Language and mind in Positive Reinforcement

(1)

õćþćÖĆïÝĉêĔÝĔîéšćîÖćøđÿøĉöĒøÜìćÜïüÖ

ßãćõøèŤǰǰĒÝŠöĒÝšÜ¹

Chadaphon Chaemchaeng

ïìÙĆé÷ŠĂ

ïìÙüćöîĊĚöĊüĆêëčðøąÿÜÙŤđóČęĂýċÖþćõćþćÖĆïÝĉêĔÝĔîéšćîÖćøđÿøĉöĒøÜìćÜïüÖǰđóČęĂđðŨî ĒîüìćÜĔĀšóčìíýćÿîĉÖßîĕéšöĊđðŜćĀöć÷ĔîÖćøòřÖòîêîĒúą×ĆéđÖúćÝĉêĔÝêîǰĂĊÖìĆĚÜǰÿćöćøëîĈĕðĔßšĔĀš đÖĉéðøąē÷ßîŤêŠĂêîđĂÜìĆĚÜĔîðŦÝÝčïĆîĒúąĔîĂîćÙêêŠĂĕðĕéšǰĔîïìÙüćöîĊĚöčŠÜýċÖþćđÞóćąõćþćìĊęðøćÖä ĔîïìÿüéĔîóøąóčìíýćÿîćđìŠćîĆĚîǰēé÷õćþćÖĆïÝĉêĔÝĔîéšćîÖćøđÿøĉöĒøÜìćÜïüÖöĊñúêŠĂÙüćöÙĉéǰ ĂćøöèŤǰĒúąóùêĉÖøøö×ĂÜóčìíýćÿîĉÖßîĔîÿëćîÖćøèŤêŠćÜǰėǰĔîßĊüĉêðøąÝĈǰÝćÖÖćøÿĈøüÝ óčìíýćÿîĉÖßîìĊęđðŨîÖúčŠöêĆüĂ÷ŠćÜǰóïüŠćǰöĊÖćøđÿøĉöĒøÜìćÜïüÖÝćÖ×šĂÙüćöëšĂ÷ÙĈìĊęðøćÖäĔîïìÿüé ēé÷øüöĂ÷ĎŠĔîøąéĆïöćÖǰēé÷ÖćøđÿøĉöĒøÜìćÜïüÖĔîøąéĆïêĆüõćþćĒúąĔîøąéĆïÿëćîÖćøèŤĔî ßĊüĉêðøąÝĈüĆîēé÷øüööĊÙŠćđÞúĊę÷öćÖÿčéǰĒêŠÖćøđÿøĉöĒøÜìćÜïüÖĔîøąéĆïêĆüóčìíýćÿîĉÖßîìĊęđðŨîÖúčŠö êĆüĂ÷ŠćÜĂ÷ĎŠĔîøąéĆïðćîÖúćÜǰÿŠüîðŦÝÝĆ÷ìĊęöĊñúÖøąìïêŠĂÖćøđÿøĉöĒøÜìćÜïüÖÝćÖ×šĂÙüćöëšĂ÷ÙĈ õćþćìĊęðøćÖäĔîïìÿüéóïüŠćǰđóýĕöŠöĊñúǰĕöŠöĊĂĉìíĉóúǰĀøČĂĕöŠöĊÙüćöÿĆöóĆîíŤêŠĂÖćøđÿøĉöĒøÜìćÜïüÖǰ

×èąìĊęǰĂć÷čǰøąéĆïÖćøýċÖþćĒúąÙüćöÿîĔÝĔîðŦÝÝčïĆî×ĂÜóčìíýćÿîĉÖßîìĊęđðŨîÖúčŠöêĆüĂ÷ŠćÜöĊñúöĊ ĂĉìíĉóúǰĀøČĂöĊÙüćöÿĆöóĆîíŤêŠĂÖćøđÿøĉöĒøÜìćÜïüÖǰĔîßĊüĉêðøąÝĈüĆîǰÝćÖñúÖćøýċÖþćǰßĊĚĔĀšđĀĘîüŠćǰ õćþćÖĆïÝĉêĔÝēé÷đÞóćą×šĂÙüćöǰëšĂ÷ÙĈǰøĎðĒïïõćþćìĊęðøćÖäĔîïìÿüéóčìíýćÿîćđðŨîÖćø đÿøĉöĒøÜìćÜïüÖßĉÜïĎøèćÖćøǰĒúąÿćöćøëóĆçîćĕðÿĎŠÖćøđÿøĉöĒøÜìćÜïüÖđßĉÜđÙøČęĂÜöČĂĕéšǰ

ÙĈÿĈÙĆâ:ǰÖćøđÿøĉöĒøÜìćÜïüÖǰõćþćÖĆïÝĉêĔÝ

1

îĉÿĉêĀúĆÖÿĎêøóčìíýćÿêøéčþãĊïĆèæĉêǰÿć×ćõćþćýćÿêøŤǰöĀćüĉì÷ćúĆ÷öĀćÝčāćúÜÖøèøćßüĉì÷ćúĆ÷

Received : March 9, 2019 Revised : May 10, 2019 Accepted : June 30, 2019

(2)

üćøÿćøǰöÝøǰöîčþ÷ýćÿêøŤðøĉìøøýîŤǰðŘìĊęǰǰÞïĆïìĊęǰǰöÖøćÙööĉëčîć÷îǰ 52

Abstract

This article aims to study language and mind in positive reinforcement. It is a way for Buddhists to have the goal of practicing and refining their minds. They can also be used to benefit themselves, both today and in the future. In this article, we focus only on the languages that appear in Buddhist chants. Language and mind in positive reinforcement affect the thoughts, emotions and behavior of Buddhists in various situations in life. Buddhists can remember Buddhists chants' texts from various religious rituals. The sample of Buddhist population in this study has got positively reinforced from the wording of the scriptures at a high level. By positive reinforcement at the level of language and at the level of everyday situations was highest. Both integration positive reinforcement and instrumental positive reinforcement are the medium level.

Factors influencing the positive reinforcement from the text of the language appear in the prayer. Sex has no effect, no influence and no correlation between positive reinforcement at the age of education and the current interest. According to the study can point out that the language and the mind, especially the words of the language, appear in Buddhist chants is integration positive reinforcement and can be developed into an instrumental positive reinforcement.

Key words: Positive reinforcement, Language and Mind

(3)

53 Journal of MCU Humannities Review Vol. 5 No. 1 January-June 2019

1. ïìîĈ

ïšćÜÖĘüŠćýćÿîćđðŨîĂćø÷íøøöǰïšćÜÖĘüŠćýćÿîćđðŨîüĆçîíøøöǰàċęÜÖĘ×ċĚîĂ÷ĎŠÖĆïïøĉïìêćöĒêŠ îĆÖüĉßćÖćøÝąĔĀšîĉ÷ćöĒêÖêŠćÜÖĆîĕðǰĂćø÷íøøöîĆĚîđðŨîÿĉęÜìĊęöîčþ÷ŤÿøšćÜ×ċĚîĕöŠüŠćÝąđðŨîúĆÖþèąøĎðíøøö ĀøČĂîćöíøøöǰìĊęöĊÙüćöđÝøĉâÿĎÜÿčéÝćÖÝčéÖĈđîĉéĒúšüĒñŠ×÷ć÷ĕð÷ĆÜÝčéìĊęđÝøĉâîšĂ÷ÖüŠćǰđßŠîǰ óøąóčìíýćÿîćìĊęöĊĒĀúŠÜÖĈđîĉéĔîðøąđìýĂĉîđéĊ÷ĒúąĕéšĒñŠÖøąÝć÷ĕðêćöõĎöĉõćÙêŠćÜǰėǰ×ĂÜēúÖǰ ĀúĆÖíøøöÙĈÿĂîìćÜóčìíýćÿîćǰöĊĀúĆÖÖćøĒúąóČĚîåćîÙüćöđßČęĂìĊęêĆĚÜĂ÷ĎŠĔîđøČęĂÜ×ĂÜđĀêčĒúąñúǰ ÿćöćøëóĉÝćøèćĕéšêćöÿõćóìĊęđðŨîÝøĉÜǰéšü÷ÖćøĂïøöóĆçîć÷ÖøąéĆïÝĉêĔÝđóČęĂĔĀšđÖĉéÖĈúĆÜÿêĉìĊę ðøąÖĂïéšü÷ðŦââć×ĂÜñĎšìĊęöĊýøĆìíćđúČęĂöĔÿǰéšü÷đĀêčîĊĚǰÝċÜëČĂĕéšüŠćóčìíýćÿîćđðŨîĂćø÷íøøöìćÜÝĉêĔÝǰ ìĊęöĊĂĉìíĉóúêŠĂøĎðĒïïÖćøÖøąìĈĒúąÙüćöÙĉé×ĂÜïčÙÙúĔîüÜÖüšćÜǰÙüïÙĎŠÖĆïĂćø÷íøøöéšćîüĆêëčĒúą éšćîîćöíøøöĂČęîǰėǰìĊęđÝøĉâöćóøšĂöǰėǰÖĆîǰđßŠîǰéšćîÖćøýċÖþćǰéšćîÖćøđöČĂÜÖćøðÖÙøĂÜǰéšćîÿĆÜÙöǰ éšćî×îïíøøöđîĊ÷öðøąđóèǰàċęÜúšüîöĊÙüćöÿĆöóĆîíŤÖĆïýćÿîćĂ÷ŠćÜĒîïĒîŠîǰ÷ćÖìĊęÝąĒ÷ÖĂĂÖÝćÖÖĆî ĕéšĔîðŦÝÝčïĆîĔîõćþćĕì÷ǰĂćø÷íøøöđðŨîÙĈõćþćÿĆîÿÖùêǰàċęÜđøćöĆÖÝąĔßšĔîÙüćöĀöć÷üŠćǰ“đÝøĉâ” àċęÜöĊÙüćöĀöć÷Ùúšć÷ÖĆïÙĈüŠćǰ“üĆçî”ǰÿŠüîǰ“íøøö” îĆĚîĀöć÷ëċÜǰ“ÙüćöëĎÖêšĂÜéĊÜćö”

