DEVELOPMENT OF ACTIVITY PACKAGE FOR COMMUNICATION IN THAI AS A FOREIGN LANGUAGE BASED ON TASK-BASED LEARNING AND SOCIOLINGUISTIC THEORY FOR PRIMARY SCHOOL STUDENTS

Main Article Content

ทิพย์สุดา ทวีสิทธิ์ ฤดีรัตน์ ชุษณะโชติ

Abstract

The objectives of this study were 1) to compare the abilities of communicating Thai as a foreign language after the experiment between the experiment group and the control group, and 2) to compare the abilities of communicating Thai as a foreign language of the experiment group between pre-intervention and post-intervention periods. The sample of this study consisted of non-native Thai students and half Thais (with a non-native Thai mother or father) who have studied Thai language and culture at year 3 education level in international schools. They were non-native speaking Thais using Thai as second language. The research instruments include a set of activities of communicating Thai as foreign language according to task-based learning and sociolinguistic theories for primary education students and a test of communicating Thai as foreign language. Data were analyzed using basic statistics. This study was a quasi-experimental research using Group Pretest-Posttest Design. The results of this research could be concluded that 1) at post-intervention period, the experiment group had higher performance of communicating Thai as foreign language than the control group with a statistical significance level of .05, 2) the experiment group at post-intervention period had higher performance of communicating Thai as foreign language than that at pre-intervention period with a statistical significance level of .05.

Keywords

Article Details

How to Cite
ทวีสิทธิ์ท., & ชุษณะโชติฤ. (2019). DEVELOPMENT OF ACTIVITY PACKAGE FOR COMMUNICATION IN THAI AS A FOREIGN LANGUAGE BASED ON TASK-BASED LEARNING AND SOCIOLINGUISTIC THEORY FOR PRIMARY SCHOOL STUDENTS. Journal of Industrial Education, 18(1), 42-49. Retrieved from https://www.tci-thaijo.org/index.php/JIE/article/view/174518
Section
Research Articles

References

[1] Chaiyong P. and Wadsana T. 2008. Learning Package. Bangkok: Sukhothai Thammathirat Open University.

[2] Willis D. and Willis J. 2007. Doing Task-based Teaching. Oxford: Oxford University Press.

[3] Trudgill P. 2000. Sociolinguistics: an introduction to language and society. Suffolk: Clays Ltd.

[4] McGriff and Steven J. 2000. Instructional System Design (ISD): Using the ADDIE Model. Instructional Systems. College of Education: Penn State University.

[5] Fitz-Gibbon C., Taylor, Lyons M. and Lynn J. 1987. How to design a program evaluation. Newbury Park: Sagh.

[6] Turner and Carlson. 2003. Indexes of Item-Objective Congruence for Multidimensional Items. London: Publishers Mahwah.

[7] Krachen S.D. and Terrell D.T. 1983. The natural approach: Language acquisition in the classroom. Hayward CA: Alemany Press.

[8] Khandhuwan W. 2007. A study of relationships between knowledge of Thai culture and achievement in studying Thai as a foreign language. Centre for Language Studies: University of Singapore.

[9] Sasiwan P. 2005. Development of a teaching model based on integrated neuro-linguistic programming and communicative approach for development French speaking and writing skills of students at key stage four. Bangkok: Chulalongkorn University.

[10] Van den Branden K. 2005. Task-based language teaching: Fighting social inequity through enhancing the quality of language education. Opening lecture at TBLT 2005. International conference on task-based language teaching: Leuven.

[11] Nunan D. 2004. Task-based Language Teaching. Cambridge: Cambridge University Press.

[12] Labav W. 1972. Sociolinguistic patterns. Philadelphia: University of Pennsylvania Press And Oxford: Blackwell.

[13] Hymes D. 1974. Foundation of sociolinguistics: An ethnographic approach. Philadelphia: University of Pennsylvania Press.

[14] Ricard J.C. 2006. Communicative language teaching today. New York: Cambridge University Press.