Collecting Theories About Motivation And Attitudes Education Essay

In this survey, the research worker discoveries and collects theories round pauperism and bearings from to a greater extent beginnings such as libraries, text edition editions, alumnus research, theses, Tai and contradictory web sites, and diaries. They enkindle be categorized into five classs as follows2.1 Background and principle of the siamese connection root2.2 Theory of Motivation2.3 Theory of office2.4 Some jobs about(predicate) larning and knowledge Tai as L12.5 Related research2.1 Background and principle of the Tai topicRattana Lucharit ( 2546 ) indicates that the Tai topic began in the Sukhothai period. It was unrivaled of quadruple part of the mastery system larning about ethical causatives and virtuousness, larning about personal instruction ( for males just now ) , larning about house-work ( for females ) and larning about general cognition. ( round foreign linguistic communicatings and overly Thai )The grey-haired manner of Thai linguistic dialogue instruction is non typeized. Even standard text editions were non provided for schoolchilds as gibeing media. Teachers would make textbooks themselves.In the Ayutthaya period, King Narai the Great realized the importance of instruction. He ordered Pra-Horatibodee to set up the first Thai text edition c aloneed Jin Da Ma Nee . This text edition was apply for larning Thai. Students started with reading normal, retrieving concluding consonants, and signifi washbowlce of words until they heap compose a indite form by themselves. As this text edition brought troubles to pupils in acquisition Jin Da Ma Nee was merely used from the Ayutthaya period until the early Rattanakosin period. Suriya Rattanakul ( 2540 11 ) provinces that Jin Da Ma Nee is the oldest Thai text edition of Thailand.After that, many Thai text editions were write to learn Tai pupils. Nowadays, the Thai topic is besides portion of the course of content of the Ministry of Education. Rattana Luchari t ( 2546 184 ) provinces that the aims of Thai acquisition and instruction be as follows To develop Thai linguistic communicating in four accomplishments listening, speech production, reading andauthorship. To understand the rudimentss of the Thai linguistic communication. To utilize the Thai linguistic communication for listening and pass oning accurately. To utilize the Thai linguistic communication suitably. To carry Thai pupils about reading wonts. To utilize the Thai linguistic communication for doing determinations. To obtain a good lieu towards the Thai linguistic communication and Thai literature larning in the context of Thai civilization.Recently, The Ministry of Education realized the importance of the Thai topic, so it announced the Development of Quality in Thai Teaching and Thai Using Scheme. Janjira P arthongkam ( 2549 342 ) provinces that there are sevener policies as follows To develop Thai instruction and acquisition in schools so pupils after part to the p rofuse larn, both Thai linguistic communication and Thai literature. Furthermore, pupils have good reading/writing wonts, researching parvenue cognition and bettering wisdom that correlates with Thai society and Thai civilization. To back up and develop Thai instructors, other staffs, and finding makers recognizing the importance of the Thai topic and besides organism a good theoretical name for pupils in utilizing Thai linguistic communication accurately. Consequently, Thai instructors should frequently larn new learning methods. The Institute of Thai Teachers Production chooses people who would wish to take a crap their calling as Thai instructors, and supports them to go specializer in the Thai linguistic communication. Consequently, they will go a qualified Thai instructor in the hereafter. To develop Thai learning AIDSs and other learning media used to assist pupils in their acquisition procedure. Enough instruction AIDSs and media should be widely distri entirelyed and th eir monetary apprise should be reduced so that more schools will be able to afford teaching resources. To back up schoolroom research, Thai instruction and learning invention for planing good-quality instruction and acquisition. To give people an chance to larning the Thai linguistic communication and utilize the Thai linguistic communication accurately. To collaborate with every parts of society to back up pupils and Thai people. There are four aims as followsTo develop pupils knowledge of Thai.To develop the cognition of Thai instructors.To do instructors come the importance of the Thai linguistic communication.To raise their concern in sustainable development of instruction and larning Thai.All of the internal informations above illustrate the importance of the Thai linguistic communication. Furthermore, the Ministry of Education continually develops the Thai topic by denoting new strategies sing Thai instruction. In contrast, larning and learning Thai in the course of think over and in the schoolroom does non follow the strategy. This might be because Thai instructors, pupils or other