üĉëĊßĊüĉêñĎšÙîĔîÿĆÜÙîǰđøćöĆÖÙčšîÖĆïÙĈüŠćǰǰ“ üĆçîíøøö ” đóøćąîĉ÷ćöĔîđßĉÜĂÜÙŤðøąÖĂï

×ĂÜüĆçîíøøöîĆĚîǰöĊÖćøðøą÷čÖêŤđÖèæŤéšćîÝĉêüĉì÷ćǰöćîčþ÷üĉì÷ćǰĒúąÖćøÿČęĂÿćøöćđóČęĂĔßšðøąöüú ÿøčðúĆÖþèąĀúĆÖǰėǰĕéšéĆÜîĊĚ

1. üĆçîíøøöǰÙČĂǰøąïïÙüćöøĎšÙüćöÙĉéÙüćöđ×šćĔÝÙüćöđßČęĂ 2.ǰüĆçîíøøöǰÙČĂǰøąïïĂćøöèŤÙüćöøĎšÿċÖ

3. üĆçîíøøöǰÙČĂǰøąïïÖćøðøąóùêĉðäĉïĆêĉíøøöđîĊ÷öðøąđóèĊ 4. üĆçîíøøöǰÙČĂǰøąïïÙŠćîĉ÷ö

5. üĆçîíøøöðøąÖĂïéšü÷ÿŠüîìĊęöĂÜđĀĘîĒúąÿŠüîìĊęöĂÜĕöŠđĀĘîǰĀøČĂÿŠüîìĊęđðŨîđîČĚĂĀćÿćøą ĒúąìĊęđðŨîøĎðĒïïìĊęĒÿéÜĂĂÖ

Ĕî÷čÙìĊęüĉëĊìćÜÖćøéĈđîĉîßĊüĉêìĊęđðúĊę÷îĕðǰìĈĔĀšøĎðĒïïÖćøÖøąìĈ đÝêîćĒúąÙüćöÙĉé×ĂÜ öîčþ÷ŤđðúĊę÷îĒðúÜĕðǰðŦâĀćÿĆÜÙöìĊęàĆïàšĂîĔîðŦÝÝčïĆîǰìĊęüĉëĊßĊüĉêöĊÖćøêŠĂÿĎšìĊę÷ċéđ÷ČĚĂđøČĚĂøĆÜǰìĆĚÜĔîüÜÖćø êŠćÜǰėǰĕöŠüŠćÝąđðŨîÖćøÙšć×ć÷ìĊęĀĚĈĀĆęîøćÙćǰÖćøÙćéÙąđîÿëćîÖćøèŤđóČęĂđÖĘÜÖĈĕøǰÖćøđøŠÜøĆéĀîĊĚÿĉîǰ ĀøČĂëĎÖđøŠÜøĆéĀîĊĚÿĉîǰÖćøĂĉÝÞćǰøĉþ÷ćǰÙčšöĒÙšîǰÝĂÜđüøĂćÛćêó÷ćïćìǰÙüćöüĉêÖÖĆÜüúǰÙüćöĀüćéÖúĆüǰ ÙüćöđĀÜćǰàċöđýøšćǰÙĉéēîŠîĀŠüÜîĊęìĈĔĀšđÖĉéõćüąÙüćöđÙøĊ÷éÿąÿöđøČĚĂøĆÜǰõćüąđĀúŠćîĊĚǰúšüîĒÖšĕéšìĊęÝĉêĔêš ÿĈîċÖǰēé÷ÖćøĀöĆęîôŦÜÙĈÿîìîćĔîÿöĂÜ×ĂÜêîéšü÷ÖćøòřÖÿöćíĉĀøČĂÖćøÿüéöîêŤĂĂÖđÿĊ÷ÜéĆÜėǰĂŠćî ïìÿüéöîêŤ÷ćüėǰîĂÖÝćÖđðŨîÖćøòřÖîĉÿĆ÷ÖćøøĆïÿČęĂìĊęöĊĒêŠÙčèìćÜïüÖĒúšüǰ÷ĆÜđðŨîÖćøðúĎÖýøĆìíćìĈ ĔĀšöĊÙüćöđßČęĂöĆęîĔîóúĆÜ×ĂÜêîüŠćǰêîÿćöćøëđðúĊę÷îĒðúÜßĊüĉêĔĀšöĊÙüćöÿč×ǰÿÜïǰðøąÿïÙüćöÿĈđøĘÝĕéš éšü÷ÖćøđðúĊę÷î×šĂöĎúĔîÝĉêĔêšÿĈîċÖéšü÷×šĂÙüćöëšĂ÷ÙĈĀøČĂÙĈóĎééšćîïüÖǰ×šĂÙüćöëšĂ÷ÙĈõćþćìĊę ðøćÖäĔîïìÿüéöîêŤîĆĚîǰđðŨîÖćøóøøèîćóøąíøøöÙĈÿĆęÜÿĂî×ĂÜóøąóčìíđÝšćǰëČĂđðŨîĂčïć÷Ă÷ŠćÜ ĀîċęÜìĊęöĊüĆêëčðøąÿÜÙŤĔîÖćøøąúċÖëċÜđóČęĂĔĀšđÖĉéÙüćöđðŨîÿĉøĉöÜÙúǰ×šĂÙüćöëšĂ÷ÙĈìĊęðøćÖäĔîïìÿüéÝċÜ øüöÙüćöĀöć÷ĔîìćÜïüÖĕüšǰđßŠîǰĔîïìÿüéóøąðøĉêøÖĘÙČĂðŜĂÜÖĆîøĆÖþćǰĒúąÖĈÝĆéðŜĂÜÖĆîõĆ÷óĉïĆêĉìĊę÷ĆÜ ĕöŠđÖĉéĕöŠĔĀšđÖĉé×ċĚîǰÖĈÝĆéÿĉęÜĕöŠéĊìĊęđÖĉé×ċĚîĒúšüǰĕöŠüŠćÝąđðŨîìčÖ×ŤǰēýÖēøÙõĆ÷ĔĀšĀöéĕð

(4)

