The New English Teacher: Vol. 16. No.2, (2022)

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    Business English students’ perceptions towards collaborative listening
    (Bangkok : Assumption University Press, 2022) Namon Jirasataporn ; Parinun Permpoonsap ; Arisara Ngamsomjit
    The purpose of this research study was to examine the perceptions of EFL Business English students towards collaborative English listening in Listening and Speaking course in an international university in Thailand. Sixty-three undergraduate students participated in the survey research utilizing questionnaires for data collection. Teacher’s observation was also conducted for more insightful analysis. The findings revealed that the students’ perceptions towards the usefulness of collaborative listening were at a high level, which benefited them academically and socially. Not only did collaborative listening yield better results than listening individually, but also helped promote their interactions which resulted in more motivation in learning. Apart from providing an insight into students’ perceptions towards collaborative listening, the findings concluded with pedagogical implications for EFL teachers to integrate more of collaborative listening approach into their instruction to promote interaction among students especially during this time of pandemic where online classes are being conducted widely.
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    An investigation on the acquisition error of Chinese complement of result by foreign language learners at an international university
    (Bangkok : Assumption University Press, 2022) Chatsaran Chatsanguthai
    The study aimed to investigate the acquisition error of Chinese complement of result by foreign language learners at an International University in Thailand. The quantitative method of research was applied to analyze and summarize the data of all the participants involved in the study. The questionnaire adapted from second language acquisition and language testing research was conducted and distributed to the participants. Based on the findings of the study, the acquisition error made by foreign language learners was classified into 4 kinds; omission, addition, misinformation, and misordering. The important sources of errors were interlingual transfer and intralingual transfer. Some suggestions were proposed to enhance Chinese language proficiency of foreign language learners.
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    A cognitive linguistic approach to English, Chinese and Thai spatial terms: the case of on, shangand bon
    (Bangkok : Assumption University Press, 2022) Triporn Kasempremchit
    The objective of this article is to compare the English spatial term on, the Chinese spatial term shang and the Thai spatial term bon from the cognitive linguistic perspective. These three spatial terms share a basic meaning of the position on the surface of something. However, the extended usages of these three terms are relatively different. In analyzing the differences between these three terms, sample sentences of English, Chinese, and Thai are collected from three corpora. The corpora used are British National Corpus by Oxford University (2021) for English sentences, Modern Chinse CCL Corpus by Peking University (2021) for Chinese sentences, and Thai National Corpus by Chulalongkorn University (2021) for Thai sentences. Data collected from the corpora are analyzed and discussed. The cognitive linguistic approach is adopted in the discussion. Concepts of spatial relations and meaning, proto-scene, polysemy words, and the semantic network of these three spatial terms are discussed in this article. The result of the analysis can be applied to spatial terms in teaching and learning. Since the difference between languages should be emphasized during classes, some negative transfers may be prevented. In addition, foreign students will have a better understanding of the terms studied in the foreign language classes.