The 1st International Conference on the Dynamics in Second/Foreign Language Teaching

in 21st Century

(25-26 November 2010)

Pibulsongkram Rajabhat University

Muang Phitsanu Lok, Phitsanulok 65000, THAILAND.

________________________________________________________________

Teaching Myanmar Language as a Foreign Language

Aung Win Naing

Associate Professor, Department of Foreign Languages,

Faculty of Humanities and Social Sciences,

Pibulsongkram Rajabhat University, Phitsanulok, THAILAND.

awn.2008@gmail.com

Keywords: Myanmar language, Foreign Language Teaching, Methods and Approaches.

Abstract. Now, when the first decade of 21st Century has already passed, we should examine

the past and present of our teaching methods and approaches on teaching Myanmar language

as a foreign language. Myanmar has long tradition of Buddhist monastic school system, and

its grammar-translation method influenced on the foreign language teaching until the mid of

20th Century. After the World War II, the phonetics and linguistics changed the traditional

method into modern style. This paper presents the current trends in teaching Myanmar

language as a foreign language at home and abroad. It is composed of three sections. The first

section of it explores the development of teaching Myanmar language by setting out the brief

history and discusses how and why they have arisen to the current stage. The second section

reports on the teaching Myanmar language in Myanmar. The third section discusses on

teaching methods and approaches in 21st Century. Nowadays, the student-centered

communicative approach is used by the most of the Myanmar Language Institutes all over the

world. Teaching Myanmar language are gradually going forward and try to prepare the

language teaching materials to meet the global context. Since “time” becomes the vital factors

in language teaching, we still have to find the new methods or new combinations of old

methods.

2

Introduction

In the 21st Century, global harmony can develop only through the recognition of

cultural diversity. The UNESCO Universal Declaration on Cultural Diversity, adopted in

2001, states that it is the common heritage of humanity, and it is essential to building lasting

peace and mutual understanding for the benefit of present and future generations. As a

member states of the UNESCO, the Union of Myanmar also commits itself to encouraging

coexistence of diverse languages and cultures at home and abroad. [1]

Myanmar is a multi-racial country which has over one hundred national races with

their own languages and millions of foreign descendants such as Chinese and Indians. It has

become home to a diversity of ethnic groups, languages and cultures, since the earliest time of

its history. Moreover, some foreign languages from neighboring countries are very familiar

with Myanmar citizens. Among these languages, notably, ancient Sanskrit and Pali enrich the

semantic system of Myanmar language by Indianization and Buddhist culture. (Also see

Appendix 1.) Most of the modern academic terms are still adopted in Pali style, e.g. the

combination of two Pali words: aʔ thá + bē dá (meaning + science) for „semantics‟. Since

sixteenth century, some loan words from Tamil, Arabic, Portuguese, French and English are

adopted in the political, educational, social and commercial sectors by trade and colonization.

As the position of Myanmar in the Indo-China region, the languages of neighboring countries,

such as Thai and Malay, share some words with Myanmar indigenous languages such as Shan

and Mon. [2]

The earliest dated evidence for coexistence of diverse languages in Myanmar is

Myazedi inscription, inscribed in 1113 A.D. As a quadrilingual stone inscription, it has four

faces for four different languages: Myanmar and Pyu (Tibet-Myanmar languages), Mon

(Mon-Khmer language), and Pali (Indo-European language). Actually, it is an indication of

our national language policy which we have practiced since twelfth century A.D. [3]

As a result, Union of Myanmar become home to a diversity of ethnic groups,

languages and cultures which coexists with each other and depend on each other. And, the

citizens of Myanmar are increasingly being awareness of the role of their indigenous

languages and foreign languages for regional and international relationship. At the same time,

the number of foreign learners and scholars on Myanmar language, literature, culture and

history are gradually increasing throughout the world in the global era.

In Myanmar, the Buddhist monastic school system is an old educational system with a

very long history. It was started by the Pyu kingdoms in central Ayeyarwady valley during the

1st to 9th Century, and it is still practiced in some villages in Myanmar, until today.

Throughout its history, it provides important educational needs and it is the reliable source of

education for all sort of lives range from royal palaces to ordinary families. It focuses on only

reading and writing, as an early education, to get literacy and numeracy skills. [4]

In the monastic schools, the basic Pali grammar is a compulsory subject, for the

knowledge of the Lord Buddha‟s teaching. This course is important for reciting Buddhist

Prayers with knowing the exact meaning, and it is not for communication at all. As the

Buddhist, the students never feel Pali as a foreign language, because of the traditional

grammar-translation method. It is based on the word-by-word translation of Pali texts.

