Intercultural Communication Barriers and Strategies of Thai Buddhist Monks with Foreigners at an International Buddhist Center in Thailand

ผู้แต่ง

  • Jatuporn Simmali School of Liberal Arts, University of Phayao, Phayao, Thailand
  • Rutthaphak Huttayavilaiphan School of Liberal Arts, University of Phayao, Phayao, Thailand

คำสำคัญ:

Intercultural Communication Strategies (IC), Communication Barriers, Buddhist Monks, Foreigners

บทคัดย่อ

This research explored intercultural communication (IC) barriers and strategies employed by Thai Buddhist monks during interactions with foreign visitors at an International Buddhist Center (IBC) in Thailand. Recognizing the growing importance of English as a lingua franca (ELF), especially in religious and cultural exchanges, the study aimed to investigate how monks manage linguistic and cultural challenges while communicating in English. As monks often serve as cultural ambassadors, effective intercultural communication is crucial for sharing Buddhist teachings and enhancing cross-cultural understanding. This mixed-methods study utilized both quantitative and qualitative approaches. Data was collected through questionnaires and semi-structured interviews with 30 and 10 monks respectively. Data analysis involved descriptive statistics and conceptual content analysis. The findings revealed that language barriers were the most significant challenge for monks, followed by philosophical/religious and cultural barriers. Interviews also highlighted language and cultural barriers, including difficulties with Buddhist vocabulary, pronunciation, and cultural differences. Regarding communication strategies, verbal strategies were most frequently used, followed by non-verbal and interactive strategies.

References

Amaratunga, D., Baldry, D., Sarshar, M., & Newton, R. (2002). Quantitative and qualitative research in the built environment: application of “mixed” research approach. Work study, 51(1), 17-31.

Arunsutalangkarn, P. (2023). ROLE OF THAI BUDDHIST MONKS AND EDUCATION IN THAI SOCIETY. Journal of Buddhist Anthropology, 8(2), 96-103.

Aspers, P., & Corte, U. (2019). What is qualitative in qualitative research. Qualitative sociology, 42, 139-160.

Baker, W. (2015). Culture and identity through English as a lingua franca: Rethinking concepts and goals in intercultural communication (Vol. 8). Berlin: De Gruyter Mouton.

Byram, M. (1997). Teaching and assessing intercultural communicative competence. Bristol: Multilingual Matters.

Chaiyasit, W. (2018). The Development of English Skills of English Major Students to Communicate with Tourists about Buddhism and Culture at Mahachulalongkornrajavidyalaya University, Chiang Mai Campus. Asia Pacific Journal of Religions and Cultures, 2(2), 43-52.

Chowdhury, M. H., & Hossain, S. (2022). A study of the compelling role of language in influencing culture and community. Education, Language, and Culture (EDULEC), 2(3), 219-232.

Creswell, J. W., & Clark, V. L. P. (2018). Designing and conducting mixed methods research. (3rd Edition). Los Angeles: Sage Publications.

Crystal, D. (2012). English as a global language. (2nd ed.). Cambridge: Cambridge University Press.

Dörnyei, Z., & Scott, M. L. (1997). Communication strategies in a second language: Definitions and taxonomies. Language learning, 47(1), 173-210.

English Proficiency Index. (2022). EF English Proficiency Index a Ranking of 111 Countries and Regions by English Skills. Retrieved from https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2022/ef-epi-2022-english.pdf.

English Proficiency Index. (2023). EF English Proficiency Index a Ranking of 113 Countries and Regions by English Skills. Retrieved from https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2023/ef-epi-2023-english.pdf.

English Proficiency Index. (2024). EF English Proficiency Index a Ranking of 109 Countries and Regions by English Skills. Retrieved from https://www.ef.com/assetscdn/WIBIwq6RdJvcD9bc8RMd/cefcom-epi-site/reports/2024/ef-epi-2024-english.pdf.

Gass, S. M., & Varonis, E. M. (1994). Input, interaction, and second language production. Studies in second language acquisition, 16(3), 283-302.

Gregersen, T., MacIntyre, P. D., & Meza, M. D. (2014). The motion of emotion: Idiodynamic case studies of learners' foreign language anxiety. The Modern Language Journal, 98(2), 574-588.

Imsa-Ard, P. (2020). Motivation and attitudes towards English language learning in Thailand: A large-scale survey of secondary school students. reflections, 27(2), 140-161

Jenkins, J. (2007). English as a lingua franca: Attitude and identity. Oxford University Press.

Kozlowski, S. W. J. (2015). Advancing research on team process dynamics: Theoretical, methodological, and measurement considerations. Organizational Psychology Review, 5(4), 270-299.

Larbprasertporn, U., Luksaneeyanawin, S., Chaiyasat, C., Paxton, S. R., Svetanant, C., Panyaatisin, K., & Phornprapha, J. (2021). NIDA Journal of Language and Communication, 26(39), 2651-1983.

