The Application Of Context In The Teaching Of Chinese As A Foreign Language

In a very long time, the study of language structure based on western theories and methods as a guide, pay attention to the language in the form of static analysis, with the study of language shifting from static analysis dynamic study, in the context of language study the important role and status increasingly prominent. Language comprehension and expression are inseparable from context. Context of use and understanding of language plays an important role. It can be said, the proper use and understanding of the context of the relationship between the function of language can be smoothly achieved. In recent years, context theory has become a hot issue. Chinese as the ultimate goal of teaching a second language in order to make a large number of Chinese language learners master the basics, and in their daily lives are proficient in that language to communicate with others and exchange, to meet a variety of communication's needs. In recent years, foreign language teaching profession and gradually established a "structure-function-culture,"which is the main principle of teaching.Students are encouraged to appropriately use appropriate language, develop their verbal communication skills, The importance of context in training people's communication skills can not be underestimated. With the maturity of the study of context,it also promote the development of Teaching Chinese as the second language. This paper attempts to apply in the context of foreign language teaching in the exploration.This article generally consists of three parts. The first section is the first chapter, describing a brief reason and significance of the topic,and giving a review of context and its present situation of Teaching Chinese as a second language teaching applications. The second chapter to be as the second part,introducing the theory of the context, including the context of the definition, classification, function; conversational implicature, relevance theory, pragmatic theory; in order to provide a strong theoretical support. In this paper, the third and the fourth is the main part of the article, the third chapter briefly discuss the application in the context of Chinese vocabulary, grammar, culture teaching. The fourth chapter illustrates some teaching case studies. Hoping the exploration will be able to give some inspiration to the use of the context to get more experience in Teaching Chinese as a second language.