Mode of Existence and Speech Act: Restructuring the Framework of the Essence of the Chinese Discipline
Journal: Journal of Higher Education Research DOI: 10.32629/jher.v7i1.4949
Abstract
In China, mother tongue education, specifically Chinese education, has long been a focal point for both the educational community and society at large. Traditional theories of Chinese education have predominantly focused on pedagogical methods and techniques, while the understanding and research regarding the essence of the discipline of "Chinese" require further refinement. This paper posits that the essence of Chinese is a mode of existence, enabling students to recognize the various possibilities of language itself, thereby revealing the diverse possibilities of social life. Furthermore, Chinese is a form of speech act — the act through which linguistic communication is realized. Therefore, the essential characteristics of Chinese are to demonstrate the various possibilities of linguistic communication knowledge and linguistic communication competence.
Keywords
Chinese; framework restructuring; speech act; mode of existence
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[3]Gadamer, H.-G. (2004). Truth and method (H. Hong, Trans., Vol. 2). Shanghai Translation Publishing House.(Original work published 1960)
[4]Grice, H. P. (1975). Logic and conversation. In P. Cole & J. L. Morgan (Eds.), Syntax and semantics: Vol. 3. Speech acts. Academic Press.
[5]Hu, F. (2003). From "rhetorical skills" to "speech acts": The pragmatic turn in Chinese rhetoric studies. Rhetoric Learning, (1), 2–5.
[6]Hu, F. (2007). Speech act analysis of the objectivity of news language. Journal of East China Normal University (Philosophy and Social Sciences Edition), 39(2), 45–51.
[7]Hua, J., & Jing, Z. (2024). Exploration of the cultural symbolic function of the national standard spoken and written language. Journal of Xizang Minzu University (Philosophy and Social Sciences Edition), 45(3), 72–78, 156.
[8]Li, Y. (2002). Language modernization and Chinese education. Applied Linguistics, (1), 34–40.
[9]Li, Z., & Mo, J. (2016). Research on comprehensive quality evaluation of primary and secondary school students: Analysis of reality and oughtness. Theory and Practice of Education, 36(16), 19–23.
[10]Liao, J., & Tan, L. (2022). Classics and missions: Value analysis of classic masterpieces in compulsory education unified Chinese textbooks. Journal of Inner Mongolia Normal University (Educational Science Edition), 35(5), 122–130.
[11]Liu, W., & Li, C. (2013). On strengthening the cultivation of civic consciousness and quality of netizens. Journal of Chongqing College of Electronic Engineering, 22(3), 73–76.
[12]Mialaret, G. (1989). Introduction to educational science (J. Zheng & Z. Zhang, Trans.). Guangming Daily Press.
[13]Tang, L. (2009). From "language instrumentalism" to "language constructionism": Re-recognition of language functions. Journal of Hunan University of Science and Engineering, 30(7), 151–155.
[14]Wang, G. (Ed.). (2006). Theory of language education. Central China Normal University Press.
[15]Wei, C., & Xing, G. (2003). On the non-scientific nature of the Chinese discipline. Language Planning, (1), 4–7.
[16]Whorf, B. L. (1956). Language, mind, and reality. In J. B. Carroll (Ed.), Language, thought, and reality: Selected writings of Benjamin Lee Whorf (pp. 246–270). MIT Press. (Original work published 1941)
[17]Xi, J. (2024). Speech at the symposium on literature and art work. Qiushi, (20).
[18]Xu, J. (2023). Research on the teaching of the "Aspirations and Missions" unit in the unified high school Chinese compulsory textbook. Master’s thesis, Hebei Normal University.
[19]Ye, S. (1980). Studying Chinese seriously. In Ye Shengtao’s collection on Chinese education (Vol. 1, p. 138). Educational Science Publishing House.
[20]Zhang, J., & Hu, S. (2012). Role presupposition in Chinese college entrance examination composition topics over the past 60 years. Journal of East China Normal University (Philosophy and Social Sciences Edition), 44(5), 124–132.
[21]Zhong, Q. (1989). Modern curriculum theory. Shanghai Education Publishing House.
[22]Zhou, J. (2011). Negative transfer of Chinese in English learning and its overcoming. Overseas English, (13), 161–162.
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