2. ÖøĂïĒîüÙĉéìĊęĔßšĔîÖćøýċÖþć

ĔîìćÜóčìíýćÿîćĔĀšÙüćöÿĈÙĆâêŠĂÝĉêĔÝüŠćǰÙüćöøĎšìćÜéšćîÝĉêĔÝǰðøąđõì×ĂÜÝĉêĔÝǰđĀêčĔĀš đÖĉéǰêúĂéÝîĂÜÙŤðøąÖĂïìĊęđÖĊę÷ü×šĂÜúšüîđðŨîíøøöìĊęúąđĂĊ÷éǰĔîìćÜíøøöǰÝĉêĔÝÿćöćøëøĆïøĎšĂćøöèŤñŠćî ìüćøìĆĚÜ6ÙČĂêćǰĀĎǰÝöĎÖǰúĉĚîǰÖć÷ĒúąĔÝǰĒêŠĔîìćÜēúÖǰÝĉê×ĂÜöîčþ÷ŤĒïŠÜđðŨîÿĂÜøąéĆïǰÙČĂǰÝĉêÿĈîċÖĀøČĂ ÝĉêðÖêĉǰĒúąÝĉêĔêšÿĈîċÖǰìĆĚÜÝĉêÿĈîċÖĒúąÝĉêĔêšÿĈîċÖǰøĆï×šĂöĎúÝćÖðøąÿćøìÿĆöñĆÿìĆĚÜǰǰÙČĂǰêćǰĀĎǰÝöĎÖǰ úĉĚîǰÖć÷(ÿĆöñĆÿǰÖćøìĈÜćî×ĂÜÝĉêÿĈîċÖĀøČĂÝĉêðÖêĉǰđöČęĂÝĉêÿĈîċÖĕéšøĆï×šĂöĎúĒúšüǰÝĉêÿĈîċÖöĊĀîšćìĊęĀúĆÖĔî ÖćøøĆïøĎšǰîċÖÙĉéêĆéÿĉîĔÝǰĒúąÿĆęÜÖćøÿöĂÜĔĀšÙüïÙčöøŠćÜÖć÷ĔĀšìĈÜćîêćöìĊęÝĉêÿĈîċÖÿĆęÜǰđßŠîǰđöČęĂđøćđĀĘî

×îöìĊęßĂïüćÜĂ÷ĎŠïîēêŢąǰ(øĆïøĎšǰÝĉêîċÖĂ÷ćÖÝąÖĉî×îöîĆĚîǰ(îċÖÙĉé-êĆéÿĉîĔÝǰÝĉêÖĘÝąÿĆęÜÿöĂÜĔĀšÙüïÙčö øŠćÜÖć÷ĔĀšđĂČĚĂööČĂĕðĀ÷ĉï×îöïîēêŢąöćđ×šćðćÖǰÿĆęÜĔĀšđÙĊĚ÷ü×îöĒúšüÖúČîúÜĕðǰ(ÿĆęÜÖćøĀøČĂðäĉïĆêĉÖćøǰîĊę ÙČĂÖćøìĈÜćî×ĂÜÝĉêÿĈîċÖǰđðŨîÖćøÖøąìĈìĊęøĎšêĆüêúĂéđüúćĒúąÿĆęÜĕéšǰÿŠüîÖćøìĈÜćî×ĂÜÝĉêĔêšÿĈîċÖǰÝĉê ĔêšÿĈîċÖđöČęĂøĆïđĂć×šĂöĎúìĆĚÜéšćîéĊĒúąĕöŠéĊìĊęñŠćîđ×šćöćǰ×šĂöĎúÝąëĎÖïĆîìċÖĕüšĔîÝĉêĔêšÿĈîċÖǰÖćøïĆîìċÖ

×šĂöĎúìĆĚÜĀöéĕüšĔîÝĉêĔêšÿĈîċÖìĊęÿąÿöêŠĂđîČęĂÜÖĆî÷ćüîćîêĆĚÜĒêŠüĆ÷đéĘÖđúĘÖǰėǰÝĉêĔêšÿĈîċÖĕöŠÿćöćøë Ē÷ÖĒ÷ąǰüĉđÙøćąĀŤ×šĂöĎúêŠćÜǰėǰìĊęđ×šćöćĕéšđú÷üŠćǰéĊǰđúüǰëĎÖǰñĉéǰđĀöćąÿöĀøČĂĕöŠđĀöćąÿöǰđðŨîéšćîïüÖ ĀøČĂéšćîúïǰ×šĂöĎúìĆĚÜéĊĒúąĕöŠéĊîĊĚǰÝċÜöĊĂĉìíĉóúìĈĔĀšÙîöĊîĉÿĆ÷ĔÿĔÝÙĂĒêÖêŠćÜÖĆîǰöĊìĆýîÙêĉĒêÖêŠćÜÖĆîǰöĊ ìĆÖþąÙüćöÿćöćøëĒêÖêŠćÜÖĆîǰñĎšĔéìĊęöĊēĂÖćÿĂ÷ĎŠĔîÿĉęÜĒüéúšĂöìĊęéĊĔîĀöĎŠÙîìĊęéĊöćêĆęÜĒêŠđúĘÖĒêŠîšĂ÷ǰÝĉêĔêš ÿĈîċÖ×ĂÜÙîîĆĚîǰÖĘĕéšïĆîìċÖ×šĂöĎúéšćîéĊđĂćĕüšǰÿŠÜñúĔĀšÖúć÷đðŨîÙîìĊęöĊóùêĉÖøøöéšćîéĊĕðǰÿŠüîñĎšìĊęêšĂÜĂ÷ĎŠ ĔîÿĉęÜĒüéúšĂöìĊęĕöŠéĊǰĔîĀöĎŠÙîìĊęĕöŠéĊǰÖĘÝąÖúć÷đðŨîÙîìĊęöĊóùêĉÖøøöĕðĔîìćÜêøÜÖĆî×šćöǰ×šĂöĎúìĊęÝĉêĔêš ÿĈîċÖïĆîìċÖĕüšēé÷ñŠćîìćÜêćĀøČĂĀĎǰÝąöĊĂĈîćÝÿĎÜöćÖǰöĊñúßĆÖîĈĔĀšñĎšøĆïôŦÜĀøČĂñĎšéĎöĊĒîüēîšöÙúšĂ÷êćö ĕðĔîìćÜïüÖĀøČĂúïÖĘĕéšǰîĆÖÝĉêüĉì÷ćÙšîóïüŠćǰÝĉêĔêšÿĈîċÖ×ĂÜÙîđøćìĈĀîšćìĊęïĆîìċÖ×šĂöĎúêŠćÜǰė ĕéšÿĎÜÿčéĔîüĆ÷đéĘÖĔîßŠüÜĂć÷čǰ2-6ǰðŚǰ(đéĘÖĔîüĆ÷îĊĚÝċÜöĊÙüćöÿćöćøëĔîÖćøđøĊ÷îøĎšõćþćêŠćÜðøąđìýǰéîêøĊǰ ĒúąóúýċÖþćĕéšéĊǰĒêŠĂć÷čđÖĉîÝćÖîĊĚÖĘ÷ĆÜöĊÖćøïĆîìċÖ×šĂöĎúĕüšĔîÝĉêĔêšÿĈîċÖêúĂéĕðǰÝĉêĔêšÿĈîċÖ×ĂÜÙîđøć öĊóúĆÜöĀćýćúǰöĊĂĈîćÝđĀîČĂÖüŠćÝĉêÿĈîċÖöćÖöć÷ǰîĆÖÝĉêüĉì÷ćĕéšđðøĊ÷ïđìĊ÷ïÝĉê×ĂÜöîčþ÷ŤüŠćöĊǰǰ óúĆÜ×ĂÜÝĉêÿĈîċÖöĊđóĊ÷ÜǰǰÿŠüîóúĆÜ×ĂÜÝĉêĔêšÿĈîċÖöĊëċÜǰǰĀćÖ×šĂöĎúÝćÖÝĉêÿĈîċÖǰĒúą×šĂöĎúÝćÖÝĉê ĔêšÿĈîċÖǰđÖĉé×ĆéĒ÷šÜÖĆîđöČęĂĔéǰ×šĂöĎúÝćÖÝĉêĔêšÿĈîċÖÝąđðŨîñĎšßîąđÿöĂǰÖćøòřÖîĉÿĆ÷ôŦÜÙĈÿîìîćĔîÿöĂÜ

