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continues to evolve and the teaching/learning process continues to be transformed through practice and research, nevertheless, the problems and challenges confronting the profession will remain. Moreover, as the problems change, so too will the solutions (Nunan, 1995, p. 155). As Nunan observes “it is up to each of us, as professionals, neither to accept proposals uncritically, nor to reject them out of hand but to reflect upon them and to contest them against the reality of our own context and situation” (Nunan 1995, p. 155). Also, it is not clearly evident, from the survey results obtained, to what extent Thai ELT educators do reflect upon the ELT syllabus design, teaching methodologies, and testing and assessment used in the West. This issue of transferability to the Thai context of many of the theories and practices has been noted by a number of theorists. Holliday (1992), for example, discusses the idea of ‘tissue rejection’, the term taken from medicine, “where it is used to describe cases in which organ transplant fails because it is not accepted by the host” (P. 403). Tissue rejection, according to Holliday, takes place when the implant, in the form of courses or materials, or of a fledgling institution such as a language centre or department which the project attempts to set up “does not survive as an integral part of the host institution, once project support is taken away” (Holliday, 1992, P. 403). An appreciation, suggests Holliday, of the conventions that organized ELT practices in Thailand must be within the experience of the providers of training if there is to be any transfer (Holliday 1992, P. 403-404). However, the degree of ‘tissue rejection’ in the Thai context is uncertain. Further research is required on this issue so that it is possible to create “ways in which specialist practitioners in the field may reduce, through greater sensitivity to local cultures, possibly negative effects of what they are doing, and work to achieve maximum benefit for local people” (Holliday, 1992, P. 403). Linguistic Variables Essentially Need To Be Considered In Designing a Syllabus Also, it is essential to consider linguistic variables. For example, Prescott (1995) notes that, “native speakers of English find some languages more difficult to learn than others”. A course must, therefore “address issues such as linguistic variables. It must consider how the linguistic differences between particular Asian languages and English affect the learning of English by speakers of those languages” (P. 97). These differences, no doubt, will affect methodology. Cultural Variables Affecting English Language Teaching Another important issue is cultural variables since these affect “the way
languages are taught and learned” and “the expected roles of the teacher and student” (Prescott, 1995, P. 97). Students’ respect for teachers differ considerably in Asian cultures when compared to that of the Western cultures. In many Asian cultures, notes Prescott, “teachers are accorded great respect. . . In Buddhist Burma, for example, the students pay obeisance to their teachers at an annual ceremony...” (P. 97). Similarly, “in Thailand teachers are highly regarded” (Prescott, 1995, P. 97) as, annually, a ceremony is held for students to respect to all teachers. Language Learning Is A Complex Process Language learning is a complex process involving many factors: psychological, cognitive, social, and linguistic. Unlike first language learners, foreign and second language learners usually do not have the luxury of time or of learning environments where they can use the second language in natural contexts. As a result, in designing a syllabus for these groups of learners, it is essential for practitioners to note that, according to Kirkpatrick and Prescott (1995), “in East Asia, English is now commonly used as a lingua franca between Asians. For example, Thai and Japanese businessmen in Vietnam will use English with each other” (p. 104). Thus, “the cultural baggage of English becomes irrelevant as regional varieties of English develop. What becomes important is the culture of the people one is speaking to and not the culture of the language one is speaking in” (Kirkpatrick & Prescott, 1995, p. 104). Foreign language learners, therefore, need “some knowledge of the culture of the people they are dealing with and they need to be aware of their own cultural norms” (Kirkpatrick & Prescott, 1995, p. 104). They need English language teaching materials that contrast their own cultural norms with those of the people they communicate with. It is therefore, essential that syllabuses and teaching methodologies are designed so that “content and cultures should inform course content and practice, that local expertise should be integral to course development and delivery” (Kirkpatrick & Prescott, 1995, p. 104). It is essential that foreign or second language teachers be equipped to cope with the differences between foreign language teaching in their own cultural norms and those of the Western teaching practices and cultural norms. Further, they need to have knowledge and understanding that will allow them to maximise learners’ chances of success. They will not be in a position to do this unless adequate pre-service and in-service educational provision is made available for them. If teachers of language in Thai tertiary institutions continue not to be required to undergo specific training, they will continue to be unable to cope fully with the demands of the profession.
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Page 29 and 30: Table 21 Statistical Analyses of Le
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