Although it is systematic adaptation to a foreign grammar and syntax, it influenced on

Myanmar literature and it has produced the new style of Myanmar composition called

Nissaya Myanmar. [5]

For example, the students itemize the Nissaya version first before reciting the Pali text

“Buddham saranam gacchāmi” in Myanmar pronunciation: [bouʔdàɴ θəɹənàɴ ɡɪʔsʰàmḭ].

1. Nissaya version: Buddham: to the Buddha, Saranam, refuge, Gacchāmi, goes.

2. Pali version: Buddham saranam gacchāmi: I take my refuge in the Buddha.

3

The influence of the Buddhist monastic school system, the Pali chant with Nissaya version is

often practiced at home by lay people to pay homage to the Buddha in Myanmar. [6]

This traditional grammar-translation method is widely used in foreign language

teaching. For example, in the basic Japanese classes, the Myanmar students are very familiar

with the following model, and they try to translate every Japanese word into Myanmar.

Japanese Romaji Myanmar Romanization

watashi I (male/female) kya naw

wa topic marker ga.

biruma Burmese myanmar

jin nationality, tribe lumyo:

des to be (copular verb) phyit thi

Now, when the first decade of 21st Century has already passed, we should examine

the past and present of our teaching methods and approaches on teaching Myanmar language

as a foreign language. In this paper, I shall present the current trends in teaching Myanmar

language as a foreign language at home and abroad. This paper is composed of three sections.

The first section of it explores the development of teaching Myanmar language by setting out

the brief history and discusses how and why they have arisen to the current stage. The second

section reports on the teaching Myanmar language in Myanmar. The third section discusses

on teaching methods and approaches in 21st Century.

1. Development of Teaching Myanmar Language as a Foreign Language

Myanmar is the official name of the Union of Myanmar. The name first appears in a

Myanmar inscription of 1190, in which inscription the name was spelled Mranma (မြန်ြာ). It has been long known to neighboring countries at least before the tenth century AD, and it was

recorded as Mirma (ြိရ်ြာ) by Mon in 1102 and Miǎn (緬) by Chinese in 1273. [7]

During the sixteenth and seventeenth centuries, it was much frequented by the

Portuguese, Dutch, French, and English for trade and commercial affairs. In the early

twentieth century, it was mostly Christian missionaries who wanted to study Myanmar

language and the field of teaching and learning Myanmar as a foreign language has been

started systematically. One of the earliest American Baptist missionaries, Felix Carey

introduced the Myanmar language in his book A grammar of Burman language (1814) as

follows:

“There are but few words in the Burman language which coincide with the

Chinese in signification. Some vestiges of similarity may, however, be traced

among the verbal roots or monosyllabic sounds. This circumstance, among others,

serves to strengthen the ideas that as some remote period the Burman language

originated from the Chinese, but when that period was, no satisfactory evidence

appears. …

Since the introduction of the Magudha language into the Burman Empire,

the Burman language has been much cultivated. …

Proper names, and names of sensible objects excepted, all nouns are

formed regularly from verbal roots, and from these verbals are formed adjectives

and participles; the language is also supplied with inflective terminations for all

the cases of nouns. The chief peculiarity of the Burman language lies in the

verbs.” [8]

4

His introduction had released the view on Myanmar language from the framework of

Indo-European grammar, both Pali and Latin. He also pointed out that Myanmar belongs to a

sub-group of Sino-Tibetan language family. This was really a challenge to the traditional

teaching on Myanmar language in his time.

Felix Carey was followed by Adoniram Judson, the most significant Protestant

missionary in Myanmar. He found a tutor and spent twelve hours per day studying Myanmar

language for over three years (from 1813 to 1817). Because of his excellent command of

Myanmar language, he became a symbol of the preeminence of Bible translation and it

remains the most popular version in Myanmar. In 1950s, the late Myanmar‟s Buddhist Prime

Minister U Nu told the Myanmar Christian Council “Oh no, a new translation is not

necessary. Judson‟s captures the language and idiom of Myanmar perfectly and is very clear

and understandable.”

He completed the Grammar of the Burmese Language in 1816 and the Grammatical

Notices of the Burman Language in 1817. He compiled the first ever Burmese-English

Dictionary and English-Burmese Dictionary, published in 1852. [9]

He was a lexicographer as well as grammarian. Therefore, modern scholars remark on

his achievements as follows:

“He was a master of linguistics…. His Burmese grammar had to be

considered among the most remarkable achievements in the field of philology, a

jewel in its brevity and completeness. Like his Bible translation, Judson‟s

Burmese Grammar over 150 years later still provided the foundation for grammar

in that country, a remarkable legacy.” [10]

His books, including Say it in Burmese (out of print), a short introduction with exercises, are

still used as the teaching materials for Myanmar study in SOAS.

