Structural Failure of Language Education and Its Future-Convergent Reconstruction

This paper clarifies why conventional language education has systematically failed to produce actual speaking ability and attempts its reconstruction from the perspective of the Future Convergence Theory (FCT). While first-language acquisition is universal and inevitable, second-language learning in schools remains largely unsuccessful. The root cause lies in the absence of the essential process of “accumulation and convergence of meaning” from the earliest stages of instruction.

By contrasting infants’ natural acquisition process with the structural inversion of school-based education—rule-first instruction, correctness scoring, translation dependence, omission of the two-word phase, and lack of future-causal orientation—this study identifies the fundamental discontinuities that prevent genuine communicative competence.

The paper then redefines language education as a process of meaning convergence under FCT, proposing a framework based on: reintroduction of two-word dialogue, experiential accumulation of meaning patterns, elimination of correctness evaluation in favor of meaning logs, and sustaining learning through future-oriented hope vectors.

This approach positions language learning not merely as skill acquisition, but as a future-consistent reconstruction of human existence, bridging native, foreign, and future languages, and laying the groundwork for a multilingual society designed around convergent meaning structures.

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