The Implementation of Linguistics Theory in English Teaching Model of a Secondary School for Pre-Service English Teachers in Thailand

บทคัดย่อ

          In recent years, improving English language teaching in Thailand has become a priority due to the increasing need for effective communication skills in globalized contexts. For secondary school students, mastering English grammar and vocabulary is essential to building fluency and accuracy in the language. However, studies have shown that these students often struggle with morphological rules and complex grammatical structures, which impedes their ability to construct sentences accurately. One key area of focus in morphological instruction is the use of derivational suffixes, which modify base words to create new meanings or change their grammatical categories. Despite the importance of this aspect of English grammar, many teaching materials lack clear guidance on morphological transformations, leading to inconsistencies in student learning outcomes. Pre-service English teachers, who are responsible for conveying these concepts to students, require effective strategies and a strong understanding of linguistic principles to bridge these gaps.This study aims to enhance English teaching methods for pre-service English teachers by applying linguistic theory, with a specific focus on derivational suffixes, to English teaching materials. The research analyzes six English textbooks commonly used in Thai secondary schools to examine how derivational suffixes are presented and integrated within the curriculum. The population for this study comprises secondary-level English textbooks, with the sample consisting of six representative textbooks selected based on their curriculum usage. Research instruments include a content analysis framework focusing on morphological rules, particularly in suffix classification and presentation. Data were analyzed through qualitative methods, identifying patterns in suffix instruction and any pedagogical gaps across the textbooks.
          The findings reveal notable inconsistencies in how derivational suffixes are presented, with some textbooks providing clear explanations and examples while others lack structured guidance, hindering students’ understanding of morphological transformations. By employing Morphological Theory, the study highlights strategies for teaching derivational suffixes to pre-service teachers, focusing on categorizing suffixes (such as noun, verb, and adjective-forming suffixes) and demonstrating their effect on word structure and meaning. Chomsky’s Transformational Grammar Theory further helps illustrate the syntactic changes suffixes introduce. Structured practice exercises and error correction techniques support grammar improvement, aligning with Bloom’s Taxonomy to guide teachers from basic recognition to deeper analysis of suffix functions. The study suggests curriculum enhancements and professional development to better equip teachers with effective strategies for teaching morphology, ultimately improving students’ grammatical accuracy and writing skills in English.