เฉลย ใบงาน เรื่อง อนุภาค มูลฐาน

ใบงาน 3.1 3.2 from oraneehussem

��Է�ҹԾ�� ֡��º��º��ŧ�� "ma" ��Ҩչ��ҧ�Ѻ��·��դ��ǡѹ
A COMPARATIVE STUDY OF FINAL PARTICLE "MA" IN MANDARIN AND ITS THAI EQUIVALENTS. ��͹��Ե �Ե� ͸ԡԨ
Niti Atikit ��Ҩ��֡�� .��. �� س��ͧപ��.��. ��оԳ ��Ժ��
Suree Choonharuangdej, Ph.D. Asso.Prof. Prapin Manomaivibool, Ph.D. ��ʶҺѹ ��ŧ�ó��Է��. �ѳ�Ե�Է��
Chulalongkorn University. Bangkok (Thailand). Graduate School. �дѺ��ԭ��´�Ң��Ԫ� �Է�ҹԾ��Һѳ�Ե. �ѡ��ʵ�� (��Ҩչ)
Master. Arts (Chinese) �շ�診��֡�� 2548 ��Ѵ��(��) ��֡��Ԩ�¤��駹��繡��֡��º��º��ŧ�� ma ��Ҩչ�Ѻ��ѡɳ��ǡѹ�� դ��С��͹��ᵡ��ҧ�ѹ��ҧ�� Ѻࡳ��˹��Ӷ��Ẻ�ͺ�Ѻ��ͻ��ʸ�� ҡ��֡�Ҿ�� ma ��ö�ʴ�ਵ�Ңͧ��ٴ��ҡ��ö�ʴ��ᵡ��ҧ�ѹ仵��Ժ� �ҡ��ʧ��ͤ��ͧ��âͧ��ٴ��ѡ��ö��͡��ͧ�� 1. �� ma 㹻��¤�Ӷ��¤��ͺ�Ѻ��ͻ��ʸ��繤Ӷ��繤Ӷ��ٴ��ͧ��äӵͺ ��º��Ѻ�� ~i~u�� ѧ �� ~u~i 2. �� ma 㹻��¤�Ӷ��¤��ͺ�Ѻ��ͻ��ʸ��繤Ӷ��ͺ�繤Ӷ��ٴ��ͧ��÷�Һ��Ҽ��ѧ�բ��ŷ��ٴ�� ͻ�ҡ��Ѻ�ӵ�ҧ��º��Ѻ�� ~i~u�� ١�� ١�� ~u~i �͡�ҡ��㹻��¤��ͺ�Ѻ��ͻ��ʸ�� ma ��Ф��ѡɳ��ǡѹ��ѧ��ö��ٻ��¤��͹�� Ѵ��(English) This study is to compare the meanings and usages of fmal particle "ma" in Mandarin Chinese and its Thai equivalents against a fixed set of criteria used for the type of yes-no questions to see if there is any similarity and difference between them. This study found that "ma" in Mandarin Chinese can express speakers' different attitudes. It can also be used to represent different meanings depending on contexts. Based on the speakers' objectives, we can analyze and divide the use of "ma" into two groups, namely: 1. The type of yes-no question "ma" used as a "real question" : It indicates the speaker' s desire for the answer and its Thai equivalents are "rww platy" "rww yarl" "mai" "rww mai". 2. The type of yes-no question "ma" used as an "exam question" : It signals the speaker's intention of acquiring the listener's information and its Thai equivalents are "chai mal" "chaff rww mai" "thuuk mai" "thuuk rww mai" "chai dai mai" "chaff dai rww mai" "dai mal" "dai rww mai". Aside from being used in the type of yes-no question, the Mandarin Chinese final particle "ma" and its Thai equivalents can be used in the form of rhetorical question as well. ��ҷ��¹�Է�ҹԾ�� ӹǹ˹�Ңͧ�Է�ҹԾ�� 103 P. ISBN 974-14-3802-8 ʶҹ��Ѵ��Է�ҹԾ�� Ӥѭ MA, QUESTION WORD, REAL QUESTION, EXAM QUESTION, RHETORICAL QUESTION �Է�ҹԾ��Ǣ�ͧ

��Ѵ��(English) The objectives of this research were to study currentstatus of educational and career guidance services in highereducation institutions under the jurisdiction of the Ministryof University Affairs (MUA), to analyze its compatibility withthe guidelines set by the MUA, and to recommend proper andeffective guidelines for such services. The research findings revealed that, presently, thehigher education institutions under MUA had set the objectiveof their educational and career guidance services to enabletheir students to realize the importance of self development,to become qualified graduates, to provide knowledge and informationnecessary for advanced studies and career planning as well as toprepare them to be ready for their profession. The responsibleoffice for such activities were set up and were undersupervisions of the Vice President for Student Affairs. Most ofthe staff completed Bachelor's degree in Psychology, Guidance andCounselling, possessing capabilities to give advice and coordinatewith other units and were willing to provide services. However,lower ability in foreign language proficiency, the ability toanalyze, to synthesize, to conduct research, and to follow upwere found at the lower rate The budget was insufflicient mostlyrelied on university revenue in the amount of over 90,000 Bahtper year. The office for such services, was set up seperatelyor located with in other units, mostly in the student affairsoffice or student activity office. Lack of facsimile machineswere found. Regarding of the services, news services on jobopportunities and job announcement on boards were provide. Theleast provided service was mid term orientation. For studentdevelopment, it was found that the students' abilities to fillout the application forms and their readiness for the interviewswere at the high level. Problem concerning the service were atthe medium level with the insufficient number of staff. The analysis of educational and career guidance serviceoperation was made by using the MUA guidelines, and was foundthat organizational structure Ink most Institutions met the MUAguidelines, at the most. But for the objectives, types ofservices, and personnel standards was at the low level. It was recommended that for better and more effectiveeducational and career guidance services Ink higher educationInstitutions, the institutions should have a clear policy,feasible objectives for their operation in order to strengthentheir staff, to provide more budget, and better facility officeand to improve service methods and techniques. In addition, theMinistry of University Affairs should serve as a coordinationunit to promote, to support and to provide services to the highereducation institutions under its jurisdiction.

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