Mail-Language and Cross Border Migration

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Introduction As societies in the world have become subject to globalization, there have been many major developments that have moved the world forward. In the context of the expansion of cooperation for the purposes of trade liberalization, regional economic competition in global markets is intensifying, leading to the establishment of ties between countries, such as economic, social, political, technological, trade and investment opportunities opening up for traders. With the rapid growth of communication and data acces languages are coming to play a key role. Among these is Chinese, which is one of the crucial languages in Asia alongside English. Recently China has joined the Asia-Europe Economic Meeting (ASEM), the World Trade Organization (WTO), and Asia Pacific Economic Cooperation (ASPEC). In Thailand Chinese businessmen have been investing in various market sectors. Hence, nowadays Chinese education is of considerable interest, especially in terms of communication using correct vocabulary and grammar. To achieve successful communication, translation skills - which cannot be separated from other proficiencies - are vital. In daily life people need to apply such skills in their quest for knowledge and for entertainment when reading books, magazines, newspapers, and other publications. River (1970) discusses translation skills. When teaching language so that students can use it as a communication tool, the ability to translate needs to be imparted as an integral part of their instruction. Thus, teachers should have the knowledge, capability and experiences to organize appropriate and suitable teaching and learning activities. In other words, teachers can scarcely develop students’ translation skills if they themselves lack knowledge and experience of translation procedures since translation skills are the most difficult competencies to achieve. Phensri Rangsiyagul (1980) claims that there are various skills that are relevant to translation and they are interrelated in a particular sequence, i.e. eye dexterity, knowledge of grammar 4 Language and Cross Border Migration
and vocabulary, pronunciation, the spelling of words, and understanding of the context. Hafner (1977) suggests how the process of translation works. Translation involves not simply seeing characters or words and not only understanding the details. The translator must also be able to interpret what we know and rely on previous experience, and be able to process a concept or thought being considered and reach the appropriate conclusion. With respect to teaching a new second language, Prapasri Tangbanjedsuk (1983) states that making an appropriate and relevant translation is an important skill, as well as listening, speaking, reading, and writing because effective communication requires documents or publications which can help users translate and impart the knowledge to be gained and to understand the thoughts and concepts of others. In our efforts to enhance knowledge and promulgate humans’ ideas and development, translation is a tool that assists people to effectively recognize, understand and solve problems in society. Studies for any course at any level are considered to play an important role in overall education. The researcher when studying students learning Chinese observed that the differences between the mother tongue, in this case the Thai language, and the second language, Chinese, is a major cause of errors in the language use of students, especially in the use of words and grammar. Montana Duangrat (1980) states that the major problem encountered in teaching Chinese word use and grammar is that learners often prefer to transcribe verbatim from the original manuscript because of insufficient knowledge of vocabulary, and specifically because of the fact that words can have multiple meanings within the contextual use of structural and cultural expressions in the new language. According to Sanchawee Saibuo (1982), the problem, which is evident among readers, can be summarized by stating that the language used in the translation lacks the elegance and the natural language of the material read in the original language. Simple word-for-word translation cannot deal with these problems caused by Language and Cross Border Migration 5
Page 3 and 4: Language and Cross Border Migration
Page 5 and 6: บทบรรณาธิกา
Page 7 and 8: เจริญพันธ์ุ
Page 9: An Investigation of the Errors Made
Page 14 and 15: an unclear understanding of the ter
Page 16 and 17: 4.3.1 Translation of nouns 4.3.2 Tr
Page 18 and 19: The learners’ post-course transla
Page 20 and 21: in principle, any message or interp
Page 22 and 23: Because language is a habit, and no
Page 24 and 25: References On-nuam, D. (1993). Know
Page 27 and 28: First, Second and Foreign Language
Page 29 and 30: concerns the ability in listening o
Page 31 and 32: On the other hand, second and forei
Page 33 and 34: This three-turn exchange seems to b
Page 35 and 36: (vii) Co-text : While listening to
Page 37 and 38: Listening Strategies To attain effe
Page 39 and 40: listening strategies that can be ap
Page 41: References Anderson, A. & Lynch, T.
Page 45 and 46: The Study of Achievement Motivation
Page 47 and 48: I and II courses at Thaksin Univers
Page 49 and 50: Scope of the Study This study aimed
Page 51 and 52: The Process-oriented Approach in Wr
Page 53 and 54: interviews, problem-solving and dec
Page 55 and 56: Related Research on Using Weblogs i
Page 57 and 58: In conclusion, achievement motivati
Page 59 and 60: Post-writing The students were able
Page 61 and 62: Students’ pre- and post-teaching
Page 63 and 64:
The results of students’ achievem
Page 65 and 66:
Questions 16. Presenting written wo
Page 67 and 68:
When considering each negative item
Page 69 and 70:
friends and teacher were going to r
Page 71 and 72:
2. The teacher should understand th
Page 73:
Simsek, O. (2009). “The effect of
Page 77 and 78:
Teaching Young Children to Read Inv
Page 79 and 80:
systematic phonics instruction enha
Page 81 and 82:
Teaching Young Children to Read Inv
Page 83 and 84:
As evidencedby the experience share
Page 85 and 86:
children’s literature that fits t
Page 87:
Paciorek, K.M. (2008). Taking sides
Page 91 and 92:
I Still Call Thailand Home : A Stud
Page 93 and 94:
might be concentrated among other T
Page 95 and 96:
trans-border connections through ne
Page 97 and 98:
Political Engagements Another inter
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the earliest days of the Thai natio
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Low cost and frequent plane travel
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to Thailand, where they maintained
Page 105 and 106:
She mentioned to her Thai husband a
Page 107 and 108:
in the lives of my participants, so
Page 109:
Refferences Basch, L., Schiller, N.
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Cross-Border Migration Pattern of P
Page 115 and 116:
Figure 1 Location of the five south
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there were more than 7,000 Pattanis
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Figure 3 Thai Muslim female traders
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The Changing of Labour Migration Pa
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were from Ban Kuan, Ban Kuan Don, a
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Conclusion Seasonal labour migratio
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Office of Labour Affairs, Malaysia.
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Mental Health of Thai Female Migran
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Thai Migrant Workers in Malaysia Bo
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There are five official channels fo
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Control in Muang district by boat f
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Working and Living Conditions of Sa
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15:00 a.m.-02:00 a.m., the Restoran
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shops using border passes issued fo
Page 145 and 146:
land on which to live. She said tha
Page 147 and 148:
Conclusion Although female workers
Page 149 and 150:
Klanarong, N. (2003). Female intern
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Mail-Language and Cross Border Migration

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