1.1 The grammar-translation method

In 1898, Myanmar‟s first archeologist Taw Sein Ko published Elementary handbook

of the Burmese language for teaching Myanmar as a foreign language. He described his

purpose and his teaching methods as follows:

“The compilation of this work is due to a suggestion made by Mr. St. John,

Burmese Lecturer, Oxford University, who represented to the Local Government

the need of a practical colloquial course in Burmese for the Indian Civil Service

candidates undergoing their probationary training in England. The original scope

has, however, been extended to meet the growing requirements of foreign

residents in Burma….

In studying Burmese, one of the best ways is to adopt the analytical

method. Each expression should be analyzed into its component parts; the

relationship between these words, whether that of allocation or agglutination,

should be determined, and the origin of each word should be traced as far back as

possible; and its phonetic changes and gradual development should also be noted.

If this method is followed, we can make some of the words tell us interesting tales.

In studying, a language, the system of translating it into another is a very

good practice. It makes us think in two languages, and as the results obtained have

had to be achieved by much labour and racking of brains, words, phrases, idioms,

and the niceties of language are retained in our memory. The great thing, however,

to be borne in mind in translation is that one should try and place himself as much

as possible in the same position as the writer of the original. In this way, the spirit

and energy of expression of the original would be retained in the translation. Most

5

students do not, however, try to do so, and generally endeavour to make the

required rendering as literally as possible; and the result is that the translation is

not only tame, but hardly conveys the thoughts and ideas of the writer in an

intelligible and felicitous manner.” [11]

Indubitably, he has recommended the students to use the grammar-translation

method until they have good grasp of speech. Otherwise, they cannot skillfully switch one

language to another. Without practice, the method alone cannot lead them into the ultimate

goal of learning a language, which is the communicative competence. As an archeologist, he

emphasized that the important of historical approach on Myanmar vocabulary. He pointed out

that, to fully understand the vocabulary, etymology is essential. In his time, the ninetieth

century, the grammar-translation method is widely used in Europe. Although he followed the

trend of teaching method of his era, he noticed the weakness of it, which instructs students in

grammar, and provides vocabulary with direct translation to memorize.

In 1910, the Burma Research Society (BRS) was founded by J. S. Furnivall, J. A.

Stewart, Gordon H Luce and Pe Maung Tin in 1910. They were scholars on Myanmar Studies

as well as linguists, and they encouraged others to write the articles on art, science, literature

and language in relation to Myanmar and neighboring countries in the Journal of the Burma

Research Society (JBRS). This journal has provided academic data to teaching Myanmar

language.

Professor Pe Maung Tin, the honorary secretary as well as editor of JBRS in 1920 and

elected president of BRS in 1932, wrote some articles on Myanmar phonetics and linguistics.

He co-authored, whilst in London with Lilias E Armstrong A Burmese Phonetic Reader with

English Translations, in 1925. It is the first study of Myanmar phonetics with the adopted

new phonetic alphabets. He was also recognized as the first Myanmar phonetician and the

book also become a reference book for teaching Myanmar pronunciation. [12]

1.2 The audio-lingual method

Dr. J. A. Stewart, one of the founders of BRS, when he served as a Civil Service in

Myanmar, has written numerous research articles on Myanmar language and literature for

JBRS. In 1933, he became the Professor of Myanmar language and Head of the Department

of South East Asia and the Islands at SOAS. In 1936, he published An Introduction to

Colloquial Burmese for the students who begin the study of Myanmar language before going

to Myanmar. Since his book brought up-to-date intelligent teaching of colloquial Myanmar,

the students would had attained proficiency skills. His analysis of the parts of speech of

Myanmar language differed from Pali/Latin based traditional grammar, and it is agreed with

modern linguists. This book is not merely an introduction for beginners, but it is a standard

book of reference on the idiomatic construction of colloquial Myanmar. He published Manual

of Colloquial Burmese in 1955. It also gives the clear vision on Myanmar particles that are

important for both grammatical and discourse functions of Myanmar language. These books

are still used as the reference grammar for teaching Myanmar speaking in SOAS. [13]

In the United States of America, the first activity in Myanmar study was started by Dr.

Raven Ioor McDavid Jr., who working under the general direction of Professor Leonard

Bloomfield, at Yale in 1942. He worked with three Myanmar informants and he completed

the phonemic analysis of Myanmar language in 1943. After his retirement, William S. Cornyn

continued the grammatical analysis of Myanmar language with Maung Shwe Waing who

served as a tutor for Myanmar language in the Army Specialized Training Program (ASTP) at

Yale University. Dr. Cornyn published his PhD dissertation, An Outline of Burmese Grammar,

in 1944. It is an important contribution to Myanmar linguistics as well as teaching Myanmar

language. Of the descriptive grammar prepared as a war measure under the auspices of the

6

American Council of Learned Societies, it is one of the first to reach print. His predecessor,

Dr. McDavid, has remarked on his works as follows:

“One should also bear in mind that the Outline is not an ivory-tower

production, but the by-product of intensive ASTP teaching. The very success

which Cornyn had as a teacher might well have caused him to carry over into the

Outline some pedagogically successful devices which not only are not necessary

for a scientific analysis, but in fact prevent the best presentation of that analysis.”

