【正文】 review of the domestication and foreignization both at home and abroad. In Chapter 3, the author does an analysis on English learning in Chinese context. Chapter 4 sets out to analyze conditions for English learning. And Chapter 5 provides the ways to creating conditions for English learning. Chapter 6 contains a brief summary and conclusion.Chapter 2 Literature ReviewContext is a popular research subject in modern linguistics. It was first supposed by Malinoswski. After him, many other scholars have also probed into this field, such as Firth, Halliday, Lyons and Hymes etc. Owing to their different interests and research perspectives, they have their own notions of context. Context was initiated by a Polish anthropologist, Malinoswski. He states that utterances and situation are bound up inextricably with each other and the context of situation is indispensable for the understanding of words. His context refers to situational context and cultural context, without consideration of the linguistic context. Later, Firth, the founder of British Functionalism, accepts Malinoswski’s notion and develops the contextual theories. He supposes that the context of situation is not merely a setting, background for the words at a particular moment, but rather includes the entire cultural setting of speech and the personal history of the participants. Meanwhile he believes that the task of linguistic study includes the bination of the meaningful aspects of language with nonlinguistic elements. In other words, in the research of context, semantics and pragmatics should be associated with each other. British linguist Halliday, inspired by Firth, suggests the theory of register (. context). In his opinion, context consists of three parts: field of discourse, style of discourse and mode of discourse. He further develops nonlinguistic context. So he is another great linguist who makes achievement in the field of context after Firth. British linguist Lyons illustrates his notion of context by introducing six kinds of knowledge of context: (i) Each of the participants must know his role and status, (ii) The participants must know where they are in space and time, (iii) The participants must be able to recognize the situation in terms of its degree of formality, (iv) The participants must know what medium is appropriate to the situation, (v) The participants must know how to make their utterances appropriate to the subject matter, (vi) The participants must know how to make their utterances appropriate to the province or domain the situation belongs to. The six factors he describes are in the scope of nonlinguistic context. His theory of context is thought to be appropriate and is an instruction for us to build a more plete and systematical theory of context. Moreover, his illustration of context by means of knowledge is quite illuminating. D. H. Hymes, an American socialist, categorizes the context into eight ponents: setting, participant, ends, art characteristics, key, instrumentalities, norms of interaction and of interpretation, and genres. In China, many scholars have e to realize the importance of context in understanding the meanings of words and sentences etc. He Zhaoxiong, Hu Zhuanglin and other linguists also make a good study on context. Chapter 3 English Learning in Chinese Context Actuality of English Learning in ChinaWith the opening and reforming, English has been an important course in schools. More and more people have realized the importance of English and bee English learners to meet the challenges. In China, English is taught in most primary schools in the cities from Grade Three and in all the middle schools in the whole country. In a long term, English will be a major course from primary school to university learning. Even though one has graduated from university, he has to get in touch with English frequently. In China, CET4 and CET6 are set in most colleges and basically everyone has to pass the CET4, and everyone is trying his best to pass them. To some learners, English is a new thing and due to curiosity, they may have enough warmness and confidence at the beginning of English learning. Later, when they meet various difficulties and blocks, they lost their enthusiasm and confidence gradually even at last, most of them have to give it up. To some students and some adults, the purpose to learn English is only to meet the demands of exams. According to some surveys, we are seriously affected by the native language –Chinese. A lot of people can not break away from the control of the native language, because the two languages are quite different in some aspects. Factors Affecting English LearningThe Chinese context has a great influence on English learning in China. Both English learners and English teachers always face this problem that how learners can master English language. Research shows that native language and native language context are the major blocks in the way to learning English. It is generally a bemusement: English learners in China have learned it for a long time, but English learners in China still can not see the progress. English speakers and Chinese speakers have different thoughts. English learners in China are always under the influence of Chinese context, so it is so difficult to have significant progress. In the last 20 years, the environment of English learning has changed a lot in China. We can see the rapid development in English learning. Otherwise, no matter how great the changes are, we are still in the Chinese context which is not changeable. So, the fact that we should not disengage the Chinese thoughts has an opposite effect on English learning everywhere and anytime. In fact, how Chinese context affect the English learning. The Restriction of Social ContextChinese and English are two v