【正文】 ations into English. Most importantly, he realized that he would need to add a mentary to make explicit for the Trobrianders. First, he needed to explain the immediate situation of the conversation to the English audience. Otherwise the English readers would not have realized what the Trobrianders were talking. Secondly, he realized that not only the immediate environment needed to be classified for the English, but also that Trobriand traditions and beliefs were encoded in the texts and were not immediately understandable in translation. Only when these two factors were taken into account could the texts be said to have meaning. ( Malinowski, 1935, ) When faced with problems of translation, Malinowski, concentrated on what the native people were doing when using language. He found that when people spoke, they not only used their knowledge of language, but also their knowledge of the situation. The situation is the context of situation in the verbal or nonverbal munication. So according to him, “Language is always contextualized.” Language features are a result of the particular context of situation. (楊潮光 , 2021, ) He meant that the language was the behavioral mode, not the thinking symbol. Utterance and environment were closely integrated together。本文在國內(nèi)外語言學(xué)家以及學(xué)者 對(duì)語境研究的基礎(chǔ)上 ， 用系統(tǒng)的方法對(duì) 語境進(jìn)行了歸納和梳理，首先總結(jié)了國內(nèi)外 關(guān)于語境研究的 著名 理論以及關(guān)于語境分類的 不同觀點(diǎn)，其次，通過大量的例證重點(diǎn)分析了情景語境的功能以及其對(duì)文學(xué)翻譯的影響。 關(guān)鍵詞 ： 語境 ； 情景語境 ； 翻譯 成都信息工程學(xué)院銀杏酒店管理學(xué)院本科畢業(yè)論文 iii Contents 1. Introduction ............................................................................................................................ 1 2. Studies related to context ........................................................................................................ 2 . The definition of context ................................................................................................. 2 . Overseas studies of context ............................................................................................. 3 . Bronislaw Malinowski: first putting forward the concept of context ................... 3 . . Firth39。 that is, the syntagmatic relations of the ponent of the structure and the paradigmatic relations of item in the system and the units, or the context which is determined by the linguistic factors. The other existed in outside of the language, consisting of the nonlinguistic factors, that is, Malinowski’s socalled the context of situation. He also gave priority to the context of situation which is similar to the opinion held by Malinowski. He noted that the context of situation consisted not only a setting, background for the words at a particular moment, but also the cultural background of speech and the relevant history of the participants. Consequently, Firth’s study field is wider and deeper than that of Malinowski. However his study only focused on how to classify the context and importance of nonlingual context. . . Halliday’s Contextual Theory , a former pupil of Firth and one of the linguists in London Functional School, made his greatest contribution to the study of the context. He perfected the Firth’s situation context theory. He once pointed out that language came to life when it was put to use in context and therefore, language as a means of munication was functional in origin and orientation. (Halliday, 1976) According to Halliday, there can be many kinds of contexts: language use and users, their interaction intent and attitudes, listener’s expectations, the settings and the referential realm whether real or imaginary, etc. And he maintained that what was good in the situation of English, perhaps not so good or appropriate in that of another. According to his theory in context, he attached great importance to the social function of the language. He classified the contextual factors into field of discourse, tenor of discourse and mode of discourse to describe how the situation determines the meanings that are expressed. Based on his register theory (Halliday, 1976), the field of discourse meant what was happening, that is the field involved in the utterance, including politics, science and technology and daily life。 and “何如 ” how—the way of interaction. The one who made intensive study on context is Zhang Zhigong (張志公 ). In his Modern Chinese in 1982, he elaborated that language is a social phenomenon and a social activity, so it is always used in a certain society. He classified context into particular context and general context, the former includes the actual utterance and the setting involved in this munication, and the latter includes all the factors of the participants and the nature and characteristic of the society. Professor Wang Dechun (王德春 ) stated that the type of language environment would influence the use of language and it was also related with the change and development of language’s style and figure of speech. He regarded context as objective factors referring to time, place, setting, topic and so on, and subjective factors including participants and whose identities, thoughts, characters, professions and feelings, etc. (王德春 ， 2021, ) He Zhaoxiong (何兆熊 , 1989) thinks that context plays an extremely important role in pragmatics, which is to study the munication value of a word or sentence in a certain context. ( 何兆熊 ,1989, ). He classified context into three kinds: Background Knowledge, Situational Knowledge and Mutual knowledge. In addition to the Chinese scholars mentioned above, others like Hu Zhuanglin (1994), He Ziran (1997), Zhu Yongsheng (1993), Xu Yuchen (2021), Pei Wen (2021), Li Yunxing (2021), Feng Guangyi (1999), etc. also made great contribution to context study. 3. Classification of context In order to give a clear map about what context is and how it works,