panel 3 language and literature - khon kaen university · proceedings of 13th international...

|Proceedings of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017) 2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand

IC-HUSO 2017

1. Writing the Unwritten Grammar of Fluid English Pronunciation: 131

Sentence-level Phonetic Blends in 2017 Spoken English

Frederick Flynn

2. A study of Effectiveness of Learning Japanese by Using Assignments 148

through Facebook Hitomi Yamaguchi, Bundit Anuyahong

3. Motivation in Learning Japanese language of Undergraduate students 161 at Thai-Nichi Institute of Technology

Rina Matsuoka, Bundit Anuyahong

4. Needs of Content and Language Integrated Learning (CLIL) 174

in Engineering Students

Wipanee Pengnate

5. The study of reflection on social and culture appeared 182

in the songs of Wongchan Pairoj

Jukkit Autum, Hamehan Sihing, Supornnee Jampa,

Wilayluk Treemek and Uraiwan Singthong

Panel 3 : Language and Literature


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Writing the Unwritten Grammar of Fluid English Pronunciation:

Sentence-level Phonetic Blends in 2017 Spoken English

Frederick Flynn

English Program, Faculty of Social Sciences and Humanities,

Ubon Ratchathani Rajabhat University, Thailand

[email protected], [email protected]

Abstract

Spoken and written English diverge greatly, especially in regards to pauses between phrases and

also in the manner in which words blend together to form single utterances, each of which can be

composed of a great number of words. However, in analyzing English spoken in both the U.K. and

U.S.A. a set of rules, a spoken grammar, were found to uniformly contribute to fluid and smooth

speech. These sentence-level phonetic blends (utterances) are here quantified as Rules to enhance

the teaching of English to foreign learners by using a tool called sentence-level phonetic awareness.

Further, these rules reflect spoken grammar, and may be caused in part by physical constraints such

as tongue position, jaw position and other physical factors that form transitions between phonemes

while speaking.

Keywords: anthropological linguistics, applied linguistics, articulatory phonetics, digital

communications, ESL, language, learning, phonemic awareness, phonetic awareness, TESOL

132 Proceeding of 13th International Conference on Humanities & Social Sciences 2017 (IC-HUSO 2017)

2nd-3rd November 2017, Faculty of Humanities and Social Sciences, Khon Kaen University, Thailand |

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1. Introduction

For purposes of this research paper, the nouns utterance and utterances refer to two or more words

that are spoken together as a single unified phrase. The definitive phrase for these terms is stated

as being sentence-level phonetic blends. Insofar as blends at the word level are well established,

this paper quantifies the rules for such constructions at the sentence level, and in analyzing it was

discovered that these rules are universal among the citizens of two native English speaking nations: the United Kingdom and the United States. Isolating such phenomena has applications in a wide

range of disciplines, including several outside the scope of the keywords including machine speech,

speech recognition, and computational linguistics.

Curiously, the differences between English in the United Kingdom and the United States are

primarily in written grammar and world-level pronunciation, not sentence-level phonetic blends,

with one exception noted in Rule 06 below. Setting accents and idioms aside, and which both the

United Kingdom and the United States and every country that calls English their native language

have in abundant numbers, the sentence level utterances remain the same to a very high degree, are

universal, and are simply English in regards to the interactions of words that are combined to create

utterances. For purposes of posterity, the speeches made by two world leaders are here analyzed in

Table 1., Section 2.2.1, and 2.2.1. The name of the English language and country of origin are one

in the same, and; therefore, the reasoning behind using the speech and address of Her Majesty the

Queen of England and Northern Ireland as a component of the basis for this paper is that in all

ways she must be considered Mother of the Mother Tongue, just as the editors and contributors to

The Oxford Standard Dictionary of the English Language are widely considered to be the

gatekeepers in regards to what words are considered standard and grammatically correct words,

and which is a very important task in that language is evolving and changing. The analysis of

President Trump’s speeches is for purposes of cross-examination and confirmation despite

boundaries of nationality and proficiency of articulation. Please note that this comparison between

Her Majesty and. President Trump is narrowly restricted to phonological blends, not content in any

manner, configuration or semblance. In both cases, the speeches were also chosen because modern

record keeping for such prominent persons, written and auditory, is concrete and extensive, so this

analysis can function as an enduring record. Please see objective three below.

This research had three primary objectives.

First, this analysis was to identify a set of rules for sentence-level phonetic blends (utterances) based

on phonological observation, and then to quantify the observations by analyzing two speakers: one

being Her Majesty’s speech and one Christmas address, as compared to an interview and speech

from President Donald Trump. From the Queen come her Speech to the New Government on June

2 of 2017, and her Christmas Address from December of 2016. From President Trump are his

interview with the New York Times on July 19 and his Speech to the Arab Islamic American

Summit on May 21, both from 2017.


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The second objective is that this information can assist students who are learning English as a

second language and their teachers. Once learners know what to listen for, they can cognitively

isolate the phenomena, a method of teaching called “phonemic awareness” in American reading

education research, although such a method is currently only used to treat speech disorders and to

prepare early learners for reading by focusing on such phonemic awareness, and in both cases

strictly at the word level. This paper and research are concerned with sentence-level phonetic blends. As such, this paper is using a tool from one discipline, phonemic awareness, and recreating it for

purposes of using articulatory phonetics to teach English to foreign students. This method is useful

in teaching English to foreign students because students absorb a new language by listening first,

and they then acquire spoken facility more readily when sounds are modeled by the teacher. When

these blends are stressed and modeled by example, the students then know where to focus their

attention when listening, which can greatly facilitate the teaching of English fluency to non-native

speakers and to promote fluidity in speech, especially in the case of sounds, phonemes, that are not

in their native lexicon (such as the /v/ phoneme in South East Asia). “Smooth Speech” is a term

sometimes used in Speech Pathology that means smoothness or flow in which sounds, syllables,

words and phrases are spoken with no “unnatural” pauses or stresses or intonations. At beginner to

intermediate levels, learners would benefit from the facilitator modeling sentence-level phonetic

blends and stressing them, while intermediate to advanced learners would benefit from both

modeling and by actually reading such rules, making their muscular efforts to that point then

become consciously focused cognitive-motor skills, and so will have what they have been

practicing quantified (an important part of learning). It is often the case that foreign speakers ask

native speakers of English to speak slowly, when they are actually asking for each word to be

annunciated separately simply because sentence-level phonetic blends are not in the curricula, and

which was one purpose of using President Trump’s speech to the Arab American League, where

artificial pauses are inserted inside of and interrupt sentence-level utterances. It is hoped that a

study of these rules will facilitate both fluency and what some phoneticists call “smoothness” in

speech fluency, which is somewhat redundant in that the word fluent comes from the Latin and

means to “flow freely” (Skeat, 2005).

The third purpose of this research paper is to identify the rules-based phonology of utterance level

phonetic blends at this particular place in time, being 2017, to serve as a written “time capsule” for

purposes of tracking the inevitable lingual drift that will occur in the future, and which purpose is

the concern of anthropological linguistics (with three examples of a dynamic lingual drift that are

possibly occurring now, and identified in Rules 08, 09 and 10 below).



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2. Method

Initially a selection had to be made of what publically available material would be included in the study. The selections had to meet several criteria. One, it was highly important to be able to compare audio

recordings and transcripts of material from both the United Kingdom and the United States, being

the two most populous native speaking English countries. This also necessitated using recorded

and written speech that was widely available, not only for peer review but also for further study by

any concerned, and also be in the public record. Two, the recorded material needed to be sourced

from speakers who were well-documented and well-known, the final decision being made to use

speeches from Her Majesty, being Sections 2.2.1 and 2.2.2, and one interview and a speech from

President Donald Trump, being sections 2.2.3 and 2.2.4, respectively. Another important part of the

criteria was that word counts needed to be approximately equal for the samples compared, as there

was likely to be a relationship between word counts and sentence-level phonetic blends. Please

note that the sample size is not the number of speakers whose speech patterns were being analyzed,

but the number of words spoken. In this context the researched sample word count volume is 2,410.

Next, transcripts were obtained, and marked with beginning and ending times for each set of

grouped phrases being marked, and then time stamped with brackets at the end of each section,

with beginning and ending intervals rounded to the nearest second. These time stamped sections

were then analyzed for sentence-level phonetic blends, with one (or more) of the Thirteen Rules

marked in superscript above where each blend began. The rules were then tallied, compared, and

examined from a numeric standpoint in Table 1.

Please note that partial speeches from Section 2. 2. 1 and 2. 2. 2, both from Her Majesty, were

combined to closely match the word count of the interview with President Trump in Section 2.2.3. Further, the word counts of Sections 2.2.1, 2.2.2 and 2.2.3, were also compared to Section 2.2.4,

being President Trump’s speech to the Arab American League, and which word count is close to

the total word counts of Sections 2.2.1, 2.2.2 and 2.2.3. The speech in Section 2.2.4 had over one

hundred “artificial pauses” in the speech to allow translators to keep up with the English being

spoken, and when combined back into the speech as blends shows a striking uniformity in the

relationship between word counts and blends between all compared data. Such “artificial pauses” are noted on the transcript of the speech as underlined pipes ( | ).

For the sake of posterity and peer-review the entire analyzed set of annotated speeches can be

obtained by request on the email of the title page of this paper.


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2.2 Specific Notes on Annotated Public Addresses and the Interview

Each following example was annotated with the rule numbers positioned above the letter where

each blend begins. Markings for Rules 08 and 09 are different. For these two rules the rule number

appears above the first letter where the bifurcation begins, with an underlined pipe inserted between

the letters to mark how the first word is split. The section breaks are maintained from the original published

speeches and addresses. All identifiers for line numbers are contained in braces {} and appended at the

beginning of each section. At the end of each section is the beginning and ending time for that section, also

appended and contained in braces. Note that all numeric expressions in the transcripts have been changed to

alphabetic ones. Each detail below also includes a single line of example to demonstrate annotations.

2.2.1 Her Royal Majesty’s Speech to the New Government

Below is an example from the Queen's speech to the new British Government on June 20 of 2017,

from (Queen’s Speech, 2017). The recording of the speech is at (Queen’s Speech will Set Out, 2017). All times are noted after each section or paragraph and rounded up or down to the nearest second. The research covered Lines 01-50, timestamp {22:59-27:32}. Please note that the speech had a long

stretch of formalities from other speakers and activities, and which was not in the scope of analysis. The Queen actually begins speaking at {22:59} into the broadcast. The transcript is triple-spaced to

place Rule markers. Below is an example (Line 01 of speech).

{Line 01} My Lords and Members of the House of Commons.{22:59 -23:02}

Section 2.2.2 Her Royal Majesty’s Christmas Address from 2016.

Below are examples from the address of Her Majesty made on December 25, 2016, here only partly

rendered to illustrate the use of the /ch/ end position digraph and how it blends with the next word

in a sentence, a pronunciation that does not exist in the previous speech. The complete transcript

is at (TheQueensChristmasMessageTranscript , 2016). The complete audio video is available at

(Queen’sChristmasMessage, 2016). The research covered Lines 21-27, timestamp {03:18-04:01}. Please see lines {22} and {26}. The transcript is a matter of public record, but copied from the

newspaper The Guardian, listed in citations.

{Lines 21-22} This has been the experience of two remarkable organisations, the Duke of

Edinburgh’s Award and the Prince’s Trust, whi|ch are sixty and forty years old this year. These

11 11 03 11 11 11

11 03 01 01 09 11 13 10 03 11 13 03 03

04 03 05 06 11 11 11 11 11 11



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2.2.3 President Donald Trump’s interview with the New York Times.

Below is an example from the interview with U.S. President Donald Trump held by New York Times

reporters Peter Baker, Michael S. Schmidt and Maggie Haberman on July 19 of 2017. The transcript

and video are at (ExcerptsFromTheTiimes, 2017). The excerpt shows conversational dialogues and

expected rules for sentence-level phonetic blends. The audio video file is at (Donald Trump

Interview, 2017). The research covered Lines 01-11, timestamp {22:59-27:32}, Lines 12-44,

timestamp 01:14-03:03}, and Lines 38-52, timestamp {03:07-03:10}.

{Lines 01-02} PRESIDENT TRUMP: Sessions gets the job. Right after he gets the job, he

recuses himself. {00:09-00:16}

2.2.4 President Donald Trump’s Speech to the Arab Islamic American Summit.

Follows is the shortened transcript of President Donald Trump’s Speech to the AIAS delivered in

Saudi Arabia on May 24, 2017, and released by the US Federal Government. The link to the

transcript is at (Trump’sSpeechAIAS, 2017) and the link to the video is at

(Trump’sSpeechToMuslimWord, 2017). The research covered Lines 01-79, timestamp {00:01-09:27}. Please note that references to numbers are written as words, whereas in the original print

they appeared as numeric characters. Please note that President Trump was speaking with

deliberate interruptions to his sentence-level phonetic blends as advised so the translators could

keep up with him (as contrasted with Section 2.2.3, where his sentence-level phonetic blends follow

the rules outlined in this paper strictly). Such unnatural pauses between words are readily-identifiable to native speakers of English and are marked with a bold underlined pipe ( | ). Some

such pauses are for dramatic effect, and please see the last two pipes of line 03, for examples. Such

dramatic effects are by far the minority and are here marked for uniformity. Between these pauses,

note that the word groups still followed the rules for sentence-level phonetic blends. Note that

Trump bifurcated the word another by misspeaking and saying “a another” at Line 08, which bears

directly on Rule 08, for the word an.