×ĂÜêîĔĀšöćÖ×ċĚîǰéšü÷ÙĈÿîìîćìĊęđðŨîéšćîïüÖǰéšü÷ðøąē÷ÙđéĉöǰėǰàĚĈǰėǰĂ÷ŠćÜêŠĂđîČęĂÜĒúąÿöęĈđÿöĂ ðøąöćèǰǰüĆîǰñúéĊêŠćÜǰėǰÝąđøĉęöðøćÖäßĆéđÝî×ċĚîǰǰđßŠîǰöĊÙüćöđßČęĂöĆęîǰöĊÙüćöýøĆìíćǰöĊÙüćöøĎšÿċÖüŠć êĆüđĂÜöĊÙčèÙŠćǰöĊÙüćöøĎšÿċÖéĊǰėǰĔĀšÖĆïÙîøĂï×šćÜǰđøĊ÷îĀîĆÜÿČĂĀøČĂìĈÜćîéĊ×ċĚîǰÿč×õćóĒ×ĘÜĒøÜ×ċĚîǰđðŨîêšîǰ ÖćøĀĆéÙüïÙčöÝĉêĔêšÿĈîċÖǰêšĂÜöĊÙüćöÿïć÷ǰėǰĕöŠđÙøĊ÷éǰĕöŠüĉêÖÖĆÜüúđÖĉîĕðǰàċęÜöĆÖđÖĉéĕéšéĊêĂîìĊęöĊÿöćíĉǰ đóøćąđöČęĂøŠćÜÖć÷öĊÿõćóĕéšóĆÖǰĀúšćöđîČĚĂđÿšîđĂĘîñŠĂîÙúć÷ǰÝĉêĔÝĕöŠôčŜÜàŠćîǰÝĉêøüöýĎî÷ŤĂ÷ĎŠÖĆïÿĉęÜĔéÿĉęÜ ĀîċęÜǰđßŠîĂ÷ĎŠÖĆïÙĈõćüîćĀøČĂïìÿüéöîêŤǰǰđöČęĂÝĉêîĉęÜǰÖĘÝąđÖĉéðŘêĉǰđðŨîÙüćöÿč×ǰÿÜïǰÙüćöÿÜïĕöŠ đÙúČęĂîĕĀüàĆéÿŠć÷đðŨîüĉíĊÖćøóĆÖ×ĂÜÝĉêǰëšćÝĉêĒúąÖć÷ñŠĂîÙúć÷ĕðóøšĂöÖĆîǰ÷ŠĂööĊñúéĊêŠĂÿč×õćóēé÷øüöǰ ÿöćíĉđðŨîÙüćöÿÜï×ĂÜÝĉêǰðÖêĉÝĉêöĊÙüćöüŠĂÜĕüǰđðŨîÙüćöôčŜÜàŠćîđðŨîíøøößćêĉ×ĂÜÝĉêǰÖćøòřÖÿöćíĉÝċÜ

(5)

đðŨîüĉíĊÖćøòřÖïĆÜÙĆïĔĀšÝĉêĔêšÿĈîċÖêĆĚÜöĆęîĂ÷ĎŠÖĆïÿĉęÜĔéÿĉęÜĀîċęÜđóČęĂóĆçîćÝĉêĔêšÿĈîċÖĀøČĂÖćøïøĉĀćøÝĉêĔêš ÿĈîċÖđóČęĂéċÜđĂćóúĆÜöćĔßšĔĀšđÖĉéðøąē÷ßîŤüĉëĊßĊüĉêìĊęđðúĊę÷îĕðìĈĔĀšñĎšÙîêšĂÜðøĆïêĆüĔĀšÿćöćøëéĈøÜĂ÷ĎŠĔî ÿĆÜÙöĔĀšĕéšǰĒúąĕòśĀćÖøąïüîÖćøüĉíĊêŠćÜėǰēé÷öĊđðŜćĀöć÷đóČęĂóĆçîćÙčèõćóßĊüĉêĒúąóĆçîćÿõćóÝĉêĔÝ

×ĂÜêîĔĀšöĊÙüćöđ×šöĒ×ĘÜÿćöćøëÖšćüñŠćîìčÖĂčðÿøøÙĒúąéĈđîĉîßĊüĉêĂ÷ŠćÜöĊÿêĉÿćöćøëÖćøĒÖšĕ×ðŦâĀć êŠćÜėĔîßĊüĉêĕéšǰ

õćóìĊę1ÖćøòřÖòî×ĆéđÖúćÝĉêĔÝêîĒïïöčŠÜđðŜćĀöć÷Ă÷ŠćÜöĊÿŠüîøŠüö

ìĊęöć: éĆéĒðúÜöćÝćÖĒîüÙĉéøĎðĒïïÿČęĂÖćøđøĊ÷îøĎšĒïïöčŠÜđðŜćĀöć÷GBSs ×ĂÜĒßÜÙŤ

õćóìĊę2ēöđéúðøąē÷ßîŤ×ĂÜõćþćĒúąÝĉêĔÝĔîÖćøđÿøĉöĒøÜìćÜïüÖ ìĊęöć:éĆéĒðúÜöćÝćÖ×šĂöĎúĔîđüĘïĕàêŤ (Gardner,2001.Quoted in Moriya.2002)

ēöđéú×ĂÜGardner (2001.Quoted in Moriya.2002) éĆÜõćóìĊę2ĕéšĂíĉïć÷ëċÜđðŨîúĆÖþèą

×ĂÜÖćøđÿøĉöĒøÜìćÜïüÖđßĉÜïĎøèćÖćø (Integrative positive reinforcement) ðøąÖĂïéšü÷

(integrativeness) ÙČĂúĆÖþèąĒïïïĎøèćÖćøìĊęøüöëċÜÙüćöðøćøëîćĀøČĂđðŜćĀöć÷×ĂÜïčÙÙúìĊęêšĂÜÖćø

(6)

ÝąđðŨîÿŠüîĀîċęÜ×ĂÜÖúčŠöĔîÖćøĔßšõćþć đðŨîÙüćöøĎšÿċÖđÖĊę÷üÖĆïÖćøĔßšõćþćÖĆïßčößîàċęÜïčÙÙúöĊÙüćö ÿîĔÝÝøĉÜėĀøČĂìĆýîÙêĉêŠĂĂÜÙŤðøąÖĂïéšćîÿĉęÜĒüéúšĂöĔîÖćøđøĊ÷îøĎš×ĂÜïčÙÙú (attitudes toward the learning situation) àċęÜĕéšĒÖŠ ñĎšđñ÷ĒñŠýćÿîć êĈøćïìÿüéĀúĆÖíøøöÙĈÿĂîêŠćÜ ĒúąÖúčŠöđóČęĂî óčìíÿćÿîĉÖßîđðŨîêšî 2ÿĉęÜîĊĚìĈĔĀšđÖĉéĒøÜÝĎÜĔÝ (motivation) đðŨîĒøÜÝĎÜĔÝìĊęđÖĉéÝćÖĒøÜ×ĆïìĊęöćÝćÖ ìĆýîÙêĉêŠĂĂÜÙŤðøąÖĂïéšćîÿĉęÜĒüéúšĂöĔîÖćøđøĊ÷îøĎš×ĂÜïčÙÙú ïüÖÖĆïĂÜÙŤðøąÖĂïĂČęî ė (other support) ìĊęĒêÖêŠćÜĀúćÖĀúć÷êćöĒêŠúąïčÙÙúÝąÿŠÜñúêŠĂÙüćöêšĂÜÖćøðøąÿïÙüćöÿĈđøĘÝêćö đðŜćĀöć÷ìćÜÝĉêĔÝ(Mind achievement) ÙüćöêšĂÜÖćøðøąÿïÙüćöÿĈđøĘÝðøąÖĂïéšü÷ ìĆýîÙêĉĀøČĂ ìŠćìĊêŠĂõćþć (language aptitude) đßŠîÙüćöêšĂÜÖćøÙüćöðøćøëîćÙüćöó÷ć÷ćöÙüćöøĎšÿċÖĂÙêĉêŠĂ õćþćĒúąðŦÝÝĆ÷ĒüéúšĂöĂČęîėÿøčðĕéšüŠćøĎðĒïï×ĂÜÖćøđÿøĉöĒøÜìćÜïüÖđßĉÜïĎøèćÖćøðøąÖĂïéšü÷3 Ă ÜÙŤ ð ø ą Ö Ă ï ø ü ö ÖĆ î ÙČ Ă 1. integrativeness 2. attitudes toward the learning situation 3.motivationĂĆîîĈöćÿĎŠÖøĂïĒîüÙĉé×ĂÜÖćøýċÖþćìĊęĕéšÖĈĀîéêĆüĒðøêšîĒúąêĆüĒðøêćöéĆÜêŠĂĕðîĊĚ

