Pursuit Of Language Foundation Of Education

This dissertation reveals historical status of cultivation of language competencein development of several Western educational organizations. With exertion of theconcept "language competence" in the field of Ethnography of Communication, itanalyzes the cultivation of the educatee's language competence in the process oflanguage education and, meanwhile, probes the conformation of language foundations of education promoting the development of the educatee's.The dissertation falls into five sections.The first section, based on the analysis of theoretical settings concerning thesubject, construes the current research situation of the issue of relation betweeneducation and language and discriminates the degree in application of the concept"language competence" to the dissertation. Owing to the concentration on thedependence on the knowledge and language application of language competence andon the propriety and appropriateness of situation in language application, the concept"language competence" from Dell Hymes is to be used as analysis instrumentexplaining the facts ofeducatee's language application in the context of education.The second section makes the revelation of historical status of languagecompetence cultivation in education in Grammar School, Rhetoric School and"encyclopaedia" education (trivium and quadrivium). It also makes the descriptionsof fundamental track of the decisive replacement of classical language by vernaculars.Both the above illustrations are intended as a way to reveal that emphasis on thesignificance of language, actually, lies in that on the cultivation of educatee'slanguage competence.The third section analyzes the relation of education and language from threeaspects. First is the research on the status of language competence in the process ofeducation from the conjugation of history and theory. Second is the research on therelation between the educatee's mastery of language competence and theaccomplishment of educational objective. Third is the rationality of attainment inindividual socialization through language activities in education.The fourth section is epilogue. It makes a conclusion on the necessity oflanguage existence in education, advancing the proposition that it is the mastery oflanguage competence concerning both the educatee and the educator that helps makeit reasonable that language serves the foundation of education.The fifth section is addenda, including two parts, the first of which involves theinfluence of letters and writing on schools, while the second of which relatesComenius' comments on language education.