2013.ICLLCS.Book

The 1st International Conference on Language, Literature, and Cultural Studies, 22-24 August 2013
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CONTENTS
Welcome Addresses 9
Conference Overview 17
Session Details 20
Paper Presentations
Surono M. Hum 26
Universal processes in language acquisition
Yap Ngee Thai 27
Acquisition of Segmental and Suprasegmental Phonology by Malaysian ESL Learners
Thomas Hoy 28
Detecting Thainess: Primordialism and Constructivism in the Thai Expat Crime Novel
Hyug Ahn 29
Investigating SADNESS as a National Character of Korean, English and Russian
Akkarapon Nuemaihom 30
An Analysis of Thai-English Translation Strategies in the Short Story Level 8 Abbot
Samanik 31
A Contextual Approach: Business Presentation to Accelerate EFL Learners English
Speaking Skill
Charlton Bruton 32
Merging Exploratory Practice and Problem-posing To Improve Classroom Practice At
Burapha International College
Raksi Kiattibutra 33
The Effectiveness of Teaching Foreign Language in a Non-background Group : A Case Study
of Teaching Elementary French in Social Sciences Students at the University of Phayao
Budiawan 34
Language Maintenance of Balinese Diaspora in Lampung, Indonesia
Hossein Siahpoosh 35
Pronunciation in EFL Classes and the Personality Factors in Learning Pronunciation
Intira Charuchinda 36
“Beautiful” or “Pretty” as Conceptualized in Katherine Mansfield’s A Cup Of Tea: Feminist
Ironies

2
Jose G. Tan, JR 37
English Instructional Materials: Imperative Learning Aid for the High School Bound Summer
Program of the MSU-Science High School
Zakia Deeb 38
Markers of Register Shift in Students Translation: The Case of Lady Jane Digby Biography
E. Ngestirosa. EWK 39
Focus Feedback for English Learners in Lampung
Supaporn Yimwilai 40
Integrating Sufficiency Economy Philosophy in a Literature Class
Umi Rokhyati 41
Combining Standardized and Authentic Assessment: On Getting A Clear Picture of Students’
Language Competence
Apichai Rungruang 42
The Relationship Between the Perception and Production of English Onset Clusters by EFL
Thai Learners
Paul Hullah & Thomas Hoy 43
Perceptions of Role and Job Satisfaction Within Expatriate English-Teaching Communities in
Thailand and Japan
Wong Bee Eng & Chan Mei Yuit 44
The Roles of Supervisors: Is there a Difference Between the Expectations of Local and
International Students?
Krongtham Nuanngam 45
Politeness in English of Thailand’s Ordinary National Educational Test (O-NET)
Pornpan Piriyasurawong 46
The Alternation of the Spanish verb Ser 'be' and Tener 'Have' in Copulative Sentences with
Gradable Adjective
Marilou L. Villas 47
An Investigation of Students’ Types and Frequency of Errors in Writing
Hermann Gruenwald & Sirintorn Thepmongkorn 48
Verbal and Non-Verbal Cross-Cultural Communication for Expat Managers
HR Industry Best Practices for Expats working with Thai Nationals
Budsaba Kanoksilapatham 49
University Students’ Attitudes towards English Pronunciation Models

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Yulia Makhonko 50
Acquisition vs. Comprehension: the Difference is “Plus 1”
George Schaaff 51
Consciousness-Raising Activities: Now More than Ever
Richard Derrah 52
Ethnography of Communication in a Japanese High School
Korakote Natiladdanon & Chayada Thanavisuth 53
The Supremacy of English in ASEAN: A Call for Change in English Language Pedagogy
Achara Pengpanich 54
Markedness and the Acquisition of English Conditionals by Ramkhamhaeng University
Students
Yoga Prihatin 55
Conversational Implicature Analysis of a Classroom Interaction at the English Department of
Tegal Pancasakti University
Hendar & Chairiawaty 56
Simulation and Role Playing as the Effective Techniques in Improving
the Intercultural Communication Understanding
Ida Zuraida Supri 57
A Dialogue Journals: a Tool to Improve Classroom Interaction
Aram Iamlaor 58
An Analysis of Translating Figurative Language by English-Major Students in Thailand
Naiyana Ket-aim, Sirinan Srinaowaratt & Saiwaroon Chumpavan 59
English-Thai Translation Strategies Used by Professional Novel and Science Translators
Irana Astutiningsih 60
Women's Breaking Taboos in Cyber Culture: Tearing up Patriarchal Net through Slash
Fiction?
İlknur İstifçi 61
EFL Students’ Use of Facebook
Atthakorn Thephachomphoo & Somsak Kaewnuch 62
A Study of Collocations in Different Kinds of Texts
Esther L. Baraceros 63
Systemic Functional Grammar Fostering Critical Thinking in Teaching and Learning
Language

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Ulaya Ahdiani 64
The Power of Women During the Reign of Shah Jahan In Indu Sundaresan’s Novels
Luanga Kasanga 65
Visual/Digital Resources, Language, and Languaging
Anusorn Saechan 66
WH-Arguments versus WH-Adjuncts Asymmetry in the Acquisition of English
WH-Questions by Thai Learners
Ridha Mardiani 67
The Washback Effect of ENE on an English Teacher's Perception Toward his Classroom
Teaching
Wimonwan Aungsuwan 68
The Similarities and Differences Between Imagination and Reality in Harry Potter
Mete Özçelik 69
Developing Low-Level EFL Students’ Writing Skills Through Visual Aids
Parin Tanawong & Somsak Kaewnuch 70
The Relationship between Cohesion and Coherence in Writing: The Case of Thai EFL
Students
Ian Brown 71
Teaching Language with Mobile Devices
Wayne George Deakin 72
Thailand, Occidentalism and Cultural Commodity Fetishism
Hataya Anansuchatkul 73
Effortlessly Yours: Discursive Construction of Spa Service in Chiang Mai
Khanita Limhan 74
English-Thai Time Expressions Used by Thai EFL Learners
Meechai Wongdaeng & Rangsiya Chaengchenkit 75
Interlanguage of English Questions Use Among Thai EFL Learners: An Investigation into
Acquisition Patterns and a Testing of Implicational Universals
Susi Harliani 76
The Translation of Metaphorical Expression in the Bible: Semantic and Pragmatic
Equivalence
Nani Indrajani Tjitrakusuma 77
The Metaphors of Verbal and Pictorial Verbal Advertisement Texts in Online Magazines

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Adcharawan Buripakdi 78
“English is Still Very Alien to Me”: The Status of English in Thailand
Wannaprapha Suksawas 79
Exploratory Talk in EFL Classroom from a Systemic Functional Linguistics’ View
Chia-Hsing Sung 80
Gender and Sexual Expressions in Paiwan
Nanik Mariani Effendie 81
The Student Wheels Strategy in Teaching Speaking Skillsto Cultivate Politeness at Junior
High School
Jason Mattausch & Kay Liu 82
Tone Perception Errors in Mandarin Chinese
Catherine Owens 83
Teaching Academic Writing in a High Context Culture
Yaowarut Mengkow 84
Derek Walcott and the Pastoral
Mahmood Reza Atai & Azam Tahmasebi 85
Genre Analysis of Ph.D. Dissertation Abstracts: Variations across Cultures and Disciplines
Reza Abdi & Salim Zalgholizadeh 86
An Investigation of Iranian College Students' Collocational Errors in Writing
Farhad Mazlum & Fatemeh Poorebrahim 87
English Language Teaching in Iran: A Meta-analytic and Triangulated View of Persistent
Challenges
Samanik 88
Achebe’s Things Fall Apart as a Counter Discourse Toward African Representation in
Colonial Literature
Ani Susanti 89
Internet and Indonesian EFL Teaching Profession
Anood Salim Rashid Al-Shibli 90
The Acquisition of English Articles by Foundation Students at Higher College of Technology:
the Role of L1 Transfer
Wichura Winaithamn 91
The Production Model of Stress Pronunciation Multimedia Courseware, Designed for Thai
Undergraduate Students

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Tatang Iskarna 92
Christianity and Colonialism in Lessing’s No Witchcraft for Sale
and Achebe’s Death Men’s Path: Complicity or Hostility?
Thitinan Boonpap Common 93
Music and the Echo of Cultural Identity: the Case Study of Contemporary Lanna Music
Khaing Khaing Oo 94
An Investigation of Myanmar Migrant Workers’ English Language Problems and Job-related
Needs at D.E.A.R Burma School
Amporn Sa-ngiamwibool 95
A Holistic Approach to ‘Real’ Learning of EAP
John C. Zinck 96
Darren Aronofsky and the Destructive Nature of Obsession
Mohammad Ghazanfari & Mahsa Ziaee 97
The Wonder of Illustrations: The Impact of Illustrated Literary Texts on EFL Learners’
Reading Comprehension Ability
Qian Tang 98
Chinese Homophonic Puns on Micro-blogs: Morphological and Textual Function
Perspectives
Lee Kean Wah & Tan Choon Keong 99
Malaysian Teachers’ Experiences in Developing Digital Materials For Language Teaching in
Rural Schools
Alexander J. Klemm 100
Writing the City into Being: Cold War Bangkok in The Ninth Directive (1966)
Jutharat Jitpranee 101
Learning Across Culture: A Comparison of English Learning Strategies Between Thai and
Chinese Students in a Thai University Context
Le Cheng 102
Rethinking the Translation of Court Judgments: A Hong Kong Perspective
Anongnad Petchprasert 103
Implementing Blogs and Collaborative Learning for a Remedial EFL Classroom
Bundit Anuyahong 104
Effects of English Learning Proficiency of Foundation Course Students in 2013: A Case of
Thai-Nichi Institute of Technology