[14]

His books, Spoken Burmese I & II (1945-46), are designed for the audio-lingual

method, which used by the United States Army for “crash” instruction in foreign languages

during World War II. He introduced his teaching method in his book as follows:

“It is based on the principle that you must here a language if you are to

understand it when spoken, and that you must practice speaking it in order to

master its sounds and its forms….

A native speaker and this manual are used in this course to help you in

learning to speak Burmese. The two must be used together. Neither is of any

value without the other….

The native speaker is referred to as a guide. The guide‟s job is to act as

model for you to imitate, and as a check your pronunciation and usage. It is not

his business to be a “teacher” or “to explain” the language to you. That is the

function of this manual….

The native speaker is always right…. Always imitate the pronunciation of

your guide rather than that of the phonograph records or of the Aids to

Listening….

The conversation practice represents the central aim of the course.

Situation will be outlined which will give you the setting for your conversations….

In speaking Burmese you should not first figure out what you want to say

in English and then translate it into Burmese, word for word. You should apply,

instead, the words and expressions you already know to the given situation. If you

cannot immediately rattle off a word or expression to fit a particular situation, go

on to another, or ask a question, but under no circumstances attempt to compose

long and complicated sentences….

You should not wait until you have finished this manual before you start

using the language. Start practicing right away….

When you try out your Burmese, even at this early stage, make it slide off

your tongue as smoothly as possible. Be careful not to slip back into a careless

English-like pronunciation. [15]

The drills for pattern practice in his book changed the teaching focus from

grammatical knowledge into language skills. Undoubtedly, he was the distinguished linguist

as well as an excellent teacher who initiated the audio-lingual method on teaching Myanmar

language. His books are still used for teaching Myanmar speaking in SOAS.

In 1964, Burmese Basic Course was published in Washington, DC. It follows the

Defense Language Institute audio-lingual approach and general format which was also known

as „Army Method‟. The basic dialogues are followed by colloquial and literal translations,

word lists, by a variety of drills and reading exercises. A consonant chart and a transcribed list

of numerals to provide writing practice are appended in Volume I. It is still used for teaching

Myanmar speaking in SOAS. [16]

7

1.3 The communicative approach

The Department of Myanmar of SOAS is well-known for its updated teaching

methods and approaches. After retirement of Dr. Stewart, it was lead by his student, Dr. Hla

Pe. He got MA in Myanmar language and literature from Yangon University in 1938. As a

scholarship student, he came to London and attended the Institute of Education the same year,

and he got a Diploma in Education next year. In 1944, he obtained a PhD in Myanmar

literature at SOAS. He taught Myanmar language and culture at SOAS from 1948 to 1980. He

was the co-editor of Manual of Colloquial Burmese (1955) by J. A. Stewart. His books,

Burmese Proverbs (1962) and The Myanmar Buddhist: His Life from the Cradle to the Grave

(1984) are essential for studying Myanmar literature and culture. [17]

Dr. Hla Pe was followed by two scholars, John Okell and Anna Allot, in 1980. John

Okell is one of the world‟s leading experts on Myanmar language and culture. He received

training in linguistics at SOAS under R. K. Sprigg. As a linguist and lecturer of Myanmar

Department at SOAS, his work is excellent; he has completed Myanmar language teaching

materials for four skills and he has written numerous research articles on Myanmar linguistics.

His contribution to Myanmar study is enormous. He has published First steps in Burmese

(1989), Burmese: an introduction to the spoken language (1995), Burmese: an introduction to

the script (1995), Burmese by ear, or Essential Myanmar (2002). His books are designed for

the student-centered communicative approach. Therefore, these books are used as the

textbooks in the class or as the self-study books for English speaking learners all over the

world. Burmese/Myanmar dictionary of grammatical forms (2001) by John Okell and Ann

Allott is the first ever Myanmar-English dictionary of its kinds. [18]

Nowadays, there are Myanmar Departments in Northern Illinois University and

Cornell University in USA, Tokyo University and Osaka University of Foreign Studies in

Japan, Pusan University of Foreign Studies in South Korea, Peking University in China,

Chiangmai University and Naresuan University in Thailand etc. Generally, they are

successfully teaching Myanmar language using the student-centered communicative approach.