decision makers do non recognize the of import of our first linguistic communication plenty.To study pupils motif and attitudes towards the Thai topic is the first measure to develop the Thai capable course of study in the hereafter. If this survey can sit what are factors act uponing motor and attitudes towards the Thai topic, Thai instructors will so be able to use the research consequences to better their instruction methods.2.2 Theory of MotivationSing the surmise of origin, there are some issues refering motive and larning motive that enounced as followsThe definitions of motive.Learning motive.Understanding human motive.Promoting academic motive.The definitions of motiveMany psychologists and faculty members gave their definitions of motive as followsMcClelland, Atkinson, Clark, and Lowell ( 195328ff cited in Russell, William and Robert, 1984243 ) say motive may be defined as the ruddy integrating of a alteration in affect by a cue. Jones ( 1955 seven cited in Weiner, 19922 ) say motive has to make with why behavior gets started, is energized, is sustained, is directed, is stopped, and what sort of subjective reaction is presented in the being when all this is traveling on. schoolboyish ( 1961 24 cited in Weiner, 19921 ) defines the survey of motive loosely as a research for determiners ( all determiners ) of homo and animate being activity.Frymier ( 19746 ) indicates that motive is related to adult male s interior urges and is closely associated with his values. Motivation gives way and strength to adult male s behaviour. It significantly affects his abilities and his accomplishment.Buck ( 19765 ) says that traditionally, motive has been defined as the reign over of behaviour that is, the procedure by which behaviour is activated and directed toward some definable end. The specific nature of the get the hang varies widely harmonizi ng to the behaviour. Thus the determine mechanisms involved in simple physiological reactions, in feeding and imbibing, in fond regard and aggression, and in wonder and geographic expedition, are rather different from one another.Gardner ( 198510 ) says that motive refers to the combination of attempt sum total desire to accomplish the end of larning the linguistic communication plus favorable attitudes toward larning the linguistic communication.William ( 19881 ) negotiations about motive in larning that it is a moment-to-moment procedure that mustiness be recognized as such. New penetrations and thoughts that assist instructors in actuating pupils to larn must be continually functional, because the ultimate day-to-day duty for pupil motive rests with them. Teachers and school decision makers must consciously essay to supply an heightening environment while assisting each pupil learns how to win academically.Weiner ( 19921 ) gives his sentiment that the most across-the-board d efinition of motive is concern about why human and subhuman beings think and behave as they do.In decision, the construct of motive is about a mental province or persuasion that affects human behaviour. It is what we use when we describe the forces moving on or within an being to originate and direct behaviour. The construct of motive is besides used to recrudesce differences in the strength of behaviour. More intense behaviours are considered to be the consequence of higher(prenominal) degrees of motive. Additionally, we frequently use the construct of motive to bespeak the way of behaviour. As for this survey, William s construct of motive in acquisition is used for determine pupils larning motive.Learning MotivationLearning motive is based on the thought as Gardner ( 1985 10 ) mentioned that the extent to which the mortal works or strives to larn the linguistic communication because of a desire to make so and the satisfaction experienced in this activity . There are many po sitions about motive in larning. William ( 19882 ) references that one time you motivate a pupil, that pupil is set for life . In the same manner, one time any given pupil has been incite to make something, he/she would maintain making that thing for the remainder of their life. Motivation is a daily and moment-to-moment committedness. It requires a assortment of supportive accomplishments and schemes. If pupils are ready to larn, they will. If non, they wo nt, and cipher can coerce them ( Gardner, 198510 William,19885 ) . Encouraging pupils involvements and engagement through a supportive attack, honorable concern, and attending can animate pupils motive.Furthermore, some efficient shipway to actuate pupils is to allow them listen to a talker who can actuate pupils. Durable motive must be more than fugitive efforts to animate pupils. Motivation is best sustained through a reciprocally developed programs and advancement monitoring and rating. at any rate that, William ( 1988 3 ) provinces that attitude is 100 per centum of school success . Several factors influence school success, including place influence, self-concept, assurance, basic accomplishments, experience infer to things happened in the yesteryear, future aspirations, available