Problems Of EFL Speaking In Thailand

Problems Of EFL Speaking In TailandIntroductionThis chapter provides introductory interpretation regarding the pronunciation of face endure by Tais. It describes the problems of EFL fleeting in Siameseland, break d take of face in Thailand, and the tenet pronunciation in EFL course of think in Thailand providing the capacity designed of communicative sermon skills. This is followed by significance of the study, the end of the study, research questions, scope and ending with limitations of the study.1.1 Background to the studyProblems of EFL Speaking in ThailandIn line with the role of position as an international lingua franca, Thailand has taken several measures to incorporate side into its education system. For example, in 1995, the Thai government made slope style study obligatory from firsthand tame (Sedgwick, 2005). Based on my deuce-year side teaching endure at school, Narathiwat, Thailand, however, galore(postnominal) Thai students stillness f every in problems victimization position, in particular in the study of pronunciation. One of the reasons for this is the lack of exposure to side terminology theatrical role come out of the closetside the classroom. A nonher could be due to the differences amid the ph iodintic and phonological systems of position and their first speech. Next, they tout ensemble mightiness be taught and emphasised lone(prenominal) the rule of grammar and increasing their slope vocabulary but might not be practiced English pronunciation properly. On the one hand, formal pronunciation instruction should not be neglected in all exotic linguistic process classrooms since pronunciation defends important roles in parley which is the fundamental element of foreign style learning as it has been require from the nigh of Thai people that teachers should speak the target language during their foreign language class.Due to the lack of time on teaching English pronunciation in the classroom, Th ai students feed not been instructed in the atomic number 18a of pronunciation sufficiently. In Thailand, only when the students doing bachelor degree in English field be aware of how the sound is produced correctly and of the English vowel sound both(prenominal) in terms of vowel quality and vowel length but not for others. Hence, near students are aware only of quantity differences of the vowels but never being realized of quality of the vowels. Moreover, some are not aware of both the quality and the quantity differences amid each pair of the vowel sound.Previous studies on the English pronunciation of Thai speakers dedicate found that they do not contrast vowel length (Chantachorn 2003). For instance, Thai speakers tend not distinguish mingled with vowel pairs like //-/i/ and //-/u/, resulting in words like move and sheep, and fool and full being produced as homophones. However, intimately of the published studies on the business of English vowels by Thai speake rs are impressionistic in nature, and hence, the current study aims to examine the production of English vowels by Thai speakers through acoustical analytic thinking. It to a fault aims to examine the extent to which the production of vowels is influenced by Thai vowels.Those problems of utter English by Thai students are influenced by the following factors functions of English, English language education, and teaching of English pronunciation.Functions of English in ThailandIn Thailand, recently, the role of English is obviously important as it is utilise for international communication. New technology and World Wide Web have been developed rapidly resulting in a greater transition in education, business, tourism and economic affairs which all interrelate commanding broad(prenominal) English proficiency.Thai government officials use English for international conference and communication. For example, ASEAN summit which is a meeting held by ASEAN in relation to economic growth , social progress and cultural development of Southeast Asian Nations. In the commercial part, English is utilise by entrepreneur, tourist agencies, hotels, airlines and even brim to fade with foreigners, as healthful as business for import and export. Beside this, English is the easy-nigh important for the tourist theatre in Thailand. For instances, Phuket island, Krabi and Phangna located in southern of Thailand are very popular among Westerners. Therefore, Thais who leave in tourist playing field need to communicate with them in English even sometimes they do not communicate effectively. This whitethorn be due to bad pronunciations which lead to communication breakdown. Some researchers foreign friends have blamed that most of the Thai people cannot communicate well, especially for people who come from oceanic abyss South of Thailand which are Narathiwat, Pattani, and Yala provinces. This could be due to there are not so many foreigners come there and Deep South is not a tourist area. This overly cause the students in the area do not have much motivation in learning English. other group of English user is in mass media and publications. Some in give tongue toigence agency channelises and variety shows in Thai television program use English as a medium to perform their program. The examples of such programs are English breakfast program on TV Thai channel providing English k straightawayledge together with entertainment such as language for everyday life, grammar as well as English pronunciation. Chris Delivery one time famous English teaching program on channel TTB5 and English minutes a short program on channel 5. Further more(prenominal), the Hollywood movies are compete in the cinemas close to Thailand with English sound itinerary and Thai sub-title. However, most Thais prefer to watch the Hollywood movies playing Thai sound track to English one. Moreover, there are also intelligence program using English as a medium played on channe l MCOT. Thailand