õćóìĊę3ÖøĂïĒîüÙĉéðŦÝÝĆ÷ìĊęĂćÝöĊñúöĊĂĉìíĉóúêŠĂÖćøđÿøĉöĒøÜìćÜïüÖ

3 . ìùþäĊìĊęđÖĊę÷ü×šĂÜ

đóČęĂÿćöćøëĂíĉïć÷ĔĀšđĀĘîëċÜÙüćöđÖĊę÷üđîČęĂÜÖĆî×ĂÜõćþćÖĆïÝĉêĔÝĔîéšćîÖćøđÿøĉöĒøÜǰñŠćî ÖøąïüîÖćøüĉđÙøćąĀŤĔîìćÜõćþćýćÿêøŤĒúąýćÿêøŤìĊęđÖĊę÷ü×šĂÜĂČęî ėǰđßŠîǰüĆÝîÖøøöðäĉïĆêĉýćÿêøŤ óùêĉÖøøöÖćøđøĊ÷îøĎšǰìćÜÖćøđÿøĉöĒøÜǰĒúąĒøÜÝĎÜĔÝđðŨîêšîǰöĊøć÷úąđĂĊ÷ééĆÜêŠĂĕðîĊĚǰ

üĆÝîÖøøöĔîüĆÝîðäĉïĆêĉýćÿêøŤ

üĆÝîðäĉïĆêĉýćÿêøŤǰĀöć÷ëċÜǰÖćøĔßšõćþćĔîđßĉÜðäĉïĆêĉàċęÜĂćÝøüöìĆĚÜǰÖćøóĎéǰÖćøôŦÜǰÖćøđ×Ċ÷î ÿŠüîüĆÝîÖøøöÙČĂÖćøÿČęĂÿćøìĊęðøąÖĂïéšü÷üĆêčðøąÿÜÙŤ×ĂÜñĎšÿŠÜÿćøǰüĆÝîÖøøöđðŨîĒîüÙĉéĀîċęÜĔîüĆÝî ðäĉïĆêĉýćÿêøŤǰĒîüÙĉéüĆÝîÖøøöđÖĉéÝćÖîĆÖðøĆßâćìćÜõćþćßČęĂüŠćǰÝĂĀŤîǰĒĂúǰĂĂÿêĉîǰìĊęĕöŠđĀĘîéšü÷ÖĆï ĒîüÙĉé×ĂÜüĉêđÖĘîÿĕêîŤìĊęüŠćǰêøøÖüĉì÷ćĕöŠÿćöćøëÝąĂíĉïć÷úĆÖþèąÖćøĔßšõćþćĔîßĊüĉêðøąÝĈüĆîĕéšÝøĉÜǰ đîČęĂÜÝćÖĂĂÿêĉîÿĆÜđÖêđĀĘîüŠćñĎšÙîÿćöćøëĔßšõćþćĔîÿČęĂÿćøÖĆîĔîßĊüĉêðøąÝĈüĆîĕéšĂ÷ŠćÜöĊðøąÿĉìíĉõćóǰ ÝċÜøŠüöÖĆïîĆÖðøĆßâćÙîĂČęî ėìĈÖćøýċÖþćđÖĊę÷üÖĆïÙüćöĒêÖêŠćÜøąĀüŠćÜÖćøÖúŠćüïĂÖđúŠć (Constative)

• đóý

• Ăć÷č

• øąéĆïÖćøýċÖþć

• ÙüćöÿîĔÝ

• ìĆýîÙêĉ

• ÖćøđÿøĉöĒøÜìćÜïüÖĔî øąéĆúïõćþć

• ÖćøđÿøĉöĒøÜìćÜïüÖĔî øąéĆïêĆüïčÙÙú

• ÖćøđÿøĉöĒøÜìćÜïüÖĔî øąéĆïÿëćîÖćøèŤ

(7)

àċÜÝąöĊÙŠćÙüćöđðŨîÝøĉÜǰÖĆïǰÖćøÖúŠćüïŠÜÖćøÖøąìĈǰ(Performative)ǰàċęÜÝąĕöŠöĊÙŠćÙüćöđðŨîÝøĉÜǰêćö ĒîüÙĉé×ĂÜĂĂÿêĉîÿćöćøëĒïŠÜðøąđõì×ĂÜüĆÝîÖøøöĂĂÖđðŨîǰ5ǰĂ÷ŠćÜÙČĂ

1. ÖćøÖúŠćüêĆéÿĉîǰ(Verdictives)ǰÙČĂǰüĆÝîÖøøößĊĚ×ćéǰêĆéÿĉîǰÙćéÖćøèŤǰÙĈîüèǰðøąöćè ÖćøǰĀøČĂĔĀšÙĈêĂïđðŨîêšî

2. ÖćøÖúŠćüĒîąîĈǰ(Execitives)ǰÙČĂǰüĆÝîÖøøöìĊęđÖĉéÝćÖÖćøĔßšĂĈîćÝǰĔßšÿĉìíĉĀøČĂĂĉìíĉóú 3. ÖćøÖúŠćüñĎÖóĆîǰ(Commissives)ǰÙČĂǰüĆÝîÖøøöìĊęÿĆââćĀøČĂøĆïøĂÜüŠćÝąìĈĂąĕøïćÜĂ÷ŠćÜ 4. ÖćøÖúŠćüĒÿéÜĂćÖćøǰ(Behabivitives)ǰÙČĂǰüĆÝîÖøøöìĊęđÖĊę÷üÖĆïóùêĉÖøøöìćÜÿĆÜÙöǰ ìĆýîÙêĉđðŨîêšî

5.ǰÖćøÖúŠćüĒÿéÜđĀêčñúǰ(Expositives)ǰÙČĂǰüĆÝîÖøøöìĊęđÖĊę÷üÖĆïÖćøēêšĒ÷šÜĒÿéÜÙüćöÙĉéđĀĘî ĔîÖćøÿîìîć

üĆÝîÖøøöêćöìĆýîą×ĂÜĂĂÿêĉîǰ÷ĆÜÿćöćøëĒïŠÜĕéšđðŨîǰ3ǰøąéĆïÙČĂǰüĆÝîÖøøöøąéĆïìĊęêøÜêćö ÙĈǰüĆÝîÖøøöøąéĆïðäĉïĆêĉǰĒúąøąéĆïñúúĆóíŤ×ĂÜüĆÝîÖøøöǰàċęÜđÜČęĂîĕ×ìĊęÝąìĈĔĀšüĆÝîÖøøöêŠćÜǰėǰïøøúčñú îĆĚîǰêšĂÜĂ÷ĎŠïîđÜČęĂîĕ×ìĊęöĊ×ĆĚîêĂîǰĂ÷ĎŠïîđÜČęĂîĕ×ìĊęöĊÙüćöëĎÖêšĂÜǰĒúąĂ÷ĎŠïîđÜČęĂîĕ×ìĊęöĊÙüćöêĆĚÜĔÝÝøĉÜ

ÝĂîĀŤîǰĂćøŤǰđàĂøŤúǰĕéšîĈđÿîĂĒîüÙĉéüĆÝîÖøøöĂšĂöǰ(Indirect Speech Act) ǰĒúąĕéšýċÖþć đÜČęĂîĕ×ìĊęđĀöćąÿö×ĂÜÖćøÖøąìĈìĊęĔßšëšĂ÷ÙĈǰēé÷÷ċéÖøĉ÷ćïŠÜÖćøÖøąìĈđðŨîĀúĆÖǰîĂÖÝćÖîĊĚ÷ĆÜĕéšĒïŠÜ ÙüćöĒêÖêŠćÜ×ĂÜüĆÝîÖøøöĂĂÖđðŨîǰ3ǰÖúčŠöÙČĂǰÙüćöĒêÖêŠćÜĔîđøČęĂÜÝčéöčŠÜĀöć÷üĆÝîÖøøöǰÙüćöĒêÖêŠćÜ ĔîđøČęĂÜìĉýìćÜÙüćöúÜêĆüǰÙüćöĒêÖêŠćÜĔîđøČęĂÜÿõćóÝĉêĔÝǰÿŠüîđÜČęĂîĕ×ìĊęđĀöćąÿö×ĂÜüĆÝîÖøøöêćöêćö ĒîüÙĉé×ĂÜǰđàĂøŤúǰĔîüĆÝîÖøøöÿĆââćìĊęđðŨîÖøèĊýċÖþćöĊéĆÜîĊĚ