1.4 The total immersion method

In 1990, Myanmar language is going to be introduced at some universities in Thailand,

such as Mahidol and Chiangmai University. The Thai linguist Wirat Niyomtam explained

about his experiences on learning Myanmar in that period as follows:

“The study of Burmese is not popular among Thais; compared to the study of

Khmer and Pali…I thought we should know more about Burma than we do since

Burma is our neighbouring country. But the fact is, we know very little about Burma.

We know Burma as our historical enemy and hold a generally negative view of the

country. We don‟t know much about their people, their way of live, their society or way

of thinking.” [19]

Although Mr. Wirat and his wife Oranut, who is also a researcher at the institute,

knew nothing about the Myanmar language, they looked for a teacher and they started their

research procedure called the “field method in linguistics” in studying Myanmar language.

The process involves learning through a “language informant.” Their informant was a

Myanmar Buddhist monk, Ashin Kodinya, who resides at Wat Mahathat in Bangkok. The

scholar Oranut Niyomtam explained their approach as follows:

“This method is the most effect means of studying languages. The teacher doesn‟t

have to set up lessons, but lets students tell the teacher what they want to learn, such as

grammar or vocabulary.” [19]

8

They attended classes for a year at Wat Mahathat‟s Chotica College – an institute for

teaching Pali, Khmer and Myanmar. The courses began with simple vocabulary and basic

grammar to make basic sentence types. They didn‟t learn as much as to the language‟s sound

system and tones. In the second and third year of study, they devoted their energies almost

entirely to the study of Myanmar language. They met their teacher, Ashin Kodinya, three

times a week and they started to compile Myanmar vocabulary with the aid of a computer.

They also adopted Myanmar names which they were given by the teacher. Mr. Wirat‟s name,

Maung Myo Aung, means “success” while Ms. Ornut‟s name, Ma Cho Cho Wei, means

“sweet and fragrant.” In 1993, they went to Myanmar three times to check their language

skills and to learn Myanmar authentically. They stayed with Myanmar people and they

learned the language in real contexts and situations. They got the social interaction with

Myanmar people. They used the total immersion method which composes of communicative

and whole language approach.

On October 1994, they have accomplished their long, difficult work with the

assistance of Ashin Kondinya, who spent countless hours reading and checking the draft, and

released “Myanmar-Thai and Thai-Myanmar Dictionary.” These are the first-ever dictionary

of its kind and it becomes a bridge on the gap between Thailand and its close neighbour

Myanmar.

These two scholars have established the Myanmar Studies Centre in Naresuan

University to be a resource centre for Myanmar studies and to disseminate information about

social and cultural aspects of Myanmar. There are B.A program in Myanmar studies and

summer courses for Beginning Myanmar language and they have been started by the centre at

the Faculty of Humanities. There is a Reading-room with a collection of books on Myanmar

and area studies, and Journal of Knowing Myanmar (in Thai) is published. Lectures and

seminars on current issues about Myanmar and Myanmar Exhibitions are held occasionally.

Nowadays, the centre has also produced a number of skillful interpreters, translators, liaison

officers, teachers and scholars who know the Myanmar language, literature and culture well.

[20]

2. Teaching Myanmar Language in Myanmar

The Yangon University of Foreign Languages (YUFL), established in 1964, is the

leading university on teaching foreign languages in Myanmar. YUFL offers full-time three-

year bachelor‟s degree programs in Chinese, English, French, German, Japanese, Korean,

Russian, and Thai. It also offers Myanmar language courses for international students. [21]

To meet the goal of UNESCO Universal Declaration on Cultural Diversity, adopted in

2001, the Rector Dr. Myo Myint, who got PhD in Linguistics from University of Edinburgh,

has prepared his university for 21st Century. He leads the seminars and workshops for

language teaching methodology and research methods at YUFL. The professors and

instructors from language departments participate and discuss about the lesson plan,

classroom management, methods and approaches for teaching foreign languages. Then,

YUFL cooperates with the Mandalay University of Foreign Languages (MUFL) to promote

the mutual interest.

As a result, Myanmar Language Department has got the knowledge and experiences

from other foreign language departments. The Department takes care to train its staffs to

improve teaching methods and approaches. Therefore, it carefully plan and map out to

upgrade the following areas:

(1) the teaching materials for Myanmar language and culture

(2) the language teaching instruction for Myanmar language

(3) the evaluation systems including tests and examination

9

(4) the Myanmar Language Instructor Courses

(5) the research on Myanmar studies

(6) the International Conferences

Generally, Myanmar classes for foreign students are multi-lingual class composed of

Chinese, Korean, Japanese, Indians, American, French, English, etc. The Myanmar

Department applies the student-centered communicative approach as well as other methods.

