As the language (3) is used in
practice || In the use of the language (4)
the one party calls out the words and the other acts according to
them.
But in the
teaching || instruction of the language || In the
teaching of this language however there
will be || you will find this
procedure: the
one who is learning || pupil calls the
objects || blocks by
name || their names; that
is, he
speaks || pronounces
the word when the teacher points to the
stone || block. –
In fact
you || we will find
here
even
the || an even simpler exercise: the pupil repeats
the words
that || which the
teacher
recites to him || pronounces for
him:
both
processes || of these
exercises that resemble
language. || already primitive uses of
language. 5
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We may even imagine that the
entire
process of the use of the words || use of the words we
make in (
4) is one of those
games by means of which
children learn our || our children
learn language. I will call these
“language games”, and I will frequently
speak of a primitive language as a language game.
And one might call the
processes || exercises of
calling the
stones || blocks
by their names and of repeating the
word that has been spoken out || words
which the teacher has pronounced language games as
well. Think of
the
various || various uses that are || the use made of words
in nursery-rhymes.