The Research on “Context of Situation” Theory of London School  

作　　者：赵德会[1] 苗靖洁 ZHAO De-hui;MIAO Jing-jie(Taishan Medical University,Tai'an 271000,China;Shandong Agricultural University,Tai'an 271000,China)

机构地区：[1]泰山医学院外国语学院 [2]山东农业大学外国语学院

出　　处：《海外英语》2019年第12期66-68,共3页Overseas English

基　　金：山东农业大学校级课题(编号:23753)

摘　　要：Situational language teaching,one of the influential and profound language teaching methods,is rooted in the“context of situation”theory,which is put forward by London School.Malinowski thinks language is bound up with situation through his primitive culture researching experience.He mentions the elements of culture,custom etc.besides situation contribute to the meaninggenerating process.However,it is Firth who clearly includes these in his situation theory.In addition,he invents the rather famous“typical context of situation”theory.His student,Halliday inherits his thoughts and further improves it by advocating the three factors,mode,tenor and field,in determining the typical situation from a sociological perspective.Situational language teaching, one of the influential and profound language teaching methods, is rooted in the"context of situation"theory, which is put forward by London School. Malinowski thinks language is bound up with situation through his primitive culture researching experience. He mentions the elements of culture, custom etc. besides situation contribute to the meaning-generating process. However, it is Firth who clearly includes these in his situation theory. In addition, he invents the rather famous"typical context of situation"theory. His student, Halliday inherits his thoughts and further improves it by advocating the three factors, mode, tenor and field, in determining the typical situation from a sociological perspective.

关 键 词：LONDON SCHOOL CONTEXT of SITUATION situational LANGUAGE TEACHING 

分 类 号：H319[语言文字—英语]