aid, sensible prospect of success given current accomplishment degrees, attending, demands, feelings, and the sensed ability to act upon their fate given their best attempt.However, there is no entrance solution to the job of pupil motive. But if instructors can actuate their pupils, larning will be accomplished. To cognize a pupil s motive, the research worker has to study and observe foremost. Additionally, analyzing and reexamining human motive is the other manner to understand a pupil s motive.Understanding Human MotivationChery ( 19924 Aree Panmanee 2546 269 cited in Siripan Suwanchandee 254811 ) negotiations about motive in the schoolroom, shared from behaviour, and remarks that many theoreticians and resear ch workers point to both generic types of motive extrinsic and intrinsic.Extrinsic motive exists when persons are motivated by an impression that is external or functionally unrelated to the activity in which they are engaged. For case, in the context of school, a pupil who works hard on a study because she needs an Angstrom in order to stay eligible to play playground ball, is extrinsically motivated to compose a good study.Alternatively, intrinsic motive exists when person works with an interior desire to carry through a undertaking successfully, whether it has some external value or non. Peoples who are per se motivated to prosecute in a specific activity do non hold to be enticed into take parting in that activity. Alternatively, they actively seek chances to take part.These two points are really of import for instructors to understand. They should cognize about the differences between extrinsic and intrinsic motive in order to place and further their pupils motive in the sc hoolroom.Promoting Academic MotivationGrossnickle Don R. and Thiel William B ( 1988 ) suggest that instructors may make extrinsic motive in order to assist their pupils achieve in acquisition. Some of the undermentioned pleadments help instructors promote their pupils motive.First, is puting a course of study that is concerned with single differences and the basic cognition of pupils. It will assist if they are interest in larning. Second, instructors must larn aims and results that make pupils recognize the utility of survey and back up a good attitude towards larning. This can assist pupils carry through their survey. Third, instructors should stretch forth chances to pupils to take part in be aftering lessons and inquire for pupils feedback. This may assist promote pupils.In add-on, the schoolroom environment should be attractive for pupils to larn new things, without force per unit area or restriction of freedom. Teachers should therefore actuate their pupils by utilizing attractive media, an interesting lead to lessons, a new instruction method, or utilizing teaching AIDSs and appropriate text editions.2.3 Theory of AttitudeThere are some points about theory of attitude analyzed for this survey. The research worker collected the chief points and gave inside informations in each instance.The definitions of attitudeThe parts of attitudeAttitude measuringMaking attitude trialsThe definitions of attitudeMany psychologists and academic specializers have defined attitude as followsThe word Attitude derives from the Latin word Aptus . It means fitness or adaptedness ( Kanjana Makpoon, 254840 )Droba ( 1933 ) says that attitude is a mental temperament of the human person to move for or against a definite object.In the lexicon of psychological science, Warren ( 1934 ) said that attitude is the specific mental temperament toward an entrance or originating experience, whereby that experience is modified or, a positioning of preparedness for a certain ty pe of activity.Allport ( 1935 19-20 ) says that attitude is a mental and nervous province of preparedness, organized through experience, exercising a directive or dynamic influence upon the person s response to all objects and state of affairss with which it is related.Newcomb ( 1954 128 cited in Wanpen, 252829 ) says that attitude is imparting of passport with single experience. They are divided into two characters. They are positive attitude and damaging attitude.Guilford ( 1959223 ) says that attitude is a complicated emotion of people that is expressed in the manner of the recognized or unacceptable, love or detest.Vroom ( 196499 cited in Malinee, 254267 ) says that attitude and satisfaction can be used interchangeably, because those words mean the consequences from person to bloodline in some state of affairss and express positive attitude or negative attitude with it.Thurstone ( 1967 20 ) provinces that attitude is the affect for or against a psychological object.Bem ( 1970 14 ) says that attitude is like and dislike.Good ( 197348 ) says that attitude is the preparedness to lay out in whether manner, possibly support or against in some state of affairs with the individual or anything.Anastasi ( 1990584 cited in Kanjana Makpoon, 254840 ) says that attitude means the reaction with support in similar or unlike such as state, usage, or institutes. It can non see in straight, but