Why Second Language Learning is not First Language Learning
(1993) In Interchange 24(4). p.341-351- Abstract
- The Philosophical Investigations starts with a quotation from St. Augustine on language learning. The usual reconstruction of Wittgenstein's criticism of St. Augustine's view on language focusses on meaning — that is, the picture theory which he had in common with Wittgenstein's own earlier views. This paper shows that Wittgenstein in discussing ostensive definition, understanding, and the private language argument also attacks St. Augustine's notion of learning. In recent years the Augustinian conception has been resurrected in cognitive theories postulating an innate language of thought (e.g., Fodor), making Wittgenstein's claims that this conception of learning is paradoxical very relevant.
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/1787493
- author
- Erneling, Christina LU
- publishing date
- 1993
- type
- Contribution to journal
- publication status
- published
- subject
- in
- Interchange
- volume
- 24
- issue
- 4
- pages
- 341 - 351
- publisher
- Springer
- external identifiers
-
- scopus:0142008567
- ISSN
- 0826-4805
- DOI
- 10.1007/BF01435193
- language
- English
- LU publication?
- no
- id
- 5664ffe0-9df6-41c9-92c9-7b57dde78a5b (old id 1787493)
- date added to LUP
- 2016-04-01 16:27:54
- date last changed
- 2021-01-03 07:17:07
@article{5664ffe0-9df6-41c9-92c9-7b57dde78a5b, abstract = {{The Philosophical Investigations starts with a quotation from St. Augustine on language learning. The usual reconstruction of Wittgenstein's criticism of St. Augustine's view on language focusses on meaning — that is, the picture theory which he had in common with Wittgenstein's own earlier views. This paper shows that Wittgenstein in discussing ostensive definition, understanding, and the private language argument also attacks St. Augustine's notion of learning. In recent years the Augustinian conception has been resurrected in cognitive theories postulating an innate language of thought (e.g., Fodor), making Wittgenstein's claims that this conception of learning is paradoxical very relevant.}}, author = {{Erneling, Christina}}, issn = {{0826-4805}}, language = {{eng}}, number = {{4}}, pages = {{341--351}}, publisher = {{Springer}}, series = {{Interchange}}, title = {{Why Second Language Learning is not First Language Learning}}, url = {{http://dx.doi.org/10.1007/BF01435193}}, doi = {{10.1007/BF01435193}}, volume = {{24}}, year = {{1993}}, }