{Line 01} I would like to thank | King Salman | for his extraordinary words, | and the

04

12 05 11 11 13 11 12 11 04

11 03 03 11 11 04 11 11 03 11


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3. Results

3. 1 Thirteen Rules of Sentence-Level Phonetic Blends

These rules overlap and concatenate, which is to say many can be active in a single sentence, and

can profoundly influence the divisions of phonemes that result in parts of some words being spoken

with parts of other words as utterances. Please note that the six consonants with the greatest

frequency in English, in consecutive order of appearance being d, h, n, r, s, and t each have been

cursorily highlighted in the rules below, and are according to well-established tables of frequency

of occurrence, one being (English Letter Frequency, 2004). Please note that concise definitions are

first discussed under each Rule, and those unfamiliar with linguistics may want to scan the

definitions and focus on the examples and variations.

Rule 01

The first rule for utterance level phonetic blends occurs when the last phoneme in a word and the

first phoneme in the next word, if joined, would create an established blend that already exists at

the word level in English. Word-level phonetic blends separated by spaces between written words

become un-bifurcated word joins when spoken. For example, the letters /bl/ in the words blue,

bluster and blink are called a word level blend. The phrase “Bob loves pickles” is actually

pronounced with the first two words blended into a single utterance “Bob loves pickles,” and;

therefore, becomes a sentence-level phonetic blend. An example of the word level blend /dw/, as in

the words dwindle, dwarf and dwell, is represented as a sentence-level phonetic blend as follows

“And when are you coming?” is actually pronounced “And when are you coming?” Examples of the

blend /sn/ as used in the words snail, sneak and snore, and which bridge words and create sentence-level phonetic blends are “This new car is pretty,” and “Lewis needs glasses,” and “She eats nuts.” Examples of /tw/ as sentence-level phonetic blends (which already exist in the words twill, twitch

and twist as a word level blend) are “Fire at will,” and “The rat will annoy you,” and finally “What

will you do?” A complete list of word-level consonant blends is quite lengthy; however, here is a

short list of common consonant blends, herein referred to as word-level blends for differentiation: /bl/, /dw/, /tw/, /cl/, /fl/, /gl/, /pl/, /sl/, /br/, /cr/, /dr/, /fr/, /gr/, /pr/, /tr/, /sc/, /sk/, /sm/, /sn/, /sp/, /st/, and /sw/ (Category: English Blends, 2017).

Creating paired word constructions from any of the rules here illustrated is a simple matter for

teaching through modeling. For example the /cl/ sentence-level blend could be written and then

modeled as “The giant roc lands” or “This cake has thick layers of frosting” (“ck” being phonetically

identical to /k/). Any online word finder can greatly assist such constructions in listing words that

begin or end with given letters or sounds. Please note in Her Majesty’s speech to the New

Government, she repeats the phrase “My government will” (a /tw/ sentence-level phonetic blend) thirteen times.



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Rule 02

Rule for duplicate consonants at the final position of a first word and the first position of a second

word. The second rule for phonetic blends is this: if a word ends with a consonant sound, and the

next word begins with the same consonant sound, then the consonant sound is only pronounced

once, and is sometimes pronounced as an elongated phoneme that has a longer than normal

duration. Some consonants are uttered in the short singular, as are all plosives (being unvoiced /p/, /t/, and /k/, or voiced, like /b/, /d/, and /g/). Examples include “That Tom Cook makes me mad!” and “Let’s make cookies.” Two exceptions are /r/ and /s/. Then the phoneme /r/ becomes an elongated

phoneme as in “You’re really on the ball today,” which is a single /r/ that is elongated in duration

when compared to a word level phoneme, as also spoken in the sentence “We’re rotten at winning.” The letter /s/ also becomes elongated, as in the sentences “Being a grumpy cat, she will hiss several

times a day.” and “Susan’s studies are going well.” Please note that in Section 2.2.1. The Queen

demonstrates this rule three times in the first sentence she speaks.

One relevant transitional phoneme here, where one word ends with a sound and the first sound of

the next word is blended with it, is if a word ends with /v/ and the next word begins with /f/ (or vice

versa) then the words, blend ( /v/ being a voiced /f/). One example is “Be kind to every person of

faith,” and here the /v/ phoneme also being represented the letter /f/ in the word of. Another example

of the reverse order is “Turn it off very quickly.”

Rule 03

The third rule is for unreleased consonants, here focused on /d/. If a word ends with a consonant

and the next word begins with a plosive consonant, the second consonant dominates and the first

consonant is subordinate and unreleased, and spoken very softly. A released consonant is found in

the sentence “That is a kick,” (/k/ being a released, dominant sound). Comparative examples of

unreleased consonants are “Kick the ball,” where the /k/ phoneme in the final position has no release

to transition to the next sound. Other comparative examples include, “I have a credit card,” the /t/ is

unreleased, “These are cheap clothes,” the /p/ is unreleased, and “This tastes like dog food,” where

the /g/ is unreleased. The word and has an almost silent /d/ whenever spoken in a sentence where the next word begins with a consonant. The exceptions are when the /d/ in the word and comes

before a consonant and the word after it would make the sound of a word that is already in English

(see Rule 1), and also before vowels and words that begin with /y/. Examples of soft /d/ phonemes

in paired words with the word and include “big and strong”, “lean and tough”, “wild and crazy” and

‘dogs and cats”. Exemplary phrases of the hard /d/ occurring before words that begin with vowels

using the word and as examples, and which create sentence level phonetic blends, include “bitter

and awful”, “good and evil”, and the phrase “wise and intelligent”. Examples of phrases where the

/d/ is hard because it occurs before /y/ are “the car is red and yellow”, “and you agree” and “that canary

is an odd yellow color”.


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Rule 04

The fourth rule of utterance level pronunciation is that words that begin with the /h/ phoneme are

usually pronounced with the /h/ spoken very softly when the word occurs after a word that ends in

a consonant sound, and the two words blend. Examples are: “I cannot find his test,” and “They do

not like her very much”. Exceptions are when the /h/ word comes after the /z/ phoneme, the /r/ phoneme and the /l/ phoneme. Examples, ordered respectively, include “He has hard work” (the s in

has actually being a /z/ phoneme), “They’re hardly ever on time” and “All happy people live well”. Note that when the /h/ word begins a sentence, or when it follows a vowel, the /h/ is fully

annunciated. Examples include: “He has no time left,” “Hit the lights, please,” and “He has a hard

schedule”. For examples of /h/ words following a word that ends with a vowel phoneme, and having

a hard /h/ include: “Study hard,” “Being free has a price,” and “I have two books”.

Rule 05

Rule for /t/ and some other consonants preceding /th/. If a word ends with the consonant /t/ and the

next word begins with the voiced or unvoiced /th/ phonemes, the words also blend. The /t/ phoneme

at the end of a sentence is a hard or released /t/. When preceding a word that begins with /th/, /t/ is

partially released and blends into the /th/. The sentence “He’s at the doctor” is uttered, the /t/ in at

becomes a soft and unreleased /t/ because it precedes the voiced /th/ phoneme. Other examples are

“It’s not the best idea,” (voiced /th/ phoneme) and “What thick books these are,” (thick having the

unvoiced /th/ phoneme). This phenomenon is because of physiological conditions created from

tongue position. The /t/ phoneme is formed by touching the tip of the tongue on the front roof of the

mouth, whereas the voiced and unvoiced /th/ both use the tip of the tongue and the side edges of

the tongue placed against the teeth to produce sounds. Other consonants preceding /th/ that blend

include “Is that a dog?” and “I had the class,” and “It is in that case.” and “She is certainly the best of

their students.”

Rule 06

Rules for the article the. The word the is pronounced two different ways, being thuh and thee (here

as elsewhere in this paper, being a vehicle for Applied Linguistics, the words are spelled

phonetically, not using the IPA, and which concerns Linguistics more than Applied Linguistics). If the word the comes before a word which begins with a vowel, it ends with the long /e/ vowel sound. Examples: “This is thee end.” “That is thee entire problem.” “This is thee exact measurement.” “It is

thee intense colors I notice most.” “It is thee effort that counts.” “Thee owl is a bird of prey.” If the

word the comes before a word that begins with a consonant, it is pronounced thuh. “I had the best

time.” “I was in the class.” “He is in the bathroom.” “It is in the car.”



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Here is where United Kingdom and American English diverge on a single point in regards to

sentence-level phonetic blends. The grammatical rule is that when the comes before any word that

begins with a vowel, it is pronounced “thee”, and in Her Majesty’s Speech she indeed calls the EU

“thee” European Union. In researching this paper, it was discovered to be the only instance where a

written grammatical rule had forced itself into pronunciation, instead of the reverse being true. Americans say “thuh European Union” simply because the actual phoneme beginning the word

Europe is a /y/ consonant, and which is grammatically incorrect and consistent for sentence-level

phonetic blends. In all other instances in Her Royal Majesty’s Speech words that begin with a

consonant sound are preceded by the pronunciation “thuh”.

Rule 07

Rule for the article a and the word I. The words a and I always blend with the previous word, and

even though dictionaries state an alternative of pronouncing the first word is ay, as the letter, it has

fallen almost completely out of use except as in describing the letter /a/ or as an accent in some

regions of both the United Kingdom and North America. Examples of these blends are “It’s a pen,” “ I’m a teacher,” “He’s a good man,” “and I hate that”. There is an exception for these words: If the

word a or I comes after a comma, it often does not blend when spoken. Examples: “...the movie

Logan, a movie about old heroes,” “I, on the other hand...” In some instances, a comma may be

considered a half-stop, as opposed to a full stop. If a sentence begins with the word a, the article

blends with the next word. Examples include “A book on the shelf”, “A sad event occurred” and “A

day to be remembered.” Please see Rule 11.

Rule 08

Rule 8 is for the article an. An always splits in two, and can be called a bifurcated truncation. Then

the letter /n/ in the word blends with the next word when spoken. Further, the word an is very rarely

pronounced as the dictionary states. It is almost always pronounced as “un” ([ə]) with the /n/ being

attached to the next word. Some examples of where this occurs are: “I see a|n elephant.” “I want to

have a|n egg for breakfast.” “Each nipple on a cow is called a|n udder.” This oddity creates

problems for very young ESL learners (KG to grade 2). They hear the word a (uh) and often say “I see a elephant.” Since writing and grammar are not yet in their knowledge base, they must rely

entirely on what they hear. This is one of four current lingual drifts that may be occurring. It is

speculative, but perhaps this phenomenon occurs because the word another is a compound word

used very frequently, with the initial letters “an” never pronounced as the long vowel word of the

same spelling. Mastering spoken words comes before writing, and it may be a strange fossilization

of mispronunciation that has a causal relationship with this common phenomena and difficulty, and

so would be a curiously formalized form of lingual drift. As in the next rule, the word another is a

reciprocal pronoun, with another being one of very few compound reciprocal pronouns in English.


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Rule 09

Rule nine concerns the /ch/ and /sh/ sounds when they occur at the end of a word (final position) and

the next word begins with a vowel phoneme (and which applies to “tch” in the final position of a

word as well). The /ch/ digraph always blends with the next word if the second word begins with a

vowel sound (with the letter y having a consonant version that does not blend) . This curiosity can

also be described as a bifurcated truncation, as in Rule 8. For several examples, here are: “Be nice

to ea|ch other.” “Ea|ch eye is coordinated to the other.” “On a cow, ea|ch udder is a milk port.” “This i|tch is driving me crazy.” There is one modification here: If a word ends in /ch/ and the next

word begins with /ch/, the words do not ever blend. For example: “Each church is for prayer.” This

repeating sound is considered clumsy as a sentence construction, but sometimes occurs nonetheless. The most commonly spoken word ending in / ch/ is each, and like the word another above is

curiously also a reciprocal pronoun. Please note that likewise in the end position /sh/ will blend

with the next word as an allophone of a bifurcated truncation if the second word begins with a

vowel phoneme. Examples are “The a|sh is falling,” and “Wi|sh all you want,” and Fi|sh are slippery.”

Rule 10

Rule ten is for vowels at the end positions of a first word and also in the initial position of the next. If a word ends in a vowel sound and the next word begins with a vowel sound, they blend, with the

first and second vowels transitioning uninterrupted. Examples are “Who is he?” and “They are late,” and “Say it now.” The names Zoe and Joey demonstrate this at the word-level.

Some phonemes that blend across words create a “faint” phoneme, examples below being the

unwritten but spoken /y/ consonant phoneme. One example of the /y/ consonant “faint” phoneme is,

“A loaf of bread is good at the ends.” The last two words are commonly pronounced as “thee yends”. Another example is “He took a picture from the ancient gallery”, and “the ancient” is actually

pronounced “thee yancient”. A last example is “It’s only evil” is pronounced “It’s only yevil”. This

phenomenon is produced from making the long e vowel phoneme, back of tongue to the roof of

the mouth, and then lowering the tongue to open the dental air passage to create a second vowel. As the tongue moves down and the air pressure is constant, a /y/ consonant sound is inadvertently generated.

The /y/ “faint” phoneme requires further illustration. The words oil, toil and foil are listed in the

dictionaries as being pronounced with no faint /y/ consonant phoneme, but they are spoken that

way, simply because is highly difficult to the point of near impossibility to transition from the oi

diphthong to the /l/ phoneme without producing a /y/ consonant. Further, the word royal in all

dictionaries is assigned the /y/ consonant phoneme in the pronunciation keys. This may be a third

form of lingual drift because the written rule is nearly impossible to apply. Other word structures

that also create a “faint” consonant /y/ phoneme include rail, fail, jail, mail and the name Gayle (which actually has the /y/ in the spelling, but if looked up in any dictionary has no /y/ sound in the



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pronunciation key whatsoever). It is certainly worth when the spoken forms and textbook

pronunciations differ with uniformity.

