The chomskyan paradigm shift of growing language in the mind/brain: A validation of the ‘Nama (mind)-Rupa (body) hypothesis’
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This paper poses a practical and tangible research problem. It’s emphasis is on the ‘Chomskyan Paradigm Shift (1988) of Growing Language in the Mind/Brain’ (CPSGLM/B) 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 underlying sole ‘Nama (mind)-Rupa (body) Hypothesis’ (NRH) of ELT/SLA in the East since 1991/1996 up until 2018 [7]. This paper shall put it to a test by using the so-called ‘Sequential Exploratory Mixed-Methods Design’ (SEMMD) of which the QUAL component is dominant while the quan one is in its service as a complement 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 other listened to music for 3 - 5 minutes. “That is, after the first pretest, the treatment is introduced followed by a posttest. Then, after the second pretest, an alternative treatment (no treatment) is introduced and that is followed by a posttest. This procedure is followed for two or three times, and the results following the experimental treatment are compared with the alternative treatment scores” [1]. After each individual lesson, the pre-test and post-test score were collected, between every treatment— using X for treatment and a zero (O) for no treatment. These were administered as follows: T1 X T2 T3 O T4
T5 X T6
T7 O T8 The 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 results from this research were found to be statistically significant at the 0.01 level. That is to say, the NRH test was found to be highly tenable, and it showed an overall positive impact on the learner’s ability to learn language.
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