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anguage-game’ model could not be found easily.Current situation of the study on ‘language-game’ theory inspires the author to attempt topropose the language-game teaching model and choose the English majors (juniors andsophomores) as the participants to carry out the empirical study on the effectiveness of thismodel. In addition, inter-subjectivity, the authenticity and extracurricular activities areinvolved and some suggestions are provided as well. The attempt of carrying out theempirical study and supplement of ‘language-game’ based on teaching practice enables theresearch to provide helpful References in English teaching for English majors.
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2 Literature Review

2.1 Theoretical basis
Researchers have been studied, described and explained language in differentperspectives. Language has always been the important proposition of philosophy. Languageand language phenomena under the philosophical perspective are of special features. Thegreat philosopher, Ludwig Wittgenstein, proposes his ‘language game’ theory and develops aschool of his own in language philosophy.Wittgenstein's philosophy could be divided into the early and late stages. The earlyWittgenstein’s philosophy is of logical analysis; schema is the core of it, and it is influentialon logical positivism (Wang Guohua 2008). The late philosophy critically inherits theprophase of philosophy. He substitutes the schema with language game and replaces thelogical analysis with language analysis, and in addition, the ideal language is substituted bythe daily language in his late philosophy.The late philosophy studies how sentences are being used in the daily life, thus, a brandnew philosophical view—‘language game’ theory is proposed. Language game, familyresemblance and life form are three important aspects of his late philosophy, among which,language game is the core and basis. The influence of ‘language game’ theory has surpassedlinguistic philosophy and it has reached to applied linguistics, foreign language teaching andvarious post-modern theories. ‘Language game’ theory plays an important role in enlighteningforeign language teaching, as well.The language game model which is proposed in this thesis is not newborn, it is the resultof the combination of Wittgenstein’s language philosophy, to be specific, ‘language game’theory and teaching practice.
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2.2 Relevance between ‘language game’ theory and English teaching for English majors
According to ‘language game’ theory, language is not taught but trained. The training oflanguage should be completed through various language activities or language games. Besides,English teaching for college English majors is quite different from teaching in junior or seniormiddle school. English majors have been equipped with a certain amount of Englishknowledge after learning in senior middle school. Therefore, English teaching of basicEnglish knowledge is not urgently needed. What they need is great amount of practice ofEnglish in authentic language context, which is consistent with Wittgenstein’s ‘languagegame’ theory.In addition, Wittgenstein holds that language should be learnt through communication.Future career requirements urge students to learn language through language use in order toenable them to deal with the situations of English communication appropriately and fluently.Intellectuals with high本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。