Teacher-training and Language Education

Abstract

Most teaching-learning activities are in fact carried out through language activity in accordance with educational goals. It is, therefore, necessary for teachers to understand the structure and function of language activity, which makes much for the world-comprehension on the part of pupils or students. The world-comprehension is premised on the physical existence of the teaching subject and the learning subject. Its basic picture is linguistically represented in the structure of personal pronouns, and the mutual communication or communion between the both subjects has to be attained by means of "look-perception." The first stage where the world-comprehension begins to differentiate and develop from the subject-object fusion is the one where concepts start to form themselves and names to transform themselves into words. The second stage is the period until the commutative reciprocal viewpoints have been established. At this stage the world-comprehension begins to assume some kinds of modality. One is the epistemic modality in which, linguistically, some modal words or phrases are added to a simple proposition. Another is the deontic modality which reflects the social constraints imposed upon personal behaviors. The third is the artistic modality which, linguistically, shows itself in the addition of various kinds of modifiers to a simple proposition. Those linguistic facts will be basic part of the knowledge the teachers should have in helping their pupils or students to comprehend the world around them.