On Restrictive Functions Of Context In English Teaching

Language is assumed to be in the first instance communicative and many contemporary linguists agree that language is essentially a means for communication and the exchange of knowledge between speakers and learners. Therefore, it is important to grasp the disciplines that reflect the society and help shape those disciplines in certain contexts. And these disciplines are, to some extent, influenced by different kinds of contexts. If one can grasp some rules of them, it will be convenient for him or her to communicate with others no matter where they come from. This thesis will deal with the restrictive functions of context in different environments, especially in English teaching classroom. There are eight functions of context of which restrictive function and interpretative one are the two most important ones among them. All the others are sub-branches of them. In this paper more attention will be paid to the restrictive functions of context. This question can be reviewed from many different aspects, such as from linguistic way, situational way, social way and cultural way, of which the latter three ones can be called non-linguistic context. And in linguistic way, restrictive factors from phonetics, semantics, and so on will be discussed with examples. At the same time, how to utilize these factors in English teaching is the task to work out for this paper. In non-linguistic way, situational analysis, social analysis and cultural analysis will be discussed with many interesting instances. During this part, analysis will be done in detail with their practical usage in classroom teaching. Including an introduction and a conclusion, this dissertation is composed of six chapters. Of course, the first chapter will introduce the general ideas...