it can be inferred from linguistic communication and behaviourRaweewan Aungkanurakpan ( 253312 ) says that attitude is personal inner control which intend to act in the positive/ negative ways.Aunchala Satsupap ( 25495 ) says that attitude is a belief in something which makes a positive reaction or negative reaction.In decision, attitude means satisfaction or dissactisfaction of a individual with something or person such as topographic points, people, things, or state of affairss. It can be used to foretell behaviour in the hereafter, because people tend to utilize their attitud e when make up ones minding to interpret their behaviour. The research worker applies Thurstone s and Bem s attitude definition to this survey because it is accordant with the construct of attitude parcels which is stated in the following issue ( http //www.blurtit.com/q720160.html, retrieved on 28 butt 2008 Raweewan Aungkanurakpan, 253312-13 Wattana Srisatwaja, 253426 ) .The divisors of attitudeMany psychologists, such as Rosenberk, Hovland ( 1960 cited in Theeraporn Uwanno,25352 ) Kretch, Prutchfield, and Pallachey ( 1962, cited in Raweewan Aungkanurakpan, 253312 ) and Triandis ( 1971 cited in Raweewan Aungkanurakpan, 253312 ) , back up the construct that constituents of attitude are three as follows1. Cognitive constituent It is a belief and perceptual experience of a individual towards something in a positive manner and negative manner.2. Affectional constituent It is a feeling, emotion and private values that are different in each individual. These make positive attitude or negative attitude.3. Behavioral constituent It is a individual s preparedness to react behaviorally to the object.Harmonizing to this construct, it is believed that based on Plato s construct, viz. human head consists of three constituents idea, feelings, and conation ( Allport, 1985 cited in Theerapon Uwanno,25354 ) .On the other manus, late, the construct of constituent of attitude which is celebrated back uping by Thurstone ( 1959, Insko 1967, Bem 1970, Fishbein & A Ajzen 1975 cited in Raweewan Aungkanurakpan, 253313 ) province that attitude has merely one constituent like or dislike feelings towards psychological objects. The research worker applies this construct to this survey because many societal psychologists believe that it is the most of import portion of attitude which can take to understand and predict homo s behaviours and they define the attitude definition as the affectional constituent ( Theerawut Akakul, 25498 ) .Attitude MeasurementSubin Yurarat ( hypertext tr ansfer communications protocol //www.student.chula.ac.th/43846691/attitudetheory.doc parity 50, retrieved on 25 Feb. 2007 ) observes that there are many ways to mensurate attitude. Each manner is developed by many psychologists. Some ways of mensurating attitude are as followsAt the beginning, observation is one manner to mensurate an attitude. It uses ears and eyes to detect another individual s behaviour towards something, and to gyre up that primary informations for analysis. It is divided into two types direct observation and indirect observation ( Raweewan Aungkanurakpan, 2533 17-18 ) . The consequences can bespeak a individual s attitude.Furthermore, interview is besides an attitude measuring, where the interviewer should fix the inquiries before get downing the interview to acquire the clearest information. In some instances, nevertheless, we may non acquire the existent information. Therefore, interview should partially used as attitude measuring, along with other methods.F urthermore, there are some other ways to mensurating attitude. Self-reporting is ever invented in graduated tables such as Thurstone scales, Lickert scales, Osgood graduated tables, Bogardus scales, Guttman scales, and the smiling faces graduated tables. As a projective technique, it is attitude measuring that participant have to give sentiment about images they see. Likewise, making psychological undertakings can besides mensurate attitude. Social psychologists believe that human behaviour originates from attitudes or feelings in each individual.The farthest 1 is the physical reactions of worlds, such as reactions to electric daze, look intoing bosom round per minute, and iris expansion. The societal psychologists say survey consequences indicate the relationship between strength or appendage of attitude and physical reaction. They do non speak about good or bad attitude.Those methods are non recommended as the best manner to mensurate attitude, as it depends on the aim of what is being measured and what consequences you seek. For the method that the research worker uses in this survey is the observation, interviewings and self-reporting.Making attitude trialJittraporn s survey ( 254338 and Theerawut Akakul, 254956 ) refers to making a Likert scale attitude trial as follows Considering whose attitude the research worker wants to mensurate, towards what, and clearly gives the definition of attitude and the aims what the research worker wants to mensurate. Composing the obvious sentence structure cover in each