outlook channel is a 24 hours English language news channel broadcasted by ASTV (Asia Satellite television) which provide news and insight into Thai affairs that really matter and affect both Thai and foreign residents. The Nation and Bangkok Post are well know and widely lead by foreigners and educated Thai readers all over Thailand. For the English magazines, Nation Junior and Student Weekly have been well-liked among Thai teenagers. Since English is a global language, Thai government has essay to get all mass media involved with English language in order to serve Thais and support them to learn English.Finally, English, therefore, roleplays as a language for basic informal education in Thailand. Although English is not a medium of teaching in school aim, it en up to(p)s students to learn and discover differences of languages and glosss, customs and traditions, thinking, society, economy, politics and administration (Ministry of Education 2001). whole in al l, these functions light upon that Thailand has attempted to use English in many ways to brand Thais get use to English language however these sexual climaxes only guide on some Thai groups and some of Thais still not get familiar with English perceptual experience and production skills which are attendening, speaking , variation and opus.English language education in ThailandLearning foreign language serves an important and essential tool for communication, education, seeking knowledge, livelihood and creating understanding the culture and vision of the world community (Ministry of Education 2001). Although English is not only the foreign language in Thailand, clearly can be seen that English language still play a dominant role as it is mainly used to communicate to counterbalance a connection and cooperation between people around the world.English has been known as an international language and many Thai people have been getting involved with it for decades. closely of them implicate with English language used in their daily lives from many media such as text, television, radio and report. The people who get into school, of human body, they have known English language at the beginning of the first main(a) school direct. As mentioned above that English language has been made as despotic subject starting at primary school in 1995 in Thailand. However, the curriculum was revised once more in 1996 and English is now taught as a subject in Grade 1 to 12(Sarmah, Gogoi Wiltshire 2009). All students have to take English language as a compulsory subject every semester for primary and secondary school levels. This means that they have to take English course at least 9 credit for primary level and 12 credits for secondary level. In the fastness secondary level, at least 6 credits are involve for them (240 hours). Due to limited time as for 2 periods/hours a week, wind to limited lesson for pronunciation. Furthermore, six English courses are required for all learners in four -year curriculum at the undergraduate level (Chusanachoti 2009). These few English courses are only a little period of time undetermined to English language use.The Thai Ministry of Education has encouraged several approaches in English course syllabus to enhance the intelligibility in English language used such as a learner-centered approach, communicative language approach as well as language for specific purpose. Within those approaches, the area of pronunciation has also been taught in terms of conversation and yarn out loud. Nevertheless, the most of the contents still focus on practice and writing skill for examples reading comprehension, grammar and vocabulary. This could be primarily due to a hindrance in teaching pronunciation, especially at primary level and turn away secondary level students feel shy to express and utter an English sound making them not to cooperate with the activities provided. As a consequence, most of the teachers feel op pressed to teach pronunciation.At the primary school level (grade 1-6), students should be capable to know the English Alphabet, to read a childlike word aloud, to spell an easy vocabulary, to read simple conversation and story. However, the course syllabus has been focused very few on the pronunciation and reading out loud. Furthermore, in a period of secondary school, the fundamental English course requires the students to be able to listen, read, write and speak communicatively at the level of their own. For instances, at grade 6 level, they are requires to be able to communicate naturally in everyday life, to explain or tell a story of their own lives and history. But, as can be seen obviously that students still speak English poorly, even though they have studied English for 12 years (primary school-secondary school). This could be due to less help on pronunciation lesson and a lack of exposure to English language used out side the class room. In addition, they tend to pay mo re perplexity on reading to be able to comprehend the content of the text and grammar in order to pass the final exam for all grade level students and to success in getting a steep score from the national university entrance exam. Beside this, to emphasize on pronunciation and allow students learn and know each sound correctly, teachers should instruct students to learn the race of each garners and its sound. This will not only help them in reading and spelling but also will master them in speaking. Moreover, teaching students to know how the sounds are produced will also support them to be aware of different sound and its characteristics.Teaching pronunciation in EFL curriculum in ThailandPronunciation instruction has sometime been neglected in most EFL classroom. In another word, it is not given much more attention by the teacher in the classroom. In EFL curriculum in Thailand, spoken English has been played through these following main contents language for communication, la nguage and culture, language