On a national level Thailand has been proactive encouraging English language development through its efforts to require compulsory classroom instruction ahead of ASEAN, but these efforts have routinely fallen short of expectations. To examine this phenomenon and improve second language development, this study looks beyond Language Pedagogy and second language acquisition theories to a broader approach that includes the importance of context and relationships within the context.
This is not to suggest a relative approach to science or meaning, but to acknowledge that the science of yesteryear is not based on a priori foundational absolutes nor on a rational approach, but a neo-pragmatic approach in which truth is a blend of different views and experiences.
From a positivist perspective assumptions imply that truth is a priori, and from a postpositivist adaptation, a priori truth can be obtained rationally, but from a neo-pragmatic position, truth is of little significance to context and co-constructed meaning. In this inquiry, assumptions maintain a flexible approach to knowledge based on context and relationships between the parts.
In an educational setting, context is based on all parts in relation to each other.