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Louis Royal 105
Language: Acquisition, Attrition and Aphasia
Bussabamintra Chalauisaeng 106
An Analysis of Problems and Behaviors in Interpreting Complicated Sentences in Order to
Enhance Medical Residents’ Ability in Reading English Journal Articles
Suryani Atan 107
Lesson Study on ICT Integrated Lessons: The 10’M Experience
Kornsiri Boonyaprakob & Prommin Songsirisak 108
Students’ Perceptions of Thai Teachers in an International Program at a Thai Public
University
Chanidapa Sookcharoen 109
How the Use of Authentic Material May Lead to Enhanced Learning for ESP Students in
Thailand
Janpha Thadphoothon 110
Pedagogical and Implementation Issues in Teaching English to Thai Taxi Drivers
Paul Ashford 111
A Literature Review - Improving English Language Skills Through Extensive Reading
Handan Girginer 112
Learner Autonomy: A Cross Cultural Analysis
Chitra Phunkitchar & Supaporn Yimwilai 113
Environmental Awareness in Children Picture Book: The Secret Garden
Elisa Cristina Diaz Santana 114
Spanish and Thais Surnames: Similarities and Differences
Gusti Astika 115
Reflective Teaching as Alternative Assessment in Teacher Education: A Case Study of Pre-
Service Teachers
Sorapong Nongsaeng & Supaporn Yimwilai 116
The Philosophy of Sufficiency Economy in Scott O’Dell’s Island of the Blue Dolphins
Israa Al-Ajmi 117
Evaluation of the Placement Test Used at the Higher College of Technology in Oman
Chadchavan Sritong 118
Comparative Analysis of Usages of the Preposition "de" in Spanish and Thai Language

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Ahmed al Rabee’ 119
The Role of Educational Administration in Developing the Skills of English Learning as a
Second Language for Undergraduate Students at Jerash University
Jaime Moreno Tejada 120
Between Christianity and Modernity: the Many Meanings of “Laziness” and “Boredom” in
Spain and Latin America
Moh’d Tawfiq Bataineh 121
Language Ideology and the Development of Arabic
Fuangket Tongwanchai 122
Grammatical Use of Politeness Strategies in Requests by Thai Learners of Spanish
Rungaroon Injai 123
An Analysis of Paraphrasing Strategies Used in Expository Writing by 3rd Year Students at
Burapha University
María de las Mercedes Fuentes Hurtado 124
How Can Thai Students Learn Spanish Literature? A Practical Approach
Yousef M. Elramli 125
Alternations Between Adjacent Continuants in Libyan Arabic
Suwitchan Un-udom 126
The Effectiveness of Different Feedbacks on Students’ Paragraph Writing Ability in Rajabhat
Mahasarakham University Students
Pudsadee Kaewchawee 127
The Effectiveness of Multimedia-based Instruction in Developing the Sixth Grade Students’
English Ability
Hotel Maps 128
Pattaya Map 131
30 Easy and Fun things to do in Pattaya 132
Address book 133
Author index 138

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Dear ICLLCS 2013 Participants:
I would like to officially welcome you all to this inaugural
International Conference on Language, Literature and
Cultural Studies (ICLLCS). This is an interdisciplinary
conference focusing on the exploration of a broad range of
language and cultural themes, bringing together innovative
and illuminating presentations relevant to the establishment
of the ASEAN Economic Community and beyond. I invite all of
you to approach this event with open minds, and to take advantage of your time here to
explore new concepts and to analyse old ones.
First, we are privileged to have our key note speakers Professor Martha Young-Scholten,
Newcastle University, United Kingdom who specialises in second language and literacy
acquisition as well as Professor Ronald Strickland, Michigan Technological University,
United States of America whose current research focuses on the institutional and cultural
politics of the Humanities in higher education. I am sure that they will provide, for all of us,
insights into our chosen fields not just for the present time but also ideas that we can take
into the future.
Second, the various research presentations that have been organised for the next three days
promise to broaden our thinking. You might learn more about a topic with which you were
already familiar; or you might also find yourself discovering a whole new world of ideas and
information you didn't know existed.
As you attend these various events, keep in mind that individuals are one of our greatest
resources and as such being privileged to share ideas and knowledge with others in similar
fields is something that we can embrace over the next few days. So, take advantage of each
other, talk with each other and learn from one another.
In conclusion, I welcome you once again to this inaugural International Conference on
Language, Literature and Cultural Studies (ICLLCS). We hope you enjoy these next few days
of exchange.
With warm regards,
SOMPOL PONGTHAI, FRTCOG, MPH, LLB
President, Burapha University
WELCOME ADDRESSES

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Dear Participants:
I would like to extend a very warm welcome and salutations to
all fellow participants and presenters.
On behalf of the Vice - President for Foreign Relations Affairs,
Burapha University, it is my honor and privilege to share some
thoughts on this momentous occasion of the 1st International
Conference on Language, Literature, and Cultural Studies. It is an
interdisciplinary conference on a variety of current issues
pertaining to the research in humanities and social sciences as well as education primarily
based on, but not limited to, ASEAN countries’ contexts.
As it stands out, the main rationale of this conference conforms to the mission of Burapha
University in being an academic organization taking the initiative to establish smart
partnerships among scholars in ASEAN countries and around the globe. That primarily helps
us see well through the ASEAN Economic Community (AEC)’s impacts on the region.
On account of AEC, the regional economic integration by 2015, Thailand and other ASEAN
countries are currently undergoing an AEC-implementing phase where extensive
collaborations among the nations are being made to equip their populations to meet
competitive demands and supplies of the globally free-trade market in ASEAN in the years to
come. Accordingly, this conference is expected to give you an opportunity to share and
discuss a new body of knowledge.
Although the challenges made by this conference are significant, I do believe that all of us
here can have what it takes to move forwards, together, the scholarly international
cooperation in the lead-up to the successful AEC implementation across the region by 2015.
In addition, that will be accelerated to provide a sustainable development of the whole
region at the end.
Lastly, I wish you all an enjoyable moment at this conference. I would also like to thank all
the Conference Committee members from the Department of Western Languages, Burapha
University, and all the scientific committee members for their hard working to make this
conference a success.
Very warmly and sincerely,
Asst. Prof. Dr. Pichan Sawangwong
Vice - President for Foreign Relations Affairs
Burapha University
WELCOME ADDRESSES

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Dear Delegates:
I would like to extend a very warm welcome to all presenters and
participants, especially to our key-note Speakers: Prof. Martha
Young-Scholten from Newcastle University, United Kingdom and
Prof. Ronald Strickland from Michigan Technological University,
United States. We are honored to have such illustrious and
prestigious academicians for the first International Conference on
Language, Literature and Cultural Studies organized by the
Department of Western Languages, Burapha University.
As you know an interesting and parallel challenging era is ahead of our nation by Thailand
being one of the co-founder countries of ASEAN.
Challenging since first time in our history English language skills have become essential for
all. Interesting since the bilingual mind may give the chance to experience never expected
improvements on our own language and fine art prospects.
Preserving the uniqueness of Thai culture and still being the part of the wide South-East
Asian horizon is an ambivalent aim of ours that is only possible to achieve as long as we are
well-prepared, open minded, critical thinkers.
Therefore higher educational institutes must take a leading part of shaping the future -
particularly in terms of language and literature. I am pleased that this exclusive conference
has been organized and gives the opportunity to share our knowledge and thoughts that can
also be the first step towards more efficient learning and teaching.
I am thankful for the Department of Western Languages for putting the effort and time into
making this event happen. I wish you the wonderful time here in Pattaya, one of the most
colorful cities in Thailand.
Best wishes,
Boonrod Boonkird, Ph.D.
Dean, Faculty of Humanities and Social Sciences
Burapha University
WELCOME ADDRESSES

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Welcome to ICLLCS 2013
On behalf of the conference organizer, Department of Western
Languages, Burapha University, I am greatly honored and pleased to
welcome you all to Thailand and to our 1st International Conference on
Language, Literature, and Cultural Studies.
The ambition of this conference is bring together linguists, foreign
language teachers, educators, and researchers with shared interest in
the studies of language, literature, and culture. We expect to listen to
advances and research results in these related areas.
I would like to thank all participants for your response to the conference. As the program
booklet shows, we are going to have an exciting and rich event. A wide range of issues in the
areas of language, literature, and culture will be addressed by scholars from 12 countries
during our 3-day conference.
I would also like to extend our thanks to our keynote speakers, Professor Martha Young-
Scholten from Newcastle University, UK, Professor Ronald Strickland, Michigan
Technological University, U.S.A., as well as to our invited paper speakers, Professor Suwilai
Premsrirat from Mihidol University, Professor Le Cheng from Zhejiang University, China and
to all the participants who came to Pattaya, Thailand and share your academic work.
I sincerely hope that you all enjoy the conference and find your attendance at the conference
rewarding and inspirational.
Have a pleasant stay in Pattaya!
Suchada Rattanawanitpun, Ph.D.
Head, Department of Western Languages
Burapha University
WELCOME ADDRESSES

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KEYNOTE SPEAKER
MARTHA CLEMEWELL YOUNG-SCHOLTEN
Professor of Second Language acquisition, Newcastle University, UK
Thursday, August 22, 2013
09:10-10:20
Title: Beginning L2 Learners From Three Perspectives: Research,
Assessment
In achieving its aim of economic growth, social progress and cultural development, the
Association of South East Asian Nations/ASEAN expects its members to discuss their
differences peacefully. While the human inhabitants of this planet are more interconnected
than ever before (particularly through use of English as a lingua franca), differences still
abound, and at universities the pursuit of myriad, narrow lines of research in disciplinary
isolation remains the norm. In Second Language Acquisition/SLA much progress has been
achieved in this way, yet this isolation greatly reduces sharing of ideas across disciplinary
boundaries. Indeed adherents of the two dominant paradigms, i.e. generative-linguistics-
based SLA and socio-cultural SLA, usually manage to avoid each other completely. Much like
the members of ASEAN, the participants of the interdisciplinary ICLLCS conference come to
the table to discuss their differences and will do so peacefully. Speakers will be challenged to
convey their ideas in more accessible form than they usually do, and listeners will seek to
suspend their prejudices. In SLA, there are indications that the younger generation is
prepared to welcome communication across paradigms. The current generation of
researchers may be fixed in their disciplines, but the next generation of scholars can be
inspired by this conference to create new and exciting hybrids of SLA research that will
boost research activity within ASEAN and beyond.

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KEYNOTE SPEAKER
RONALD STRICKLAND
Professor of Literature, Michigan Technological University,
U.S.A.
Friday, August 23, 2013
8:45 – 10:15
Title: Economic Globalization and Anglophone Literature
Studies
To my fellow conference participants and delegates,
Economic globalization brings us together, intertwining our lives more closely with each
passing year. And we, as teachers and scholars of language, literature and culture, are
centrally engaged in this process. We work to ensure that our students are ready for the
global workplace, but we also have a responsibility to prepare them for democratic
citizenship in a commonwealth that is increasingly transnational. This is a large challenge,
but also a large opportunity. I'm looking forward to this occasion to meet with you, and to
explore together the current issues that we all confront in our teaching and research.

