การวิเคราะห์ความรู้ความเข้าใจของครูชาวต่างชาติด้านกลยุทธ์การสื่อสารในบริบทของการสอนภาษาอังกฤษเป็นภาษาต่างประเทศในประเทศไทย An Analysis of an International Teacher’s Cognitions of Communication Strategies in the Teaching English as a Foreign Language Context in Thailand
Article Sidebar
Main Article Content
บทคัดย่อ
แนวคิดด้านความรู้ความเข้าใจของครูโดย Borg (2018) ได้นำมาใช้เป็นกรอบแนวคิดในงานวิจัยเชิงตีความ กรณีศึกษาความรู้ความเข้าใจของครูนานาชาติด้านกลยุทธ์การสื่อสาร (CSs) ภาษาอังกฤษในชั้นเรียนการสอนภาษาอังกฤษในฐานะภาษาต่างประเทศในประเทศไทย ผลการวิจัยพบว่า ครูนานาชาติขาดประสบการณ์สอนและไม่ได้รับการอบรมด้านการสอนก่อนเดินทางมาสอนในประเทศไทยในระดับชั้นประถมศึกษาจนถึงระดับอุดมศึกษา นอกจากนี้ ผลการวิเคราะห์ข้อมูลจากการสัมภาษณ์ชนิดกึ่งโครงสร้าง การสังเกตการจัดกิจกรรมการเรียนรู้ และบันทึกการจัดการเรียนการสอน พบปัญหาการประยุกต์ใช้กลยุทธ์การสื่อสารของครูเนื่องจากครูขาดการพัฒนาด้านวิชาชีพ งานวิจัยนี้อาจช่วยอธิบายความสำคัญของการพัฒนาวิชาชีพของครูนานาชาติในประเทศไทย โดยเฉพาะอย่างยิ่งกลุ่มที่ไม่ได้ศึกษาด้านการฝึกหัดครู
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
References
Al-Gharaibeh, S. F. & Al-Jamal, D. A. (2016). Communication Strategies for Teachers and their Students in an EFL Setting. International Journal of Bilingual & Multilingual Teachers of English, 4(1), 33- 44. http://dx.doi.org/10.12785/IJBMTE/040105
Barby, M. (2013). How to get a Job English Teaching English in Thailand. http://www.meltedstories.com/tag/jobs/?
Barkhuizen, G. & Mendieta, J. (2020). 1 - Teacher Identity and Good Language Teachers from Part I - Macro Perspectives. In Griffiths, C. & Tajeddin, Z., editor. Lessons from Good Language Teachers (pp. 3 – 15). https://doi.org/10.1017/ 9781108774390.004. UK: Cambridge University Press.
Boonkongsaen, N. (2018). Communication Strategies used by Thai EFL Teachers. The New English Teacher, 12 (1), 63-76.
Borg, S. (2003). Teacher Cognition in Language Teaching: A Review of Research on What Language Teachers Think, Know, Believe, and Do. Language Teaching, 36 (2), 81-109.
Borg, S. (2009). Language Teacher Cognition. In Burns, A. & Richards, J.C., Editor. The Cambridge Guide to Second Language Teacher Education (pp.163–171). Cambridge University Press.
Borg, S. (2012). Current approaches to Language Teacher Cognition Research: A methodological analysis. In Barnard, R. & Burns, A., editor. Researching Language Teacher Cognition and Practice: International Case Studies (pp. 11–29). Bristol, UK: Multilingual Matters.
Borg, S. (2018). Teachers’ Beliefs and Classroom Practices. In Garrett, P., & Cots, J, editor. The Routledge Handbook of Language Awareness (pp. 75–91). London: Routledge.
Burford, J. et al. (2019). Analysing the National and Institutional Policy Landscape for Foreign Academics in Thailand: Opportunity, Ambivalence and Threat. Journal of Higher Education Policy and Management, 41 (4), 416-429. https://doi.org/10.1080/1360080X. 2019.1606881
Burri, M., Chen, H. & Baker, A. (2017). Joint Development of Teacher Cognition and Identity Through Learning to Teach L2 Pronunciation. Modern Language Journal, 101, 128-142. https://doi.org/10.1111/ modl.12388
Canale, M. (1983). From Communicative Competence to Communicative Language Pedagogy. In Richards, J.C. & Schmidt, R.W., editor. Language and Communication (pp. 2-14). London: Longman.
Chen, F., & Abdullah, R. B. (2022). Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching. Frontiers in Psychology, 13, 1-7. https://doi.org/10.3389/fpsyg.2022 .820042
Chuchuen, R., Tubsree, C. & Suthithatip, S. (2017). Foreign Teachers Management System in an English Program School: A Case Study at Piboonbumpen Demonstration School Burapha University, Thailand. HRD Journal, 8 (2), 80-91.
Cook, V.J. (2001). Using the First Language in the Classroom. Canadian Modern Language Review, 57 (3), 402–423.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). Thousand Oaks, CA: Sage.
Dörnyei, Z. & Scott, M. L. (1997). Communication Strategies in a Second Language: Definitions and Taxonomies. Language Learning, 47, 173- 210. https://doi.org/10.1111/0023-8333.51997005
Espinoza-Herold, M. (2013). The Great Wall of “English-only”: Teacher Perceptions of Classroom Ecology in Arizona’s Post-Proposition 203 Era. NABE Journal for Research and Practice, 4, 2-30.
Færch, C. & Kasper, G. (eds.) (1983). Strategies in Interlanguage Communication. London: Longman.
Ghasemi, F. (2018). Iranian EFL Teacher Cognition: Tracing Cognitive Dissonance. The Journal of Language Teaching and Learning, 8 (2), 61-79.
