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ners. Without proper input, any studies will be unable tostart; secondly, listening also influences oral language ability which is recognized as achallenge for learners to understand target language.Listening, speaking, reading and writing, listening and reading are seen asaccepted activities while speaking and writing are taken as productive activities.Many scholars have suggested that listening is not a kind of passive activity but anactive process of meaning construction; in listening process, the listener does not playthe passive role but react positively to the listening material (Mc Donough,S.H,1999:1-18). In view of the significance of listening, many scholars and experts payhigh attention to it from different perspectives .
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Chapter TwoTHEORETICAL FRAMEWORK OF THIS thesis

Sperber and Wilson propose the relevance theory in their co-author book,Relevance: Communication and Cognition. According to relevance theory, cognitivecontext is defined as “a psychological construct” which cause attentions of manyscholars home and abroad. This chapter mainly expounds the cognitive context in theframework of relevance theory to show its appropriateness for the interpretation ofEnglish listening comprehension process.

2.1 Definition of Cognitive Context in This Thesis

Context has been defined in many ways scholars with different backgrounds andvarious aims in mind. Context, we mentioned in this thesis, which is regarded ascognitive environment by Sperber and Wilson in their co-author book Relevance:Communication and Cognition. From their book, a few explanations of cognitivecontext are introduced.First and foremost, context is taken as a psychological concept. Sperber andWilson point out “cognitive context is a psychological construct, a subset of thehearer’s assumptions about the word” (1986:15). In other words, cognitive context,including not only the context, the social environment, but also a variety ofcommunicator’s desires, memory, and imaginations, is actually a series ofassumptions in people’s brains. During communication, people will select propercontext for understanding speaker’s intentions.Secondly, context is not given in advance. As the thesis mentioned above,cognitive context is a dynamic concept and people choose it constantly during theprocess of communication. Therefore, Sperber and Wilson conclude that context is not given but chosen and a particular context is selected according to the principle ofrelevance. The discourse comprehension involves continuous selections, adjustmentsin listeners’ context construction. 

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2.2 Relevance Theory
Relevance theory provides a new research field for interpreting communicationand utterances. Communication is taken as an ostensive-inferential process accordingto relevance theory. Inference and ostentation are two important factors incommunication. It is suitable to interpret listening comprehension with relevancetheory. Cognitive context in this thesis is in the framework of relevance, therefore, wecan not only talk cognitive context without the assistance of relevance theory.In Sperber and Wilson’s views, communication is an ostensive-inferentialprocess. Inference and ostentation are significant aspects in communication.Ostensive-inferential communication is such a process as: communicators expresstheir intentions as the way of ostensive stimulus then 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。