文摘
英文文摘
声明
Introduction
Chapter 1 Different Views on Context
1.1 What is Context
1.1.1 The Emergence of Context Theory(Malinowski's view)
1.1.2 Firth's View
1.1.3 Halliday's View
1.1.4 Hymes' View
1.1.5 Verschueren's View
1.1.6 Sperb and Wilson's View
1.1.7 The Notion Adopted in This Thesis
1.2 The Theoretical Base: Systemic-functional Grammar
1.3 The Reasons for Choosing SFG as Theoretical Basis
Chapter 2 the Motivations for Teaching Foreign Language in Context
2.1 Meanings and Context
2.1.1 What is Meaning
2.1.2 Meaning in Context
2.2 Language Acquisition: A Course in Context
2.2.1 First Language Acquisition: Context Indication
2.2.2 Eliminating Negative Transfer with Context
2.2.3 Second Language Acquisition within Context
2.2.4 The Relation between Input and Output
2.3 The Goal of Language Acquisition(Communicative Competence)
2.3.1 What is Communication
2.3.2 The Goal: Communicative Competence
2.3.3 Communication and Context
2.4 Summary
Chapter 3 The Functions of Context
3.1 The Interpretive Function of Context
3.1.1. Linguistic Context
3.1.2 Situational Context
3.1.3 Cultural Context
3.2 The Restrictive Function of Context
3.2.1 Linguistic Context
3.2.2 Situational Context
3.2.3 Cultural Context
3.3 Summary
Chapter 4 Teaching Foreign Language in Context
4.1 The Current Situation of Foreign Language Teaching
4.2 The Reasons for the Poor Achievement
4.2.1 The Lack of Cultural Background
4.2.2 The Beliefs and Values Held by Chinese Learners
4.2.3 The Examination Pattern
4.2.4 The Limitation of Teachers' Ability and Teaching Methods
4.2.5 The Environment
4.2.6 The Limitation of Textbooks
4.3 The Application Context in Teaching Practice
4.3.1 Teaching Principles
4.3.2 The Employment of Multimedia
4.3.3 Teaching Reading in Context
4.3.4 Teaching Speaking in Context
4.3.5 Teaching Writing in Context
4.3.6 Teaching Listening in Context
4.3.7Translation Teaching and Context
4.4 Summary
Conclusion
Bibliography
ACKNOWLEDGEMENT
RESUME