Rule 11

The eleventh rule of utterance level blends is that when a word ends with a vowel, and the next

word begins with a consonant, the words will blend. Examples are “I must go now,” “She was a

nice lady,” and “Iggy goes to school every day.” Conversely, when a word ends with a consonant

and the next begins with a vowel sound then the words will blend. “It’s always interesting at the

opera,” “His old dog is still cute,” and “That infuriating man hates me.” Please note that for these

purposes, and because of anatomy, the /ing/, /ung/, /ang/, /eng/ and /ong/ trigraphs also act as vowels

in sentences for identifying sentence-level phonetic utterances; hence these two previously-cited

phrases have an additional blend, here marked in italics “It’s always interesting at the opera,” and

“That infuriating man hates me.” This is the most frequently used Rule of sentence-level phonetic

blends in English.

Rule 12

The rule for transitional sounds /th/ and /z/: if a word ends with the unvoiced /th/ and the next word

begins with the voiced /th/, the phrase has a foreshortened pair of /th/ phonemes. They are not uttered

as distinct units. The created phoneme begins unvoiced and ends voiced. Examples include “I was

with the class”. The word pair “with the” is a blend of the unvoiced /th/ becoming the voiced /th/. In

the convoluted construction, “Lathe thick wood to thin”, “lathe thick” shows the same phonology in

reverse, beginning as a voiced /th/ and ending as an unvoiced /th, but in both cases are the linking

sounds in sentence-level utterances of more than one word. In the case of /z/, words with the

phoneme in the final position blend with the next consonant and begin as a /z/ and become an /s/ to

smoothly blend with the next word. Examples are “His lights are dim,” “It has not arrived,” and

“Those curtains are too expensive.”

Rule 13

The rule for the liquid consonants /r/ and /l/. The /r/ phoneme blends with any and all other phonemes

in both the final and initial positions in a given word. Examples of end position /r/ blends are “Are

you ready?, and “It is fair working,” and “They lost the war and peace.” Examples of initial position

/r/ blends include “This red car is ugly,” and “The hour seems really late,” and “We all ran away.” The

/l/ phoneme blends with all words except in the final position of a first word when the next word

begins with the unvoiced plosive consonants /p/, /t/ and /k/. Examples of these non-blends are “Well

people are healthy,” and “Full trucks are terrible for roads,” and “Roll coconuts down the hill”.


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4. Tabular Data and Analysis

Table 1.

This table shows the frequency of the blends for each speech, public address and interview, with

the speech in 2.2.2 being an example to prove that Rule 09 exists in both United Kingdom spoken

English and in USA spoken English (and not a common blend in either language), and to make

word counts between compared speeches (2.2.1+2.2.2 compared to 2.2..3) nearly equal. Please note

that the interview with President Trump, 2.2.3, is speech being recorded from four different

speakers at a conversational speed, and whose numbers closely track the numbers of sections 2.2.1

and 2.2.4. Also please note that speech 2.2.4. is President Trump’s speech, where he inserted “forced” pauses into his speech to allow translators to keep up. In his speech the percentage of sentence-level blends is significantly lower than either the speeches of 2.2.1. or 2.2.2., and which was to be

expected. If the “forced” pauses are counted as individual blends, the number of blends once again

returns to very similar values if the pipes indicating unnatural pauses ( | ) are added back in as blends,

and which is not wildly speculative, but extrapolated. Total words are actual spoken words,

excluding extraneous marks or identifiers in Sections 2.2.1-2.2.4. Error of Mean deviations are

rounded to the second decimal. Word counts and figures were added from 2.2.1 to 2.2.2 to make

the word count closely match the word count of 2.2.3 and are in parentheses. Total Rule percentage

is a comparison of Rules to Total Words per section as a percentage. Rule Number Standard

Error of Mean

(SEx̄) (2.2.1+ 2.2.2) 2.2.3

Frequency

Section 2.2.1, ( ) includes 2.2.2

Frequency

Section

2.2.2

Frequency

Section 2.2.3

Frequency

Section 2.2.4

01 16 41 (46) 05 14 56

02 3.5 11 (12) 01 19 30

03 0.0 64 (79) 15 64 82

04 11 10 (13) 03 32 31

05 01 16 (22) 06 14 41

06 3.5 07 (08) 01 01 03

07 16 09 (10) 01 42 20

08 0.0 01 (01) 00 01 00

09 .58 00 (03) 03 02 03

10 0.0 02 (02) 02 02 08

11 18 190 (224) 34 260 371

12 2.5 06 (07) 01 12 04

13 16 63 (68) 05 31 82



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Total Rules 1.0 400 (495) 76 493 731

Total Words 11 514 (602) 88 624 1184

Total Rule % 60% 77.82% (82.22%) 86.36% 79.01% 61.74%

Forced

Pauses

0 0 0 169

Total Rule %, with Forced

Pauses

77.82% (82.22%) 86.36% 79.01% 76.01%

4.1 Data Analysis

When the word counts and counts of blends from Sections 2.2.1 and 2.2.2 is added together and

compared to the word count and blends of Section 2.2.3, the figures fall into synchronization to a

high degree, despite word preferences and vocabulary. When the figures of section 2.2.4. are

changed by adding in the forced pauses from the speech as blends, again the numbers become

synchronized to a high degree between all sections. Neither of these could occur if there was not a

relationship between sentence-level word blends and word counts, which was expected.

Further research should yield more complete information in regards to nationalistic tendencies,

vocabulary preferences, and systematic tendencies based on the purpose-oriented style of speech

(be it informal or formal, a family-oriented address, or factual briefing).

5. Discussion and Conclusion

5.1 Discussion

The original set of rules numbered only four; however, on close examination and analysis to ascertain

concise Rules with exceptions and variants the list was expanded considerably. It was first necessary to

create a Rule Set, compare it to existing data, and then to modify and expand the rules to include demonstrated

patterns and to prove the existence of those Rules in spoken grammar and spoken techniques of speech.

It seemed necessarily true that because fluency is taught to young native speakers during the early years,

and refined later as vocabulary and skill advances, that a set of Rules had to exist that was probably being

transmitted orally simply because the entire lexicon of language to young learners is phonetic. This oral

transmission and tradition may exist in other languages as well, and for the same reasons stated

herein. Despite variations in vocabulary used, the degree of formality in given situations, actual

instances of Rules utilized, and the countries of origin of all speakers, the uniformity of how the

Rules are utilized to create fluid, smooth speech was comprehensively uniform in execution,

despite wild variations in sentence complexity and one small variation in Rule 9 noted above. This

may not hold true in the future as language continues to evolve, and which allows this study to


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serve as a “time capsule” to track aspects of lingual drift as it occurs, and which is the purview of

anthropological linguistics.

Curiously, Her Majesty’s speech to her new government did not contain a single instance of Rule

09, being the pronunciation of a sentence-level phonetic blend when a word has /ch/ as the sound in

the final position and preceding a word that begins with a vowel sound; however, in her Christmas

Address to the people of the U.K., Her Majesty demonstrated three usages of Rule 09.

It must be stressed again that the comparison between the individuals used in this study is strictly

for purposes of deducing a multi-national comparison of sentence-level phonetic blends,

irrespective of the individual or the nation in which they are native. The counts and instances of

the analysis showed a wide variation in the numbers of occurrences of specific rules, and which

invites further study in regards to setting, purpose of discourse, and intent on the part of the

speakers; however, for purposes of beginning this work this framework was created. It was first

necessary to prove these Rules do indeed exist and have a structure. If such a Rule set did not exist

than teaching fluency would be impossible.

Extensive research was conducted over several months to find similar papers and similar data, and

of which there was none. Fragmentary pieces of this Rule set appeared in a wide variety of ESL

lessons and discussions online, especially in regards to Rules 02 and 03, but a concise set of Rules

was unavailable and needed to be defined. The observation and assumption that formed the primary

hypothesis in regards to a set of Rules already being in existence is that these oral instructions are

being taught to native learners over time, but in order to teach fluency to foreign students, where

English is their second or other language, these rules had to be quantified in order to be taught. If a

rule set cannot be quantified it cannot be taught. The Rules have been taught and are being taught

in native-speaking countries, and to provide them to teachers of ESL to advance their students’ understanding is hopefully of value.

5.2 Conclusion

This research had three objectives.

The first objective, establishing a set of Rules that identified sentence level phonetic blends through

research was successful. In all cases, the Rules were demonstrated by the speakers, irrespective of

nationality. In regards to establishing a Rule set for smooth speaking (fluency) through completely

quantifying sentence-level phonetic blends, more work needs to be done in regards to identifying

further Rules, quantifying pauses, such as some commas, through transposing musical notation

(rests), and in analyzing tones within both words and utterances.



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The second objective, in creating accessible information for teaching ESL, the research was also

successful. In regards to direct TESOL applications, more detailed lesson plans, in addition to

activities and drills, all need further development. Since students studying English in non-native speaking

environments have difficult challenges from lacking immersion, limited monetary resources, and

actual time spent outside the classroom practicing, a more detailed approach in regards to

application in the classroom would benefit all concerned. Often TESOL teachers abroad declare

their best students are either talented or very driven, and which may be an unfair; however, few

tools exist to help the majority of learners. It is hoped that sentence-level phonetic awareness can

be one such tool, and one that can be adapted and used to enhance existing curricula and texts.

The third objective in the study, in creating a written “time capsule” to identify current spoken

phonological grammar, has a level of success that is impossible to ascertain at this point in time. In

regards to anthropological linguistics and lingual drift, how language changes over time, is very difficult to

track. Just as weather changes quickly and climate changes slowly, so do slang words and idioms change

quickly and pronunciation changes slowly, and indicators suggest the sentence-level phonetic blends

change quite slowly. It is hoped that this study can assist tracking lingual drift in English. Since the

relationships of the sentence-level phonetic blends is so concisely similar between the two most

populous high-proficiency native English speaking countries, the UK and the US, any emerging

deviations in this aspect of English language should be simpler to monitor and graph.

Disciplines outside these three original objectives that can benefit from this research include digital

communications and computer science, specifically in regards to speech recognition, speech-to-writing,

and in machine-to-speech applications, automations and functions.

Because the entire lingual lexicon of young learners is audio, and audio modeling is the only

method for language teaching at least during the first few years of life, it is highly likely that

sentence-level phonetic blends and the rules for sentence-level phonetic awareness are orally

transmitted over the very earliest and then subsequent years as vocabulary develops. Unfortunately

most students learning English in a non-native speaking country have no such luxury as immersion,

and unless linguistically talented, monetarily well-off, highly-driven, or in a household where

English is spoken daily, the learners have too little exposure to absorb the information through

environmental repetition. To assist the struggling majority is a very difficult task for teachers to

complete, and it is hoped this information will further their efforts by providing a new tool to be

used not only in TESOL education, but, once adapted, may assist in teaching foreigners other

European and Asian languages as well.


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References

Category: English Blends. Wiktionary, (July, 2017). Retrieved from

https://en.wiktionary.org/wiki/Category:English_blends

English Letter Frequency (based on a sample of 40,000 words). (2003-2004). Retrieved from

https://www.math.cornell.edu/~mec/2003-2004/cryptography/subs/frequencies.html

Excerpts from the Times’ interview With Trump. (July, 2017) (transcript and audio ). Retrieved

from https://www.youtube.com/watch?v=Udz9b5BThnw

Queen’s Speech, (June, 2017) (transcript). Retrieved from

https://www.gov.uk/government/speeches/queens-speech-2017

Skeat, Walter W., An Etymological Dictionary of the English Language,

Courier Corporation, 2005, page 219

The Queen’s Christmas message Transcript in Full. (December, 2016). Retrieved from https://www.theguardian.com/uk-news/2016/dec/25/the-queens-speech-christmas-day-full-transcript-elizabeth

The Queen's Speech will set out government’s legislative plans. BBC News, (June, 2017)

(audiovisual file). Retrieved from https://www.youtube.com/watch?v=Xk_pi_nq838

The Queen’s Christmas Message. (December, 2017) (audiovisual file). Retrieved from

http://www.bbc.com/news/av/uk-38431575/the-queen-s-christmas-message

Trump’s Speech to the Arab Islamic American Summit. (May, 2017) (transcript). Retrieved from

https://www.whitehouse.gov/the-press-office/2017/05/21/president-trumps-speech-arab-islamic-

american-summit

Trump’s Speech to the entire Muslim World. CNN, (May, 2017) (audiovisual file). Retrieved from

https://www.youtube.com/watch?v=Udz9b5BThnw

https://www.youtube.com/watch?v=Xk_pi_nq838



IC-HUSO 2017

A study of Effectiveness of Learning Japanese by Using Assignments

through Facebook

Hitomi Yamaguchi 1, Bundit Anuyahong2

1,2College of General Education and languages,

Thai-Nichi Institute of Technology, Thailand

1E-mail: [email protected], 2 E-mail: [email protected]

Abstract

The purposes of this research were 1 ) to study of effectiveness of learning Japanese by

using assignments through Facebook, 2) to compare effectiveness of learning Japanese by using

assignm ents through Facebook according to genders and faculties, and 3 ) to com pile

supplemental opinions and suggestions of TNI students. Research samples were 255 undergraduate students at Thai-Nichi Institute of Technology

in 2017 academic year, derived through simple random sampling technique. The instruments used

for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for

analyzing the data were frequency, percentage, mean, standard deviation, t-test, One Way

ANOVA and content analysis. Research findings were as follows:

1 . Effectiveness of learning Japanese by using assignments through Facebook of TNI

students was at a high level (�̅�=3.65). 2. TNI students with different genders had no statistically significant differences at 0.05 level. 3. TNI students with different faculties had no statistically significant differences at 0.05 level. 4. TNI students had various suggestions such as; Teacher should use more technology at

teaching; Teacher should notice submission deadline; Teacher should explain grammar in power

point by Thai; Teacher should make video of lesson; and Teacher should teach Japanese typing.