1. đÜČęĂîĕ×đîČĚĂĀć×šĂÙüćöǰĀöć÷ëċÜǰđîČĚĂÙüćöÖćøîĈđÿîĂêšĂÜðøąÖĂïéšü÷ǰÙĈîćöǰõćÙĒÿéÜǰ ĒúąÙĈÖĉøĉ÷ćìĊęĒÿéÜđüúćĔî×èąóĎééšü÷

2. đÜČęĂîĕ×ÖćøđêøĊ÷öÖćøǰĀöć÷ëċÜǰêĆüïŠÜßĊĚìĊęĒÿÜéüŠćđðŨîüĆÝÖøøößîĉéĔéǰĒúąêšĂÜöĊïøĉïììĊę đĀöćąÿöđìŠćîĆĚîÝċÜÝąđÖĉéñúÿĆöùìíĉĝ

3. đÜČęĂîĕ×ÙüćöÝøĉÜĔÝǰĀöć÷ëċÜǰëšĂ÷ÙĈìĊęñĎšóĎéÖúŠćüêšĂÜðøąÖĂïéšü÷đÝêîćìĊęêĆĚÜĔÝÝøĉÜìĊęÝąĔĀš đÖĉéðøąē÷ßîŤĒÖŠñĎšôŦÜ

4. đÜČęĂîĕ×ÙüćöÙøïëšüîǰĀöć÷ëċÜǰñĎšóĎéêšĂÜó÷ć÷ćöìĊęÝąìĈĔĀšÖćøÿČęĂđÝêîćïøøúčđðŜćĀöć÷

éšüîÖćøêĆĚÜĔÝĒîŠüĒîŠĔîÖćøøĆÖþćÿĆââćîĆĚî ÖćøÿČęĂÿćø

öîčþ÷ŤĔßšõćþćđóČęĂÖćøêĉéêŠĂÿČęĂÿćøǰÖćøÿČęĂÿćøǰìĊęðøąÖĂïéšü÷ÙüćöĀöć÷ĒúąüĆêëčðøąÿÜÙŤ

×ĂÜëšĂ÷ÙĈĔîéšćîÖćøÿČęĂÿćøđøĊ÷ÖüĆÝîÖøøöǰ(Speech Act) ÿčÝøĉêúĆÖþèŤǰéĊñéčÜǰ 2552) ÖúŠćüüŠćǰüĆÝîÖø øöđðŨîÖćøÖøąìĈìĊęđÖĉé×ċĚîđöČęĂñĎšÿŠÜÿćøÖúŠćüëšĂ÷ÙĈÖĆïñĎšøĆïÿćøĔîïøĉïìĔéïøĉïìĀîċęÜǰüĆÝîÖøøöđðŨî ĒîüÙĉéĀîċęÜĔîüĆÝîðäĉïĆêĉýćÿêøŤǰ(Pragmatics) ìĊęêšĂÜýċÖþćÿČïÙšîĂšćÜĂĉÜìćÜõćþćýćÿêøŤĀúć÷ǰėǰéšćî đóČęĂĔĀšÙøĂïÙúčöĔîìčÖĒÜŠöčöǰĕöŠüŠćÝąđðŨîđøČęĂÜêĆüêîñĎšÿŠÜÿćøǰñĎšøĆïÿćøǰÖøĂïđüúćǰÿëćîìĊęǰđĀêčÖćøèŤǰ ÙüćöđßČęĂǰÙüćöøĎšǰĒúąĂČęîǰėǰĂĊÖĀúć÷đøČęĂÜǰéšü÷ýćÿîćđðŨîÿëćïĆîđÖŠćĒÖŠìĊęöĊöćîćîǰöĊöćÖŠĂîÿĉęÜìĊęđøĊ÷ÖüŠćǰ

(8)

üĉì÷ćÖćøĒúąÙüćöđÝøĉâÖšćüĀîšćÝąđ×šćöćǰÙüćöøĎšĀøČĂĀúĆÖíøøöÙĈÿĂîêŠćÜǰėǰìĊęëĎÖÝĆéđêøĊ÷öđĂćĕüšǰ ēé÷đÞóćąïìÿüéêŠćÜǰėǰđóČęĂÖćøøąúċÖëċÜýćÿéćñĎšÖŠĂêĆĚÜýćÿîćǰĀøČĂðÖøèŤêŠćÜǰėǰĔîøĎðĒïïïìÙĆé÷ŠĂ ĔîÖćøđñ÷ĒóøŠóčìíýćÿîćîĆĚîöĊǰ2ǰĒïïǰÙČĂǰ1.ǰĒïïìĊęöĊøąïïÖćøđøĊ÷îÖćøÿĂîĒúąöĊÖćøÿĂïéšü÷ǰĒïïîĊĚ ÝąöĊðøąē÷ßîŤöćÖǰÙČĂǰÿćöćøëñúĉêïčÙúćÖøìĊęöĊÙüćöøĎšÙüćöÿćöćøëĔîÖćøđñ÷ĒñŠóøąýćÿîćêŠĂĕðĕéš 2.ǰĒïïìĊęđðŨîøąïïïøø÷ć÷ǰĒïïîĊĚ×ċĚîĂ÷ĎŠÖĆïÙüćöÿîĔÝĒêŠúąïčÙÙúìĊęÝąòřÖòîýċÖþćÙšîÙüšćêŠĂĕðǰĔîìĊęîĊĚ Āöć÷øüöëċÜǰïìÿüéǰĀîĆÜÿČĂǰÿČęĂíøøöąêŠćÜǰėǰđĂćĕüšéšü÷ǰēé÷øüöĒúšüǰÖćøĂíĉïć÷ÙüćöêćöóøąĕêøðŗãÖǰ ëČĂđðŨîíøøöđîĊ÷öðäĉïĆêĉüŠćǰĂøøÖëćÝćø÷ŤĒêŠúąìŠćîöĊĂĉÿøąìĊęÝąĂíĉïć÷ÙüćöĕéšêćöÙüćöÙĉéêîǰĒêŠöĊ đÜČęĂîĕ×üŠćÝąêšĂÜĒ÷ÖÿŠüîêŠćÜĀćÖĕöŠîĈĕððąðîÖĆïĀúĆÖíøøöÙĈÿĂî