point. The inquiries must inquire about respondents feelings or beliefs. Likert ( 1967 90 ) suggests the building a questionnaire should be as followsIn the paragraph, it is non a fact, but it is written in the footings of feelings or purpose to make something.In the paragraph, to set both positive and negative statements every bit.In each point, it should be clear, short and light to understand.So the creative activity of an instrumental attitude tr ial, all of the inside informations above should be considered. This instrument will be efficient and can be used in a existent state of affairs.For this survey, the research worker adopts those methods to make a questionnaire for mensurating attitude and motive.2.4 Some jobs about larning and learning Thai as L1Jantarat Anansantiporn ( 2548 ) and Amara Prasitrattasin ( 2548 ) province that Thai is a linguistic communication which we use to pass on in day-to-day life, but people are non really interested in it. There are some jobs about larning and learning Thai divided into three chief points. The first is Thai instructors jobs, the second 1 is pupils jobs, and the last is involved in learning AIDSs.Mentioning to Thai instructors attitude job, Thai instructors do non hold adequate support from decision makers, such as a opportunity to analyze abroad. It makes Thai instructors less enthusiastic, due to the fact that they do non see hereafter in their calling. Sometimes the person ality/appearance of Thai instructors besides looks self-conscious or uneasy.Actually, instructors think that good instruction is to assist pupils to go through the test. They do non learn the pupils to use their cognition to utilize in the existent state of affairss. Particularly, the memorizing method is frequently used. From my experience, the pupils are bored and the instructors are besides bored to learn, in every bit much as many Thai instructors at each school have a heavy work load. Therefore, they are non motivated to develop their instruction accomplishments or new learning methods and this reduced their instruction quality.Tai instructors believes being a Thai instructor is non interesting for pupils, so it makes them less motivated in giving their attempt in learning. Some instructors besides lack Thai instruction accomplishments. Students, hence, may hold less regard for instructors. Some of instructors ddo non pattern truth in Thai plenty, but they have to learn Thai. They think anyone can learn Thai. Other instructors do non collaborate with Thai instructors when their pupils use Thai falsely. They ever think it is Thai instructor s province to learn pupils how to utilize Thai accurately. Not merely Thai instructors, but in fact all instructors should remind and rectify when their pupils use Thai falsely.Additionally, some Thai instructors have been learning for a long clip and do non desire to develop their accomplishments. Rangsan Klinkaew ( 2550 hypertext transfer protocol //www.perfs pot.com/blog.asp? id=23CAA779-0ADF-4B2B-9D7D-BB3036156D6 & A BlogId=28732, retrieved on 29 March 2008 ) states that instructors who use the same method, makes pupils bored.Furthermore, instructors do non back up pupils in researching their sentiments, are unfriendly, and are excessively much reliant upon the regulations since they themselves lack experience and cognition in learning Thai. Besides, single differences of pupils are non taken into history. For il lustration, smart pupils can be bored and weaker pupils may non maintain up with others.Besides, learning Thai is non unvarying, for illustration, teacher A Teachs Thai linguistic communication accomplishments and instructor B teaches Thai literature. In add-on, in learning Thai use, Thai instructors do non promote pupils to pattern all four accomplishments.In footings of the testing frequence Teachers frequently test at the terminal of school twelvemonth or semester. This does non uncover the existent proficiency of pupils.The 2nd issue about pupils job, in the article of Panthanee Vihokto ( 2538 ) about learning and larning Thai jobs, indicates that pupils have a bad attitude towards the Thai topic. They do non hold duty. They do non hold involvement in larning Thai, nor do they recognize its importance as they think it is their female parent lingua. They do non believe it is necessary to larn because they can automatically use/speak Thai. Consequently, they focus on other topics such as Mathematicss, Science, or Foreign linguistic communications.In fact the Daily intelligence ( 2550,12 November20 ) points out that pupils deficiency Thai linguistic communication accomplishments, particularly composing. Possibly this is because they do nt frequently utilize and pattern it or they use it merely merely when they study at school. Cipher encourages them to rectify their errors. When they say something incorrect, instructors frequently blame or knock, but do non butencourage them. Furthermore, pupils who come from a rural sylvan and usage idiom find that analyzing linguistic communication requires attempts. Therefore, they feel that the