The students attend to the Myanmar courses with a wide variety of goals, such as employment,

translating and interpreting, research, ethnic heritage, culture and religions, from different

fields. Some students may have more than one goal. Some want to know every each and detail

while other contend with daily conversation. For the researchers and linguists, the grammar-

translation method is appropriate to examine the structure of language. As a tone language,

the students of Myanmar language need to practice drilling. That time, audio-lingual method

is the best to master the pronunciation and language habit. [22]

To meet the students‟ needs, the Department has to prepare the teaching materials, i.e.

textbooks, CDs, VCDs, and OHP. The multimedia classrooms and language labs are essential.

Knowing the current trends and challenges of 21st Century, the Department is gradually

improving its facilities and approaches. An example of our work is shown in Appendix 2.

3. Discussion

All languages are very complex. But, many students expect to be able to communicate

well with native speakers after a few weeks of study. And, they expect to understand every

word of teaching in a class from the start or that when they are reading. Language learning is

a developmental process, and students have to practice to progress their skills. In fact,

language learning should be started both inside and outside of classrooms. Only one of them

is not help the students to acquire the foreign language well. For example, we can compare

Myanmar to Thai language.

Although Thailand and Myanmar are close neighboring countries, their language

systems are different in some extent. Professor Wirat Niyomtam, Director of the Myanmar

Language Centre of Naresuan University, has explained as follows:

“Burmese is a difficult language. As a spoken language it is very difficult and

written form has a complicate pattern. It is completely opposite to Thai. Thai language

has a structured pattern of subject, verb and object, where the positions of subject are

interchangeable in Burmese. You only know which is which with the help of special

symbols.” [19]

Actually, Myanmar language is difficult for foreign learners, because of its different

styles: colloquial and literary, formal and informal, etc. The Myanmar saying “the

pronunciation is merely the sound, whilst the orthography is correct” reflects upon the

differences between colloquial and literary/written Myanmar, as spelling is often not an

accurate reflection of pronunciation. [23] Even the young generation of Myanmar people

faces this difficulty. One of the Myanmar blogger discusses it on the topic “10 things I hate

about the Burmese language.” [24]

The well-known example is the name of the country and language of “Myanmar”.

Actually Myanmar [mjəma] is the written or literary name of the country, while Burma and

Burmese are Anglicized names derived from spoken form Bama [bəma]. [7] Therefore, to

acquire the four skills, the students cannot stay away from this complexity.

The best way to solve the problems is that the instructor should know the both

languages, i.e. source and target languages, by means of the comparative and contrastive

10

approach before the teaching starts. In 21st Century, we can get the reliable data from the

internet and other media.

For example, almost all of the errors Thai students make in Myanmar pronunciation

are directly connected to interference from their mother tongue‟s phonological system. These

problems can be solved by phonological research. Comparative and contrastive analysis can

provide to understand some potentially problematic areas of pronunciation. Myanmar has

twelve initial consonant sounds that do not exist in Thai, especially in central Thai, /g, hm, hn,

, h, hl, sh, z, , d, , /. Since no words start with these sounds in Thai, they are difficult to

pronounce for Thai students. Although there are final consonants in Thai such as unvoiced

oral stops /p, t, k/ and the voiced nasal stops /m, n, /, only placeless consonants, the glottal

stop // and nasal /N/, are allowed in the end of Myanmar syllables. Comparing the Thai

vowel system with that of Myanmar reveals some significant differences in number of vowels

and long/short distinctions as shown in the following diagram. [25]

Monophthongs

Thai i: i e: e : a: a : o: o u: u : ɤ: ɤ

Myanmar i e a o u ə

Diphthongs

Thai i:a u:a :a

iu eu u au iau ai i ui ɤi uai au

Myanmar ei ai au ou

Tones

Thai mid /nā:/ low /nà:/ falling /nâ:/ high /ná:/ rising /nǎ:/

Myanmar high /nà/ low /n/ creaky checked

Now, we are ready to make the daily lesson plans for Myanmar pronunciation, as

shown in Appendix 3. According to the above diagram, we can guess some anticipated

problems which we have to face in the classroom.

Conclusions

As we seen in the section 1, the scholars of colonial periods had overcome the variety

of difficulty, and they became the well-known experts in Myanmar study. Some scholars

spent twelve hours per day studying Myanmar language for over three years, like A. Judson.

In those days, they did not meet the experienced and specially trained native or foreign

teachers. Even they did not know themselves which methods they were using to study

Myanmar language. But, they had got the good command of Myanmar language. Nowadays,

we are discussing the teaching methods. Why? The possible answer is “time” and

“effectiveness”.

As for me, this issue is directly related to the lesson plan. In 21st Century, “time” and

“effectiveness” are vital factors in teaching and learning foreign languages. Since we cannot

get too much time in the classroom, we have to find the better approach. In the age of

knowledge, the more we get the information and data, the more we can produce the effective

teaching approach as fast as possible. Since “time” becomes the vital factors in language

teaching, we still have to find the new methods or new combinations of old methods.