Liu, S. (2022). The construction of social psychological process theory of cross-cultural communication from the perspective of cultural dynamics. Symposium on Mental Health of Citizens in Pacific Rim Nations, 34(5), 17-488.

Mancini-Cross, C., Backman, K. F., & Baldwin, E. D. (2009). The effect of the language barrier on intercultural communication: A case study of educational travel in Italy. Journal of Teaching in Travel & Tourism, 9(1-2), 104-123.

Moontha, P. P. T., & Taweesuk, S. (2023). Geo-Information Technology for Environmental Management of Buddhist Temples Accoding to Sappaya in Mueng Nan and Phu Phiang Districts, Nan Province. Journal of International Buddhist Studies, 14(1), 21-42.

Mwita, K. (2022). Strengths and weaknesses of qualitative research in social science studies. International Journal of Research in Business and Social Science, 11(6), 618-625.

O’Connell, M. E., Boat, T., & Warner, K. E. (2009). Committee on the prevention of mental disorders and substance abuse among children, youth, and young adults: Research advances and promising interventions. Preventing mental, emotional, and behavioral disorders among young people: Progress and possibilities. Washington, D.C.: The National Academies Press.

Oeamoum, N., & Sriwichai, C. (2022). Problems and needs in English language teaching from the viewpoints of preservice English teachers in Thailand. Asian Journal of Education and Training, 6(4), 592-601.

Phongsiri, W. (2017). Monk Chat: Model of Buddhist Propagation for Foreigners in Muang District, Chiang Mai Province. Journal of the Journal of Buddhist Studies, Chulalongkorn University, 8(2), 34-43.

Pralahad, A. P. (2015). Synergy of Buddhism: A catalyst to improve cultural ecology. Journal of International Buddhist Studies, 6(2), 58-67.

Ruanklai, S., & Yodmongkol, P. (2017). Limited English proficiency of Chiang Mai University students as evidence of English language education in Thailand. In The Asian Conference on Education 2017 Official Conference Proceedings (pp. 275-283). Nagoya: The International Academic Forum.

Smith, G. (2024). The role of pragmatics in cross-cultural communication. European Journal of Linguistics, 3(1), 14-24.

Smith, L. (2019). Accessing Knowledge in a Global Language. Buddhist Academic Review, 12(1), 78-96.

Soma, P. P., & Sribayak, V. (2023). A Study of The Needs and Problems in English Listening And Speaking Skills Of Buddhist Monks At Wat Arun Ratchawararam, A Tourist Destination Temple In Thailand. (Doctoral dissertation, Thammasat University).

Swain, M., & Lapkin, S. (2000). Task-based second language learning: The uses of the first language. Language teaching research, 4(3), 251-274.

Tahir, S. A. B., Bugis, R., Masniati, A., Tenriawali, A. Y., Azwan, A., & Oktavianti, A. D. C. (2020). The role of local language in intercultural communication among societies of Buru Island. Proceeding of USN Kolaka-ADRI International Conference on Sustainable Coastal-Community Development, 1, 17-24.

Talanuek, D., & Tham-ngarn, C. (2024). The Use of English Language Among Development Monk Scholars. Buddhism and Social Responsibility in the New Normal (BUSRIN) (Lanna Journal of Buddhist Studies and Cultures), 6(1). 866-884

Tangpathomwong, N. (2021). The Buddhist way of life: Intercultural communication of Thailand and India. Journal of Humanities and Social Sciences, 16(1), 127-158.

Vachiramano, V., Kulmanee, S., & Kanchanaphet, A. (2021). The role of monks in modern Thai society development. Journal Maha Chula Tani Mahachulalongkornrajavidyalaya University, 3(6), 42–49.

Varasayananda, P. V., & Prakrai, C. (2020). English and Buddhism propagation in the 21st century. Journal of MCU Nakhondhat, 7(10), 98-112.

Waluyo, B. (2019). Thai first-year university students’ English proficiency on CEFR levels: A case study of Walailak University, Thailand. Institute for English Language Education Assumption University, 13(2), 51-71.

Williams, T. (2021). Challenges in Learning English for Monks. Language Learning Journal, 19(2), 157-175.

Zhu, S. (2020). A study on affective barriers in intercultural communication and related strategies. Theory and Practice in Language Studies, 10(12), 1651-1655.

Downloads

เผยแพร่แล้ว

2025-03-29

How to Cite

Simmali, J., & Huttayavilaiphan, R. (2025). Intercultural Communication Barriers and Strategies of Thai Buddhist Monks with Foreigners at an International Buddhist Center in Thailand. วารสารสังคมศาสตร์ปัญญาพัฒน์, 7(1), 223–240. สืบค้น จาก https://so06.tci-thaijo.org/index.php/JSSP/article/view/281537