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The chomskyan paradigm shift of growing language in the mind/brain: A validation of the 'Nama (mind)-Rupa (body) hypothesis' |
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| รหัสดีโอไอ | |
| Creator | Pattama Yimsakul |
| Title | The chomskyan paradigm shift of growing language in the mind/brain: A validation of the 'Nama (mind)-Rupa (body) hypothesis' |
| Publisher | Nakhon Pathom Rajabhat University |
| Publication Year | 2562 |
| Journal Title | Journal of Thai Interdisciplinary Research |
| Journal Vol. | 14 |
| Journal No. | 3 |
| Page no. | 27 |
| Keyword | Chomskyan paradigm shift of growing language in the mind/brain, Nama-Rupa hypothesis of ELT/SLA, sequential exploratory mixed-methods design. |
| URL Website | http://rdi.npru.ac.th |
| Website title | วารสารวิจัยสหวิทยาการไทย |
| ISSN | 2465-3837 |
| Abstract | This paper poses a practical and tangible research problem. It's emphasis is on the 'Chomskyan Paradigm Shift (1988) ofGrowing Language in the Mind/Brain' (CPSGLM/B) to the research study. From the miracle-working powers of a triple layerof mind in the religion of wisdomBuddhism with its conscious, subconscious, and superconscious overall componentialpartsin which a Thai guru has generated the underlying sole 'Nama (mind)-Rupa (body) Hypothesis' (NRH) of ELT/SLAin the East since 1991/1996 up until 2018 [7]. This paper shall put it to a test by using the so-called 'Sequential ExploratoryMixed-Methods Design' (SEMMD) of which the QUAL component is dominant while the quan one is in its service as acomplement only [27].The new 'Guided Meditative Techniques of Teaching' [7] (GMTT), was used as the basis for the lessons in this research.Participants were split into two groups. Prior to each lesson one group carried out a short meditative practice and the otherlistened to music for 3 - 5 minutes. "That is, after the first pretest, the treatment is introduced followed by a posttest. Then, afterthe second pretest, an alternative treatment (no treatment) is introduced and that is followed by a posttest. This procedure isfollowed for two or three times, and the results following the experimental treatment are compared with the alternative treatmentscores" [1]. After each individual lesson, the pre-test and post-test score were collected, between every treatment using X fortreatment and a zero (O) for no treatment. These were administered as follows:T1 X T2 --> T3 O T4 --> T5 X T6 --> T7 O T8The method that was used was taken from the literature [1]. It states that: "This procedure is followed for two or three times,and the results following the experimental treatment are compared with the alternative treatment scores." [1] The overall resultsfrom this research were found to be statistically significant at the 0.01 level. That is to say, the NRH test was found to be highlytenable, and it showed an overall positive impact on the learner's ability to learn language. |
