The Importance Of The English Language In Thailand

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2.3. English Language in Thailand
This section of the chapter focuses on the importance of the English language in Thailand; the reforms related to English proficiency improvement and their challenges; and the English language skills competencies of Thai public servants. 2.3.1 English Language in Thailand and the Coming of ASEAN. Thailand prides itself as the only country in Southeast Asia that has never been occupied by a western power. Because of this and the concept that one language keep the country stable, the Thai language has remained and been kept intact. However, as the world becomes more borderless due to rapid progress in communication technology and globalization, it has become clearer that Thailand need to adapt to the trend
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Some suggested that the education system must be overhauled; that educators, teachers, administrators and curriculum developers must immediately pay attention in order to improve English Language Teaching (ELT) in Thailand (Khamkhien, 2012; Wiriyachitra, 2002). One example of the flaws in English instruction in Thailand is that the English curriculum in Thai universities cannot meet the demands for English in the work setting. At work, high levels of proficiency are needed in speaking and listening, which are not catered by most Thai tertiary education curriculum (Wiriya-chitra, 2002). Wiriya-chitra (2002) further commented that English language teaching in Thailand is not preparing the Thais for the changing world, making the country lagging behind in terms of English language…show more content…
The hypotheses put primary importance on the comprehensible input (CI) that language learners are exposed to. Understanding spoken and written language input is seen as the only mechanism that results in the increase of underlying linguistic competence, and language output is not seen as having any effect on learners' ability. Furthermore, Krashen (1982) claimed that linguistic competence is only advanced when language is subconsciously acquired, and that conscious learning cannot be used as a source of spontaneous language production. Finally, learning is seen to be heavily dependent on the mood of the learner, with learning being impaired if the learner is under stress or does not want to learn the language (S. Krashen, 1978,
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