Thai topic is excessively hard. Although they work hard on larning Thai, their consequences are still worse than those of other topics. These consequences in pupils being bored, lack inspiration, and disregard the Thai topic.One of the solutions for the job is utilizing learning AIDSs. It is a tool that helps instructors to l earn in a more effectual manner. However, there are besides some jobs with learning AIDSs which are summarized as followsJantarat Anansantiporn ( 2548 ) surveies about pupils satisfaction of larning Thai. She states that Thai instructors do nt utilize learning AIDSs decently. though they are necessary, it is adequate if they have a chalkboard and chalk. When they can non utilize, or do non cognize how to use, learning AIDSs, they merely work out this job by non utilizing them. They think that Thai learning AIDSs are non interesting compared with learning AIDSs of other topics for case, a research lab is more interesting than word cards because pupils can use their hearing and composing accomplishments at the same clip.In fact, in wider society, the information is an importance portion of believing procedure. Many resources, for case, cyberspace, e-books, ocular stuffs are prompts for instructors, but so instructors gain the information merely from text editions ( Department of Cu rriculum and Development 104 ) .Apart from the jobs already given, there are some general jobs, for case, the deficiency of learning AIDSs ( Thaipost 2007, 27 July hypertext transfer protocol //www.drkalaya. com/education.php? newsid=579, retrieved on 30 March 2008 Pantanee Vihokto 2538 ) , the deficiency of pupil suites, noise, deficiency of support by decision makers, and decision makers do non back up outside instruction, because they will hold to react to more undertakings. These jobs hamper efficient instruction.2.5 Related ResearchTo analyze pupils motive and attitude towards the Thai topic, the research worker reviewed related research which supports and proves the theory of motive and attitude. They are as followsAbout larning attitude and motive, Rugsiri Sithdichoke ( 2531 ) studied the Relationship Between Attitude Towards Thai undefendable and Achievement in Learning Thai Subject of Students in The Colleges of Physical Education. The intent of this research is to analy ze attitude towards the Thai topic of pupils in the colleges of physical instruction and to analyze the relationship between attitude towards the Thai topic and accomplishment in larning the Thai topic of pupils in the colleges of physical instruction. The model conclave consisted of 530 pupils, used bunch random trying from the colleges of physical instruction. The questionnaires about Attitude towards Thai Subject Test, Thai Grammar Test, and Thai Literature Test are the instruments. The consequences show that the pupils in the colleges of physical instruction had positive attitudes towards Thai Subject.Furthermore, Rattana Thinklao ( 2533 ) surveies of Thai instructors instruction behaviours, attitudes towards supervising, and the academic accomplishment of the pupils instructed by the instructor who were supervised in equal clinical and peer concentional supervising in Cholburi secondary school. The try out gathering is 18 Thai instructors and 564 pupils from Matthayom Suks a 3, divided into 2 pigeonholings an experimental group ( 9 Thai instructors and 290 pupils ) and a control group ( 9 Thai instructors and 274 pupils ) .The instrumental research is by questionnaire and observation. The consequences show that Thai instructors behaviour in the experiment group has higher than the control group. Students accomplishments in experiment group and control group had no difference.In add-on, Khachornsri Jatikananda ( 2533 ) surveies of the relationship between larning accomplishment and attitudes towards the methods of learning Thai linguistic communication of Matthayom Suksa 2 pupils through mini-course and the instructor s manual of the educational techniques section. The sample group is 80 pupils at the secondary presentation school of Srinakaharinwirot University in Bangkok, is divided into two groups of 40 pupils each. The experimental group is taught by mini-course and the control group is taught by utilizing instructor s manual. The consequence sh ows that the experimental group has higher larning accomplishment than the control group but the attitude of pupils between the experimental group and the control group are non different.Besides, Jittraporn Duangjumpol ( 2543 ) surveies the effects of utilizing reading workshop solicitude procedure on Thai linguistic communication reading comprehension ability and attitudes towards reading Thai linguistic communication of Mathayom Suksa two pupils in Bangkok Metropolis. The sample group is pupils in Matthayom 2, Prakanoung Pithayalai school and they are divided into two groups. One group used the normal method, and another group used the reading workshop direction procedure. The consequences show that pupils who are taught by utilizing the reading workshop direction procedure have a good