Keywords: Effectiveness of Learning Japanese, Assignments through Facebook


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1. Introduction

Currently, many higher education institutes in Thailand have held Japanese courses. As a

major course and elective subjects, Thai-Nichi Institute of Technology had establishment at 2007. Goals of this institute are to develop education for service to economic and society. One of goal

of TNI is to develop Japanese communication ability so that all students in this institute have to

study Japanese as required subjects. TNI has 3 faculties and 16 majors which focus on Japanese

instruction. Moreover, it emphasizes Japanese oral communication and Japanese Language

learning ability of TNI students. Facebook can support foreign language learning, but students seem to have positive views

of its use. Moreover, a study of effect of incorporating Facebook in writing class is also appeared

at a university. Its results illustrated that the learners were able to develop their English

organization, grammar and structure, content, vocabulary, as well as spelling through the

activities (Shih, 2011). Learning Japanese language through Facebook plays a crucial role in technology age

because it is a tool in educational communication which related the idea of Roblyer et al. (2010) who stated that university students are very open to the possibility of using Facebook and similar

technologies to support classroom work. Furthermore, Haverback (2009) advocated that students'

creation and participation in an online learning community on FB to discuss assignments, ask and

answer questions, post information, and support educational communication. In conclusion, the researcher created a questionnaire which passed checking from experts

for study of effectiveness of learning Japanese by using assignments through Facebook in first

semester of 2017 academic year and the results derived from research will be guideline in

improvement and development instruction and instructional materials next occasions.

Research purposes

1) to study of effectiveness of learning Japanese by using assignments through

Facebook

2) to compare effectiveness of learning Japanese by using assignments through

Facebook according to genders and faculties

3) to compile supplemental opinions and suggestions of TNI students.

2. Method

Population and sample

This research was study of effectiveness of learning Japanese by using assignments

through Facebook which consisted of population and sample as follows. Population of this research was 1800 TNI students from 3 faculties namely faculty of

Business Administration, Faculty of Engineering, and Faculty of Information Technology in first

semester of 2017 academic year. Samples of this research were 255 TNI students derived through simple random sampling

technique.



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Instrumentations

The instrument used in this study is a questionnaire. The questionnaire was constructed by

the researcher, based on a study of effectiveness of learning Japanese by using assignments

through Facebook. This research questionnaire was employed as a research instrument for data

based on an ordinal-scale measurement of a study of effectiveness of learning Japanese by using

assignments through Facebook. The first part (Part 1) of this questionnaire asks for the demographic information on

genders and their faculties. The second part (Part 2) deals with a study of effectiveness of learning

Japanese by using assignments through Facebook. The third part (Part 3) asks for more

suggestions and opinions of TNI students which bases on open-ended questions.

Data collection

A study of effectiveness of learning Japanese by using assignments through Facebook

was accessed through the questionnaire in first semester of 2017 academic year.

Data analysis

Data analysis from questionnaire both single item and whole questionnaire which

presented form of rating scale. These rating scales were calculated to find out mean and standard

deviation and then translated based on criteria developed by Best (1981) as follows.

1.00 ≤ x < 1.50 refers students had the lowest opinion in using assignments through

Facebook

1.51 ≤ x < 2.50 refers students had low opinion in using assignments through Facebook

2.51 ≤ x < 3.50 refers students had moderate opinion in using assignments through

Facebook

3.51 ≤ x < 4.50 refers students had high opinion in using assignments through Facebook

4.51 ≤ x < 5.00 refers students had the highest opinion in using assignments through

Facebook

The statistics used for analyzing the data

The collected data was analyzed using computer program. The statistics used for

analyzing the data were frequency, percentage, mean, standard deviation, t-test, F-test and content

analysis.


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3. Results

Results of data analysis

Phase 1 : The results of demographic variables of TNI undergraduate students. The analysis of the data from the students questionnaire reported by students at Thai-Nichi

Institute of Technology in the 2017 academic year is presented in the first section deals with

demographic variables from the students’ responses to Part 1 of the questionnaire; genders and

faculties as following table.

Table 1 :Table of the results of demographic of respondents

Demographic data of respondents N=255 Percentage

1,Genders

1.1 Male 154 60.40

1.2 Female 101 39.60

Total 255 100

2.Faculties

2.1Engineer 75 29.40

2.2IT 79 31.00

2.3Business 101 39.60

Total 255 100

Table showed that percentages of TNI undergraduate respondents in genders ranged from

60.40% for male and 39.60% for female, in faculties ranged from 29.40% Engineering, 31.00% for

Information Technology, 39.60% for Business Administration.



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Phase 2: The result of study of effectiveness of learning Japanese by using assignments

through Facebook.

Table 2 :Mean and standard deviation of effectiveness of learning Japanese by using assignments

through Facebook in overall and each aspectx

Components 𝑥 ̅ S.D Level

Facebook assisted instruction 3.77 0.66 high

Assignments through Facebook

3.61 0.67 high

Assignment clips used on Facebook 3.54 0.74 high

Paper based assignments 3.62 0.73 high

Total 3.65 0.54 high

The table above indicated that TNI students had high level of instructional effectiveness

of learning Japanese through Facebook in overall (�̅�=3.65). When considered in each aspect, it

was found that students had high in all aspect.

Table 3 : Mean and standard deviation effectiveness of learning Japanese by using assignments

through Facebook according to Facebook assisted instruction.

Components �̅� S.D. Level

1. I see the power point posted on Facebook every

time. 3.51 0.99 high

2. Power point uploaded on Facebook is easy to

understand. 3.87 0.90 high

3. PowerPoint uploaded on Facebook is useful. 4.

4.23 0.84 high

5. It is fun to watch PowerPoint uploaded on

Facebook. 3.43 0.93 moderate

6. I want the instructor to post the Power point used to

teach on Facebook every time. 4.09 0.99 high

7. I got used to upload assignments to Facebook. 8.

3.61 0.94 high


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9. I am happy to receive comments directly from the

teacher. 4.12 0.88 high

Assignments with Facebook is better than paper

assignments. 3.30 1.09 moderate



of learning Japanese by using through Facebook on about Facebook assisted instruction aspect

overall ( �̅�= 3.77) . When considered in each item, it was found that the highest item was from 8

power point uploaded on Facebook was useful (�̅�=4.23). The lowest item was from 8 assignments

with Facebook is better than paper assignments (�̅�=3.30).

Table 4 : Mean and standard deviation Effectiveness of Learning Japanese by Using assignments

through Facebook according to assignments through Facebook.

Components �̅� S.D Level

It's fun to write assignments on Facebook.

3.40 0.97 moderate

I think about Japanese carefully when writing

Japanese on Facebook. 3.85 0.97 high

I have confidence while I am writing on Facebook

many times in Japanese language. 3.67 0.94 high

I feel that my Japanese is getting better by writing

in Facebook many times. 3.64 0.82 high

It is not ashamed to be seen assignments written on

Facebook by classmates. 3.62 1.05 high

I often read the assignments of classmates written

on Facebook. 3.45 1.03 moderate



of learning Japanese by using through Facebook on about assignments through Facebook aspect

overall (�̅�= 3.61) . When considered in each item, it was found that the highest item was from 8 I

think about Japanese carefully when writing Japanese on Facebook. (�̅�=3.85). The lowest item was

from 8 It's fun to write assignments on Facebook. (�̅�=3.40)



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Table 5 :Mean and standard deviation Effectiveness of Learning Japanese by Using assignments

through Facebook according to assignment clips used on Facebook.


It is fun to take videos in Japanese.

3.48 1.07 moderate

I think about Japanese carefully when I take a

Japanese video. 3.80 0.95 high

I have confidence in using Japanese after taking

Japanese videos for many times. 3.53 0.93 high

I feel that Japanese is getting better by taking

videos in Japanese many times. 3.49 0.85 moderate

It is not ashamed to be seen the uploaded video on

Facebook by classmates. 3.47 1.15 moderate

I often watch at video assignments of my

classmates uploaded on Facebook. 3.49 1.06 moderate



of learning Japanese by using through Facebook on assignment clips used on Facebook aspect

overall (�̅�= 3.54) . When considered in each item, it was found that the highest item was from 8 I

think about Japanese carefully when I take a Japanese video (�̅�=3.80). The lowest item was from 8

It is not ashamed to be seen the uploaded video on Facebook by classmates (�̅�=3.47).

Table 6 :Mean and standard deviation Effectiveness of Learning Japanese by Using assignments

through Facebook according to paper based assignments.


It’s fun to take paper assignments which focus on

grammar. 3.45 0.91 moderate

I think about Japanese carefully when I took a paper

assignments that focus grammar. 3.87 0.88 high

I have confidence in using Japanese language after

taking paper assignments which focus on grammar

for many times.

3.63 0.86 high

I feel that my Japanese is better after taking paper

assignments which focus on grammar many times. 3.64 0.86 high

10. Paper assignments which focus on grammars better

than assignments through Facebook. 3.52 0.99 high


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of learning Japanese by using through Facebook on about paper assignments that focus grammar

aspect overall (�̅�=3.62). When considered in each item, it was found that the highest item was from

8 I think about Japanese carefully when I took a paper assignments that focus grammar (�̅�=3.87). The lowest item was from 8 it’s fun to take paper assignments which focus on grammar. (�̅�=3.45)

Phase 3: The result of comparing effectiveness of learning Japanese by using assignments

through Facebook according to genders and faculties.

Table 7 : The result of comparison of effectiveness of learning Japanese by using assignments

through Facebook according to genders. Male (M) Female (F)

t

p N=154 N=101

�̅� S.D. �̅� S.D.

Total 1 3.77 0.67 3.76 0.65 0.14 0.93

Total 2 3.59 0.71 3.62 0.61 0.33 0.14

Total 3 3.54 0.76 3.54 0.72 0.00 0.96

Total 4 3.60 0.79 3.66 0.62 0.63 0.09

sum 3.64 0.57 3.66 0.48 0.21 0.29

*Statistical significance at 0.05 level

The table illustrated that students with different genders had no statistically significant

differences at 0.05 level in total and each aspect.



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Table 8 : Table of comparison of effectiveness learning Japanese by using assignments through

Facebook according to faculties.

ANOVA

components SS df MS F P

Total 1 Between groups 1.461 2 0.730 1.664 0.191

Within groups 110.574 252 0.439

Total 112.034 254


Within groups 113.976 252 0.452

Total 114.814 254


Within groups 140.024 252 0.556

Total 142.415 254


Within groups 133.457 252 0.530

Total 135.448 254

Sum Between groups 0.526 2 0.263 0.897 0.409

Within groups 73.817 252 0.293

Total 74.343 254

*Statistical significance at 0.05 level

The table illustrated that students with different faculties had no statistically significant

differences at 0.05 level in total and each aspect.


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Phase 4: The result of opinions and suggestions about effectiveness of learning Japanese by

using assignments through Facebook.

Table 9 : Table of frequency and percentage of number of opinions and suggestions of students at

Thai- Nichi Institute of Technology about effectiveness of learning Japanese by using

assignments through Facebook. Opinions and suggestions N Fre %

Effectiveness of Learning Japanese by Using Assignments

through Facebook

115

Opinions 96 83.48

1. Facebook assignments are good. 2.

33 28.70

3. Video assignments are interesting. 4.

22 19.13

5. Don't want to video assignments. 6.

17 14.78

7. Preferring paper assignments. 8.

12 10.43

9. Facebook assignments and paper assignments are both of

good. 9 7.83

10. Video assignments makes self-confidence. 11.

3 2.61

Suggestions 19 16.52

12. Teacher should use more technology at teaching. 13.

8 6.96

Teacher should notice submission deadline.

4 3.48

Teacher should explain grammar in power point by Thai.

4 3.48

Teacher should make video of lesson.

2 1.74

Teacher should teach Japanese typing.

1 0.87

The table showed that students at TNI have opinions and suggestions in effectiveness of

learning Japanese by using assignments through Facebook as following:



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Effectiveness of learning Japanese by using assignments through Facebook, it revealed

that the answers of 115 students were divided into 2 categories which were opinions and

suggestions; 96 students (83.48%) and 19 students (16.52%) respectively. Facebook assignments are

good was equal to 28.70%(33 students); Video assignments are interesting 19.13%(22 students); Don't want to video assignments 14.78% (17 students); Preferring paper assignments 10.43% (12

students); Facebook assignments and paper assignments are both of good 7.83% (9 students); Video assignments make self-confidence 2.61% (3 students). Suggestions from 19 students (16.52%) were, Teacher should use more technology at

teaching 6.96% (8 students); Teacher should notice submission deadline 3.48% (4 students); Teacher should explain grammar in power point by Thai 3.48% (4 students); Teacher should make

video of lesson 1.74% (2 students); Teacher should teach Japanese typing 0.87% ( 1 student).


Conclusion

According to study and data analysis, the result of this study was concluded as follows. Phase 1 : The results of demographic variables of TNI undergraduate students. The percentages of TNI undergraduate respondents ( N = 255), in genders ranged from

60.40% for male and 30.60% for female; in faculties ranged from 29.40% for Engineer, 31.00% for

IT, 39.60% for business.