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INVITED PAPER SPEAKER
SUWILAI PREMSRIRAT
Emeritus Professor of Linguistics
Resource Center for Documentation, Revitalization and
Maintenance of Endangered Languages and Cultures, Mahidol
University
Greetings!
It is my great pleasure to join this conference. I would like to take this opportunity to
mention the importance of multi-culture, multi-lingual environment and mother tongue
(MT), leading to the successful acquisition of a foreign language among children as pointed
out in recent studies.
Thanks in good part to globalization and the telecommunications revolution, English has
become the unrivalled international language linking people and groups across the world.
However, it would be a mistake to believe that competency in English should supersede
other efforts to establish an efficient approach to the management of language learning in a
multicultural and multi-lingual environment.
Worldwide research by both “developed” and “developing” countries points to the
importance of mother tongue (MT) in laying a strong foundation for long-term academic
success in children. Good skills in the use of MT are a prerequisite for most students in
mastering English. Studies suggest that rushing children into learning a second language
before they are ready can actually harm their academic development. In Thailand where
over 70 languages are spoken, minority languages are used by 15% of students and despite
some languages being on the verge of extinctions, efforts are being made to maintain and
revitalize some by focusing on MT acquisition in education as a compulsory prelude to
learning Thai and English and other languages.

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INVITED PAPER SPEAKER
LE CHENG
Professor, Zhejiang University, China
Director, Center for Legal Discourse and Translation, Zhejiang
University
Dear Friends,
Welcome to the 1st International Conference on Language, Literature and Cultural Studies!
I am happy to say a few words upon the invitation of the Host of this Conference.
Language, literature and culture are intertwined ever since their existence. A Language is
one of the sign systems encoding culture and primary carrier of literature; a culture
constrains the evolution of a language and a language itself is a component of a culture. The
1st International Conference on Language, Literature and Cultural Studies well integrates
the various themes of and between the three disciplines – language, literature and culture by
investing language, linguistics, translation and literature from a cultural and professional
perspective, wherein translation as a human behavior is a bridge for different languages and
divergent cultures.
Thanks to the efforts of the organizing committee and scientific committee, particularly
Department of Western Languages, Faculty of Humanities and Social Sciences, Burapha
University, we have now an excellent platform and enjoyable venue now in Thailand for us,
friends from different parts of the world to share our views on the studies of language,
literature, culture and so on. I trust this Conference will be a magnificent gathering for
international scholars.

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CONFERENCE OVERVIEW
Thursday, August 22, 2013
Time Session Venue
08:00-18:00 Registration Rajchanavy Room
9th floor
09:00-09:10 Opening Ceremony by Pattaya City Mayor Rajchanavy Room
9th floor
09:10-10:20 Keynote by Prof. Martha-Young Scholten ,
New castle University. UK
Title: Beginning L2 Learners from Three
Perspectives: Research, Assessment, and Materials
Rajchanavy Room
9th floor
10:20-10:40 Coffee/Tea break Foyer, 9th floor
10:40-12:10 Concurrent Session #1 Track 1:Cholmark, 3rd fl.
Track2: Rajchanavy 1,9th fl.
Track3: Rajchanavy2, 9th fl.
Track 4: Phetra, 3rd fl.
12:10-13:00 Lunch Break
Maritime Restaurant, 1st floor
13:00-15:00 Concurrent Session #2 Track 1:Cholmark,3rd fl.
Track3: Rajchanavy2,9th fl.
15:00-15:15 Coffee/Tea Break Foyer, 9th floor
18:45-20:30 Welcome reception (with Thai classical dance /
music and cultural performance)
The Boat Music Place
2nd floor

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CONFERENCE OVERVIEW
Friday, August 23, 2013
Time Session Venue
08:00-18:00 Registration Rajchanavy Room
9th floor
08:45-10:15 Keynote by Prof. Ronald Strickland, Michigan
Technological University, U.S.A.
Title: Economic Globalization and Anglophone
Literature Studies
Rajchanavy Room
9th floor
10:15-10:30 Coffee/Tea break Foyer, 9th floor
10:30-12:30
Concurrent Session #4
Track 1:Cholmark, 3rd fl.
Track2: Rajchanavy 1, 9th fl.
Track 4: Phetra, 3rd fl
12:30-13:30 Buffet Lunch Break
Maritime Restaurant, 1st floor
14:30-14:45 Coffee/Tea Break Foyer, 9th floor
14:45-18:15 Concurrent Session #6 Track 1:Cholmark, 3rd fl.
Track2: Rajchanavy 1, 9th fl.

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CONFERENCE OVERVIEW
Saturday, August 24, 2013
Time Session Venue
08:00-10:00 Registration Panerai Room
3rd floor
08:45-10:00 Workshop by Prof. Martha-Young Scholten ,
Newcastle University. UK
Title: Writing Engaging and Accessible Fiction Books
for Beginning Adult L2 Learners
Panerai Room
3rd floor
10:00-10:15 Coffee/Tea break Foyer, 3rd floor
10:15-11:15 Invited paper by Prof. Suwilai Premsrirat ,Mahidol
University, Thailand
Title : Language Policy Development in a Multingual
Nation such as Thailand: The Role of the Mother
Tongue
Panerai Room,
3rd floor
11:15-12:10 Invited paper by Professor le Cheng, Zhejiang
University, China
Title: Revisiting Deontic Modality: A Jurilinguistic
Perspective
Panerai Room,
3rd floor
12:10-12:20 Closing Ceremony
12:20-14:00 Lunch Break
Maritime Restaurant
14:00-18:00 Post conference tour

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SESSION DETAILS
Venue
Cholmark Room, 3rd Floor Track 1 Language and Linguistics
Rajchanavy Room 1, 9th Floor Track 2 Language Teaching
Rajchanavy Room 2, 9th Floor Track 3 Literature and Culture & Cultural Studies
Phetra Room, 3rd Floor Track 4 Interdisciplinary
Book exhibition: 22-23 August, 2013, 9:00 – 16:30
Thursday , 22nd August 2013 (Morning)
8:00 – 18::00 Registration
9:00 - 9:10 Conference Welcome & Opening Ceremony
(Rajchanavy Room, 9th Floor)
9:10 – 10:20 Keynote Address: Professor Martha Young-Scholten, Ph.D.
Title: Beginning L2 Learners From Three Perspectives: Research, Assessment and Materials
10:20 -10:40 Coffee /Tea Break
(Foyer area in front of Rajchanavy Room, 9th Floor)
10:40 – 11:10
Universal processes in
language acquisition
Surono M.Hum
Acquisition of
Segmental and
Suprasegmental
Phonology by
Malaysian ESL
Learners
Yap Ngee Thai
Detecting Thainess:
Primordialism and
Constructivism in the
Thai Expat Crime
Novel
Thomas Hoy
Investigating SADNESS as a
National Character of
Korean, English and
Russian
Hyug Ahn
11:10 -11:40 An Analysis of Thai-
English Translation
Strategies in the Short
Story Level 8 Abbot
Akkarapon Nuemaihom
A Contextual Approach:
Business Presentation
to Accelerate EFL
Learners English
Speaking Skill
Samanik
Merging Exploratory
Practice and
Problem-posing To
Improve Classroom
Practice At Burapha
International College
Charlton Bruton
The Effectiveness of
Teaching Foreign
Language in a Non-
background Group : A Case
Study of Teaching
Elementary French in
Social Sciences Students at
the University of Phayao
Raksi Kiattibutra
11:40 – 12:10 Language Maintenance of
Balinese Diaspora in
Lampung, Indonesia
Budiawan
Pronunciation in EFL
Classes and the
Personality Factors in
Learning
Pronunciation
Hossein Siahpoosh
“Beautiful” or
“Pretty” as
Conceptualized in
Katherine
Mansfield’s A Cup Of
Tea: Feminist Ironies
Intira Charuchinda
English Instructional
Materials: Imperative
Learning Aid for the High
School Bound Summer
Program of the MSU-
Science High School
Jose G. Tan, JR
12:10 – 13:00 Buffet Lunch: Maritime Restaurant , 1st floor

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13:00 - 13:30 Markers of Register Shift
in Students Translation:
The Case of Lady Jane
Digby Biography
Zakia Deeb
Focus feedback for
English learners in
Lampung
E. Ngestirosa. EWK
Integrating
Sufficiency Economy
Philosophy in a
Literature Class
Supaporn Yimwilai
Combining Standardized
and Authentic Assessment:
On Getting A Clear Picture
of Students’ Language
Competence
Umi Rokhyati
13:30 – 14:00 The Relationship Between
the Perception and
Production of English
Onset Clusters by EFL Thai
Learners
Apichai Rungruang
Perceptions of Role
and Job Satisfaction
Within Expatriate
English-Teaching
Communities in
Thailand and Japan
Paul Hullah
Thomas Hoy
The Roles of
Supervisors: Is there
a Difference Between
the Expectations of
Local and
International
Students?
Wong Bee Eng
Chan Mei Yuit
Politeness in English of
Thailand’s Ordinary
National Educational Test
(O-NET)
Krongtham Nuanngam
14:00 -14:30 The Alternation of the
Spanish verb Ser 'be' and
Tener 'Have' in Copulative
Sentences with Gradable
Adjective
Pornpan Piriyasurawong
An Investigation of
Students’ Types and
Frequency of Errors in
Writing
Marilou L. Villas
Verbal and Non-
Verbal Cross-Cultural
Communication for
Expat Managers
HR Industry Best
Practices for
Expats working with
Thai Nationals
Hermann Gruenwald
Sirintorn
Thepmongkorn
University Students’
Attitudes towards English
Pronunciation Models
Budsaba Kanoksilapatham
14:30 -15:00 Acquisition vs.
Comprehension: the
Difference is “Plus 1”
Yulia Makhonko
Consciousness-Raising
Activities: Now More
than Ever
George Schaaff
Ethnography of
Communication in a
Japanese High School
Richard Derrah
The Supremacy of English
in ASEAN: A Call for Change
in English language
pedagogy
Korakote Natiladdanon
Chayada Thanavisuth
15:00 – 15:15 Coffee Tea Break :Foyer, 9th floor
15:15 – 15:45 Markedness and the
Acquisition of English
Conditionals by
Ramkhamhaeng
University Students
Achara Pengpanich
Conversational
Implicature Analysis of
a Classroom
Interaction at the
English Department of
Tegal Pancasakti
University
Yoga Prihatin
Simulation and Role
Playing as the
Effective Techniques
in Improving
the Intercultural
Communication
Understanding
Hendar
Chairiawaty
A Dialogue Journals: a Tool
to Improve Classroom
Interaction
Ida Zuraida Supri
15:45 – 16:15 An Analysis of Translating
Figurative Language by
English-Major Students in
Thailand
Aram Iamlaor
English-Thai
Translation Strategies
Used by Professional
Novel and Science
Translators
Naiyana Ket-aim
Sirinan Srinaowaratt
Saiwaroon Chumpavan
Women's Breaking
Taboos in Cyber
Culture: Tearing up
Patriarchal Net
through Slash
Fiction?
Irana Astutiningsih
EFL Students’ Use of
Facebook
İlknur İstifçi
T Thursday, 22nd August 2013 (Afternoon)

