Learn to Speak Thai

The Thai alphabet uses forty-four consonants and fifteen basic vowel characters. These are horizontally placed, left to right, with no intervening space, to form syllables, words, and sentences. Vowels are written above, below, before, or after the consonant they modify, although the consonant always sounds first when the syllable is spoken. The vowel characters (and a few consonants) can be combined in various ways to produce numerous compound vowels (diphthongs and triphthongs). Unlike the Chinese language, Thai is alphabetic, so pronunciation of a word is independent of its meaning . On the other hand, Thai is tonal, like Chinese and unlike English. This means that each word has a certain pitch characteristic with which it must be spoken to be properly understood. The Thai language uses five tones: mid, low, high, rising, and falling. Each syllable, consisting of one or more consonants and a simple or compound vowel has a default tone determined by several factors, including the type of consonant(s) present (consonants are divided into three classes for this purpose). The syllable's tone can be modified by one of four tone marks. The final tone of a syllable is determined by the tone mark in conjunction with the type of syllable, as determined by the vowel and consonant characters present.

Paul Pimsleur (1928 – 1972) was an authority in the field of applied linguistics. He taught French phonetics and phonemics at the University of California, Los Angeles after obtaining his Ph.D. in French and a master's degree in psychological statistics from Columbia University. After leaving UCLA, Pimsleur went on to faculty positions at Ohio State University, where he taught French and foreign language education. At the time, the foreign language education program at OSU was the major doctoral program in that field in the US. While at Ohio State he created and directed the Listening Center, one of the largest language laboratories in the United States. Pimsleur was later a Professor of Education and Romance Languages at The State University of New York at Albany, where he held dual professorships in Education and French. He was also a Fulbright lecturer at the Ruprecht Karl University of Heidelberg, and a founding member of the American Council on the Teaching of Foreign Languages. He did research on the psychology of language learning and in 1969 was Section Head of Psychology of Second Languages Learning at the International Congress of Applied Linguistics. His research focused on understanding the language acquisition process, especially the organic learning of children who speak a language without knowing its formal structure. For this, he studied the learning process of groups made of children, adults, and multilingual adults. The result of this research was the Pimsleur language learning system. His many books and articles had an impact on theories of language learning and teaching. In the period from 1958 to 1966, Pimsleur reviewed previously published studies regarding linguistic and psychological factors involved in language learning. He also conducted several studies himself. This led to the publication in 1963 of a coauthored monograph, Underachievement in Foreign Language Learning, which was published by the Modern Language Association of America. Through this research, he identified three factors that could be measured to calculate language aptitude: verbal intelligence, auditory ability and motivation. Pimsleur and his associates developed the Pimsleur Language Aptitude Battery (PLAB) based on these three factors to assess language aptitude. He was one of the first foreign language educators to show an interest in students who have difficulty in learning a foreign language, while doing well in other subjects. Today, the PLAB is used to determine the language learning aptitude or even a language learning disability among secondary school students. Dr. Pimsleur died unexpectedly of pneumonia during a visit to France in 1972.