and blood with other learning areas and language and relationship with community and the world (Ministry of education 2001).The Thai Ministry of Education has placed teaching pronunciation instruction to all school level at primary and secondary school. Generally at Grades 1-3, students are expected to be able to know and pronounce the English alphabet, words, phrases, and simple sentences simultaneously with observant the principle of pronunciation. The t engages focus on learning basic phonology system which involves specifying the letter sound and vowel sound (a, e, i, o, u), spelling the words correctly and reading some basic words and sentences out loud as well as getting students practice on producing initial and final consonant, cycles/second and intonation. Besides, the students would be engaged in interpersonal communication by postulation them to use short and simple word that they have heard. These include using requested words such as plea s do not make a noise and can you help me, please?. Moreover, Students grade one, two and three should be able to differentiate the consonance sound and speak common sentences in imitating a real situation in the classroom. At Grade 4-6 primary education level, students are trained to speak English through expressing their needs feeling and opinion. They also should be able to tell story about themselves, friends and family to others. The ability in using English to communicate in respective(a) situations is required for them.During secondary education, speaking activities in the EFL curriculum, students are required to be able to listen, speak, read and write appropriately with their own grades both at upper and humiliate levels. Generally at the lower secondary level, communicative speaking tasks are played through various speaking activities such as dialogue speaking, speaking for short conversation, speaking for giving the information around them and showing opinion about the matters around them in the current situation. Reading aloud is also emphasized by training students to read some story in text books, newspaper and some simple English poem out loud in front of the classroom. By these school levels, in fact, the practice on production of English vowel sound appears in the curriculum designed. For instance, students should be able to read all text out loud by observing the basic principle of pronunciation. This means they would discriminate the differences of English vowel sound in term of vowel length.The emphasis of communicative speaking at the upper secondary level is on asking for information, accurately read out loud text, news, announcement, advertisement, skits and poem and having conversations to exchange some information, experience, opinion in current situation in Thailand and overseas. These activities will be done by having a role-play in the classroom. For example, divide students in a group and ask them to create some situation by imit ating the real situation in day life. Some students play as news reporters and some play a short drama in front of their friend.As a matter of fact, although there are some contents on English pronunciation practice, the limited time as mentioned above is one of obstacles of practicing pronunciation. In addition, in the EFL context, Thai secondary students appear to use and give attention on English literacy skills of reading and writing rather than listening and spoken skills (Bennui 2003).Significance of the StudyAn acoustic analysis of English vowels produced by Thai speakers will yield more reliable information on the characteristics of the vowels produced, in particular vowel quality and vowel length for monophthong vowels, and the former for diphthongs. such information will enable comparisons with the acoustic characteristics of vowels in Thai, making it assertable to compare the vowel systems of English and Thai, and henceforth to determine the influence of L1 on English. The findings on the extent to which Thai speakers can distinguish English vowel contrast will help in the understanding of the relationship between perception and production of vowel contrast in English as it can be argued that if they are unable to perceive vowel contrast, they may not be able to produce the contrast. The information will also provide valuable insights to the area of pronunciation teaching in Thailand.The usage of the StudyThe current study is based on an instrumental analysis of English vowels produced by native speakers of Thai and investigates if there is any acoustic evidence of vowel contrast between vowels in Thai and English. It also aims to examine the extent to which the vowels produced by the Thai subjects share homogeneous characteristics with a native and neighboring variety of English. The study also intents to examine the perception of English vowels by Thai speakers. In relation to these, the purpose of this study is to answer the following resea rch questionsWhat are the acoustic properties of English vowels produced by Thai speakers?To what extent is there vowel contrast between traditionalistic vowel pairs of /i/ //, /e/ //, / / /u/, // // and // //?To what extent is the production of English vowels influenced by the speakers L1?To what extent do the vowels produced by Thai subjects share similar characteristics with British (BritE) and Malaysian English (MalE)?To what extent can Thai speakers perceive vowel contrast in English?The Scope and Limitations of the StudyThis work is limited to the acoustic properties of English monophthong and diphthongs as produced by 15 egg-producing(prenominal) students from one secondary school in one particular area of Thailand Narathiwat. Moreover, the data were collected by recording the subjects in word list and informal speech context. Thai speeches were recorded by 5 pistillate subjects in order to enable comparison of Thai vowels with the English produced by the target subj ects.