22
Friday, 23rd August 2013 (Morning)
8:00 – 18:00 Registration
8:45 – 10:15 Keynote Address: Professor Ronald Strickland, Ph.D.
Title: Economic Globalization and Anglophone Literature Studies
10:15 -10:30 Coffee Tea Break
(Foyer area in front of Rajchanavy Room, 9th Floor)
10:30 – 11:00 “English is Still Very Alien
to Me”: The Status of
English in Thailand
Adcharawan Buripakdi
Exploratory Talk in EFL
Classroom from a
Systemic Functional
Linguistics’ View
Wannaprapha Suksawas
Gender and Sexual
Expressions in
Paiwan
Chia-Hsing Sung
The student Wheels
Strategy in Steaching
Speaking Skills
to Cultivate Politeness at
Junior High School
Nanik Mariani Effendie
16:15 – 16:45 A Study of Collocations in
Different Kinds of Texts
Atthakorn Thephachomphoo
Somsak Kaewnuch
Systemic Functional
Grammar Fostering
Critical Thinking in
Teaching and Learning
Language
Esther L. Baraceros
The Power of Women
During the Reign of
Shah Jahan In Indu
Sundaresan’s Novels
Ulaya Ahdiani
Visual/Digital Resources,
Language, and Languaging
Luanga Kasanga
16:45-17:15 WH-Arguments versus
WH-Adjuncts Asymmetry
in the Acquisition of
English WH-Questions by
Thai Learners
Anusorn Saechan
The Washback Effect of
ENE on an English
Teacher's Perception
Toward his Classroom
Teaching
Ridha Mardiani
The Similarities and
Differences Between
Imagination and
Reality in Harry
Potter
Wimonwan Aungsuwan
Developing Low-Level EFL
Students’ writing Skills
Through Visual Aids
Mete Özçelik
17:15 – 17:45 The Relationship between
Cohesion and Coherence in
Writing: The Case of Thai
EFL Students
Parin Tanawong
Somsak Kaewnuch
Teaching Language
with Mobile Devices
Ian Brown
Thailand,
Occidentalism and
Cultural Commodity
Fetishism
Wayne George Deakin
Effortlessly Yours:
Discursive Construction of
Spa Service in Chiang Mai
Hataya Anansuchatkul
17:45 – 18:15 English-Thai Time
Expressions Used by Thai
EFL Learners
Khanita Limhan
Interlanguage of
English Questions Use
by Thai EFL Learners:
An Investigation into
Acquisition Patterns
and a Testing of
Implicational
Universals
Meechai Wongdaeng
Rangsiya Chaengchenkit
The Translation of
Metaphorical
Expression in The
Bible:
Semantic and
Pragmatic
Equivalence
Susi Harliani
The Metaphors of Verbal
and Pictorial Verbal
Advertisement Texts in
Online Magazines
Nani Indrajani Tjitrakusuma
18:45 -20:30 Welcome Reception
The Boat Music Place, 2nd floor
Th Thursday, 22nd August 2013 (Afternoon)

23
11:00 -11:30 Tone Perception Errors in
Mandarin Chinese
Jason Mattausch
Kay Liu
Teaching Academic
Writing in a High
Context Culture
Catherine Owens
Derek Walcott and
the Pastoral
Yaowarut Mengkow
Genre Analysis of Ph.D.
Dissertation Abstracts:
Variations across Cultures
and Disciplines
Mahmood Reza Atai
Azam Tahmasebi
11:30 – 12:00 An Investigation of Iranian
College Students'
Collocational Errors in
Writing
Reza Abdi
Salim Zalgholizadeh
English Language
Teaching in Iran: a
Meta-analytic and
Triangulated View of
Persistent Challenges
Farhad Mazlum
Fatemeh Poorebrahim
Achebe’s Things Fall
Apart as a Counter
Discourse Toward
African
Representation in
Colonial Literature
Samanik
Internet and Indonesian
EFL Teaching Profession
Ani Susanti
12:00 -12:30 The Acquisition of English
Articles by Foundation
Students at Higher College
of Technology: the Role of
L1 Transfer
Anood Salim Rashid Al-Shibli
The Production Model
of Stress Pronunciation
Multimedia
Courseware, Designed
for Thai
Undergraduate
Students
Wichura Winaithamn
Christianity and
Colonialism
in Lessing’s No
Witchcraft for Sale
and Achebe’s Death
Men’s Path:
Complicity or
Hostility?
Tatang Iskarna
Music and the Echo of
Cultural Identity: the Case
Study of Contemporary
Lanna Music
Thitinan Boonpap Common
12:30 -13:30 Buffet Lunch
Maritime Restaurant
Friday, 23rd August 2013 (Afternoon)
13:30 – 14:00 An Investigation of
Myanmar Migrant
Workers’ English
Language Problems and
Job-related Needs at
D.E.A.R Burma School
Khaing Khaing Oo
A Holistic Approach to
‘Real’ Learning of EAP
Amporn Sa-ngiamwibool
Darren Aronofsky
and the Destructive
Nature of Obsession
John C. Zinck
The Wonder of
Illustrations: The Impact
of Illustrated Literary
Texts on EFL Learners’
Reading Comprehension
Ability
Mohammad Ghazanfari
Mahsa Ziaee
14:00 – 14:30 Chinese Homophonic Puns
on Micro-blogs:
Morphological and Textual
Function Perspectives
Qian Tang
Malaysian Teachers’
Experiences in Developing
Digital Materials For
Language Teaching in
Rural Schools
Lee Kean Wah
Tan Choon Keong
Writing the City into
Being: Cold War
Bangkok in The Ninth
Directive (1966)
Alexander J. Klemm
Learning Across Culture: a
Comparison of English
Learning Strategies
Between Thai and Chinese
Students in a Thai
University Context
Jutharat Jitpranee
14:30-14:45 Coffee Tea Break , Foyer 9th floor
14:45 – 15:15 Rethinking the Translation
of Court Judgments: A
Hong Kong Perspective
Le Cheng
Implementing Blogs
and Collaborative
Learning for a
Remedial EFL
Classroom
Anongnad Petchprasert
Effects of English
Learning Proficiency of
Foundation Course
Students in 2013: A
Case of Thai-Nichi
Institute of Technology
Bundit Anuyahon
Language: Acquisition,
Attrition and Aphasia
Louis Royal

24
15:15- 15:45 An Analysis of Problems
and Behaviors in
Interpreting Complicated
Sentences in Order to
Enhance Medical
Residents’ Ability in
Reading English Journal
Articles
Bussabamintra Chalauisaeng
Lesson Study on ICT
Integrated Lessons:
The 10’M Experience
Suryani Atan
Students’
Perceptions of
Thai Teachers in
an International
Program at a
Thai Public
University
Kornsiri
Boonyaprakob
Prommin Songsirisak
How the Use of Authentic
Material May Lead to
Enhanced Learning for ESP
Students in Thailand
Chanidapa Sookcharoen
15:45 – 16:15 Pedagogical and
Implementation Issues in
Teaching English to Thai
Taxi Drivers
Janpha Thadphoothon
A Literature Review -
Improving English
Language Skills
Through Extensive
Reading
Paul Ashford
Learner Autonomy: A
Cross Cultural
Analysis
Handan Girginer
Environmental Awareness
in Children Picture Book:
The Secret Garden
Chitra Phunkitchar
Supaporn Yimwilai
16:15 – 16:45 Spanish and Thais
Surnames: Similarities and
Differences
Elisa Cristina Diaz Santana
Reflective Teaching as
Alternative Assessment
in Teacher Education: a
Case Study of Pre-
service Teachers
Gusti Astika
The Philosophy of
Sufficiency Economy
in Scott O’Dell’s
Island of the Blue
Dolphins
Sorapong Nongsaeng
Supaporn Yimwilai
Evaluation of the
Placement Test Used at the
Higher College of
Technology in Oman
Israa Al-Ajmi
16:45 – 17:15 Comparative Analysis of
Usages of the preposition
"de" in Spanish and Thai
Language
Chadchavan Sritong
The Role of
Educational
Administration in
Developing the Skills
of English Learning as a
Second Language for
Undergraduate
Students at Jerash
University
Ahmed al Rabee’
Between Christianity
and Modernity: the
Many Meanings of
“Laziness” and
“Boredom” in Spain
and Latin America
Jaime Moreno Tejada
Language Ideology and the
Development of Arabic
Moh’d Tawfiq Bataineh
17:15 – 17:45 Grammatical Use of
Politeness Strategies in
requests by Thai learners
of Spanish
Fuangket Tongwanchai
An Analysis of
Paraphrasing
Strategies Use in
Expository Writing by
3rd Year Students at
Burapha University
Rungaroon Injai
How Can Thai
Students Learn
Spanish Literature? A
Practical Approach
María de las Mercedes
Fuentes Hurtado
Alternations Between
Adjacent Continuants in
Libyan Arabic
Yousef M. Elramli
17:45 – 18:15 The Effectiveness of
Different Feedbacks on
Students’ Paragraph
Writing Ability in Rajabhat
Mahasarakham University
Students
Suwitchan Un-udom
The Effectiveness of
Multimedia-based
Instruction in
Developing the Sixth
Grade Students’
English Ability
Pudsadee Kaewchawee

