.00015.vit.
Повний текст джерелаАнотація:
Abstract Tai Dam [blt] is a Southwestern Tai (< Kra-Dai) language spoken in Vietnam, Laos, China, and Thailand with approximately 750,000 speakers (Simons & Fennig 2017). The Tai Viet script has been used for centuries to write Tai Dam and other Tai languages. Because the Tai Viet script is not taught in schools, however, some Tai Dam readers prefer to use adaptations of the Vietnamese and Lao orthographies for writing Tai Dam. This paper describes Tai Dam orthographies in the Tai Viet, Lao, and Roman scripts. Particular focus is given to the way writers have faced the challenge of tonal mismatch between Tai Dam and Vietnamese or Lao by borrowing tone marking devices from one script to another, and to the sociolinguistic implications of these tone marking systems.
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Sutthinaraphan, Kritnucha. "A Linguistic Landscape Study of Advertising Signage on Skytrain." MANUSYA 19, no. 3 (2016): 53–71. http://dx.doi.org/10.1163/26659077-01903005.
Повний текст джерелаАнотація:
The aim of this study is to examine to what extent and in what ways Thai and other languages, especially English, are used in the rapid transit system in Thailand and to describe the bilingual strategies used. The data were collected through photographs of advertising signage in the BTS2 Skytrain system and open-ended interviews. Three stations, Mochit, Payathai and Siam, were selected to be analyzed. The results revealed that the majority of the signs (65%) are in bilingual Thai and English by script. On the whole, the Thai language is used for informational purpose, while English is used for symbolic function to express senses of luxury, technological advancement and internationalism. It is found that there are many types of code-mixing, the combination of English and Thai script, lexicon, syntax and phonology. To supplement the quantitative data, key players (i.e., advertising employees) were interviewed, who stated that the reasons for inclusion of English language in advertising are stylishness and flamboyance.
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de Groot, Freek Olaf. "Language Choice as a Technology of Talk: A Case Study of Thai Teacher Trainees." Manusya: Journal of Humanities 22, no. 3 (December 9, 2019): 321–34. http://dx.doi.org/10.1163/26659077-02203003.
Повний текст джерелаАнотація:
This paper discusses the ways Thai teacher trainees of English conceptualize their language choices inside the classroom, the affordances and constraints this creates for their learning and how it affects their identifications as teacher trainees. Drawing on data from a longitudinal ethnographic study in central Thailand, this paper describes how language choice functions as a ‘technology of talk’ (Jones 2016) that creates both affordances and constraints for our social interaction and the ways our identity is negotiated in social interaction in the classroom. It demonstrates that language choice, in societies in which our literacy practices are increasingly mediated by digital technology, is not only conceptualized through discourses on the situated appropriateness of literacy practices in the classroom, but also influenced by an extended network of digital literacy practices students engage outside the classroom. These digital literacy practices afford new ways of expressing, doing and saying in languages that are otherwise scarcely accessible outside the classroom. Engaging in these practices constructs networks of widely dispersed literacy practices forming intricate nodes between both online and offline sites and gradually permeate traditionally bounded spaces such as the classroom.
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Osman, Nazira, Latisha Asmaak Shafie, Surina Nayan, Fazmawati Zakaria, and Majdah Chulan. "DIFFERENT APPROACHES OF LANGUAGE PLANNING AND POLICY STUDIES IN SOUTH- EASTERN COUNTRIES." International Journal of Law, Government and Communication 7, no. 28 (June 22, 2022): 143–52. http://dx.doi.org/10.35631/ijlgc.728011.
Повний текст джерелаАнотація:
Discussion on Language Planning and Policy (LPP) area has evolved over time with focus on orthographic and codification in 1960s, language problems for nation development in 1970s, frameworks and contrasting theories in 1980s and critical viewpoints in 1990s up to now. Following the development, two main approaches of LPP have gained interest of researchers. They are traditional/neo-classical approach and critical approach. It is interesting to see whether the former or the latter is adopted in researching the LPP in south- eastern countries like Malaysia, Indonesia, Thailand, Singapore and Philippines which encounter issues of language prominence between English and indigenous languages. This study aims to examine approaches taken by researchers in studying LPP, looking closely on specific keywords used in the study abstracts. Methodically, this study applies content analysis on a few journals article abstracts (from 2017 to 2021) on LPP studies in the five countries. It was found that the critical model approach is more opted in the selected articles. The adoption of it may reveal relationship between power and language and the importance of preserving mother tongue and language rights. The study enables recognition of the differences between the two approaches, consequently paving way of looking at LPP from different angles. It may also spark some ideas for future studies in LPP and enhance discussions on the area.