Phase 2: The result of study of Effectiveness of Learning Japanese by Using Assignments

through Facebook. Effectiveness of learning Japanese by using assignments through Facebook at high level

(�̅�=3.65). When considered in each aspect, it was found that in Facebook assisted instruction

aspect (�̅�=3.77), Paper based assignments aspect (�̅�=3.62).

Phase 3: The result of comparing effectiveness of learning Japanese by using assignments

through Facebook according to genders and faculties. 1. Students with different genders had no statistically significant differences at 0.05 level

in total and each aspect. 2. Students with different faculties had no statistically significant differences at 0.05 level

in total and each aspect.

Phase 4: The result of opinions and suggestions about effectiveness of learning Japanese by

using assignments through Facebook. Effectiveness of learning Japanese by using assignments through Facebook, it revealed

that the answers of 115 students were divided into 2 categories which were opinions and

suggestions; 96 students (83.48%) and 19 students (16.52%) respectively. Facebook assignments are

good was equal to 28.70%(33 students); Video assignments are interesting 19.13%(22 students);


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Don't want to video assignments 14.78% (17 students); Preferring paper assignments 10.43% (12

students); Facebook assignments and paper assignments are both of good 7.83% (9 students); Video assignments make self-confidence 2.61% (3 students). Suggestions from 19 students (16.52%) were, Teacher should use more technology at

teaching 6.96% (8 students); Teacher should notice submission deadline 3.48% (4 students); Teacher should explain grammar in power point by Thai 3.48% (4 students); Teacher should make

video of lesson 1.74% (2 students); Teacher should teach Japanese typing 0.87% ( 1 student).

Discussion

According to the study and data analysis, the results of this study could be discussed as follows. The results of effectiveness of learning Japanese by using assignments through Facebook

of TNI students was at a high level ( �̅�= 3.65) . It might be because TNI students prefer to study

Japanese language through Facebook because it has the ability to transform language learning

and extend communication outside the classroom which related to the notion of Dizon (2015) who

advocated that Facebook has the ability to transform language learning and extend

communication outside of the confines of the classroom. The convenience it provides affords

learners opportunities to communicate synchronously and asynchronously, while also decreasing

the anxiety of students who may be too timid to use the L2 in a face-to-face setting. Moreover, TNI students with different genders and faculties had no statistically

significant differences at 0.05 level in total and each aspect. It might be because TNI students

need to communicate with their teachers via Facebook individually more than in groups. This is

related to the idea of Cheung and Vogel (2011) who stipulated that students are willing to

communicate with their teachers via Facebook but only through the groups established in

Facebook, rather than as friends. This is understandable because students tend to demonstrate a

sense of anxiety when interacting with faculty.

5. Acknowledgements

This research is supported by College of General Education and Languages, Thai-Nichi

Institute of Technology, Bangkok, Thailand. I would like to express my deep gratitude to new

generation researcher development project on intensive course in 2017 academic year for

developing my research ability. Moreover, I would also like to gratefully acknowledge to my research project leaders,

Assistant Professor Dr. Bundit Anuyahong and Assistant Professor Dr. Wipanee Pengante, for

their commitment of time and instructive guidance and comments through all the stages of my

research writing and all my work and for being their mentors and supervisors. Special thanks to Assoc. Prof. Dr. Banthit Rojarayanont, the president of Thai-Nichi

Institute of Technology, Assoc.Prof.Dr. Pichit Sukcharoenpong, Deputy of president of Thai-Nichi

Institute of Technology, and Asst. Prof. Dr. Wanwimon Rungtheera, the director for their

supporting in research funding and supporting in funding for publishing in all process.



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6. References

Best, Johnson. W. (1981). Research in Education. 5th ed. New Jersey: Prentice-Hall Inc. Cheung, R., & Vogel, D. (2011). Can Facebook enhance the communications between

teachers and students? The International Journal of Learning, 17(11), pp. 385-397. Gilbert Dizon. (2015). Japanese Students’ Attitudes Towards the Use of Facebook in the EFL

Classroom. The Language Teacher. September-October, 2015. pp.9-14. Haverback, H. (2009). Facebook: Uncharted territory in a reading education classroom.

Reading Today, October/November, 1

Roblyer, M. D., McDaniel, M., Webb, M., Herman, J., & Witty, J. V. (2010). Findings on

Facebook in Higher Education: A Comparison of College Faculty and Student Uses and

Perceptions of Social Networking Sites. The Internet and Higher Education, 13(3), 134-140.A

Shih, R. C. (2011) Can Web 2.0 technology assist college students in learning English

writing? Integrating Facebook and peer assessment with blending learning. Australasian

Journal of Educational Technology, 27(5),829-845.

Bio Data

Hitomi YAMAGUCHI is a Japanese lecturer of College of General Education and Languages at

Thai-Nichi Institute of Technology. She obtained Master of Arts in Japanese Language Teaching

from Dokkyo University, Japan.

Assistant Professor Dr. Bundit Anuyahong is an English lecturer at College of General

Education and Languages, Thai-Nichi Institute of Technology. He got Ph.D. in Curriculum and

Instruction-Teaching English at Silpakorn University. He also obtained double degrees for his

master. One is Master of Education in TEFL from Silpakorn University and Master of Education

in Educational Administration from Naresuan University, Thailand.


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Motivation in Learning Japanese language of Undergraduate students

at Thai-Nichi Institute of Technology

Rina Matsuoka1, Bundit Anuyahong2

1,2College of General Education and languages, 1,2Thai-Nichi Institute of Technology, Thailand

1E-mail: [email protected], 2 E-mail: [email protected]

Abstract

The purposes of this research were 1) to study motivation in learning Japanese of TNI

students, 2) to compare motivation in learning Japanese according to genders, academic years, and

faculties and, 3) to gather additional opinions and suggestions of TNI students. Research samples were 189 undergraduate students at Thai-Nichi Institute of Technology

in 2017 academic year, derived through simple random sampling technique. The instruments used

for gathering the data were the rating-scale and open-ended questionnaire. The statistics used for

analyzing the data were frequency, percentage, mean, standard deviation, t-test, One Way ANOVA

and content analysis. Research findings were as follows: 1. TNI students had motivation in learning Japanese in overall at high level (x̅=3.75). 2. TNI students with different genders had no statistically significant differences at 0.05 level. 3. TNI students with different faculties had no statistically significant differences at 0.05 level. 4. TNI students with different academic year had no statistically significant differences at 0.05. 5. TNI students had various suggestions such as; Teachers should teach more slowly;

Teachers should spend more time to teach Kanji in classes; Teachers should increase activities

and games for using Japanese; and Teachers should use songs, dramas, or movies in classes for

students’ motivation maintaining.

Keywords: Learning Japanese language. Motivation in Japanese learning.



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1. Introduction

Motivation is a significant factor determining the rate and success of second language

acquisition (Dörnyei, 1990). Moreover, Oxford (1990) advocated that second language learning is a

complex process which motivation plays a crucial role . Dörnyei (1990) stipulated that 99 percent

of language learners who really motivate to learn a foreign language to be able to master a rational

working knowledge of it. Learners are commonly highly motivated at the beginning when they

decide to achieve some tasks. College of General Education and Languages, Thai-Nichi Institute of Technology focuses

on teaching English and Japanese. Japanese language is the core course which all undergraduate

students have to learn to develop their language skills. Moreover, motivation in learning Japanese

language of TNI students is very important to uplift their ability in Japanese language . In the

present, TNI students seem to lack motivation in learning in higher level because they must study

5 core courses in Japanese language not only many subjects of major courses (Thai-Nichi Institute

of Technology, 2016; Amatayakul, et al. 2016). Therefore, the researcher needs to study motivation

in learning Japanese of TNI students. In conclusion, the researcher created a questionnaire which passes checking from experts

for survey motivation in learning Japanese of TNI students in first semester of 2017 academic

year and results derived from research will be guideline in improvement Japanese instruction in

next occasion.

Research Purposes

1) to study motivation in learning Japanese of TNI students

2) to compare motivation in learning Japanese according to genders, academic years, and

faculties

3) to gather additional opinions and suggestions of TNI students

2. Method

Population and Sample

This research was survey motivation in learning Japanese of TNI students which consisted

of population and sample as follows. Population of this research was 1,600 TNI students from 3 faculties namely faculty of

Business Administration, Faculty of Engineering, and Faculty of Information Technology in first

semester of 2017 academic year. Samples of this research were 189 TNI students derived through simple random sampling

technique.


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Instrumentations

The instrument used in this study is a questionnaire. The questionnaire was constructed by

the researcher, based on motivation in learning Japanese language of TNI students . This research

questionnaire was employed as a research instrument for data based on an ordinal -scale

measurement of motivation in learning Japanese of TNI students. The first pan (Part 1) of this questionnaire asks for the demographic information on their

genders, faculties and academic years. The second part (Part 2) deals with motivation in learning

Japanese of TNI students. The third part (Part 3) asks for more suggestions and opinions of TNI

students which bases on open-ended questions.

Data Collection

Motivation in learning Japanese of TNI students was accessed through the questionnaire

in first semester of 2017 academic year.

Data Analysis from Questionnaire


presented form of rating scale. These rating scales were calculated to find out mean and standard

deviation and then translated based on criteria developed by Best (1981) as follows.

1.00 ≤ �̅� < 1.50 refers students had the lowest motivation in learning Japanese

1.51 ≤ �̅� < 2.50 refers students had low motivation in learning Japanese

2.51 ≤ �̅� < 3.50 refers students had moderate motivation in learning Japanese

3.51 ≤ �̅� < 4.50 refers students had high motivation in learning Japanese

4.51 ≤ �̅� < 5.00 refers students had the highest motivation in learning Japanese

The statistics used for analyzing the data

The collected data was analyzed using computer program. The statistics used for analyzing

the data were frequency, percentage, mean, standard deviation, t-test, F-test and content analysis.



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3. Results

Results of Data Analysis

Phase 1: The results of demographic variables of TNI undergraduate students. The analysis of the data from the student questionnaire reported by TNI students in 2017

academic year was presented as following.

Table 1: Table of the results of demographic data of respondents

Demographic data of respondents N=189 Percentage

1. Genders

1.1 Male 121 64.00

1.2 Female 68 36.00

Total 189 100.00

2. Academic Years

1stYear 88 46.60

2nd Year 98 51.90

3rdYear 2 1.10

4thYear 1 0.50

Total 189 100.00

3. Faculties

Engineering 87 46.00

Information Technology 46 24.30

Business Administration 56 29.60

Total 189 100.00

Table showed that percentages of TNI undergraduate respondents in genders ranged from

64.00% for male and 36.00% for female; in academic years ranged from 46.60% for 1st year, 51.90% for 2nd year, 1.10% for 3rd year and 0.50% for 4th year, in faculties ranged from 46.00% for Engineering,

24.30% for Information Technology, 29.60% for Business Administration.

Phase 2: The results of study motivation in learning Japanese language of TNI students

Table 2: Table of mean and standard deviation of motivation in learning Japanese language in

overall and each aspect

components x̅ S.D. Level

Japanese Language 3.45 0.88 moderate

Japanese Culture 3.64 1.22 high

Japanese language using 4.50 0.71 highest



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The table above indicated that TNI students had a high level of motivation in learning

Japanese in overall (x̅=3.75). When considered in each aspect, it was found that the students had

highest level of Japanese language using (x̅=4.50). Furthermore, Japanese culture aspect was at high

level (x̅=3.64). and Japanese language aspect was at moderate level (x̅=3.45).

Table 3: Mean and standard deviation of motivation in learning Japanese of TNI students

according to Japanese Language aspect

Components n x̅ SD level

1 I like the way of communication in

Japanese. 189 3.88 0.79 high

2 I feel excited when I talk with Japanese

people. 189 4.29 0.74 high

3 I have strong influence in business

career. 189 3.84 0.83 high

4 I like Kanji. 189 2.78 1.09 moderate

5 I like Japanese written system. 189 3.43 0.88 moderate

6 I like pronunciation of Japanese

language. 189 3.89 0.91 high

7 I have Japanese cultural background. 189 3.08 1.14 moderate

8 I like Japanese because of difference

from Thai language. 189 3.38 0.98 moderate

9 I like Japanese because of similarity to

Thai language. 189 2.49 0.94 moderate

10 I like Japanese thinking style. 189 3.93 0.98 high

11 I like Japanese because Japanese

language is easy for me. 189 2.77 1.09 moderate

12 I like Japanese vocabulary. 189 3.56 0.89 high

13 I like Japanese dialects such as Kansai-Ben. 189 3.18 1.01 moderate

14 I like Japanese grammar. 189 3.03 0.91 moderate

15 I like Japanese people. 189 4.31 0.72 high

Total 189 3.45 0.88 moderate

The table above indicated that TNI students had a moderate level of motivation in learning

Japanese on Japanese language aspect in overall (x̅=3.45). When considered in each item, it was

found that the highest item was from item15 I like Japanese people. (x̅=4.31). The lowest item was

from item9 I like Japanese because of similarity to Thai language. (x̅=2.49).



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according to Japanese culture aspect

Components n x̅ S.D. level

1 I like to study Japanese because I like

Japanese life style. 189

3.83 0.89 high

2 I like to study Japanese because I prefer

Japanese program. 189

3.04 1.26 moderate

3 I prefer Japanese history about castle

and temple. 189

3.61 1.07 high

4 I prefer reading comic books about

Japanese context. 189

3.60 1.29 high

5 I appreciate Japanese fashion. 189 3.25 1.14 moderate

6 I like Japanese cosplay. 189 2.70 1.42 moderate

7 I like Japanese traditional arts such as

tea ceremony, flower arrangement and

calligraphy.

