The testing of nama (MIND)-rupa (BODY) hypothesis in second language acquisition

Name: Pattama Yimsakul

LCSH: Burapha University.Faculty of Education

Classification :.DDC: 401.93

LCSH: Language acquisition

LCSH: Hypothesis

Abstract: This study was part and parcel of my PhD dissertation. Metaphorically speaking, it posed the practical and tangible research problem based on the ‘Chomskyan Paradigm Shift (1988) of Growing Language in the Mind/Brain’ (CPSGLM/B) that emphasized the development of language like the growth of plant seedlings in the ‘Language Acquisition Device/System’ (LAD/LAS) to the research study. From the miracle-working powers of a triple layer of mind in the religion of wisdom—Buddhism with its conscious, subconscious, and superconscious overall componential parts—in which a Thai guru has generated the under-lying sole ‘Nama (mind)-Rupa (body) Approach’ (NRA) of ELT/SLA in the East since 1991/1996 up until 2018 (Prabha, 2018, p. 34) and this paper shall put it to an acid test by using the quantitative research. The new ‘Guided Meditative Techniques of Teaching’ (GMTT), including Notes to Tutors and Introductory Unit for Non-Native Speakers’ from the ‘Introduction’ of the textbook selected as learning materials in ‘Communicative Language Teaching’ (CLT) of the course ‘English for (Thai) Student Teachers’—i.e., Teaching English through English—were thoroughly used in this investigation with five lessons selected to use in the classroom of the freshman students By selecting only two of the available English classes through tossing a coin to choose the experimental and control groups of which such designs could be susceptible to the questions of external and internal validity; nevertheless, according to the experts on research design and statistics for applied and/or educational linguistics—it was strongly asserted that: “given the state of the art [in language teaching today]—they are the best alternatives available to us.” (Hatch & Farhady, 1982, p. 24) Prior to each lesson for both of the purposive-supposed experimental and control groups—short meditative practices vs. listening to music for 3 - 5 minutes were introduced. After each individual lesson, the pre-test and post-test between every treatment (x) and non-treatment (o) were administered as follows: T1 X T2 T3O T4 T5 X T6 T7 O T8, etc. “This procedure is followed for two or three times, and the results following the experimental treatment are compared with the alternative treatment scores.” (Hatch & Farhady, 1982, p. 25) The research results were statistically significant at the 0.01 level. That is to say, the quantitative research highly lent support to the NRA classroom test of this dissertation. Their findings were indeed tenable. The underlying NRA approach was quite valid and it has been all-inclusively accepted by three different ELT/SLA research testing so far. Perhaps we can say without exaggeration that this is a new theory of L1/L2 acquisition, learning, and teaching in terms of our Theravada Buddhism.

Burapha University. Library

Address: CHONBURI

Email: buulibrary@buu.ac.th

Name: Punwalai Kewara

Role: Principal advisor

Name: Chalong Tubsree

Role: Co-advisor

Created: 2019

Modified: 2022-05-10

Issued: 2022-05-10

วิทยานิพนธ์/Thesis

application/pdf

CallNumber: Th 401.93 Pa315T

eng

DegreeName: Doctor of Philosophy

Level: Doctoral Degree

Descipline: Teaching English as a Global Language

Grantor: Burapha University

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