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Waree, Chaiwat. "Education Course Syllabus Development, Thai Language Major according to Buddhism Way of Thailand." International Education Studies 9, no. 1 (December 29, 2015): 123. http://dx.doi.org/10.5539/ies.v9n1p123.
Повний текст джерелаАнотація:
<p class="apa">This research aims to develop Education Course Syllabus, Thai language major, according to Buddhism way of Thailand by using Taba’s Approach and to evaluate the efficiency of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand. This research was conducted according to research and development format and its operation was divided into 2 phases including: Phase 1: Education Course Syllabus Development, Thai language major, according to Buddhism way of Thailand; Phase 2: Evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert. The results showed that the elements of Education Course Syllabus, Thai language major, according to Buddhism way of Thailand were as follows: syllabus principles and objectives, syllabus structure, educational management plan, course description, criteria, assessment, and Curriculum Quality Assurance. The result of the evaluation on efficiency of Course Syllabus, Thai language major, according to Buddhism way of Thailand conducted by the expert showed that the quality of this syllabus was, in overall, in the highest level at mean = 4.62 and S.D. = 0.42.</p>
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Yamirudeng, Kusom, and Zulkifli Osman. "Penilaian formatif bahan pengajaran dan pembelajaran Bahasa Melayu sebagai Bahasa Asing di Thailand." Pendeta Journal of Malay Language, Education and Literature 10 (December 24, 2019): 91–105. http://dx.doi.org/10.37134/pendeta.vol10.7.2019.
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Wijaya, Linda, Afrida Hanum, and Nena Syahrani Syahaf Nasution. "Appraisal Analysis on Thailand Advertisement." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 8, no. 1 (March 31, 2019): 27–32. http://dx.doi.org/10.30630/polingua.v8i1.76.
Повний текст джерелаАнотація:
Communication occurs when one can express his/her opinion, thought, idea on people, things and situations. Opinion-related meanings in language are regarded as resources of evaluation or appraisal in language. Not necessarily good or bad in a moral sense, attitude accompanies the language utterance every person utters. As one kind of appraisal resources, attitude plays an important role in the expression of interpersonal meanings of language. Attitude refers to a way that you behave towards someone or in a particular situation, especially when this shows how you feel.The aims of this study are to analyze five advertisements in terms of content and to look deeply into the language employed in the discourse of advertisement as well as to find out the Appraisal elements used by Thailand advertisers especially to promote their product and reach the target. In This study, it is found that judgment and affect are appraisal element that most used in Thailand Advertisement because judgment is used to evaluate human behavior towards the product, and affect is used to evaluate the benefit or advantage in the product.
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Lee, Hugo Yu-Hsiu. "Theorizing Globalization and Minorities in Asian Cities: Viewed from the Language Contact Zone of Thailand in the Making of Languages and Minorities." Journal of Applied Sciences 15, no. 2 (January 15, 2015): 329–42. http://dx.doi.org/10.3923/jas.2015.329.342.
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Chavangklang, Pitchayapa, and Thanaset Chavangklang. "A Development of Foreign Language Training Course for Local Youth Guides of Dankwian Community in Thailand." Advances in Language and Literary Studies 9, no. 4 (August 31, 2018): 187. http://dx.doi.org/10.7575/aiac.alls.v.9n.4p.187.
Повний текст джерелаАнотація:
English language has become increasingly more important as it is used as an international language to communicate with people from other countries, especially in the tourism, which is one of Thailand’s most growing industrial sectors today. Although English is taught at all educational levels in Thailand for general purposes, there is still need for specific use of English in some areas such as local tourism places. This leads to the need for improving the English language ability of people in such areas, particularly young people, who are most likely to have influential effects not only on themselves but also their families and community as a whole. The objective of this study was to develop and evaluate a foreign language training course for Local Youth Guide at Dankwian Community - a famous pottery-making village in Thailand. The course was developed in four stages: 1) Studying background information; 2) Developing the training course of Foreign Language for Local Youth Guide; 3) Trying-out the course; and 4) Evaluating the course. The training course was implemented with a group of 60 junior high school students. The study was designed for one group pretest-posttest, using pre-post tests and a satisfaction questionnaire as study tools. The study revealed the following results. 1) The community members needed a foreign language training course which has both lecturing and workshops. 2) The course consisted of one ice-breaking module and five language modules. 3) While attending the course, participants were enthusiastic, asking questions, and actively contributing to the discussions. 4) After the course, participants significantly improved their language ability at the.05 level. The participants’ satisfaction on the training course was at the ‘very high’ level. They indicated that the course emphasized on the real life applications. These results revealed the usefulness of a short training course for local youth guides in Thailand. It can be applied to other local areas in Thailand that have foreign tourists. A similar training course can be developed by making some modifications to this course to fit their local contents.
