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Chapter I Introduction

1.1 Background of the Study
With the increasingly seen globalization, requirement for spoken English abilitybecomes higher, which has brought new challenges to both English teaching andlearning. The College English Teaching Syllabus requests for certain extent of spokenEnglish capacity. At the same time, the universities all over China are also takingactive measures in spoken English teaching, especially in constantly developing andperfecting teaching theories of spoken English.Exactly speaking, the current research on college students’ spoken English abilitytends to be general and lacks theoretical analysis and cognitive principles. Usually, thereasons why students have poor spoken English ability attribute to traditional mode ofteaching, cultural background, motivation and psychological factors (William, M & R.Burden 1997). According to various opinions, the profound theoretical analysis onstudents’ spoken English ability is usually ignored. If language is considered to be thelogic starting point for studying spoken English ability of English learners, it is veryimportant to answer the questions by understanding the role of context in spokenEnglish learning. Hence, the most basic research should also comply with thefundamental theory of language and extend the research itself, by analyzing thecauses of these problems. It is a pity that the results of analyzing the teaching andlearning spoken English in this way are rarely reported. People are still concernedabout superficial phenomena of the problem and focus on the contradictions betweenthe traditional teaching and modern teaching. The above reasons explain why I selectthe question of college students' spoken English ability from the Context perspective.
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1.2 Objective and Research Questions
As far as the research purposes are concerned, the linguistic theory of Context isintegrated with the teaching practice for strengthening their contact and forms a newanalytical framework through the research from the Context perspective. Moreover,the good results and achievements are going to be analyzed in spoken Englishteaching and learning process under the background of Context Theory. Afteranalyzing these successful experiences and the corresponding deficiencies, certainmethods and measures are likely to be provided for the development of the spokenEnglish teaching in China. These methods and measures are to bring particularbenefits for the college students’ spoken English teaching. The research purposes ofthe thesis are as follows: The application of plentiful theories is also an obstacle for the practice at thesame time. Rationalizing and mediating the relation between the theory and practice,for example, setting up a logical system, is an important element to perform study oncollege students' English ability. Such kind of correlation is going to be established. Anew analytical framework and the patterns of the mechanism of Context are formedby means of explicating the cognitive principles in the spoken English learning andteaching.
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Chapter II Literature Review

2.1 A Review of the Context Theory
Context, as defined by M. A. K. Halliday, refers to “The variation is according touse” (Geoff Thompson 2008: 32), and it is essentially recog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。