Abstract
This research aimed to identify the predominant developmental stages in which the majority of Thai EFL university students were currently operating. The empirical study of L2 syntactic acquisition was conducted within the framework of English question formation developmental stages, designed to address challenges in EFL learning. In this qualitative investigation, a purposive selection process was employed, enlisting a group of 120 intermediate to high proficiency university students as research participants. The evaluation of students' proficiency levels utilized the Standardized 300D Test of Nelson English Tests, while a picture-cued written task served as the research instrument to assess their competence in wh-question formation. The analysis encompassed 120 writing samples produced by non-English major students at Kasetsart University, Kamphaeng Saen Campus, employing Interlanguage Analysis. The outcomes, guided by the research hypothesis, revealed a discrepancy, indicating falsification, as 51 participants were currently operating at developmental stage 2: Aux2nd, Do2nd (42.50%), with statistical significance at the 0.01 level. Moreover, it was noticed that prerequisite knowledge from earlier developmental stages might not have been fully acquired in advance. From a pedagogical standpoint, the study recommended the implementation of a classroom model specifically tailored to address EFL learning challenges, particularly in the realm of syntactic acquisition.
Author Information
Phisutsiam Nguangkhamnam, iFuture Institution, Thailand
Paper Information
Conference: ACE2023
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Nguangkhamnam P. (2024) Developmental Stages of L2 Syntactic Acquisition: An Empirical Study in Thai EFL Context ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.23
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.23
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