Haim, O. & Tannenbaum, M. (2022). Teaching English to Multilingual
Immigrant Students: Understanding Teachers’ Beliefs and Practices.
Teachers and Teaching: Theory and Practice, 28 (4), 1-20. https://doi.org/10.1080/13540602.2022.2062737
Kalinowski, E., Gronostaj, A. & Vock, M. (2019). Effective Professional Development for Teachers to Foster Students’ Academic Language Proficiency Across the Curriculum: A Systematic Review. AERA Open, 5 (1). https://doi.org/10.1177/2332858419828691
Kim, S.H. (2011). Exploring Native Speaker Teachers’ Beliefs about Learning
and Teaching English. English Teaching, 66 (2), 123-148.
https://doi.org/10.15858/engtea.66.2.201106.123
Ko, M. H. (2005). Glosses, Comprehension, and Strategy Use. Reading in a Foreign Language, 17 (2), 125-143.
Kongsom, T. (2016). The Impact of Teaching Communication Strategies on English Speaking of Engineering Undergraduates. PAASA, 51, 38-69. https://doi.org/10.14456/pasaa.2016.2
Liu, L. (2016). Using a Generic Inductive Approach in Qualitative Educational Research: A case Study Analysis. Journal of Education and Learning, 5 (2), 129-35.
Merriam, S.B. (1998). Qualitative Research and Case Study Applications in Education. San Francisco: Jossey-Bass.
Methanonpphakhun, S. & Deocampo, M.F. (2016). Being an English Language Teacher: A Narrative Analysis of Ten Foreign Teachers in Thailand. The New English Teacher, 10 (1), 1-19.
Mohammadabadi, A.M., Ketabi, S. & Nejadansari, D. (2019). Factors Influencing Language Teacher Cognition: An Ecological Systems study. Studies in Second Language Learning and Teaching, 9(4), 657-680. https://doi.org/10.14746/ssllt.2019.9.4.5
Munby, H. (1984). A Qualitative Approach to the Study of a Teacher’s Beliefs. J. Res. Sci. Teach., 21, 27-38. https://doi.org/10.1002/tea.3660210104
Nakatani, Y. (2006). Developing an Oral Communication Strategy Inventory. Modern Language Journal, 90, 151-168. https://doi.org/10.1111/j. 1540-4781.2006.00390.x
Nunan, D. (1991). Language Teaching Methodology: A Textbook for Teachers. Upper Saddle River, NJ: Prentice Hall.
Office of Education Council Ministry of Education (2021). Education in Thailand 2019-2021.
Öztürk, G. & Gürbüz, N. (2017). Re-defining Language Teacher Cognition through a Data-driven Model: The Case of Three EFL Teachers. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017. 1290333
Reeve, J. (2009). Why Teachers Adopt a Controlling Motivating Style Toward Students and How They Can Become More Autonomy Supportive. Educational Psychologist, 44(3), 159–175. http://doi.org/ 10.1080
/00461520903028990
Rivers, D.J. (2011). Strategies and Struggles in the ELT Classroom: Language Policy, Learner Autonomy and Innovative Practice. Language Awareness, 20 (1), 31-43.
Rofiatun, I. (2018). “Communication Strategies Used by English Teachers in the Teaching and Learning Process.” Proceedings 2nd English Language and Literature International Conference (ELLiC). (p.166- 170). 5 May 2018, Kota Semarang, Indonesia. Kota Semarang: Muhammadiyah University of Semarang.
Shvidko, E. (2017). Learners’ Attitudes toward “English-Only” Institutional Policies: Language Use outside the Classroom. TESL Canada Journal, 34 (2), 25-48.
Stoll, L. et al. (2006). Professional Learning Communities: A Review of the Literature. Journal of Educational Change, 7, 221-258. https://doi.org/10.1007/s10833-006-0001-8
Tappoon, A. (2022). A Case Study of Communication Strategies Used by Thai Business Students in an English Online Job Interview Test. Asia Social Issues, 15 (6), 1-16. https://doi.org/10.48048/asi.2022.254363
Tarone, E. (1980). Communication strategies, foreigner talks, and repair in interlanguage. Language Learning, 30, 417-431.
Toomnan, P. (2014). Use of Strategies to deal with oral communication breakdowns by Thai English Major University Students. Unpublished Doctoral Dissertation. Suranaree University of Technology, Nakhon Ratchasima.
Ulla, M. (2018). English language teaching in Thailand: Filipino teachers’ experiences and perspectives. Issues in Educational Research, 28(4), 1080-1093.
Wei, L. (2013). Conceptual and Methodological Issues in Bilingualism and Multilingualism Research. In Bathia, T. K. & Ritchie, W. C., editor. The Handbook of Bilingualism and Multilingualism (pp. 26-52). UK: Wiley Blackwell, UK
Wei, W. & Cao, Y. (2020). Written Corrective Feedback Strategies Employed by University English Lecturers: A Teacher Cognition Perspective. SAGE Open, 10(3). https://doi.org/10.1177/2158244020934886
Yphantides, J. (2013). Native-speakerism through English-only Policies: Teachers, Students and the Changing Face of Japan. In Houghton, S. A. & Rivers, D., editor. Native-Speakerism in Japan: Intergroup Dynamics in Foreign Language Education (pp. 207–216). Bristol: Multilingual Matters.
Yule, G. & Tarone, E. (1997). Investigating Communication Strategies in L2 Reference: Pros and Cons. In Kasper, G., & Kellerman, E., editor. Communication Strategies (pp. 17-30). London: Longman.
Zhao, T. & Intaraprasert, C. (2013). Use of Communication Strategies by Tourism-oriented EFL Learners in Relation to Gender and Perceived Language Ability. English Language Teaching, 6(7), 46–59. https://doi.org/10.5539/elt.v6n7p46