189

3.65

1.10 high

8 I like J-POP. 189 2.71 1.30 moderate

9 I like Japanese movies. 189 3.70 1.30 high

10 I like traditional buildings of Japanese

style. 189

4.21 0.91 high

11 I am interested in economics in Japan. 189 3.32 1.05 moderate

12 I am interested in spiritual things in

Japan. 189

3.56 1.12 high

13 I am interested in modern crafts. 189 4.11 0.95 high

14 I am interested in politics in Japan. 189 3.09 1.30 moderate

15 I am interested in modern architecture in

Japan. 189

3.93 1.03 high

16 I am interested in Japanese technology. 189 4.47 0.78 high

17 I like Japanese literature. 189 3.29 1.17 moderate

18 I like modern paintings in Japan. 189 3.61 1.16 high

19 I like Japanese comic cartoon. 189 4.16 1.07 high

20 I like traditional music in Japan. 189 3.17 1.15 moderate

21 I like traditional plays in Japan. 189 2.99 1.11 moderate

22 I am interested in seasonal events in

Japan. 189

4.03 0.98 high

23 I am interested in Japanese cooking. 189 4.39 0.80 high

24 I like Japanese food. 189 4.55 0.73 highest

25 I like Kimono and Yukata. 189 3.85 1.04 high


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26 I like Japanese Youtuber. 189 3.21 1.07 moderate

27 I like game of Japan. 189 3.85 1.23 high

28 I like Japanese animation character. 189 4.07 1.10 high

29 I like Japanese cars. 189 4.06 1.00 high

30 I like Japanese “Sake”. 189 3.41 1.22 moderate

Total 189 3.64 1.22 high


Japanese on Japanese culture aspect in overall (x̅=3.64). When considered in each item, it was found

that the highest item was from item24 I like Japanese food. (x̅=4.55). The lowest item was from

item6 I like Japanese cosplay. (x̅=2.70).


according to Japanese language using aspect

Components n x̅ SD level

1 I am glad to talk with Japanese native

speakers. 189 4.32 0.80 high

2 I would like to speak Japanese language

fluently. 189 4.48 0.98 high

3 I think Japanese language will be

important in the future. 189 4.54 0.71 highest

4 I would like to read Japanese language

easily. 189 4.49 0.88 high

5 I would like to write Hiragana and

Katakana. 189 4.51 0.80 highest

6 I would like to write Kanji professionally. 189 4.34 0.99 high

7 I would like to listen to Japanese

concisely. 189 4.62 0.84 highest

8 I would like to communicate in Japanese

fluently. 189 4.69 0.78 highest

9 I would like to study in Japan. 189 4.49 0.81 high

10 I would like to get N1-5. 189 4.58 0.78 highest

Total 189 4.50 0.71 highest


Japanese on Japanese language using aspect in overall (x̅=4.50). When considered in each item, it

was found that the highest item was from item8 I would like to communicate in Japanese fluently. (x̅=4.69). The lowest item was from item1 II am glad to talk with Japanese native speakers.(x̅=4.32).



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Phase 3: The results of comparing motivation in learning Japanese language according to

genders, faculties and academic year.

Table 6: The results of the comparison of motivation in learning Japanese language of TNI

students according to genders

Components

Male(M) n=121

Female(F) n=68 t p

x̅ S.D. x̅ S.D. Japanese Language 3.46 0.52 3.43 0.52 0.42 0.72

Japanese Culture 3.66 0.58 3.62 0.57 0.47 0.78

Japanese language using 4.46 0.57 4.58 0.51 -1.37 0.12

Total 3.75 0.47 3.74 0.46 0.15 0.46

* Statistical significance at 0.05 level

The table illustrated that students with different genders had no statistically significant

differences at 0.05 level in total and in each aspect.

Table 7: Table of comparison of motivation in learning Japanese language of TNI students

according to faculties

Components SS df MS F p

Japanese Language Between Groups 0.006 2 0.003 0.011 0.989

Within Groups 51.750 186 0.278

Total 51.757 188

Japanese Culture Between Groups 1.360 2 0.680 2.025 0.135


Total 63.816 188

Japanese language using Between Groups 1.784 2 0.892 2.917 0.057


Total 58.652 188

sum Between Groups 0.470 2 0.235 1.064 0.347


Total 41.530 188


The table illustrated that students with different faculties had no statistically significant

differences at 0.05 level in total and in each aspect.


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Table 8: Table of comparison of motivation in learning Japanese language of TNI students of

according to academic year

SS df MS F p

Japanese Language

Between Groups 1.455 3 0.485 1.784 0.152


Total 51.757 188

Japanese Culture

Between Groups 0.524 3 0.175 0.510 0.676


Total 63.816 188

Japanese language using

Between Groups 0.881 3 0.294 0.940 0.422


Total 58.652 188

sum Between Groups 0.536 3 0.179 0.806 0.492


Total 41.530 188


The table illustrated that students with different academic year had no statistically

significant differences at 0.05 level in total and in each aspect.

Phase 4: The results of study opinions and suggestions about motivation in learning Japanese

language at TNI

Table 9: Table of frequency and percentage of number of opinions and suggestions of motivation

on learning Japanese language of TNI students

Opinion and suggestions n Fre %

95 100.00

Opinions 39 41.05

1. I need to study Japanese language for my future. 10 10.53

2. I appreciate to study Japanese language. 8 8.42

3. Japanese language is too difficult for me. 6 6.32

4. I can gain a lot of knowledge by studying Japanese language. 5 5.26

5. I would like to speak Japanese language fluently. 4 4.21

6. Studying Japanese language is useful for me in traveling to

Japan. 3 3.16

7. I gradually learn to understand Japanese animation. 2 2.11



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8. I can understand the lessons between classes, but I cannot

use Japanese language after that. 1 1.05

Suggestions 56 58.95

1. Teachers should teach more slowly. 17 30.36

2. Teachers should spend more time to teach Kanji in classes. 10 17.86

3. Teachers should increase activities and games for using

Japanese. 8 14.29

4. Teachers should use songs, dramas or movies in classes for

our motivation maintaining. 7 12.50

5. Teachers should introduce Japanese culture in classes. 4 7.14

5. Teachers should reduce learning contents. 4 7.14

7. I want to practice listening Japanese more. 2 3.57

7. Teachers should increase review hours more. 2 3.57

9. Taking two classes in a week is too less. 1 1.79

9. I want to practice speaking Japanese more. 1 1.79

The table showed that TNI students have opinions and suggestions about motivation

learning Japanese language as following: Motivation in learning Japanese of TNI students revealed that the answers of 95 students

were divided into 2 categories which were opinions and suggestions; 39 students (41.05%) and 56

students (58.95%) respectively. I need to study Japanese language for my future was equal to 10.53% (10 students); I appreciate to study Japanese language. 8.42% (8 students); Japanese language is too

difficult for me. 6.32% (6 students); I can gain a lot of knowledge by studying Japanese language. 5.26% (5 students); I would like to speak Japanese language fluently.4.21% (4 students): Studying

Japanese language is useful for me in traveling to Japan.3.16% (3 students); I gradually learn to

understand Japanese animation. 2.11% (2 students); I can understand the lessons between classes,

but I cannot use Japanese language after that.1.05% (1 students). Suggestions from 56 students (58.95%) were, Teachers should teach more slowly.30.36% (17

students); Teachers should spend more time to teach Kanji in classes. 17.86% (10 students); Teachers

should increase activities and games for using Japanese.14.29% (8 students); Teachers should use

songs, dramas or movies in classes for our motivation maintaining.12.50% (7 students); Teachers

should introduce Japanese culture in classes.7.14% (4 students): Teachers should reduce learning

contents.7.14% (4 students); I want to practice listening Japanese more.3.57% (2 students); Teachers

should increase review hours more. 3.57% (2 students); Taking two classes in a week is too less. 1.79% (1 students); I want to practice speaking Japanese more. 1.79% (1 student).


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4. Conclusion

According to the study and data analysis, the results of this study were concluded as follows.

Phase 1: The results of demographic variables of TNI students. The obtained data from Part 1 of the student questionnaire provided a profile of respondents: genders, academic years, and faculties. The frequency distributions of students’ responses to the

administered questionnaires were calculated using computer program, as presented as follows. The percentages of the TNI students (N=189) , in genders ranged from 64.0% for male and

36.0% for female; in academic year ranged from 46.60% for 1st Year, 51.90% for 2nd Year, 1.10% for

3rd Year, and 0.50% for 4th Year; in faculties ranged from 46.00% for Engineering, 24.30% for

Information Technology, and 29.60% for Business Administration.

Phase 2: The results of study motivation in learning Japanese language of TNI students. The table above indicated that TNI students had a high level of motivation in learning

Japanese in overall ( x̅=3.75) . When considered in each aspect, it was found that the students had

highest level of Japanese language using (x̅=4.50). Furthermore, Japanese culture aspect was at high

level (x̅=3.64) and Japanese language aspect was at moderate level (x̅=3.45).

Phase 3: The results of comparing motivation in learning Japanese language according to

genders, faculties and academic year. 1. TNI students with different genders had no different motivation in learning Japanese

language in total and in each aspect. 2. TNI students with different faculties had no statistically significant differences at 0.05

level in total and in each aspect. 3. TNI students with different academic year had no statistically significant differences at

0.05 level in total and in each aspect.

Phase 4: The results of study opinions and suggestions about motivation in learning Japanese

language at TNI

Motivation in learning Japanese of TNI students revealed that the answers of 95 students

were divided into 2 categories which were opinions and suggestions; 39 students (41.05%) and 56

students (58.95%) respectively. I need to study Japanese language in my future was equal to 10.53% (10 students); I appreciate to study Japanese language. 8.42% (8 students); Japanese language is too

difficult for me. 6.32% (6 students); I can gain a lot of knowledge by studying Japanese language. 5.26% (5 students); I would like to speak Japanese language fluently. 4.21% (4 students) : Studying

Japanese language is useful for me in traveling to Japan. 3.16% (3 students); I gradually learn to

understand Japanese animation. 2.11% (2 students); I can understand the lessons between classes,

but I cannot use Japanese language after that 1.05% (1 student).



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Suggestions from 56 students (58.95%) were, Teachers should teach more slowly. 30.36% (17

students); Teachers should spend more time to teach Kanji in classes. 17.86% (10 students); Teachers

should increase activities and games for using Japanese. 14.29% (8 students); Teachers should use

songs, dramas or movies in classes for our motivation maintaining. 12.50% (7 students); Teachers

should introduce Japanese culture in classes. 7.14% (4 students) : Teachers should reduce learning

contents. 7.14% (4 students); I want to practice listening Japanese more.3.57% (2 students); Teachers

should increase review hours more. 3.57% (2 students); Taking two classes in a week is too less. 1.79% (1 students); I want to practice speaking Japanese more. 1.79% (1 students).

5. Discussion

According to the study and data analysis, the results of this study could be discussed as

follows. The results of motivation in learning Japanese language of TNI students in three areas were

high. It might be because TNI students prefer to study Japanese culture and Japanese people. Furthermore, motivation has been extensively studied in psychology and concerning with primary

role of motivation for human needs which related to the concept of Maslow (1954) who advocated

that motivation has been widely explored in psychology which applies to every human conduct and

executes human needs such as need for food and sleeping to rational needs. Moreover, TNI students had motivation in Japanese language using at highest level

( x̅=4.50) . It might be because TNI students need to communicate in Japanese language and they

want to work in Japanese companies both in Thailand and in Japan. Therefore, they have motivation

in learning Japanese language which related to the idea of O’Malley and Chamot (1990) who stated

that motivation in second language acquisition studies can enhance interests and enforcement in

learning target language to achieve in their goal.

6. Acknowledgement

This research is supported by College of General Education and Languages, Thai-Nichi

Institute of Technology, Bangkok, Thailand. I would like to express my deep gratitude to new

generation researcher development project on intensive course in 2017 academic year for

developing my research ability. Moreover, I would also like to gratefully acknowledge to my research project leaders,

Assistant Professor Dr. Bundit Anuyahong and Assistant Professor Dr. Wipanee Pengante, for their

commitment of time and instructive guidance and comments through all the stages of my research

writing and all my work and for being their mentors and supervisors. Special thanks to Assoc. Prof. Dr. Bandhit Rojarayanont, the president of Thai- Nichi

Institute of Technology, Assoc. Prof. Dr. Pichit Sukcharoenpong, Deputy of president of Thai-Nichi

Institute of Technology, and Asst. Prof. Dr. Wanwimon Rungtheera, the director for their supporting

in research funding and supporting in funding for publishing in all process.


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7. References

Amatayakul, P. et al. (2016). A Study of Satisfaction with Pair Teaching Method in Japanese

Instruction for Thai-Nichi Institute of Technology Students. Proceedings in 3rd International

Conference on Language, Innovation, Culture and Education( ICLICE) 20th & 21th

February, 2016. pp.153-161

Best, Johnson. W. (1981). Research in Education. 5th ed. New Jersey: Prentice-Hall Inc. Dörnyei, Z. (1990) Conceptualizing motivation in foreign language learning. Language Learning,

40, 45-78. Maslow, A.H. (1954) Motivation and personality. New York: Haper and Row. Oxford, R.L. (1990) Language learning strategies. Boston, Massachusetts/Heinle & Heinle

Publishers. O'Malley, J. & Chamot, A. (1990) Language learning strategies. Cambridge: Cambridge

University press. Thai-Nichi Institute of Technology. (2016). Student Guideline. Bangkok: TPA Publishing.

