The Dynamic Construction Of Context In Verbal Communication & Its Implications For English Classroom Teaching

The thesis, on basis of the exploration of the historical reviews on context and some detailed remarks on several relevant theoretical concepts, illustrates the dynamic construction of the context from a relatively micro aspect of psychology.There is some basic psychological mechanisms within the dynamic process of contextual construction. With the guidance of relevance principle, three psychological constructive modes function through two devices of the utterer's manipulating of the expressing context and the interpreter's comprehensive context. In order to find out the concrete means and procedures of the dynamic construction, a research test is conducted among eighty people: Part I: Research topic one: What are the means the utterer usually employs to manipulate the expressing context? Part II: Research topic two: How can the interpreter construct the comprehensive context? The data are analyzed in percentages and presented in the form of tables. Statistical analysis of data collection shows that there are three major means the utterer always employs to construct the expressing context. 1) Specific linguistic means comes the first, in which the code switching is shed much light on. 2) The using of beneficial background knowledge. This is always employed in the situation when argument occurs. 3) The assistance of body language. As for the interpreter's means of constructing the comprehensive context, it mainly involves the selecting, supplementing and extending of the context, which lies in three aspects: 1) bringing as many as the elements in cognitive environment into play when the comprehension of the utterance occurs. The intention, as one of the functional factors, matters much in the comprehension. 2) changing the current context and produce new. 3) under certain circumstances, being decisive in the selecting of the contextual elements. Furthermore, the latter part of the interpreter's supplementing and extending of the context embodies in the following aspects. 1) Fully making use of the last turn of discourse implicature and the aiding information, which combine together as the immediate given context. 2) Utilizing the immediate background knowledge. 3) Replenish the knowledge of encyclopedia to enlarge the interpreter's comprehensive context.The establishment of the dynamic mode of English language teaching in class is the application of the above study. For purpose of finding out the properties and approaches to establish a dynamic mode of classroom teaching, a survey is conducted among fifty university teachers. In light of the data from survey and some necessary interviews of teachers, the findings are that it is not sensible to neglect the teacher's guidance; the students'feedback is also very important and with the aid of computers, we can deal with the text, images, figures, and sounds etc. collectively and make the teaching-learning materials dynamic and vivid within the classroom.