To sum up, teaching Myanmar language, at home and abroad, are gradually going

forward and try to prepare the language teaching materials to meet the global context.

11

References

[1] on http://unesdoc.unesco.org/images/0012/001271/127160m.pdf

[2] on http://en.wikipedia.org/wiki/Burmese_language

[3] on http://en.wikipedia.org/wiki/Myazedi_inscription

[4] on http://en.wikipedia.org/wiki/Monastic_schools_in_Burma

[5] Okell, John. 1965. “Nissaya Burmese: a case of systematic adaptation to a foreign

grammar and syntax”. Lingua 15: 186-227.

[6] on http://en.wikipedia.org/wiki/Three_Jewels

[7] on http://en.wikipedia.org/wiki/Names_of_Burma

[8] Carey, F. 1814. A grammar of the Burman language. Serampore: The Mission Press. 7-8.

[9] on http://en.wikipedia.org/wiki/Adoniram_Judson

[10] Hunt, Rosalie Hall. 2005. Bless God and Take Courage: The Judson History and Legacy.

Valley Forge, PA: Judson Press. 344.

[11] Taw Sein Ko. 1898. Elementary handbook of the Burmese language. Yangon: The

Superintendent, Government Printing. Preface & iii-v.

[12] on http://en.wikipedia.org/wiki/Pe_Maung_Tin

[13] on http://www.soas.ac.uk/sea/burmese/studymaterials/grammars/

[14] McDavid, Raven I. “Review: Outline of Burmese Grammar by William Cornyn”,

Language: Vol. 21, No, 4 (Oct.-Dec., 1945). Linguistic Society of America. 290.

[15] Cornyn, William S. 1945. Spoken Burmese: Book I. New York: American Council of

Learned Society. iii-vi.

[16] Burmese Basic Course. 1964. Washington, DC: Defense Language Institute.

[17] on http://en.wikipedia.org/wiki/Hla_Pe

[18] on http://en.wikipedia.org/wiki/John_Okell

[19] on http://www.burmalibrary.org/reg.burma/archives/199410/msg00053.html

[20] on http://www.nu.ac.th/english/culture/myanmar.htm

[21] on http://en.wikipedia.org/wiki/YUFL

[22] on http://www.prweb.com/releases/2006/02/prweb344162.htm

[23] on http://en.wikipedia.org/wiki/Burmese_language

[24] on http://viss.wordpress.com/2009/01/04/10-things-i-hate-about-the-burmese-language

[25] on http://www.thai-language.com/resources/slayden-thai-phonology.pdf

12

Appendix 1. Some Sanskrit/Pali loan words in Myanmar and Thai languages

Myanmar Thai (English Translation)

ဘာသာ /bāðā/ ภาษา /phāsā/ language

သရ /θərá/ สระ /sra/ vowel

ဌာန္် /thã/ ฐาน /thān/ place (of articulation)

သု၀ဏၴဘူြိ /θúwənábūmí/ สุวรรณภูม ิ /sùwannáphū:m / Golden Land

အရဟတ် /ərəhaʔ/ พระอรหันต์ /ərəhānt/ Buddhist saint

Appendix 2. An example of teaching Myanmar in beginners’ classes

Conversation: Q: kha mya: myama la: (Are you Myanmar?) NP + NP + P (question)

A: houʔ ke. (Yes.)

kya naw myama ba (I am Myanmar.) NP + NP + P (polite form)

Language aims:

Grammar – Basic sentence type: S NP+NP (e.g. I + Myanmar)

– Equational sentence S NP=NP (e.g. I = Myanmar)

– Pronoun System I (1st person pronoun)

Semantics – Hyponymy (A is kind of B) (e.g. I ~ Myanmar)

(e.g. I Myanmar)

Pragmatics – Greeting, Introduction, Self-expression

– Country/Tribe/Nationality is not distinguished in Myanmar.

Sociolinguistics –

1. Sex (e.g. „I‟ for male speaker: kya naw, for female: kya ma.)

2. Age (e.g. to the elder listeners: kya naw, kya ma., to the younger listener: nga)

3. Relation (e.g. among close friends: nga, to the stranger/superior: kya naw, kya ma.)

4. Dialects (e.g. villagers: kyouʔ, Upper Myanmar: both male & female: kya naw)

Stylistics – (e.g. colloquial: kyaw naw, kya ma., nga, literary: kya nouʔ)

Culture – (e.g. to the monks: da byi. daw, to the royal family: kya naw myo)

– (e.g. intimate/rude: nga, respect/polite: kya naw, kya ma.)