attitude and accomplish higher mark than pupils who are taught by utilizing the normal method.Similarly, Patamathida Najaikong ( 2544 ) surveies about the effects of the mind-mapping and self-regul ation on attitudes and Thai linguistic communication larning accomplishment of Mathayom Suksa 1 pupils. The sample group is 60 pupils in Matthayom Suksa 1, Borployratchadapisek school, was licentiously divided into four groups. Each group consists of 15 pupils. Group 1 is assigned to pattern utilizing head function technique. Group 2 is assigned to pattern utilizing self-regulation. Group 3 is assigned to pattern both of head function technique and self-regulation. Group 4 surveies in normal method. The consequences show that pupils who pattern utilizing the head function technique and self-regulation have a good attitude towards Thai topic. Furthermore, their tonss are besides higher than pupils who are taught the normal method. As for larning motive, Chonthon Ruamtham ( 2533 ) surveies Matthayom Suksa 2 pupil s Thai linguistic communication accomplishment and motive the direction based on reply hunting activities and instructor s manual activities. The sample group consists of 10 0 Buddhajak Wittaya school pupils who are every bit divided into two groups. The same content is taught to both groups for 16 periods of 50 proceedingss. The research design of the experiment is the pretest-posttest design. The consequence shows that the academic accomplishment of the experimental group is higher than the controlled group, but the learning motives in Thai linguistic communication of the two groups are non different.Then, Kanchana Makpoon ( 2548 ) surveies the effects of direction utilizing the plot line method on Thai linguistic communication larning accomplishment and attitude towards direction of Mathayom Suksa 2 pupils. The sample group consists of pupils in Mathayom Suksa 2, Cholburee Sukkhaboj school, is divided into two groups. Experimental group one consists of 47 pupils utilizing plot line and experimental group two consists of 47 pupils, utilizing the normal method. The consequences show that experimental group one, utilizing the plot line method have a goo d attitude and accomplish higher acquisition accomplishment than group two.Similarly, foreign research about larning attitude is studied by Colin Baker ( 1992 ) . He studied the attitude of the Welsh towards their linguistic communication. He compared his research over the old two old ages. The sample group is 11-14 old ages old pupils who studied in secondary school degree 1, 2 and 3. In another research, sample group is 13-16 old ages old pupils who studied in secondary school, degree 4, 5 and 6. The consequence shows that male s positive attitude was somewhat disgrace than that of their female opposite numbers.Some research about larning motive are studied by Noppadol Buasai ( 2545 ) and Anchala Satsuphap ( 2549 ) . They besides study a comparing of Matthayom Suksa 1 and 3 pupils reading public presentation and motive in larning Thai by utilizing sketch lesson programme and the instructor s manual. In the survey by Noppadol, he uses 80 pupils from Pasanusorn Bangkhae school as the sample group. Likewise, Anchala Satsuphap, uses 96 pupils from Matthayom Suksa 3 Srivikorn school. Each research besides divided into two groups an experimental group, and a controlled group. Cartoon lessons are used to learn the experimental group, whereas instructors manual is used to learn the other 1. The consequence of Noppadol and Anchala shows that the ability of reading public presentation and motive in larning Thai between the experimental group and the control group are different, that is, pupils ability of reading and motive in larning Thai in the experimental group is higher than the control group.Unless larning attitudes and motive, the surveies about Thai instruction and acquisition jobs are studied by Watcharee Srikham ( 2535 ) . She surveies jobs and learning demands of Thai III instructors. The sample group dwelling of 60 Thai instructors from Vocational and Technical College in four parts of Thailand is classified by learning experiences. The consequence show s that Thai instructors need the instruction techniques and supervising at the high degree. The same as Srichan Wichatong ( 2542 ) surveies on the analysis of Rajabhat Phranakhon pupils mistakes. The sample group consists of 1152 pupils who register in the Thai Usage class 1540201. They are assigned to compose the essay within 60 proceedingss. The consequence shows that pupils mistakes, harmonizing to the frequence of happening, are spelling, words use, word order, pauses, punctuation, the usage of etc. , abbreviations and figures.These are the related research on motive and attitude of pupils towards linguistic communication acquisition. However, cipher has researched the motive and attitudes of pupils towards the Thai topic. Therefore, the research worker thinks that my survey will be the first measure to assist instructors and decision makers develop and better the Thai capable course of study in the hereafter.