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Saengaramruang, Wanna. "Teaching of German in Thailand: Past, Present, and Future." MANUSYA 9, no. 1 (2006): 51–80. http://dx.doi.org/10.1163/26659077-00901005.
Повний текст джерелаАнотація:
This paper aims firstly to give an overview of the development of German language, teaching in Thailand at both high-school and, university levels from the past up to the, present time, since German has been taught, in Thailand for more than 80 years and its development has not been studied and documented systematically or continuously. The survey and analysis of German teaching, in Thailand in this paper deal with history, teaching approaches, curricula, the development of teaching materials, the number of German language teachers, students, and schools, the attitudes of German language teachers, the expectations of and attitudes towards German teaching among high-school students, and an analysis of the decreasing number of German language teachers and students. Furthermore, this paper also showcases other research works, support organizations, and activities for German language teaching in Thailand.
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Luangthongkum, Theraphan. "Proto-Karen (*k-rjaƞA) Fauna." MANUSYA 17, no. 3 (2014): 86–123. http://dx.doi.org/10.1163/26659077-01703006.
Повний текст джерелаАнотація:
Even though the reconstruction of Proto- Karen has already been attempted and presented in different ways by a few linguists, some serious disagreements among them on some major points have been found. The research objective, here, is to offer a new look at the Proto-Karen phonology and lexicon. However, the emphasis of this paper is on the reconstruction of Proto-Karen fauna. A wordlist consisting of 2,000 items with English and Thai glosses divided into 21 sections based on semantic fields was devised. The data on the six Karenic languages spoken in Thailand, i.e. Pa-O (two varieties), Kayan, Kayah, Kayaw, Pwo (two varieties) and Sgaw (two varieties) was collected by the author at seven research sites in Thailand from January 2009 – January 2012. They represent Northern, Central and Southern Karen languages. The cognate words found in the Bwe Karen Dictionary (Henderson 1997) were added. To analyse the patterns of sound correspondence, the comparative method was applied with an awareness of areal linguistic features due to language contact. A Proto-Karen (*krjaƞ A) phonology and lexicon were reconstructed. With regard to the Proto- Karen phonology, the relationship between the onsets and tones is quite straightforward, so it is not difficult to reconstruct, unlike the rhymes which, in some cases, are problematical resulting from vowel harmony and the loss of final consonants. The 73 reconstructed forms of Proto-Karen animals are presented and the Proto-Karen tones, onsets and rhymes drawn from Proto-Karen Phonology and Lexicon (L-Thongkum, 2013, ms.) are provided in the Appendix.
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Edwards, Penny. "Beyond words: Going off script in Theravada Southeast Asia." Journal of Southeast Asian Studies 53, no. 1-2 (June 2022): 344–48. http://dx.doi.org/10.1017/s0022463422000303.
Повний текст джерелаАнотація:
Accounts of Buddhism in Thailand, Burma and Cambodia offer detailed descriptions of ‘the power attributed to inscribed amulets, tattoos, and related forms of writing’ (p. 8). But earlier scholarship on Southeast Asia ‘often looked down on non-literary uses of script’, treating it as either a ‘non-Buddhist “cultural” accretion or the ignoble trappings of popular superstition’ (p. 8). Such judgements were based on an idealised conception of Buddhism that focused on canonical scripture, and congealed under colonial rule. Where Richard Fox finds a fruitful ‘indeterminacy’ in the aksara of Bali, colonial scholarship tended towards overdetermination, creating a rigid hierarchy of Buddhist scriptural forms. Pali, the language in which generations of monks had chanted, thought and wrote, was deemed ‘less than’ Sanskrit, but ‘more than’ the plethora of indigenous languages of the region.