25
Saturday, 24th August 2013
8:00–10:00 Registration
8:45 – 10:00 Workshop: Professor Martha Young-Scholten, Newcastle University
Title: Writing Engaging and Accessible Fiction Books for Beginning Adult L2 Learners
(Panerai Room, 3rd Floor)
10:00- 10: 15 Coffee/Tea Break
(Foyer area in front of Panerai Room, 3rd Floor)
10:15– 11:15 Invited Paper: Professor Dr. Suwilai Premsrirat, Mahidol University
Title: Language Policy Development in a Multingual Nation such as Thailand:
The Role of the Mother Tongue
11:15 – 12-10 Invited paper : Professor le Cheng, Zhejiang University
Title : Revisiting Deontic Modality: A Jurilinguistic Perspective
12:10 –12:20 Closing Ceremony
Panerai Room, 3rd Floor)
12:20– 14:00 Buffet Lunch: Maritime Restaurant,1st floor
14:00– 18:00 Post-conference Tour

26
Universal processes in language acquisition
Surono, M.Hum.
University of Ahmad Dahlan Yogyakarta, Indonesia
Abstract
Although structural linguists assume that a language is a self-contained system, languages in
the world share certain systems. This so happens because human contact of inter-nations or
inter-speech community within nations for a long time may cause the language contact. As a
result, many similar language systems may be shared. This consequence also happens in
language acquisition. There are universal principles and processes in language acquisition
shared by languages in the world. The universals are related to the language components,
that is, universals in phonology, morphology, syntax, and semantics. Children, wherever they
come from, do the same process in acquiring their native language sounds, take the same
strategy in acquiring their native language words and sentences, and build their native
language meanings in their minds similarly. Minimal vocalic and consonantal systems are
commonly acquired by children in the beginning process. To acquire the words, content
words and function words are firstly distinguished by the children. Then, they acquire the
sentences in terms of holophrastic principles and telegraphic speech principles. Meanwhile,
by using here and now principle and overextension and under extension principles, children
try to build the meaning or concepts. The acquisition of sentences is the most complex since
it may involve other elements prefixed to sentences, such as deep structure,
transformational rules, and case relations. The phenomena of language acquisition
described above bring about implications in children language learning. Children language
learning (CLL) is actually further process of children language acquisition (CLA) and is
different from adult language learning (ALL). However, CLA and CLL are different in many
aspects. CLL (based on CLA) is a fundamental process in establishing competence in
understanding language principles for ALL. Thus, CLA, CLL, and ALL are continuum.
Keywords: CLA, universal processes, language components, CLL

27
Acquisition of Segmental and Suprasegmental Phonology by
Malaysian ESL Learners
Yap Ngee Thai
Department of English Language, Universiti Putra Malaysia
Abstract
English has been described as a language with a voicing contrast. However, phonetically
English stops are usually not voiced in word initial position and the contrast between voiced
and voiceless stops is maintained by a contrast in aspiration. In word final position, on the
other hand, phonetic voicing is also neutralised and the contrast of these stops is maintained
in terms of vowel length of the preceding vowel. Therefore, Avery and Idsardi (2001) argued
that English has a contrast for aspiration instead of voicing in their proposal of a new
phonological organisation for laryngeal contrasts. However, this proposal has not been
widely received. Most introductory books to English linguistics continue to describe [b] and
[p] as voiced and voiceless stops. This paper presents results from a speech perception
experiment conducted with Malaysian ESL learners with Malay, Mandarin, or Tamil L1-
backgrounds to examine the consequences of considering the contrast of stops in English as
voicing or aspiration. The results show that L1-Mandarin subjects performed significantly
better than their proficiency matched L1-Malay and L1-Tamil counterparts in the word
initial context probably because of positive transfer from Mandarin where aspirated and
non-aspirated stops are phonemic in Mandarin. However, the performance of all three
groups was significantly poorer in the word final context compared to the word initial
context because of two confounding factors: L1 phonotactics interference and lack of
sensitivity to vowel length. The results suggest that second language learners are rather
successful in acquiring a new system of contrast at the segmental level, but they are less
successful when the contrast involves integration of information at the suprasegmental
level. The study concludes that the new phonological model proposed by Avery and Idsardi
(2001) provides a simpler explanation of the second language acquisition data found in the
study.

28
Detecting Thainess: Primordialism and Constructivism in the
Thai Expat Crime Novel
Thomas Hoy
Abstract
One of the major and increasingly more contested discourses on Thai society, politics and
culture is that of “Thainess”. Thainess is notoriously difficult to define. However, two basic
approaches or attitudes to the notion of Thainess can be discerned – primordialism and
constructivism. The primordialist vision sees Thainess as an axiomatic given that is
ultimately unsusceptible to scientific, rationalist explanation. It is something that is inherent
in the “blood” of Thais. It is a set of cultural, social and political beliefs and practices that are
intuitively understood, maintained and practiced by all true Thais. By contrast, the
constructivist approach, as its name would suggest, sees Thainess as a construction, rather
than an essence, and as a discourse that has been used to justify and sustain centralized
power and hierarchy in the Thai state. In this paper, I look at a perhaps neglected source of
information about Thainess. I analyze constructivist and primordialist visions of Thainess
and Thailand in two popular Thai expat crime novels, Christopher G. Moore’s The
Corruptionist and John Burdett’s Bangkok Haunts.
Keywords: Thailand, Thainess, primordialism, constructivism, detective fiction,
Christopher G. Moore, John Burdett

29
Investigating SADNESS as a National Character of Korean,
English and Russian
Hyug Ahn
Abstract
Cognitive Linguistics pursues to explain the identity of conceptual constructions associating
with a conceptual unit of a language, i.e. a word. Terms for emotions are conceptualized
differently according to the characteristics of the cultures where the terms are used. Lakoff
(1987) analyzed ANGER in English using Conceptual Metaphor Theory (CMT). CMT provides
metaphors and metonymies related such as ANGER IS THE HEAT OF A FLUID IN A
CONTAINER and excessive redness in the face and neck area metonymically indicates anger.
Sadness is one of the basic emotions represented by more than a word in English, Russian
and Korean. For example, sorrow, sadness, lament, mourning, in English, sul-pum (sadness),
bi-tan (distress), e-tong (lament) in Korean. There is a word in Korean, HAN (한, 恨) which
represents uniqueness of Korean with the meanings of ‘grudge’, ‘ resentment’, ‘hatred’,
‘regret’, ‘unsatisfied desire’. In short, HAN expresses a combined emotional state of sadness
and its aftereffect. The diversity of English translation shows the semantic complexity of
HAN. Translation of a word into other languages gives an idea about the conceptual identity
of the word. It is also necessary to consider not just the word itself, but also expressions
related to the word, such as idioms and frequently used phrases. For example, “She got all
steamed up” in English corresponds to “Gu-nyo-ga yul-bad-ad-da (She got steamed up)” in
Korean, but Korean does not use the concept COOL for remaining calm. Analysis of the
expressions and building a multilingual database of the emotion terms provide useful
information to understand the characteristics of human emotions and their socio-cultural
specifics.

30
An Analysis of Thai-English Translation Strategies in the Short
Story Level 8 Abbot
Akkarapon Nuemaihom
Buriram Rajabhat University
Abstract
The purpose of this study was to analyze the translation strategies used in the short story
สมภารระดับแปด/Somphan Radap Paet or Level 8 Abbot. This short story was written by Suthas or
Thatsanawadee who was granted the Naiin Award for the Best Short Story Writer in 1997
(1999), and the translated text (English version) was translated by Akkarapon (2013). Eight
strategies of Baker (1992) i.e. translation by a more general word (S1), translation by a
more neutral word/less expressive word (S2), translation by cultural substitution (S3),
translation by using a loan word or a loan word plus explanation (S4), translation by
paraphrase using a related word (S5), translation by paraphrase using an unrelated word
(S6), translation by omission (S7), and translation by illustration (S8) were applied for
dealing with problems of non-equivalence at a word level. The source (Thai) and target
(English) languages were translated, analyzed and compared paragraph by paragraph. The
result revealed that all strategies proposed by Baker were found and employed in the study.
The table was also presented to clarify the study results.

31
A Contextual Approach: Business Presentation to Accelerate EFL
Learners English Speaking Skill
Samanik
Higher School of Foreign Language Teknokrat Lampung-Indonesia
Abstract
This writing is correlated with English teaching material development. Some scholars advise
Contextual Teaching Learning (CTL) for more neutral learning. It facilitates students with
real world challenge during the learning process. Contextualized Teaching and Learning is
identified as a promising strategy that actively engages students and promotes improved
learning and skills development. It is based on the notion that learning can only occur when
students are able to connect between content and context. It also help teachers link between
the materials taught with real-world situations o students and encourage students to make
connection between the knowledge possessed by its application. Besides, it directs students
to be critical and analytical. In accordance, this paper looks for the opportunity to accelerate
EFL learners’ English speaking skill through business presentation. The business
presentation covers SWOT and Root of Problem analysis. At the end, this writing highlights
EFL learners’ experience of doing business presentation in the English class room setting.
Keywords: Business presentation, SWOT and Root of Problem Analysis, Contextual Teaching
Learning, English Speaking Skill

32
Merging Exploratory Practice and Problem-posing to Improve
Classroom Practice at Burapha International College
Charlton Bruton
Burapha International College
Abstract
Thailand has been using English-only curriculums at International colleges in an effort to
prepare for the country’s role in ASEAN, but prominent language and learning theories
(Vygotsky, 1986; Cummins,1981; Halliday, 1993) suggest that monolingual programs in
English for second language learners may not be adequate for higher level cognitive
activities. To better understand the issues that limited English Proficient (LEP) learners face,
and to improve classroom instruction, this teacher conducted study chronicles the
researcher’s quest to improve the delivery of Academic content for English Language
Learners at a Thai International College. Viewing the classroom contextually, a qualitative
Design-Based study was constructed merging Allwright’s Exploratory Practice and Freire’s
Problem-posing approach to instruction in an introductory Political Science course at
Burapha International College. The instructor chose a Political Science course which in
previous terms proved difficult for the limited-English proficient students who had
struggled to understand and relate to the political concepts. Twenty two students of mixed
gender and level from Thailand, China and Indonesia, along with their instructor
participated as co-researchers generating and analyzing data during classroom activities. To
collect, record and analyze the data, students uploaded written and spoken interviews to the
internet which could be accessed by the classroom participants. During the research, the
LEP learners focused on improving their relationships with their teacher, a native English
instructor, and their relationship to English through participation. Dynamic assessment,
based on Vygotsky’s learning and development theories, was used which required the
students to participate in English dialogue with their instructor. The outcome of the sixteen
week study resulted in better contextual understanding, and the creation of an Instructional
Design Model (Praxis Instructional Design Model) suitable for language classroom
instruction.

