中国英语学习者关于英美人的生活形式的熟悉程度,决定着他们使用英语的精准度。基于这一认识,我们从英语教学课堂中检测到的问题出发,回顾这一问题所折射出的关于外语学习的思想争论,然后根据维特根斯坦的语言哲学观,运用语言分析和概念考察的方法,围绕语言意识与概念充实这两个核心概念,来剖析英语学习者语言意识的层级性和概念充实度,以期为英语学习者在实践中出现的表达不当乃至错误提供解释,并在宏观的理论层面上讨论维特根斯坦“学习一种语言就是完成对它的理解”这一观点,而在微观层面上回答奥古斯汀的“我们是否认同单词是符号这一观点呢？”这一问题。最后得出结论,英语学习是一个从“符号识别”到“概念充实”的过程,是一个从“直觉性语言意识”和“偶发性语言意识”出发,向“计划性语言意识”和“整合性语言意识”发展的过程。
It has been observed that language use accuracy of the English learners in China is determined by their familiarities with the form of life which the native speakers lead. The English learners' inaccurate performances are indicative of the learning controversy between the empiricist's approaches and the rationalist's approaches. Based on this observation, the present study attempts to provide a philosophical insight into the depth of language learning from the perspective of the latter Wittgenstein's philosophy of language. It is believed that the English learners vary in linguistic performance and deviate from the linguistic norms rightly because they are at the different levels of both language awareness and concept enrichment. In tune with Wittgenstein's idea that learning a language brings about the understanding of it, and in response to Augustine's question whether or not we agree that words are signs, the present study puts forward an idea that English learning is both a process of elevation from sign recognition to concept enrichment and a process of the learners' development from intuitive and incidental language awareness to planned and integrated language awareness.
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