Proceeding Papers

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    Ideal L2 Self and Ought-to L2 Self: A Study in the Thai Context
    The study of motivation has been one of main interesting areas in second language teaching and learning. The integrative and instrumental motivation proposed by Gardner and Lambert (1972) has been challenged by the rise of global English and the changing purposes of English language teaching, learning, and using worldwide. In this study, the new theory of L2 Motivational Self System (Dornyei, 2005) has been used as the framework. The objectives of the study were to: 1) explore how students view themselves as L2 users; and 2) explore what students believe they ought to meet expectations. The participants consisted of 28 undergraduate students from an international university in Thailand. The instruments used in this study were questionnaires and student’s vision form. Questionnaire data was analyzed by using descriptive analysis in terms of frequencies and percentages. Student’s vision form data was analyzed by content analysis. The findings show that: 1) students view themselves as L2 users who have to use English in their work and daily life in the future; 2) students perceive that they ought to learn English in order to meet social and family expectations. This indicates that the ideal L2 self is influenced by future careers, whereas the ought-to L2 self is strongly influenced by society, parents, and peers. Finally, it is suggested that the sense of L2 self and ought-to L2 self should be promoted in English language classrooms. Language teachers should encourage and guide students to construct their language vision.
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    Literature in Language Teaching: What, Why and How?
    This paper addresses some of the major issues related to the teaching of literature as a specialist subject and as a language teaching resource. The discussion includes an overview of the term literature, the possible reasons for using literature in language teaching and what it means to go beyond the traditional term of literature in the context of language education. Finally, some of the approaches to the teaching of literature have been discussed.
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    Western Travelogue Films Set in Siam during the Silent Film Era: A Case Study of In Siamese Society (USA 1919)
    Thailand’s great variety of panoramas, its thriving domestic film industry and the country’s well-developed infrastructure, have been attracting western filmmakers for over one hundred years. Hence, the number of western-produced films in Thailand in the 20th century is substantial. However, only little research about selected films made after the Second World War has been conducted. And studies of relevant films made prior, when Thailand was still named Siam, are virtually non-existent. This apparent lack of academic interest in these films may be attributed to the difficulty of actually finding them or because they were not preserved and are therefore lost forever. Incomplete and misleading information in particular about early films also poses a considerable problem. Nevertheless, a film-historical investigation into the corpus of western-produced films shot and set in Siam is called for because they were shaped by colonial and imperial worldviews of the West in the 19th century and by the modern interest in travelling. Therefore, they presented Siam, Siamese people and cultures to western viewers in very specific ways. These representations of Siam lasted well into the second half of the 20th century. The films that meet the necessary criteria ‒ made by westerners, in Siam, to show Siam ‒ are either travelogues, i.e. travel documentaries with a strong interest in the exploration of foreign cultures, or semi-documentaries/semi-narratives associated with the travelogue genre. The corpus of travelogues set in Siam can be divided into films of the silent period, which officially ended in 1927, and films of the sound period. In order to limit the scope, this paper gives an overview of travelogues made during the silent film period only, and provides an in-depth analysis of In Siamese Society (USA 1919, Burton Holmes Travel Pictures) as a case study of Siam’s depiction in western travelogues.
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    A study of Thai high school text books from an ELF perspective
    This paper is a study of English as a Lingua Franca (ELF) features of English text books used in the high schools of Thailand. In the first part of the paper, the author will provide an overview of the study in terms of background and rationale before explaining the theoretical concept of ELF. In the second part, the author will discuss ELF features in terms of characters, contexts of use and varieties of English found in the materials selected for the study. The findings are meant to create awareness among teachers and language educators to understand features of ELF in the context of AEC 2015.
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    Teaching writing by modeling genres through the teaching-learning cycle
    Over the last 60 years, the teaching of writing has gone through multiple metamorphoses, from being simply a way to reinforce grammar learning, to encouraging self-expression and the writer's composing process, to focusing on writing the genres of academia and the professions (Silva, 1990). Developed by teacher-researchers in the Hallidayan Systemic-Functional school of linguistics, a multi-step cycle-the 'Teaching-Learning' (Hammond, 1990) or 'Curriculum' (Rose, 2006) Cycle-provides a principled and practical way to teach school-age or adult ESL/EFL students to write the genres that they need in the "real life" of school or the workplace, or for "survival" in their country of immigration (Derewianka, 1990; Rose, 2006). After providing a brief history of writing pedagogy over recent decades and the background of the genre approach, this paper demonstrates how to use the Teaching-Learning Cycle to teach students to write to "Instruction" genre by modeling a very familiar text type, the recipe.