Bio Data

Rina Matsuoka is Japanese lecturer of College of General Education and Languages at Thai-Nichi

Institute of Technology and is also a Ph.D. student in studies Japanese Language and Culture of

Graduate School of Language and Culture at Osaka University in Japan. She obtained Master of

Arts in Japanese Language and Culture from Osaka University, Japan.

Assistant Professor Dr. Bundit Anuyahong is English lecturer at College of General Education and

Languages, Thai- Nichi Institute of Technology. He got Ph. D. in Curriculum and Instruction-

Teaching English at Silpakorn University. He also obtained double degrees for his master. One is

Master of Education in TEFL from Silpakorn University and Master of Education in Educational

Administration from Naresuan University, Thailand.



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Needs of Content and Language Integrated Learning (CLIL)

in Engineering Students

Wipanee Pengnate

English Department, College of General Education and Languages

Thai-Nichi Institute of Technology

[email protected], [email protected]

Abstract

The purposes of this research were: 1) to investigate the needs of Content and Language

Integrated Learning (CLIL) in engineering students; and 2) to study supplemental opinions and

suggestions . Research samples were 162 students from Faculty of Engineering, Thai -Nichi

Institute of Technology, Bangkok, Thailand . The instrument used for data gathering was a

questionnaire with three aspects: Multiple focus; Safe and enriching learning environment; and

Active learning. The research findings were presented as: 1) The overall mean score of needs of Content and Language Integrated Learning (CLIL) in

engineering students was at high level (x ̅=4.50). The highest aspect was at Active learning (x ̅=4.54), followed by Multiple focus (x ̅=4.52) and Safe and enriching learning environment (x ̅=4.46). 2) The suggestions from the respondents were as follows: a) The activities should be based

on building on a student's existing knowledge; b) Creative and critical thinking should be added

on teaching-learning process; and c) Using current media and materials are important.

Keywords: Content and Language Integrated Learning Approach, EFL Teaching-Learning

Process


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1. Introduction

Content and Language Integrated Learning or CLIL is one of the contemporary language

teaching approaches used widely in Australia. There are several definitions of CLIL indicated by

many researchers (Liubiniene, 2008; Meyer, 2010; Coyle et al, 2010) as the approach that uses

language to learn and learns to use languages. This approach has been gaining in popularity and is

influencing ways in which various non -European countries apply the teaching method for

bilingual education. The main components of CLIL are divided into four groups which are Content, Cognition,

Communication and Culture. The approach mainly focuses on how to develop the students ’ own

knowledge of specific subjects through a process of critical thinking skills paralleled wi th using

foreign target- language as a medium language of learning contexts and activities (Coyle et al,

2010). A CLIL classroom, therefore, aims to provide an access to personal and intercultural

communication to support the learners’ language experience for a variety of needs. Moreover, they

may be exposed to different cultures perspectives on the content they are taught . Coyle (2006), further, affirms that CLIL teachers should have a good command of the foreign language as the

means of instruction. It could be advantageous if the CLIL teachers are also experts in the subject-content area, and also have a deep understanding of the cognitive, socio-culture and psychological

elements of foreign language learning . Jones and Jones (2008), in addition, describe that

collaborative skills and self-management skills should be developed through a learning activity in

order to prepare the students how to work as a team as and how to plan for a goal achievement. A

more radical approach is further indicated by Marsh and Wolff (2007) who states that a CLIL

model composes of three areas; language, content and strategies . Recommendation issues of the

model are summed up by Jarvinen (undated) as follows: - Provide plenty of input interspersed with focus on form

- Provide brief interventions of form-focused teaching

- Provide negotiation of form task (in addition to negotiation of meaning) - Allow L1 use to support meaning-making and problem-solving

- Provide peer-peer scaffolding activities

- Provide opportunities for extended output and challenging interaction

- Provide task for processing and producing challenging oral output

- Ask ‘quality’ questions with unexpected outcome that cannot be answered in one or

two words

- Provide examples of the linguistic expressions of content-related thinking skills

- Practice the linguistic expression of content-related thinking



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However, Pica (2002) contends that the teaching-learning strategies to apply CLIL with

classroom learning are highly concerned as many unresolved issues are revealed. According to

research done by Anuyahong (2012), it was found out that the English proficiency of TNI students

are not in a satisfaction level, especially in engineering students . Therefore, it is significant for

College of General Education and Languages to find out the strategies to solve these problems

and uplift the engineering students’ ability. Unfortunately, the notion of CLIL in TNI has not been

recognized.

2. Method

The purposes of this study were

1) to investigate the needs of Content and Language Integrated Learning (CLIL) in

engineering students; and

2) to study supplemental opinions and suggestions.

3. Research Methodology

Population and Samples

Population of this study were 280 third- year engineering students in the second semester

of 2016 academic year at Thai-Nichi Institute of Technology. Samples in this study were 162 third-year engineering students in the second semester of

2016 academic year derived through simple random sampling technique.

Instrumentation

The instrument used in this study was a questionnaire based on needs of Content and

Language Integrated Learning (CLIL) in engineering students. The first part (Part 1) of this questionnaire asked for the demographic information on the

students’ gender. The second part (Part 2) concerned a study of needs of Content and Language

Integrated Learning (CLIL) in engineering students. This part comprised 15 items of a study of

needs of Content and Language Integrated Learning (CLIL) in engineering students in three

aspects: 5 items of Multiple focus; 5 items of Safe and enriching learning environment; and 5

items of Active learning; The five levels of opinion used in the questionnaire were ranked as “The

highest needs”, “High Needs”, “Moderate needs”, “Low needs” and “The lowest needs”. Responses

from the student questionnaires were subsequently coded . The data of the students ’ coded

responses were statistically calculated and analysed . The computation of Cronbach’s Alpha as a

measure of reliability was employed to indicate hoe reliable the research questionnaire results

were. Reliability was defined as the proportion of the students ’ responses to each item in the

questionnaire and the reliability coefficient or calculated alpha was a lower bound of the true

reliability of the research instrument, or the questionnaire. The descriptive statistics was also used


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to determine the individual summary statistics for each of the 15 items in the questionnaire.The third part (Part 3) asked for more opinions and suggestions of needs of Content and

Language Integrated Learning (CLIL) in engineering students based on open-ended questions.

Data collection

Needs of Content and Language Integrated Learning (CLIL) in engineering students were

accessed through the questionnaire in the second semester of 2016 academic year.Part 1 concerns the demographic variables about the students’ gender. Part 2 covered needs of Content and Language Integrated Learning (CLIL) inengineering students in three aspects. Therefore, the participants were requested to consider each

item carefully and indicate how important each item was for their study. A total of 162 engineering

students completed the questionnaire . The students’ responses from the questionnaire were

subsequently coded using computer program as follows : “1 = male and 2=female” for genders; and

“1=the lowest needs, 2 =low needs, 3 = moderate needs, 4 = high needs, 5 = the highest needs” for

each of the five levels of importance on 40 items in Part 2.The analyses of the research data were conducted by means of descriptive statistics . The

descriptive statistical analyses of the frequencies and percentages of the students ’ responses were

employed to report their demographic variables and to indicate the rank order of the items in each

area of needs of Content and Language Integrated Learning (CLIL) in engineering students listed

in the questionnaire. The frequency distributions were analysed to determine the proportions of

the students’ responses to the five levels of importance on the 5 items in three aspects : 5 items of

Multiple focus; 5 items of Safe and enriching learning environment; and 5 items of Active

learning. Process analysis was conducted with the second research question in determining the

associations of the participants’ needs of Content and Language Integrated Learning (CLIL) inengineering students to each of these demographic variables.

Data Analysis


presented a form of rating scale. These rating scales were calculated to find out mean and standard

deviation and then translated based on criteria developed by Best (1981) as follows:refers to students had the lowest needs. refers to students had low needs.refers to students had moderate needs. refers to students had high needs.

1.00 <= x‾ < 1.50 1.51 <= x‾ < 2.50 2.51 <= x‾ < 3.50 3.51 <= x‾ < 4.50 4.51 <= ‾ X < 5.00 refers to students had the highest needs.

The collected data was analysed using computer program. The statistics used for analysing

the data were frequency, percentage, mean, standard deviation, and content analysis.



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3. Results

Phase 1: The results of demographic data

The analysis of the data from the students’ questionnaire was presented in the first section

deals with the demographic variables from the students’ responses to Part 1 of the questionnaire in

the following table.

Table 1: Table of the results of demographic data of respondents

Demographic data of respondents n=162 Percentage

Gender

1.1 Male 88 54.331.2 Female 74 45.67

Total 162 100

The table showed that percentages of engineering students in gender ranged from 54.33% for male students and 45.67% for female students.

Phase 2: Needs of Content and Language Integrated Learning (CLIL) in engineering students

Table 2: Table of Mean (x¯) and Standard Deviation (S.D.) of needs of Content and Language

Integrated Learning (CLIL) in engineering students in overall

No. Aspects �̅� S.D. Level

1. Multiple focus 4.52 0.73 The highest

2. Safe and enriching learning environment 4.46 0.71 High

3. Active learning 4.54 0.79 The highest

Total 4.50 0.74 High

The above table presented that the overall mean score of needs of Content and Language

Integrated Learning (CLIL) in engineering students was at high level

(x ̅=4.50). The highest aspect was at Active learning (x ̅=4.54), followed by Multiple focus (x ̅=4.52) and Safe and enriching learning environment (x ̅=4.46).


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Integrated Learning (CLIL) in engineering students in Multiple focus

No. Multiple focus �̅� S.D. Level

1. Supporting language learning in content classes 4.55 0.81 The highest

2. Supporting content learning in language classes 4.49 0.72 High

3. Organizing learning through cross -curricular

themes and projects 4.58 0.77

The highest

4. Integrating several subjects 4.52 0.65 The highest

5. Supporting reflection on the learning process 4.49 0.72 High

Total 4.52 0.73 The highest

The above table presented that the mean score of needs of Content and Language Integrated

Learning (CLIL) in engineering students on Multiple focus was at the highest level (x ̅=4.52). The

highest needs were at Item 3 “Organizing learning through cross-curricular themes and projects” (x ̅=4.58), followed by Item 1 “Supporting language learning in content classes” (x ̅=4.55). However,

the lowest needs at a high level were Item 2 “Supporting content learning in language classes” and

Item 5 “Supporting reflection on the learning process” (x ̅=4.49).


Integrated Learning (CLIL) in engineering students in Safe and enriching learning environment

No. Safe and enriching learning environment �̅� S.D. Level

1. Using routine activities and discourse 4.34 0.78 The highest

2. Displaying language and content throughout the

classroom 4.41 0.71

High

3. Building student confidence to experiment with

language and content 4.61 0.68

The highest

4. Guiding access to authentic learning materials and

environments 4.38 0.69

The highest

5. Increasing student language awareness 4.59 0.73 High

Total 4.46 0.71 High


Learning (CLIL) in engineering students on Safe and enriching learning environment was at a high

level (x ̅=4.46). The highest needs were at Item 3 “Building student confidence to experiment with

language and content” (x ̅=4.61), followed by Item 5 “Increasing student language awareness” (x ̅=4.59). However, the lowest needs at a high level were Item 1 “Using routine activities and

discourse” (x ̅=4.34).



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Integrated Learning (CLIL) in engineering students in Active learning

No. Active learning �̅� S.D. Level

1. Students communicating more than the teacher 4.52 0.87 The highest

2. Students evaluate progress in achieving learning

outcomes 4.54 0.75

The highest

3. Students help set content, language and learning

skills outcomes 4.56 0.81

The highest

4. Teachers acting as facilitators 4.62 0.88 The highest

5. Negotiating the meaning of language and content

with students 4.47 0.65

High

Total 4.54 0.79 The highest


Learning (CLIL) in engineering students on Active learning was at the highest level (x ̅=4.54). The

highest needs were at Item 4 “Teachers acting as facilitators” (x ̅=4.62), followed by Item 3 “Students

help set content, language and learning skills outcomes” (x ̅=4.56). However, the lowest needs at a

high level were Item 5 “Negotiating the meaning of language and content with students” (x ̅=4.47).

Phase 3: Suggestion from the respondents

The suggestions from the respondents were listed as follows: 1. The activities should be based on building on a student's existing knowledge. 2. Creative and critical thinking should be added on teaching-learning process. 3. Using current media and materials are important.


1. The overall mean score of needs of Content and Language Integrated Learning (CLIL) in

engineering students was at high level (x ̅=4.50). The highest aspect was at Active learning (x ̅=4.54), followed by Multiple focus (x ̅=4.52) and Safe and enriching learning environment (x ̅=4.46). 2. The mean score of needs of Content and Language Integrated Learning ( CLIL) in

engineering students on Multiple focus was at the highest level (x ̅=4.52). The highest needs were at

Item 3 “Organizing learning through cross-curricular themes and projects” (x ̅=4.58) , followed by

Item 1 “Supporting language learning in content classes” (x ̅=4.55) . However, the lowest needs at a

high level were Item 2 “Supporting content learning in language classes” and Item 5 “Supporting

reflection on the learning process” (x ̅=4.49).