Global context – (e.g. traditional names for China, India and France)

(e.g. the old name for Thailand is not used in Myanmar nowadays)

(e.g. no official relationship between Taiwan and Myanmar,

the name China (Taipei) is used in Myanmar, but

close relationship with Taiwanese in economic and social affair)

(e.g. friendliness and hospitability are Myanmar traditional policy)

Myanmar

I

13

Lesson Plan : “I am Myanmar.”

Golden rule : “Teach a language. Don‟t teach about a language.”

Approach : Student-centered communicative approach

Method : Integrated Teaching Method

(Grammar Translation ~ Aural-Oral Method)

Aids : Pictures, Slides, VCD

Anticipated problems : 1. No copular in colloquial Myanmar.

2. Generally, names of the countries and nationalities

are not distinguished in Myanmar. It has its own

system to distinguished them.

E.g. *This is American. (country = This is America.)

*This is American country.

He is American. (for nationality)

*He is France nationality. (= He is French.)

1. Instructor points to himself and introduce.

2. Invite (male) students to say their nationalities.

3. Encourage students to listen to each other‟s

names and memorize them, esp. Chinese, Indian,

French.

4. Instructor repeats their names instead 1st person

pronoun „I‟.

5. Invite (female) students to say their nationalities.

6. Invite both male and female to use „nga‟ for

plain form.

7. Ask (yes/no) questions and encourage students to

nod their head while they say „yes‟.

8. Students ask each other their nationalities.

9. Play some games. E.g. Show the heads of states

or celebrities or artists or scientists‟ pictures and

ask their nationalities. Or role play.

17

kya naw

ba

=

18

kya ma.

ba

=

19

nga

ba

=

21

nga

ba

=

22

watashi wa biruma jin des.저는 미얀마 사람 입니다.I am Myanmar.

N = Nkya nawkya ma.nga.

N + Nkya nawkya ma.nga.

+ P + Ending+ ba + khamya+ ba + shin+ ba + kwa

+ P + Ending+ ba + khamya+ ba + shin+ ba + kwa

14

Appendix 3.

Lesson Plan

Class/Level : First Year (Basic Level)

Students : Total …. (Female …./Male ….)

Duration : 60 mins.

Major skill : Listening and Speaking

Skill integrated : Writing and Reading

Topic : Myanmar Basic Vowels (in Myanmar Alphabet)

Nature of the document : Textbook & Authentic Videos

Objectives

1. Functional : To introduce Myanmar vowels (with Basic Writing Principles).

2. Lingusitic : To understand special vowel symbols and diacritics.

3. Sociocultural : To master the Regular Rhymes of Myanmar vowels.

Teaching aids : Textbook, Chalkboard, Pictures, Diagrams, OHP, Gesture,

A pocket little mirror, A piece of paper.

Teaching method : Audio-lingual method with communicative approach

Anticipated problems : To distinguish Myanmar 3 tones from Thai long and short vowel

system.

Teaching Procedure

No. Focus/specific

aims

Teaching procedure Teaching aids Time

limit

1. Opening phase

(warming up)

- model and imitation (word/sentence)

- 7 basic vowels with 3 tones + ə

i e a o u

- explanation and practice

textbook, chalk

board, diagrams,

audio/video.

5 min.

2. Stimulation

phase

- model and imitation/ copying (stoke orders)

- 7 basic vowels with 3 tones + ə

အီ အိ အီး /i/ ၊ ေအ ေအ့ ေအး /e/ + အ /ə/

- explanation and practice

textbook, chalk

board, diagrams

video/websites.

10 min.

3. Participation

phase

- model and imitation/ copying (stoke orders)

- descriptive method (with visual aids)

အီ အိ အီး /i/ ၊ ေအ ေအ့ ေအး /e/ + အ /ə/

- explanation and practice

textbook, chalk

board, diagrams,

gesture, pocket

little mirror, a

piece of paper,

video/websites.

20 min.

4. Closure phase

- comparison and contrast

- discrimination method (with visual aids)

အီ≠အိ≠အီး /i/ ၊ ေအ≠ေအ့≠ေအး /e/ + အ /ə/

- explanation and practice

textbook, chalk

board, diagrams,

gesture, pocket

little mirror, a

piece of paper.

15 min.

15

No. Focus/specific

aims

Teaching procedure Teaching aids Time

limit

5. Evaluation phase - True/False

- multiple-choice

- matching

- Feedback

textbook, chalk

board, diagrams,

audio/video.

5 min.

6. Follow-up phase

- listening & writing

1) the boxed columns i & ii

2) the boxed columns iii & iv

- self-monitoring

- contextualizing (Basic vocabulary/sentence)

textbook, chalk

board, diagrams

video/websites.

5 min.