Chulalongkorn University Language Institute

This paper addresses classroom-centered research (CCR) in terms of its purposes, methodology, and research outcomes focusing on usefulness and applications of outcomes. Being goal-oriented, CCR interfaces with English language learning and teaching to fulfil the learners', the teachers', and institutional demand for English excellence. Testing and assessment are evaluative mechanisms that drive classroom implementation of materials and methods including evaluative loops for goal fulfilment. Various CCR testing and assessment projects here and abroad will be discussed and crystallized.

This paper addresses classroom-centered research (CCR) in terms of its purposes, methodology, and research outcomes focusing on usefulness and applications of outcomes.  Being goal-oriented, CCR interfaces with English language learning and teaching to fulfill the learners’, the teachers’, and institutional demand for English excellence.  Testing and assessment are evaluative mechanisms that drive classroom implementation of materials and methods including evaluative loops for goal fulfillment.  Various CCR testing and assessment projects here and abroad will be discussed and crystallized.

To conduct an effective classroom-centered evaluation research it is essential that clear-cut delineation of the variables is
developed within operationalised conceptual framework by the responsible clear-minded researcher, who is very likely the teacher herself/himself. In so doing the teacher becomes an agent of change who is not only active in teaching and delivering lessons but also proactive in continuously seeking ways to help the students improve or maximize their language learning and achievement in English use.  Thus, the teacher-researcher scrutinizes every relevant variable impacting students’ learning.

The author proposes that amplified objectives can serve the purposes of curriculum development by specifying the parameter clearly and succinctly.  The amplified objective parameter  includes the following:
1. Message variables: modality of communication, genre, channel of communication,  language function, denotation-connotation, meaning--direct and inferences, style, register, theme, topic, situation-- (content strand, thematic structure are determined pragmatically using learner variables as guidelines)
2. Sender variables: status, role, intention, attitude, overt and covert meaning
3. Receiver variables: status, role, profession, expectation, attitude

The purpose of this study was to investigate Kham Mueang dialect usage in the daily lives of the local people according to gender, education, and occupation and to study the differences over three generations of informants in the use of words, phrases and expressions. Purposive sampling was used to select 90 Kham Mueang informants over three generations in Tambon Wiang Phayao, with 30 informants from each generation group. They were classified by age, above 51 years old, between 31- 50 years old, and between 15 - 30 years old. Research results showed that the language commonly used in daily life of the informants consisted of over 50 percent in Kham Mueang, according to gender, education, and occupation. In general, the informants use Kham Mueang dialect exclusively the most, followed by Kham Mueang combined with Central Thai, and Central Thai exclusively, respectively. Concerning the 166 words, phrases and expressions, Informants aged above 51 years know and use Kham Muang words th...

A survey was conducted at the Chulalongkorn University Language Institute in Thailand to identify societal needs for using English. The following issues were investigated: (1) the extent to which English was being used and was needed by Thai government personnel; (2) the extent and purpose of using listening, speaking, reading, writing, and translation skills; (3) the adequacy of English skills obtained from educational institutions; (4) and the actual skill levels attained and the desired levels to be attained. A total of 486 subjects were surveyed in government agencies, state enterprises, and business firms in Bangkok. Results of the study indicated that government agencies and state enterprises used English moderately and that the businesses used it more frequently. The required skills were ranked in the following order of importance: reading (most important), writing, listening, speaking, and translation. The language use profiles in Thai society are concluded to be appropriate a.; guidelines for the design of English syllabi. Two subsequent surveys studied the managemant of graduate English programs in seven other higher education institutions, and the needs of graduate English programs in Chulalongkorn University. Nineteen tables supplement the narrative. Contains 10 references. (LB)

A project in Thailand to develop domain-referenced English language tests for use with Thai secondary and college students is described. The first phase consisted of developing standardized tests for listening, speaking, reading, and writing based on existing syllabuses, determining the common levels of English proficiency in those domains, and analyzing the communi ziv-! competence factors in English use of the Thai students. Subjects were 697 lower secondary, 525 upper secondary, and 493 university students. The second pnase involved examining the consistency of domain specifications and setting domain-content standard scores for the tests. The process of test construction and validation are outlined, and results for each phase are reported. Recommendations for furtber research in this area include study of the contribution of individual language skills to the development of overall language proficiency, with the objective of finding effective remedial methods, and similar test and standard development for all levels of Thai education. Recommendations for practical application in English teaching and learning include use of a communicative context for language instruction and early emphasis on oral/aural skills gradually leading to later emphasis on reading and writing. A 55-item bibliography and test objectives, specifications, and analyses are appended. (MSE)

A study on language transfer phenomenon from Thai to English is reported. The purposes of the study were to: (1) analyze the transfers from Thai to English caused by linguistic (syntax, lexis, meaning), organizational (sequence of development), style (genre, tone), and field (topic, function) factors; (2) compare the language transfers in descriptive, explanatory, and persuasive types of d.l.scourse; and (3) map patterns of transfers for application purposes. Data were collected from 15 English major students from Chulalongkorn University (Thailand) who translated Thai passages into English that illustrated the three types of discourse. It was found that the students were more successful with explanatory discourse than with descriptive or persuasive discourse. Weaknesses indicated a tendency to translate word-byword rather than by meaning. It is concluded that criteria for successful translation are compound bilingualism and knowledge and interpretive skills of all language registers in the native language. Contains 4 references. (LB)

A summer intensive Englilh language course is described that is offered by the Chulalongkorn University Language Institute (CULI) in Thailand to university instructors and government officials. A writing program, which constitutes one-fourth of the entire course, consists of 10 units incorporating main functions and topics of English use found in a previous CULI study to be important in the Thai government sector. Writing is viewed as a dynamic, interactive, and integrative skill activity, and the program merges listening texts and video input with reading texts to maximize the output via the graphic mode. Students are required to listen-write, observe-write, read-write, listen-read-write, and observe-read-write within specified domains of language functions and topics. Aspects of program design, implementation, and evaluation are reviewed. Sample program units are included. Contains 9 references. (LB) **************,.*********************************************M********** Reproduc...

In a discussion on amplified objectives in language evaluation, this paper delineates various strands of contextual input that constitute the design of a language program. Philosophical, sociocultural, and psychological aspects are included. Amplified objectives are discussed in the context of domain-referenced language testing and program evaluation that incorporates the objectives into each phase of program evaluation (context, input, process, product, and overall evaluation). It is noted that by incorporating the context and content of language along with the skills, test techniques, stimulus forms and response mode, amplified objectives provide strong guidelines for developing and evaluating a language program. An example of amplified objectives for an English course in Mathayomsuksa VI (Grade 12) in Thailand is included. Contains 11 references. (LB)

This paper investigated the names given to Thai local community products and provides a description of the use of the English language in naming products in Thailand. The business names of Thai local products under the program One Tambon One Product (OTOP) were selected for analysis, focusing on language characteristics and semantic appropriateness by using onomastics to some extent. The data consisted of 1,304 names from five product categoriesdfood, drinks, clothing and accessories, handicrafts and ornaments, and inedible herbs, as provided in the database of tambons and OTOP products. Thai product names in English, some of which only Thais can understand, show language creativity, reflecting Thai identity within English usage in the local setting. One problematic area concerns the lack of semantic appropriateness of some English names, as the names are sometimes not relevant to the product type. Thai entrepreneurs need support in naming their products to achieve international intelligibility if their products are to be marketed to international customers.