33
The Effectiveness of Teaching Foreign Language in a Non-
background Group : A Case Study of Teaching Elementary
French in Social Sciences students at the University of Phayao
Raksi Kiattibutra
Abstract
Language is a cultural symbol of a nation. Study a language helps students to understand the
culture aspect, living style, as well as the way to think of people in such nation. Teaching a
national language to a native speaker can be simply done both inside and outside the
classroom no matter if intentionally or not. That is because of the environment would allow
students to learn quickly. But teaching a foreign language to one who has no background in
such language may be a hard work for teachers. A teacher would need some good teaching
technique. Students may need more attention in studying a foreign language before go on to
study its structure or the different forms of other languages from their mother tongue.
Hence, to teach a new language effectively to students that they can easily understand and
be able to analyze or imagine what it is about, we may need some applications of students’
aptitude to the lesson. In this case the researcher has studied the effectiveness of teaching
Elementary French to a group of 37 social sciences students at University of Phayao during 4
months. The study found that those students were eager to practice in speaking, reading
and writing when they were set in a context close to their study experiences in social
sciences rather than learning a core feather of the language. The results of this research can
be applied to increase the efficiency and attention to teaching foreign languages to suit the
learner needs. It would also be beneficial especially to our young generation to be graduates
who are ready for the situation to change in the future when Thailand will join the ASEAN
Community.

34
Language Maintenance of Balinese Diaspora in Lampung,
Indonesia
Budiawan
STBA Teknokrat Lampung
Abstract
Language is a social identity. People can recognize who we are from the language we use. A
language is supposed to be bonded to its society, wherever they are and no matter how far
away they are from their homeland. A language can be perceived as being maintained when
it is still used by its society. Such a situation can be seen in the Balinese society who lives in
Lampung province, Indonesia. This paper aims to portray how Balinese Diaspora in
Lampung maintains their language. The research method applied is
descriptive qualitative. The data are collected through ethnographic observations. The result
of this study will provide a portrayal of how a community maintains language as a
cultural identity regardless of where they live. Balinese language is being maintained among
Balinese Diaspora in Lampung because it serves as their ethno cultural identification as well
as emotional attachment to their homeland. In addition, this language is inherited from
generation to generation as an effort to maintain their group existence. The maintenance of
language does not only exist in the home domain, but also in the neighborhood setting,
because for them, among all characteristics, language is the most salient marker of social
identity which makes them different from others.
Keywords: Diaspora, language, cultural identity, Balinese, Lampung

35
Pronunciation in EFL Classes and the Personality Factors in
Learning Pronunciation
Hossein Siahpoosh
Ardabil University of Medical Sciences
Abstract
In this paper, I discuss differences between EFL learners and ESL learners in pronunciation
classes. A crucial factor for any specific pronunciation syllabus is whether it is designed for
an EFL or ESL setting. There are different factors in both classes. I discuss factors learners
need to attend or become conscious of in learning sounds or correcting fossilized
pronunciation habits. I defend the descriptive or analytic approach for older learners. And
finally I show the results of comparing two groups of teenagers and adults regarding the
effect of introversion and extraversion on their performance in pronunciation. To do this,
Eysenck’s test of personality (alpha Cronbach reliability=0.86) was administered on 50
female teenagers and 50 female adults along with a researcher made test of pronunciation
(reliability=0.80). The results were impressive as in the group of teenagers, introverted ones
outdid their extroverted counterpart in the pronunciation performance; however, in the
group of adults extroverted ones were better than the introverted ones (p<0.05).

36
“Beautiful” or “Pretty” as Conceptualized in Katherine
Mansfield’s A Cup Of Tea: Feminist Ironies
Intira Charuchinda
Faculty of Humanities and Social Sciences
Phranakhon Rajabhat University, Bangkok, Thailand
Abstract
The purpose of this study is to identify the meaning of ‘beautiful’ and ‘pretty’ as
conceptualized in Katherine Mansfield’s A Cup of Tea. Throughout interpretation of the
meaning of both words, a number of feminist conceptual ironies such as sisterhood,
lesbianism, talking back, psychological freedom, and women’s values are invoked.
Rosemary, the main character, is not presented as a beautiful woman. Although talk over a
cup of tea offers a good chance for women to meet each other in a friendly and informal
atmosphere to establish a sisterhood bond and raise consciousness of the invisible effects of
the patriarchy, this chance is ruined when Rosemary fails to recognise and acknowledge the
effects of male domination. Moreover, how Rosemary treats the girl she has just casually
picked up can be viewed in terms of lesbianism but not defined as feminism. Furthermore,
her act of talking back, in which she takes the subject position, simply lapses into blind
obedience to male authority. In addition, her writing room is not the place where she can
achieve psychological freedom as it is in Virginia Woolf’s A Room of One’s Own (1928), but
rather one in which she blindly responds to the demands of male authority. Besides,
Rosemary inadvertently compares herself to the price of ‘a little box’ she has just seen, and
her frame of mind is conveyed to the reader by the allegorical picture of the little box she
intends to buy. In this light, she does not possess inner beauty in the sense of feminism,
which moves towards rehumanization of woman. Although Rosemary may be considered
pretty, at best she is a superficially attractive woman, and at worst, an annoying and
disgusting one in the context of feminism.

37
English Instructional Materials: Imperative Learning Aid for the
High School Bound Summer Program of the MSU-Science High
School.
Jose G. Tan, JR
Abstract
The descriptive method of research and a quantitative analysis of the performance of the
respondents on the Proficiency Test were used in this study. The inquiry started off with a
needs analysis through a proficiency test administered to the Grade VI pupils of MSU-
Integrated Laboratory School, Ibn Sienna Integrated School, Foundation and Ranao Child
Development Center.
A modified proficiency test was used in this study. To establish reliability and validity, it was
patterned after the English Language Proficiency Test of the Language Center of MSU-
College of Social Sciences and Humanities. It consisted of: Test of Language Use (TLU), Test
of Written English (TWE) and Test of Spoken English (TSE). Each respondent was given an
answer sheet for Parts I and II. By means of stratified random sampling, a smaller number of
respondents drawn from the original sample of 263 respondents were selected to take Part
III which was in the form of an interview. Their answers were tape recorded and then
evaluated and rated by three (3) competent faculty members.
The needs analysis yielded the following findings: majority of the respondents of the three
elementary schools have a minimum knowledge about the structure of English language
such as sentences, clauses, vocabulary and reading comprehension; majority of the
respondents have attained only low proficiency levels in writing; and majority of the
respondents displayed hesitations and difficulty in listening and speaking. In short, there is a
serious problem in English language proficiency of the respondents in terms of writing,
listening and speaking. Based on the overall result, majority of respondents could be said to
be suffering from what is known as Limited English Proficiency (LEP).
It is highly recommended that the pupils of Lanao areas be given more support to develop
their English language skills through immersion in the target language.

38
Markers of Register Shift in Students Translation: The Case of
Lady Jane Digby Biography
Zakia Deeb
Abstract
The change in the setting of a story which takes place first in Europe then in the Middle East
can influence a trainee translator’s approach to translating. Should the translator merely
transfer the source language directly into the target language or engage in a localisation
process to render the text acceptable to the target audience? A summary of the story of Lady
Jane Digby published in Hello magazine on 7th February 2006 was given to MA students in
the Translating Literary and Media Texts course at the Academy of Graduate Studies, Tripoli,
Libya, to translate into Arabic. Lady Jane Digby’s starts out her life first in Europe, initially in
the English countryside, moving later to London, Germany, France and lastly to Greece; she
then settles in the Middle East, where the setting, needless to say, is very different, and
where she lives a Bedouin life to the full for part of the year in the Syrian Desert and a city
life in Damascus for the rest. Though the theme of the story remains the same throughout
and focuses on her scandalous love life, her marriages to and love affairs with Counts and
Kings in Europe, and her romantic involvement with a married Bedouin Syrian prince
twenty or more years her junior, students dealt with the European phase of her life
differently than with her Middle Eastern phase in their translations. In the first instance,
when events were taking place in Europe, there was a tone of disapproval approaching
disgust in handling issues considered taboo in their own culture, particularly manifested in
their use of certain vocabulary. In the second, when the events were taking place in the
Middle East, there is a tone of appreciation of Jane Digby’s turbulent emotions implied in the
sympathetic hints in a number of students’ translations.

39
Focus Feedback for English Learners in Lampung
E. Ngestirosa. EWK
STBA Teknokrat, Indonesia
Abstract
This paper aims to give ideas about feedbacks in language teaching. Feedbacks in language
teaching are usually recognized as assessment in which they compare standards and
expectations with students’ actual performance to evaluate the quality of their work.
Feedbacks can be an essential part of an effective learning. It helps students understand the
subject being studied and gives them clear guidance on how to improve their learning. This
study evaluates students’ performance in three different classes where the lecturer applied
focus feedbacks in the class. The class consists of students from different areas in Lampung
who has limited abilities in understanding English. This paper aims to give information how
feedback can be benefit for improving their performance in English language learning after
having feedbacks from the lecturer from focus feedback. This study finally indicated some
benefits in applying feedback. The suggestion to the implementation of feedbacks was also
given relating to the best feedbacks needed for students.
Keywords: feedback, assessment, students’ performance, evaluation

40
Integrating Sufficiency Economy Philosophy in a Literature Class
Supaporn Yimwilai,
Department of Western Languages, Faculty of Humanities, Srinakharinwirot University,
Abstract
Today, it seems that every university is increasingly defining itself as a social institution
designed to prepare skilled young people for jobs. The obvious question then is “Why
literature should be taught in the university?” However, the use of literary texts can be a
powerful pedagogic tool. This study investigated the effects of integrating sufficiency
economy philosophy in a literature class. The results showed that integration of sufficiency
economy philosophy in literature class had good effects on students. Students in the
experimental group had sufficiency economy philosophy knowledge, literature knowledge
and attitudes toward the course higher than students in the control group. In addition, their
morality, thinking process, resource management, and environmental awareness were
developed. This study pointed out that sufficiency economy philosophy should be integrated
into any classes and implemented throughout the curriculum.
Keywords: literature, teaching literature, sufficiency economy philosophy, the EFL classroom,
pedagogy