ĔîÖćøđñ÷ĒóøŠĀúĆÖíøøöÙĈÿĂîĔîóčìíýćÿîćǰĀúĆÜÝćÖìĊęóøąóčìíđÝšćðøĉîĉóóćîĒúšüǰðŦâĀć ÿĈÙĆâðøąÖćøĀîċęÜöćÝćÖêĆüõćþćĕöŠöĊÿõćóĒüéúšĂöĒïïìĊęÝąÿćöćøëøĆïÿćøÝćÖñĎšÿŠÜēé÷êøÜǰìĈĔĀš óčìíýćÿîĉÖßîĂ÷ĎŠĔîÿõćüąéšĂ÷ēĂÖćÿĒúą×ćéêšîĒïïìĊęĒìšÝøĉÜǰĔîđöČęĂðŦÝÝčïĆîÿČęĂÝċÜđ×šćöćöĊïìïćì ÿĈÙĆâǰĔîÖćøđøĊ÷îøĎšĒúąòřÖòîĕéšéšü÷êîđĂÜǰĔî÷čÙĔĀöŠìĊęÿČęĂđìÙēîēú÷ĊĔîðŦÝÝčïĆîÿćöćøëđñ÷ĒóøŠĕéšøüéđøĘü ĒúąÖüšćÜĕÖúǰĕöŠüŠćÝąđðŨîÙĂöóĉüđêĂøŤìĊęóĆçîćöćóøšĂöøąïïđÙøČĂ×Šć÷ĂĉîđìĂøŤđîĘêǰàċęÜđðŨîÿČęĂìĊęÿøšćÜ ÙüćöÿąéüÖÿïć÷ǰøüéđøĘüǰĒöŠî÷Ĉéšü÷øąïïÖćøÿŠÜéšü÷đĂÖÿćøǰõćóǰđÿĊ÷ÜǰĀøČĂüĉéĊēĂǰêúĂéÝîøąïïÖćø ÙšîĀćÙüćöøĎš×šĂöĎú×ŠćüÿćøêŠćÜǰėǰéšü÷đĀêčîĊĚǰÿČęĂìĊęđ×šćëċÜĕéšÜŠć÷ÿćöćøëéċÜéĎéÙüćöÿîĔÝÝćÖÖúčŠöÙîøčŠîĔĀöŠ ĕéšđðŨîĂ÷ŠćÜéĊǰîĂÖÝćÖîĊĚǰÿČęĂ÷ĆÜđðŨîìĊęÿîĔÝ×ĂÜïčÙÙúĔîÖćøó÷ć÷ćöĔßšðøąē÷ßîŤÝćÖÿČęĂǰđßŠîǰĒîüÙĉé×ĂÜǰ Seymour Papert (ĂšćÜĔîǰÖćâÝîćǰĒÖšüđìóĒúąîĉÙöǰßĆ÷×čîóú,ǰ2552-2555) îĆÖìùþãĊÖćøÿøšćÜĂÜÙŤ ÙüćöøĎšéšü÷êîđĂÜǰÖúŠćüĕüšüŠćǰïčÙÙúđøĊ÷îøĎšéšü÷ÖćøÿøšćÜÙüćöøĎšĔĀöŠ×ċĚîĔîêîđĂÜǰĕöŠĔßŠĒêŠøĆïđóĊ÷Ü×šĂöĎúìĊę ĀúĆęÜĕĀúđ×šćöćĔîÿöĂÜđìŠćîĆĚîǰÙüćöøĎšđÖĉéÝćÖÖćøĒðúÙüćöĀöć÷×ĂÜðøąÿïÖćøèŤìĊęĕéšøĆïǰàċęÜđðŨîÖćø ÿČęĂÿćøõć÷ĔîêĆüïčÙÙúǰĒúąÖøąïüîÖćøđøĊ÷îøĎšÝąöĊðøąÿĉìíĉõćóöćÖìĊęÿčéǰĀćÖïčÙÙúÿîĔÝĔîïćÜÿĉęÜĂ÷ŠćÜ ÝøĉÜÝĆÜǰøąéĆï×ĂÜÖćøđøĊ÷îøĎš×ċĚîĂ÷ĎŠÖĆïÙüćöÿćöćøëĒúąēĂÖćÿĔîÖćøđøĊ÷îøĎš×ĂÜĒêŠúąÙîǰēé÷đøĉęöêšîÝćÖǰ ÖćøÿćöćøëÝéÝĈĕéšǰÖćøÿćöćøëđ×šćĔÝǰÖćøÿćöćøëðøą÷čÖêŤĔßšǰÖćøÿćöćøëîĈÙüćöøĎšîĆĚîöćüĉđÙøćąĀŤÿĉęÜ êŠćÜǰėǰĕéšǰÖćøÿćöćøëîĈÙüćöøĎšîĆĚîöćðøąđöĉîÿëćîÖćøèŤǰĒúąøąéĆïÿĎÜÿčéÙČĂÖćøÿćöćøëîĈÙüćöøĎšöć ÿøšćÜÿøøÙŤđðŨîÙüćöøĎšĔĀöŠĕéšǰéĆÜõćóêŠĂĕðîĊĚǰ

õćóìĊę 4 øąéĆïÙüćöøĎšĔîÖćøÿøšćÜĂÜÙŤÙüćöøĎšéšü÷êîđĂÜ×ĂÜǰSeymour Papert

ìĊęöć: éĆéĒðúÜöćÝćÖĀîĆÜÿČĂÙĎŠöČĂÿČęĂĔĀöŠýċÖþćÖćâÝîćǰĒÖšüđìóĒúąîĉÙöǰßĆ÷×čîóú,2552-2555)

ÿøšćÜ ÙüćöøĎšĔĀöŠĎĎĎĎ ÙüćöøĔĀö ÙüćöøĔĀö ÙüćöøĎĔĀö ÙüćöøĎĔĀö ðøąđöĉî üĉđÙøćąĀŤ ðøą÷čÖêŤĔßš

đ×šćĔÝ ÝéÝĞć

(9)

ìùþãĊÖćøđøĊ÷îøĎšìćÜÝĉêüĉì÷ćǰ Cognitive Field Theory

îĆÖÝĉêüĉì÷ćĔîÖúčŠöîĊĚǰđßŠîǰēÙđúĂøŤǰ(kohler) đúüĉîǰ Lawin) üĉìÙĉîǰ Witkin) ĒîüÙĉé×ĂÜǰ (Cognition) ÙČĂǰÖćøðäĉïĆêĉêšĂÜĔĀšñĎšđøĊ÷îĕéšøĆïøĎšÝćÖðøąÿćìÿĆöñĆÿǰđóČęĂÖøąêčšîĔĀšđÖĉéÖćøđøĊ÷îøĎšǰÖćø đøĊ÷îøĎšǰ Learning) Āöć÷ëċÜǰÖćøđðúĊę÷îóùêĉÖøøöÝćÖðøąÿïÖćøèŤìĊęĕéšøĆïǰĒúąóùêĉÖøøöìĊęđðúĊę÷îĕð ÿćöćøëĒ÷Öĕéšǰ3ǰéšćîÙČĂ

1. óùêĉÖøøöìćÜÿöĂÜǰ Cognitive) ĀøČĂóčìíĉóĉÿĆ÷ǰđðŨîÖćøđøĊ÷îøĎšđÖĊę÷üÖĆï×šĂđìĘÝÝøĉÜǰ Fact) ÙüćöÙĉéøüï÷Ăéǰ Concept) ĒúąĀúĆÖÖćøǰ Principle)

2. óùêĉÖøøöéšćîìĆÖþąǰ Psychromotor) ĀøČĂìĆÖþąóĉÿĆ÷ǰđðŨîóùêĉÖøøöìćÜÖúšćöđîČĚĂǰ ĒÿéÜĂĂÖìćÜéšćîøŠćÜÖć÷ǰđßŠîǰÖćøüŠć÷îĚĈǰÖćø×ĆïøëǰĂŠćîĂĂÖđÿĊ÷ÜǰĒÿéÜìŠćìćÜ

3.ǰóùêĉÖøøöìćÜÙüćöøĎšÿċÖǰ Affective) ĀøČĂÝĉêóĉÿĆ÷ǰđðŨîóùêĉÖøøöìĊęđÖĉé×ċĚîõć÷ĔîđßŠîǰÖćø đĀĘîÙčèÙŠćǰđÝêÙêĉǰÙüćöøĎšÿċÖÿÜÿćøǰđĀĘîĔÝđóČęĂîöîčþ÷ŤǰđðŨîêšî

4. ïìÿøčð

ÝćÖÖćøýċÖþć×šćÜêšîßĊĚĔĀšđĀĘîüŠćǰ×šĂÙüćöëšĂ÷ÙĈĔîïìÿüéđðŨîìĊęóčìíÿćÿîĉÖßîđ×šćëċÜöćÖ ìĊęÿčéðøąđõìĀîċęÜĔîïøøéćÿČęĂíøøöąìĆĚÜĀöéĒúąóïüŠćóčìíýćÿîĉÖßîÿŠüîĔĀâŠöĊÙüćöÿîĔÝĔîĀúĆÖíøøö ÙĈÿĂîìĊęĕéšøĆïñŠćîÿČęĂìĊęđðŨîëšĂ÷ÙĈ×šĂÙüćöĔîïìÿüéǰĒúąĔîÖćøÿøšćÜĒøÜđÿøĉöìćÜïüÖĔĀšðøąÿï ÙüćöÿĈđøĘÝǰêšĂÜöĊĒøÜÝĎÜĔÝĂ÷ŠćÜêŠĂđîČęĂÜđóČęĂóĆçîćðøĆïĒúąđðúĊę÷îóùêĉÖøøöÖćøýċÖþćÙøĆĚÜîĊĚđðŨîÖćøüĉÝĆ÷

đßĉÜÿĈøüÝǰ(SURVEY RESEARCH) đóČęĂÿĈøüÝõćþćÖĆïÝĉêĔÝĔîéšćîÖćøđÿøĉöĒøÜìćÜïüÖǰĒúąðŦÝÝĆ÷ìĊęöĊñú êŠĂÖćøđÿøĉöĒøÜìćÜïüÖǰàċęÜÖĈĀîéÖúčŠöđðŜćĀöć÷ìĊęđðŨîðøąßćÖøĔîÖćøýċÖþćÙøĆĚÜîĊĚÙČĂǰóčìíýćÿîĉÖßîĔî óČĚîìĊęÝĆÜĀüĆé÷ąúćÝĈîüîǰ71 ÙîǰđðŨîóčìíÿćÿîĉÖßîđóýßć÷ǰÝĈîüî 37 ÙîǰđóýĀâĉÜÝĈîüîǰ34 Ùîǰēé÷

