| Since the 1970s, the studies in linguistics have shifted from purely theoretical analysis of form and structure of language to the analysis of language use in context. A lot of new disciplines of linguistics such as pragmatics, systemic-functional grammar, socio-linguistics, discourse analysis and intercultural communication all maintain the centrality of context in understanding language system and focus on language use in context, which plays a very important role in the exact, thorough and appropriate interpretation of meaning and determines the appropriate use of language. Language, in a sense, is context dependent. Context here in this dissertation refers to linguistic context, context of situation and context of culture. All these research findings from the dynamic study of context have great pedagogical implications.On the other hand, with China's policy of reformation and opening being further carried out, especially with China entering WTO, it is obvious that China's English education quality should be and must be greatly improved so as to meet the needs of its social and economic development. No people now would deny that linguistic competence and communicative competence are indispensable, and both are essential for successful intercultural communication. Communicative competence should be the aim of English teaching and learning, of which appropriateness refers to whether and to what extent language is suitable and effective in a certain context. All this is closely related to culture. However, the realization of the importance of communicative competence and of the potential ability of appropriateness does not mean the realization of the very goal of English teaching and learning. Rome is not built in one day. Owing to the traditional teacher-entered, examination-oriented, grammar and vocabulary-based teaching method,most of the students are still communicatively incompetent even if they have passed GET Band 4 or Band 6, with a relatively strong ability to memorize thousands of words, to analyze sentence structures and to read moderately difficult articles. They do not understand when, how and to whom it is appropriate to use what form of language in communication. The lack of awareness of context, especially social-cultural context and cultural differences often causes pragmatic failure, which frequently leads to communication breakdown.Based on the study of appropriateness and context, and proceeding from the current situation of College English teaching in China, this dissertation argues that great efforts should be made to enhance the students' awareness of context and intercultural communication. It is uniquely proposed that a catalogue of cultural factors that affect communication must be added to the GET syllabus so as to make culture teaching more concrete, easier to handle and more effective. Some practical suggestions are also put forward for developing students' communicative competence and promoting culture teaching in GET. Meanwhile, contextual factors, some norms of western cultures and rules of language use are examined and summarized. All the research is intended to provide college students with the knowledge of context and culture necessary for them to use English appropriately.This paper consists of seven chapters.Chapter One is an introduction to the importance of appropriateness and context in communication and the reason why they are focused on College English teaching for the research in this dissertation.Chapter Two deals with the relationship of appropriateness and context. It has a historical retrospect of the concept of context to show what context is and why it is important in the study of appropriateness in communication. Meanwhile, the relationships between appropriateness and correctness, appropriateness and communicative competence are also explored.Chapter Three illustrates the interpretative function of context for the purpose of finding out the relation between context and the appropriate and effective interpretation of meaning in communication.
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