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3. The mean score of needs of Content and Language Integrated Learning ( CLIL) in

engineering students on Safe and enriching learning environment was at a high level (x ̅=4.46). The

highest needs were at Item 3 “ Building student confidence to experiment with language and

content” (x ̅=4.61), followed by Item 5 “Increasing student language awareness” (x ̅=4.59). However,

the lowest needs at a high level were Item 1 “Using routine activities and discourse” (x ̅=4.34). 4. The mean score of needs of Content and Language Integrated Learning ( CLIL) in

engineering students on Active learning was at the highest level (x ̅=4.54) . The highest needs were

at Item 4 “Teachers acting as facilitators” (x ̅=4.62), followed by Item 3 “Students help set content,

language and learning skills outcomes” (x ̅=4.56) . However, the lowest needs at a high level were

Item 5 “Negotiating the meaning of language and content with students” (x ̅=4.47). 5. The suggestions from the respondents were: 1) The activities should be based on building

on a student's existing knowledge; 2) Creative and critical thinking should be added on teaching-learning process; and 3) Using current media and materials are important.

5. References

Coyle, D., Hood, P. & Marsh, D. (2010). CLIL- Content and Language Integrated Learning. Cambridge: Cambridge University Press.

Coyle, D. (2006). Content and Language Integrated Learning- Motivating Learners and Teachers. The Scottish Language Review, 13, 1-18.

Jarvinen, H. (undated), Language in content instruction. Issues in promoting language and learning

in CLIL type provision. Language In Content Instruction. [Online] Available: http://lici.utu.fi/materials/article_jarvinen.pdf (July 17, 2013).

Liubiniene, V. (2008). Has CLIL Got the Future in Engineering Education on Curriculum? Global

Cooperation in Engineering Education, ISI Conference Proceedings, Kaunas: Technologija,

42-46.

Marsh, D. & Wolff, D. (2007). Diverse Contexts- Converging Goals. CLIL in Europe. Frankfurt: Peter Lang.

Meyer, O. (2010). Towards quality-CLIL: successful planning and teaching strategies. Puls, 33, 11-29.



IC-HUSO 2017

The study of reflection on social and culture appeared in the songs of

Wongchan Pairoj

Jukkit Autum1, Hamehan Sihing2, Supornnee Jampa3, Wilayluk Treemek4,

Uraiwan Singthong5

1,3,4Faculty of Liberal Arts, Institute of Physical Education Phetchabun Campus, Phetchabun, Thailand

2Faculty of Liberal Arts, University of Phayao, Phayao, Thailand 5Faculty of Education, Roi Et Rajabhat University, Roi Et, Thailand

E-mail: [email protected]

Abstract

The purpose of the research is study of reflection on social and culture appeared in the

songs of Wongchan Pairoj 50 songs. The data analysis adapted from Wipa Panpracha is the

conception of reflection on social and culture. Besides, the reflection on social and culture

included 11 parts: landscape, occupation, transportation, love value, language, recreation, the

tradition, religious, faith, costume, and food.

However, one part of the reflection on social and culture from Wongchan Pairoj are from

his experiences, myths and tales. As a result, the reflection on social and culture related to living,

values, beliefs and cultural traditions which are the value custom of Thai people for long time.

Keywords: reflection on sociall, reflection on culture


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Abstract (Thai)

จากการศึกษาครั้ งนี้ มี วัตถุประสงค์ เพ่ือศึกษาภาพสะท้อนทางสังคมและวัฒนธรรมที่ ปรากฏ ในบทเพลงของวงจันทร์ ไพโรจน์ ทั้งหมด 50 เพลง ผู้วิจัยได้อาศัยแนวคิดด้านภาพสะท้อนทางสังคมและวัฒนธรรมของ วิภา ปานประชา มาใช้ในการวิเคราะห์ ภาพสะท้อนทางสังคมและวัฒนธรรมที่ปรากฏในบทเพลงของวงจันทร์ ไพโรจน์ซึ่งภาพสะท้อนทางสังคมและวัฒนธรรมมีทั้งหมด 11 ด้านได้แก่ ด้านภูมิประเทศ ด้านอาชีพ ด้านคมนาคม ด้านค่านิยมความรัก ด้านภาษา ด้านนันทนาการ ด้านประเพณี ด้านศาสนา ด้านความเชื่อ ด้านการแต่งกาย ด้านอาหาร ซึ่งภาพสะท้อนด้านวัฒนธรรมเหล่านี้มีส่วนหนึ่งที่ วงจันทร์ ไพโรจน์ พบเจอในวิถีชีวิตของท่านเอง และบางส่วนก็น ามาจากต านานหรือเรื่องเล่า ซึ่งทั้งหมดนี้เป็นสภาพสังคมที่เกี่ยวกับวิถีชีวิตความเป็นอยู่ ค่านิยม ความเชื่อ และวัฒนธรรมขนบธรรมเนียมประเพณี ที่เป็นมรดกและอยู่คู่กับคนไทยมาช้านาน



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1. Introduction

Song is one of art task that human create to relates of Thai lifestyle because it has role in

entertainment media and use in activities of life from birth to death . So we can see the local song

in the past of Thailand such as Lullaby (The mother sing the lullaby for the baby for sleep ), the

song about harvest such as song about rice, straw song in central region and rice field song in

south region. The song can to encourage the people to work . Phifa dance is ceremony for treat or

relieve to sickness. In addition when in death that has song for funeral such as Kalo song of south

region and Tommong song of Surin province etc. (Khanchai Atikiat, n.d.: 123-147). In the part of

relationship between song and lifestyle Phongchai Thaiwannasii (1986:1) said that the song is

one of culture that presented the culture of human life. This song has effected a life and society. The song is a kind of literature that can explain society and lifestyle of the people . The

writer is member of society who sees anything and mix to experience as well as concept and

create to song. According to Wipha Khongkhakun (1986: 36) refer that society condition is a part

in determined the concept of writer, relay the meaning and change the new idea of writer . The

song was created by writer and society condition was a part in determined content of the song. So

Thai country music can relay melody and to keep the local melody that can apply content to

modernization and situation in society. Wongchan Pairoj is singer who has many music works, since year 1953 until 2006, during

53 years he had 1,117 songs for sing. The content in the song reflect the society condition of the

women in countryside and changing of the women in a variety of era. The most of song which he

sang was Thai country music or urban music. Most of content had unique of women, reflect the

society condition and culture that about love of women such as concept of love of women in the

north. As the content of the song about the society of women that reflect the society condition and

many cultures, it is not only love but still reflect the lifestyle and livelihood in countryside. From this reason, the researcher interested collect the songs of Wongchan Pairoj for study

of reflection on social and culture appeared in the songs for benefit and to know about aspect

society of countryside.


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2. Method

The purpose of the research is study of reflection on social and culture appeared in the

songs of Wongchan Pairoj. The process of study follow:

1. Population and sample

There are 50 songs for study by only Wongchan Pairoj, since year 1953 until 2006

2. Data collection

Researcher collected the 50 songs by only Wongchan Pairoj and chooses the songs

that had content about reflect society condition and culture, In addition the 50 songs are

popular songs in Thailand from www.music.sanook.com

3. Data analysis

The research is study of reflection on social and culture appeared in the songs of

Wongchan Pairoj. Researcher determined the criteria analysis by concept from” A study of

Socio-economic and culture Aspects in the Luktung Lyrics of Sala Kunavoott” by Wipha

Banpracha ( 2006) . Researcher used it for guideline to create the framework for study

reflect society condition and culture appeared in the songs of Wongchan Pairoj. As follow as:

Statistics analysis

Statistics used in data analysis was percentage.

Reflection on culture

1. love value 2. language 3. recreation 4. tradition 5. religious 6. faith 7. costume

8. food

Reflection on Social

1. landscape 2. occupation 3. transportation

Aspect reflected social and culture appeared in the of Wongchan Pairoj



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3. Results

From analyzed aspects reflected society condition and culture appeared in the songs of

Wongchan Pairoj. It found reflected 11 parts:

ordinal Reflection on Social and culture

results

Reflection on Social

1 landscape

- tell the location, Sanpatong district,

Chiangmai province. Wangbuaban,

Sutheap sub-district, Mueang district,

Chiangmai province. Ping river, Phayao

province. Saiyok waterfall, Kanjanaburi

province. Banpean sub-district, Ayuthaya

province. Khong river, Wang river,

Bangkok, Phayao lake, Phayao

province. Dokkhatay district, Phayao

province. Phrapradeang district,

Samutprakan province.

- tell the landscape such as rice field

mountain alternate with forest, stream,

pool and river.

2 occupation

- Teacher

- Famer

3 transportation

- The difficult journey must go through

the forest to work.


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results

Reflection on culture

1 love value

- excellent love

- hopeless love

- waitlist love

- to secretly love

- imagine love

2 language

- Language in North of Thailand

- Language in northeast of Thailand (Isan)

3 recreation

- play the fiddle (instrument in the north

of Thailand)

- play the stringed (instrument in the north

of Thailand)

-play the Lao reed mouth-organ

(instrument in the northeast of Thailand)

- play the flute

4 tradition

- Poi Luang ( the festival in the north of

Thailand)

- Wedding

5 religious

- Buddhism (to talk about the worship of

the Buddha).

6 faith

- Blessings

- Sprite or Ghost

- Swear



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results

- Religious teachings

7 costume

- culture costume of women in the north

- culture costume of women in Isan

- culture costume of women in the center

8 food

- cooking culture and food preservation

of central in Thailand

4. Discussion and Conclusion To study of reflection on social and culture appeared in the songs of Wongchan Pairoj, the

researcher get knowledge and understand the reflection on social and culture. Researcher found

reflection on culture more than reflection on social. The reflection on culture found love value.

Love value in the songs of Wongchan Pairoj that found the most was hopeless love, next was

waitlist love, to secretly love and imagine love. The lastly ordinal was excellent love.

Aspect reflection on culture appeared in the songs found the language that appeared in the

songs were North language and Isan language. In part of recreation that was reflected the culture

about the music and local singing. As found the most recreation the north and Isan. The lastly was

central. In tradition, it found the culture about tradition in the North and central. In religious

reflected the culture about Buddhism and including faith. Human often take the religious mix to

faith that created rituals and traditions for spiritual anchor of the people in that society. Food

reflected the culture about food and preservation in Thailand. Customs reflected about custom

culture in North region, Isan region and Central region. It showed the fashions of women in each

era. Wongchan Pairoj has experienced some culture in his life and some culture which from

legend and story. These are state of society about lifestyle, values, faith, and tradition. According

to Phuppha Yan-in, Paramin Panyahan who research “ an analysis of Lanna social reflection

appeared in Saw Sor song of Pensri Phongsri (2004)” found living life was most reflected in the

song. Sanan Meaunua, who are writer, found content song was reflected about part of Pensri’s life.

It was the Lanna lifestyle in that era.


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Social reflection appeared very clear feature and locations of landscape in the song, in

addition, found occupation that a part of society, there was teacher and farmer. This was

important in society. Transportation appeared in the song that said the difficult journey in that era.

The journey was very trouble because don’t development about transportation. Social reflection in

the song by Wongchan Pairoj had content about occupation , according to Wijittra Aatbamrung,

research title “an analysis of social reflection appeared in country song of Pii Sadeat (2009)” found

that social reflection appeared occupation which was agriculture. Geography and climate wasn’t

suitable to agriculture. It made people change to another occupation but some people were still

agriculture. This research accorded to the song of Wongchan Pairoj.

In addition, social reflection in the song by Wongchan Pairoj accorded to research of

Wipha Panpracha who study to social and culture reflection in literature of country song of Sala

Khunnawut (2006) found that culture reflection more than social reflection. Most reflection in the

song shown Isan people immigrated to the city for work.

So, an analysis of reflection on social and culture appeared in the songs of Wongchan

Pairoj 50 songs. There were 3 reflections on social and 8 reflections on culture. These according

to concept of Wipha Panpracha 9 points as follow: Transportation, Occupation, Religious, Faith,

Language, Food, Costume, Recreation, Tradition

While this research was an analysis of reflection on social and culture appeared in the

songs of Wongchan Pairoj. It found different reflection from concept of Wipha Panpracha 2

points as follow Landscape and Love value.

So, Reflection on social and culture appeared in the songs is value to people in that area.

These reflections are evidence and inherit a long time that shows abundance and development of

society. Nowadays, the society has developed and modern more than previous times but social

and culture reflection has inherited to new generation. People who interest to reflection on social

and culture, they can study and publish to another society for present good things and

conservation for future.



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5. References

Khanchai Atikiat. (n.d.). Reading Rhymes and Folk songs . Faculty of Curriculum and

Instruction, Ramkhamhaeng University, Bangkok.

Music joox. (n.d.). popular songs. 15 December 2019. http://music.sanook.com/artist/

music/1311930/?page=1&type=song

Phongchai thaiwannasrt. (1986). The study of suntaraporn’s lyrics. Thesis. Master of

Education. Srinakharinwirot University, Phitsanulok.

Phuppha Yan-in (2004). An analysis of Lanna social reflection appeared in Saw Sor song of

Pensri Phongsri Thesis. Master of Arts Thai language Faculty of Humanities

Naresuan University, Phitsanulok.

Vipa Kongkanakul. (1986). "The Importance of Music to Society" Music Road. Year 1, Issue 1:

34-36.

Wichitra Aatbamrung . (2010). Social reflection found in folk songs sung by P-Saderd. Thesis.

Master of Arts Thai language Faculty of Humanities Naresuan University, Phitsanulok.

Wipa Panpracha. (2006). A study of socio-economic and cultural Aspects in the Luktung Lyrics

of Sala Kunavoott. Master of Arts. Thai Studies Faculty of Humanities Ramkhamhaeng

University, Bangkok.

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