ÖćøýċÖþćÙøĆĚÜîĊĚĔßšĒïïÿĂïëćöđðŨîđÙøČęĂÜöČĂĀúĆÖĔîÖćøÿĈøüÝǰđîČĚĂĀćĔîĒïïÿĂïëćöðøąÖĂïéšü÷ǰ

×šĂöĎúìĆęüĕðđÖĊę÷üÖĆïñĎšêĂïĒïïÿĂïëćöǰÙĈëćöđÖĊę÷üÖĆïìĆýîÙêĉêŠĂêĆüõćþćĔîïìÿüéöîêŤǰĒúąÙĈëćö đÖĊę÷üÖĆïÖćøđÿøĉöĒøÜìćÜïüÖÝćÖ×šĂÙüćöëšĂ÷ÙĈìĊęðøćÖäĔîïìÿüéǰàċęÜúĆÖþèąÙĈëćöđðŨîĒïïĔĀš đúČĂÖêĂïǰĒúąÙĈëćöðúć÷đðŗéǰēé÷óĆçîćĀĆü×šĂÙĈëćöÝćÖÜćîüĉÝĆ÷ìĊęđÖĊę÷ü×šĂÜöćĂšćÜĂĉÜĒúąðøą÷čÖêŤĔßšǰ ñúìĊęĕéšÝćÖĒïïÿĂïëćöëĎÖîĈöćúÜøĀĆÿìĈÖćøüĉđÙøćąĀŤĒúąðøąöüúñúēé÷ÖćøĀćÙŠćøšĂ÷úąǰÝćÖîĆĚîÝċÜ êĊÙüćöĒúąĂõĉðøć÷ñúÖćøÿĈøüÝÝćÖÙŠćêĆüđú×ìĊęĕéšǰđöČęĂéĈđîĉîÖćøđÖĘïøüïîüö×šĂöĎúÝîÙøïëšüîĒúšü ñĎšýċÖþćĕéšéĈđîĉîÖćøêøüÝÿĂï×šĂöĎúǰĒúąéĈđîĉîÖćøúÜøĀĆÿ×šĂöĎúĒúąïĆîìċÖ×šĂöĎúĔîēðøĒÖøöĒúą üĉđÙøćąĀŤ×šĂöĎúēé÷ĔßšēðøĒÖøöÿĈđøĘÝøĎð SPSS for Windows ĔîÖćøĂíĉïć÷đßĉÜóøøèîćÝćÖÖćøüĉđÙøćąĀŤ

×šĂöĎúÝćÖêćøćÜĒúąÿëĉêĉðøąÖĂïÖĆîǰǰÿëĉêĉìĊęĔßšĔîÖćøüĉđÙøćąĀŤ×šĂöĎúÿŠüî×ĂÜĒïïÿĂïëćöǰĔßšÿëĉêĉ ÙüćöëĊęǰøšĂ÷úąǰÙŠćđÞúĊę÷ĒúąÙŠćđïĊę÷ÜđïîöćêøåćîǰđóČęĂìøćïøąéĆï×ĂÜúĆÖþèąìĆęüĕð×ĂÜðøąßćÖøÖúčŠö êĆüĂ÷ŠćÜǰøąéĆï×ĂÜìĆýîÙêĉêŠĂïìÿüéĒúąøąéĆï×ĂÜĒøÜÝĎÜĔÝĔîÖćøòřÖòî×ĆéđÖúćÝĉêĔÝêîǰĒúąüĉđÙøćąĀŤ ðŦÝÝĆ÷ìĊęÙćéüŠćîŠćÝąöĊñúǰöĊĂĉìíĉóúêŠĂÖćøđÿøĉöĒøÜìćÜïüÖǰēé÷ĔßšÖćøüĉđÙøćąĀŤÙüćöĒÖøŠÜ×ĂÜ

(10)

ÙüćöÿĆöóĆîíŤüĉđÙøćąĀŤÙüćöÿĆöóĆîíŤǰÿëĉêĉìĊęĔßšÙČĂĕÙÿĒÙüøŤ (Chi-Square)ǰìéÿĂïÙüćöĒêÖêŠćÜ×ĂÜøšĂ÷

úąǰݔ^ଶ–test ĒúąǰGamma đîČęĂÜÝćÖǰGamma (G) đðŨîÿëĉêĉìĊęĔßšüĆéÙŠćÙüćöÿĆöóĆîíŤ×ĂÜêĆüĒðøøąéĆï ĂĆîéĆï àċęÜđðŨîÿëĉêĉìĊęîĉ÷öĔßšÖĆîöćÖǰēé÷ĔßšđÖèæŤ×ĂÜǰDe Vausǰ(De Vaus, D.A., 2002, Surveys in Social Research. (5^thed) Australia : Allen & Unwin, Box 14.6, p.259) ĔîÿŠüî×šĂöĎúìĆęüĕð×ĂÜ ðøąßćÖøÖúčŠöêĆüĂ÷ŠćÜìĊęìĈÖćøýċÖþćÙøĆĚÜîĊĚ óïüŠćǰÝĈîüîðøąßćÖøđóýßć÷ĒúąđóýĀâĉÜöĊÝĈîüîĕöŠ ĒêÖêŠćÜÖĆîöćÖîĆÖǰĒúąÿćđĀêčìĊęÖúčŠöêĆüĂ÷ŠćÜÿŠüîĔĀâŠđúČĂÖđÿøĉöĒøÜìćÜïüÖÝćÖïìÿüéǰđóøćąđ×šćëċÜĕéš ÜŠć÷ĒúąöćÖìĊęÿčéǰēé÷ÖúčŠöêĆüĂ÷ŠćÜÿŠüîĔĀâŠöĊÙüćöÿîĔÝĔîÙüćöĀöć÷×ĂÜ×šĂÙüćöëšĂ÷ÙĈìĊęðøćÖäĔîïì ÿüéìĊęđñ÷ĒóøŠêćöÿČęĂêŠćÜǰėÖŠĂîìĊęÝąöćòřÖòîđĂÜǰàċęÜðŦÝÝčïĆîÖúčŠöêĆüĂ÷ŠćÜÖĘ÷ĆÜÙÜöĊÙüćöÿîĔÝđßŠîđéĉöǰàċęÜ đðŨîĕðêćöÿööêĉåćîüĉÝĆ÷ìĊęêĆĚÜĕüšǰ

(11)

đĂÖÿćøĂšćÜĂĉÜ

ÖćâÝîćǰĒÖšüĒìóĒúąîĉÙöǰßĆ÷×čîóúǰ(2555). ÖøąïüîìĆýîŤĔĀöŠ×ĂÜÿČęĂÿćøĕì÷ýċÖþć. ÿĈîĆÖÜćîÖĂÜìčî ÿîĆïÿîčîÖćøüĉÝĆ÷.ǰÖøčÜđìóöĀćîÙø : ēøÜóĉöóŤõćóóĉöóŤ

ÙÜýĆÖéĉĝǰ üĆßøÙÜýĆÖéĉĝ(2555). ßîąöąđøĘÜ×ĆĚîÿčéìšć÷éšü÷íøøößćêĉïĈïĆéĀúĆÖ 9 Ă.ĄúĄ.ǰ óĉöóŤÙøĆĚÜìĊę6 ÖøčÜđìóöĀćîÙøǰöĎúîĉíĉđÝšćóøą÷ćêšćîēøÙøšć÷

ÿčÝøĉêúĆÖþèŤǰéĊñéčÜǰ 2552).ǰüĆÝîðäĉïĆêĉýćÿêøŤđïČĚĂÜêšî.ǰóĉöóŤÙøĆĚÜìĊę 2. ÖøčÜđìóöĀćîÙø: ĀšćÜĀčšîÿŠüî ÝĈÖĆéÿćöúéć.

Austin, John L. (1975). How to do things with words. USA: Harvard University Press.

Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA : Newbury House.

Searl J. (1975). Indirect Speech Acts In: Cole. P. and Morgan, J (eds.) Syntax and Semantics 3: Speech Acts. New York. NY: Academic Press.

Skinner, B. F. (ǰContingencies of reinforcement. New York: Appleton-Century- Crofts.