Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/28075
Title: Another Evidence of Cross-linguistic Influence: A Reflection through University Students’ Performance on Expressions of Measurement
Authors: Kongsuwannakul, Kunlaphak
First Published: 2009
Publisher: Common Ground Publishing
Citation: The International Journal of the Humanities, 2009, 7 (1), pp. 293-308
Abstract: This study aims to prove the influence of a mother tongue upon university students’ performance of a foreign language, in particular that of Thai on English language construction usage. The exploration combines a) a discussion about the English-Thai structural difference of certain cases of measurement expressions, b) corpus evidence and c) an empirical validation of the problematic point through a test. This measure was developed in the form of a specially designed multiple-choice test with its content validity (via the testing index of item-objective congruency) and its internal consistency (via the Cronbach’s alpha coefficient method) verified. The testing was carried out on first-and second-year English major students (two groups for each level) who were required to arrange sentence constituents containing expressions of measurement into complete sentences. Their results were then analyzed statistically (with a Levene’s test and a one-way ANOVA) and qualitatively in order to support that the English usage problem of Thai university students really exists, most plausibly owing to the cross-linguistic distinction. The analysis produced a positive result, and the stability of the measure (through a calculation of Pearson’s product moment correlation coefficient) was substantiated insofar as this measure can be promisingly applied to testing a similar grammar point in other comparable languages.
ISSN: 1447-9508
Links: http://www.humanities-journal.com/
http://commongroundpublishing.com/home
http://hdl.handle.net/2381/28075
Version: Publisher Version
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © the author, 2009. Deposited with reference to the publisher’s archiving policy available on the SHERPA/RoMEO website. Permission to reproduce this article must be requested from the publisher.
Appears in Collections:Published Articles, School of Education

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