41
Combining Standardized and Authentic Assessment: On Getting
A Clear Picture of Students’ Language Competence
Umi Rokhyati
Ahmad Dahlan University-Indonesia
Abstract
Assessment is an activity that cannot be separated from teaching and learning process. To
know the success or failure of the teaching and learning process, an assessment needs to be
done. The result of an assessment can give beneficial information for students, teachers,
schools, parents, and other related parties when it is done correctly.
There are different types of assessments that can be applied in the language classes. Each
has its own weaknesses and strengths. Commonly, the assessment can be grouped into two:
traditional vs alternative, or standardized vs authentic, or formal vs informal assessment.
Traditional, standardized, or formal assessment is the type of assessment that is considered
as old paradigm. It usually refers to pencil and paper test. On the other hand, alternative,
authentic, and informal assessment is the type considered as a new paradigm. It refers to
assessment that requires students to create, produce, or do something. Which type should
be used in assessing the students’ language competence?
This paper will discuss the importance of both old paradigm (Standardized) and new
paradigm (Authentic) to be used in assessing students’ language competences. Traditional
assessment is practical, objective, and can cover large scope. However, it cannot portray the
whole pictures of the students. Meanwhile, the authentic assessment shows the real
language competence of the students, although it is quite often not practical. Therefore, to
get a clear picture of the students’ language competences the two types of assessment must
be combined in its implementation.
Keywords: authentic assessment, standardized assessment, combining

42
The Relationship Between the Perception and Production of
English Onset Clusters by EFL Thai Learners
Apichai Rungruang
Naresuan University
Abstract
The interrelationship between perception and production is currently receiving an
increasing amount of attention in the literature on second/foreign language phonetics and
phonology. This study has continued this trend by investigating whether there is an
interrelationship between the perception and production of the English onsets. The major
focus is placed on three main areas: 41 English onsets to see the overall picture, 5 two-
member onsets that share the same phonotactics between the two languages, and finally 7
three-member onsets, which are regarded as the most marked structure for Thai
participants. 38 second year native Thai students took part in this study by taking two tests.
Perception was assessed through an intelligibility test, and production data was collected by
means of a word-list reading test. Two native English speakers graded participants’ speech
production, and the framework to analyze the outputs was the markedness principle. The
results revealed that there was no relationship between their production and perception in
three major focuses (r =.14, .17, and .19, N =38, p > .01).The findings also indicate that Thai
participants did much better in a perception task than a production one, which covered
almost 80 percent of all onset tokens. Only in 8 out of 41 tokens did Thai participants do
better in the production part than the perception one. In terms of the onsets that fit the Thai
phonotactics the average mean scores were 52% and 87% in production and perception
tasks, respectively. /kw/ achieved nearly 100% in both tasks. Finally, marked onsets,
especially the three-member onsets, did not show any sign of difficulties for the Thai
participants to produce and perceive.
Keywords: English onsets, speech production and perception, markedness principle

43
Perceptions of Role and Job Satisfaction within Expatriate
English-Teaching Communities in Thailand and Japan
Paul Hullah
Meiji Gakuin University, Japan
Thomas Hoy
Thammasat University, Thailand
Abstract
Perception of ‘role’ in life is inseparable from total perception of self. It is an integral part of
that perception. Dissatisfaction with one’s role implies lack of satisfaction with one’s self, a
sense of lack of completion, of potential unfulfilled. For teachers, role is not wholly self-
ordained however, but is a combination of factors determined by others (job responsibilities
and duties accepted as part of a contract) and factors or activities appended to this set of
accepted criteria by one’s self.
To explore levels of ‘job satisfaction’ among expatriate university teachers, and to discover
how they perceived their role, a 25-item questionnaire was developed and distributed to
over 300 such teachers working in Japan and Thailand, of which 239 replied. Job satisfaction
levels were assessed via respondents’ perception of their actual labels and activities, and,
conversely, through what they would ideally hope to be labeled as and to be doing. Results
in Japan demonstrate that respondents are unhappy with their ‘role’, and suggest that low
levels of job satisfaction within the foreign teaching community directly link to outdated
cultural preconceptions. Foreign university teachers in Thailand want more engagement in
their jobs and better lines of communication at all levels. To address these concerns,
universities and educational policy makers need to redefine the place of foreign teachers
within the higher education sector.
The survey was latterly qualitatively appended by way of selected personal interviews, to
gauge what, if any, shifts in role perception and job satisfaction have occurred among
targeted teachers during a recent period of technological and pedagogical revolution.
Results, findings, and issues raised here have deep and significant implications for all
expatriate teachers of language, literature, and cultural studies working at any level in Asia.

44
The Roles of Supervisors: Is there a Difference Between the
Expectations of Local and International Students?
Wong Bee Eng
Chan Mei Yuit
Universiti Putra Malaysia
Abstract
Supervisors play an important role in guiding a graduate student in their journey towards
obtaining a graduate degree. Depending on the students’ background, familiarity with
academic culture, and past experience, graduate students come with a set of expectations
about the role a supervisor should play in supervising their research. This study examines
the perception of graduate Malaysian and international students studying in Malaysia with
regard to their expectations of a supervisor’s role in the course of their studies. In the study,
Bernard’s model of supervision (1979) originally developed for supervision of trainee
counselors in clinical practice is adopted for the study. The model encompassing three
supervisory roles, that of a teacher, counselor, and consultant is used to frame a host of
specific responsibilities generally expected of academic research supervisors, such as
guiding a student to understand the research process, discussing research direction, and
even providing moral support. A questionnaire compiled by Di Bills adapted from Ingrid
Moses (www.unisa.edu.au/researchsupport/oncampus/docs/expectationsqu.rtf) was
administered to 20 Malaysian and 20 international graduate students in Malaysia. Both
similarities and differences were found in the expectations of the two groups. Generally,
graduate students of both groups expected their supervisors to play all three roles, although
some roles were more dominant than others. The findings provide useful feedback to
supervisors in Malaysia on what their students, both local and international, expect from
them and at the same time contribute to the literature in the area of graduate studies and
supervision in an intercultural context.

45
Politeness in English of Thailand’s Ordinary National
Educational Test (O-NET)
Krongtham Nuanngam
Abstract
Although many studies found pragmatic failures among Thai students learning English as a
foreign language, pragmatic aspects in English subject of Thailand’s national tests has never
been investigated. This paper, therefore, attempts to encourage pragmatic awareness by
categorizing the types of linguistic politeness in the O-NET’s English conversations which
requires students to fill the gap of the dialogues with the most appropriate utterance of all
options. Completed by their answer keys from the academic years of 2005 to 2009, 40
conversations in the tests for Prathom 6 (2009), Matthayom 3 (2008-2009), and Matthayom
6 (2005-2009) students are analyzed by the theories of speech acts, adjacency pairs’
preference, and of politeness. The content of conversations in the O-NET for each of the
three education levels depends on Ministry of Education’s standards of learning foreign
language (English) which manipulate teaching English in Thai schools and testing English in
the national test. The speech act of requesting are found the most, especially in the tests for
Matthayom 6. There are also a considerable number of refusals, suggestions, offers, and
invitations in that order. According to adjacency pairs’ preference, the results show several
preferred responses (acceptance) of suggestions, requests offers, and invitations
respectively. The number of their dispreferred ones are, however, quite small. Each speech
act is constructed based on English language’s conventional structures and strategies as in
previous studies. Due to politeness theory of Brown & Levinson (1987), the findings of all
speech acts reveal four politeness strategies: 1) bald on record, 2) on record with redressive
action by positive politeness strategies 3) on record with redressive action by negative
politeness strategies, and 4) off record. Certainly, this study has implications of teaching
English pragmatics for Thai primary and secondary students.

46
The Alternation of the Spanish Verb Ser ‘be’ and Tener ‘have’ in
Copulative Sentences with Gradable Adjective.
Pornpan Piriyasurawong
Abstract
This presentation discusses about the use of two Spanish verbs: ser ‘be’ and tener ‘have’ in
copulative sentences (cf. the children are intelligent). In Spanish, unlike in English, these two
verbs can have the same function when they appear in copulative sentences with a gradable
adjective. The verb ser ‘be’ is a copulative verb that relates subject and adjective (the
children-intelligent) while tener ‘have’ is a transitive verb that expresses a possession
relationship between subject and direct object (cf. the children have a lot of books). By the
way, in Spanish the verb tener ‘have’ can also be interpreted as a copulative verb once it
appears with a gradable adjective and with the incorporation of a quantifier such as ‘a lot of’
in the pre-adjectival position (cf. *the children have a lot of intelligent). This sentence is
ungrammatical in English, but not in Spanish because the Spanish adjectives have an
agreement with the subject in number and gender while in English, there is no explicit
agreement in number and gender. In this case the verb tener ‘have’ loses its semantic
meaning of possession verb and is interpreted equivalent to the verb ser ‘be’. The objective
of the study is to explain, syntactically, the deep structure (D-Structure) of copulative
sentences with the two verbs, ser ‘be’ and tener ‘have’, using the methodologies under the
theory of “Transformational Generative Grammar” (GGT) (Chomsky, 1995) that is: Tree
diagram, X-bar theory, Head movement and Functional-lexical projection. The study
concludes that tener ‘have’ can be used as alternation of ser ‘be’ in the following conditions:
1) in a copulative sentence with gradable adjective 2) the adjective has to be modified by a
quantifier in the pre-adjectival position. This syntactic difference between English and
Spanish can lead to the future study of semantic properties underlying in the English verbs,
although they are not expressed morphologically.
Keywords: ser ‘be’, tener ‘have’, copulative sentences, gradable adjectives,
Transformational Generative Grammar

47
An Investigation of Students’ Types and Frequency of Errors in
Writing
Marilou L. Villas
Abstract
Writing effectively is highly well-regarded in the world of academe. In fact, it is a chief tool to
be able to succeed in any scholastic challenges more importantly to future professional
advancement. For second language learners, writing is a difficult skill to acquire and
develop. Students at any level face several problems and numerous errors in writing. This
study investigates the types and frequency of errors students made in writing. It is
presumed that students somehow acquired and developed Basic English writing skills as
this subject has been part of the curriculum in all educational level. The researcher utilized
L2 students from different levels taking Intensive English Writing class. Using teaching
writing through writing processes and contextualized writing tasks approaches, students
were given daily writing tasks like writing diaries, letters, class magazine, book reviews etc.
for practice and at the same time as a tool to assess their writing performance. Researcher
provided individual student feedback strategies through face-to-face conference between
the teacher and the student and/or in writing. The feedbacks focused on giving explanations
and examples for writing improvement for each student. Throughout the process, students
started to become aware of their mistakes and were able to improve their writing.
Consequently, they showed positive response to advice and corrections and become more
motivated to write. Meanwhile, from the result of this study, it shows that students are
always making mistakes on grammar, vocabulary (inappropriate use of word in the context)
and language usage (using word interchangeably) and frequently on spelling and
punctuation. These common mistakes reflect the students’ difficulty to engage their previous
knowledge and experiences with a new concept. The researcher suggests teachers to
continually provide environment to practice writing both inside and outside classroom
learning and offer positive direct feedbacks to each student at possible means. Also, a
collaborative written work between teacher and students provide a support necessary for
building confidence and encourage group interaction is equally important.

