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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-21编辑:lgg点击率:4368
论文字数:39700论文编号:org201405211318435177语种:英语 English地区:中国价格:$ 66
摘要:Language is regarded as a sort of social practice according to Wittgenstein’s ‘languagegame’ theory. The meaning of language is constructed through rules, traditionalunderstanding and social interaction.
1 Introduction
1.1 Research background
Context has been attached more and more attention in foreign language teaching, moreexactly, foreign language teaching stretches from the target language itself to the socialcontext where the target language exists etc. In the process of this change, the turn oflanguage philosophy, which starts from Ludwig Wittgenstein’s ‘language game’ theory, playsa major role. Language becomes the center of philosophy.Wittgenstein holds that the essence of philosophy should be solved in daily life and weshould understand language in its use. ‘Language game’ theory is the core of lateWittgenstein theory. It is of great significance and far-reaching influence on languageteaching. It inspires us that language teaching might exist in the way of games (Xiao Liquan2010) and it provides us a framework of classroom interaction between teachers and learnersin current English teaching.Current English teaching (The intensive reading here) for English majors is far to reachour content. Although small amplitude adjustments have been done in some professionalcourses, the overall traditional settings have been remained (Zhao Dongsheng 2005), thephenomena of time-consuming but low efficiency still exist. Professional English teachers inChina have a better understanding on the teaching object, but they still have different orinsufficient understanding on teaching language. In addition, excessive emphasis has beenattached on learners’ status of the center; however, the inter-subjectivity between teachers andlearners has been ignored. Besides, the viability of the assessment system has not beenreached, summative assessment is still pervasive.According to Wittgenstein’s ‘language game’ theory, the acquisition of language shouldbe completed through innovative, interesting and various language activities, that is, languageteaching in college should be transformed into the training field of language activities, andsuch practice conforms to the teaching goal of college English teaching for English majors.Learners’ interest and enthusiasm of language learning and language activities participationcould be aroused, teaching effect and purpose of improving the effectiveness of teachingcould be achieved as well.
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1.2 Significance of the research
Language is regarded as a sort of social practice according to Wittgenstein’s ‘languagegame’ theory. The meaning of language is constructed through rules, traditionalunderstanding and social interaction. As the main field for students’ language learning,language learning practice in class should be regarded as the social activity of the students. Inaddition, language teaching in class should be turned into language game playing and itshould be turned into the game in which teacher and students interact (Feng Jilin 2008). Inthis sense, Wittgenstein’s ‘language-game’ theory is of great value in guiding Englishteaching.However, Wittgenstein’s ‘language-game’ theory provides us the theoretical frameworkonly, the lack of guidance in detail of teaching practice makes his ‘language-game’ theory ofgreat value in study. This arouses the researchers’ great interest of undergoing relative studieson ‘language-game’ theory’s influence on English teaching in china. Among the large amountof papers that have been issued recently in this field, empirical studies on the influence of‘l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。