48
Verbal and Non-Verbal Cross-Cultural Communication for Expat
Managers HR Industry Best Practices for Expats working with
Thai Nationals
Hermann Gruenwald
Sirintorn Thepmongkorn
Burapha University International College
Abstract
We all talk about globalization and the global community and share common technology like
the internet, Facebook, i-phone and i-pad. While the world is becoming more globalized in
the high tech and financial sector, on the human side the slogan “think global – act local” may
be more applicable. On the cultural side there may be more that divides us than units us.
Values and believes may root deeper than we want to be aware of or admit. There is a rich
body of literature on the success and short comings of expat managers, which goes beyond
Geerd Hofstede’s framework on cultures and organizations. This paper focuses on lessons
lernt and industry best practices in working as expat (farrang) with Thai nationals in
Thailand. The paper is further divided into the role of the expat as manager and subordinate.
It is a short primer on applied cross-cultural communication and doing business in Thailand,
the do’s and don’ts and their roots. The short quint essence overview includes Thai culture,
history, religion, government, family, society and social values as well as local customs and
traditions. We briefly look looking at Thai language as it certainly helps if one can master the
language even beyond speaking, but our limited research effort is more focused on
paralanguage and body language and overall cultural sensibility of the expat living and
working in Thailand. We focus on the work-place environment working with and for Thais,
as well as socializing with Thais outside the work and at special social occasions such as
ordinations, funerals and weddings. In short how can a HR manager prepare in a two day
course a Non-Thai to be successfully deployed in Thailand, it naturally also depends on the
nationality and personality of the expat and his pre-existing cross-cultural communication
skills.

49
University Students’ Attitudes towards English Pronunciation
Models
Budsaba Kanoksilapatham
Department, Faculty of Arts, Silpakorn University, Thailand
Abstract
It has been decided that the English language is going to be the working language in
ASEAN. To comply with this decision, it is essential that Thai students be prepared to be
competent in the English language, particularly for international communication. To
successfully prepare Thai learners for this challenge, the question of whether Thai
university students should conform to native-speaker norms of English, in an era when
English is increasingly used in international contexts and when the integration of AEC is
approaching, is one of the topics which has been keenly debated in recent years. However, it
is not a debate in which the voices of students have been heard. Therefore, this research
attempts to shed some light into the issue. This research study is based largely on one set of
questionnaire survey, which examined Thai university students’ attitudes about their
English pronunciation to the question of conforming to native-speaker norms or to the
ideologies of EIL, WEs, and ELF which focus on intelligibility. Taken together, the survey
drew 387 responses from first and second year students studying in a public university. The
analysis of the completed questionnaires demonstrates that Thai university students held
more favorable attitudes towards the model of native speakers. The study demonstrates
that students’ views may differ from the expectations of teachers and academics, and that it
is important for educators to be aware of these views for future decisions related to national
educational plans.
Keywords: EIL, pronunciation, attitudes, learners of English, university students

50
Acquisition vs. Comprehension: the Difference is “Plus 1”
Yulia Makhonko
Abstract
In recent decades, it has become increasingly clear that listening is a much more important
skill in the acquisition of a second language than was previously assumed. Researchers have
produced valuable insights into the nature of listening and its contribution to the acquisition
process.
In the SLA debate, many people consider paying conscious attention to target language input
a logical necessity for any meaningful acquisition to take place. Much valuable research has
been conducted to support this common-sense idea in which different models of attention
have been put forward.
This thesis puts to the test an instructional model based on the purported importance of
attention-enhancing activities, proposed by Jack C. Richards (2005), which advocates
specific listening-for-acquisition tasks to follow the more traditional listening-for-
comprehension tasks. In other words, the attention of the learners is actively directed by the
teacher/instructor.
Whereas this study aimed to investigate which of the two categories of listening-for-
acquisition tasks are the most effective (noticing or restructuring activities), in fact its
findings show that the widely propagated advice to use listening-for-acquisition tasks
should be treated with caution. This research observed no positive effect of noticing and
restructuring tasks on acquisition, but shows that on condition that comprehensible input is
provided, the traditional listening-for-comprehension tasks are more conducive to
acquisition.

51
Consciousness-Raising Activities: Now More than Ever
George Schaaff
Kwansei Gakuin University School of International Studies, Japan
Abstract
In conventional language teaching, there is usually much attention given to rule teaching,
rule learning, and rule following—particularly when dealing with the complexities of
grammar and usage of vocabulary. Presenting a second or foreign language to students and
characterizing it as a series of rules to follow is tantamount to “spoon-feeding”, as it requires
students to employ very little intellectual effort. Conventional language teaching, at its
worst, thrives to a large degree upon conformity on the part of the student, thereby
underestimating their intellectual strengths and natural curiosity. Conventional
methodology regards students’ surface-level simulation of accurate language production as
success. Now, more than ever, attention must be given to awaking the critical thinking and
intellectual strengths that our students naturally possess.
This presentation will demonstrate how—through the use of consciousness-raising
activities—the classroom may be transformed into an open forum that encourages
intellectual effort and critical thinking for language learning. Consciousness-raising activities
contribute to both language proficiency and building learners’ confidence by drawing
attention to the features and patterns of pieces of language and inviting deep critical
thinking and discovery of implicit linguistic rules and usage. Consciousness-raising activities
are distinct from conventional “practice” in that they define language learning as part of a
mental process, not an action. Attendees of this presentation will be shown how creating
simple and stimulating consciousness-raising activities, when they are done effectively in
class, may help learners to strengthen their explicit linguistic knowledge and over time
increase the quality of their communication. Consciousness-raising activities value curiosity,
critical thinking, and discovery. These three things, when encountered by students, may
transform them into autonomous and highly motivated problem-solvers.

52
Ethnography of Communication in a Japanese High School
Richard Derrah
Abstract
This three year study is an ethnography of communication of a private high school in Japan.
The purpose of this study is to investigate how teachers at this private high school
understand their environment within the context of changes in Japanese education, changes
in Japanese society and even larger global trends. This study will attempt to describe how
teachers make sense of their environment within which these changes are occurring. While
the focus is on teachers, non-teaching staff and students are included in order to provide a
fuller picture of the high school within the study. Methods of data collection include
participant observations, interviews, artifact collection, and focus groups. This data is
viewed through the lens of Communities of Practice developed by Etienne Wenger. The
intended audience for this study includes people interested in cross-cultural studies,
Japanese studies, educators teaching in or studying secondary education outside of Japan,
teacher trainers, and western educators working in Japan as well as Japanese educators.
Preliminary findings suggest that changes in student population numbers, university
entrance requirements, and licensing procedures have all placed new demands upon
teachers. Further data collection and analysis will reveal other societal trends shape the
local practices of teachers, and how the teachers in this community of practice work at times
together, and at times to resolve conflicts with each other, students, and parents as they
confront demands being placed on educators in Japan in the 21st century.

53
The Supremacy of English in ASEAN: A Call for Change in English
Language Pedagogy
Korakote Natiladdanon
Chayada Thanavisuth
Abstract
The use of English has been promoted as a medium of communication among speakers of
the ASEAN member countries who speak different first languages. Several research studies
examined the linguistic features of ASEAN’s diversity of English; however, in what way and
to what extent the ASEAN speakers perceive and comprehend the English variety spoken in
their own and/or outside their countries within the same region has not yet been studied.
The present qualitative study aims to explore awareness, attitudes, and the level of
comprehensibility of a small group of ASEAN speakers towards English varieties spoken in
Southeast Asia. Twenty undergraduate and graduate students enrolled in an international
university in Thailand participated in this study. The participants, 12 male and 8 female,
were in their ages, ranging from 18 to 26 years old. They were asked, in questionnaire and
interviews, how they perceived each variety of ASEAN English and whether or not they had
difficulty in comprehending it. To examine the participants’ recognition of each ASEAN
English variety and their levels of comprehensibility, each participant was asked to listen to
ten different short articles selected from English learning websites. Each article was read
and audiotape recorded earlier by a university student originally from each of the ten
countries in ASEAN. The results of study demonstrated that, regardless of levels of
education, the participants’ previous experience of being exposed to a certain English
variety was a significant factor determining their levels of intelligibility and
comprehensibility of such variety. To some degree, how the participants perceived each
ASEAN English variety contradicted their ability to comprehend the listening text
representing such variety. The overall results of this study articulated the implications of
English teaching that promotes an awareness of and familiarity with ASEAN Englishes.

54
Markedness and the Acquisition of English Conditionals by
Ramkhamhaeng University Students
Achara Pengpanich
Abstract
The purposes of this study are to investigate the effect of formal instruction and the effect of
‘markedness’ on the acquisition of English conditionals. The participants were 30 second-
year Thai undergraduates from the Faculty of Humanities, Ramkhamhaeng University, who
underwent six-hour formal instruction of English conditionals and 163 students of mixed
ability. The latter were aimed at examining the statistical level of difficulty which resulted
from ‘markedness’. The findings reveal that the learners were significantly improved at
0.001 level. As for the effect of markedness and unmarkedness, it significantly afflicted the
learners at 0.001 level. This is in line with some of the 15 English teachers. However, the
difficulty resulting from markedness showed no statistical significance for the 30
participants. Apart from markedness and the learners’ competence, and the kinds of
language tasks also played a vital role in inducing some learners to make errors. These were
shown in the Thai-to-English translation task and the sentence construction with specific
context. The former showed mother tongue interference and the latter displayed some
learners’ false understanding of counterfactual and hypothetical conditionals as shown in
their receptive skills in the multiple choice test.

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