【正文】 bstract A good mastery of English has bee a must for all the students in China because of frequent munication among countries. It is easy for the students to get access to English. And our country lays stress on fostering English talents. But the present situation of English learning is that many people have labored on it but only to find it is a waste of time and energy. This thesis analyzes the factors affecting the English learning which are social context, the distinction between these two languages and the students’ goals and motivations. With Bernard Spolsky’s theory, the author tries to explain the most important conditions for second language learning: social context, cultural background, exposure condition and native pronunciation condition. He insists that learners should pay special attention to language transfer and intercultural munication. Besides, a good attitude is crucial. Available resources are also of great help to create good conditions for English learning in Chinese context.Key Words: Chinese context。 conditions。 language transfer 論漢語語言環(huán)境對英語學(xué)習(xí)的影響摘 要由于國際間的交流日益頻繁，中國學(xué)生必須很好地掌握英語這門語言。然而，學(xué)生們英語學(xué)習(xí)的進(jìn)展卻不盡人意，許多人花了大力氣學(xué)英語，最后卻發(fā)現(xiàn)它既費(fèi)時，又費(fèi)力。根據(jù)斯波爾斯基的《第二語言學(xué)習(xí)條件》理論可知,中國學(xué)生在學(xué)習(xí)英語過程中受漢語環(huán)境的影響頗深，缺乏英語語言環(huán)境。關(guān)鍵詞：漢語語境；第二語言學(xué)習(xí)。…………………………………………………..21Chapter5 Creating Conditions for English Learning………………………………23 A Good Foundation of English………………………………………....23 A Good Attitude on English Learning………………………………….23 Using Available Resources……………………………………………..23 Cultural Communication………………………………………………..24 Proper Use of Language Transfer………………………………………24Chapter6 Conclusion………………………………………………………………….25On the Influence of Chinese Context in English LearningChapter 1 Introduction Significance of ResearchEnglish has been a very popular foreign language for learners in China since 1980’s. In various fields, English, as an international municative language, plays a powerful, important and necessary role in Chinese people’s life. Whether you are a teacher or a student, a farmer or a worker, a leader or a member, you have relations with English. In the long history, English has developed its individual uniqueness and it is easy to be adopted in most nations. Naturally, English has bee the global language gradually and has its irreplaceable function and position. In another word, owing to its broad influence, the earth is being smaller and smaller. English, as an important tool, has a special function in the munications of all nations. It is estimated about 700 million to 800 million people can speak English. Apart from 400 million native speakers, the others are using English in different ways to different extent. At present up to 300 million people are learning English in China, and there are still more and more people joining the group of English learning. And the number of English learners is increasing rapidly. However, among the English learners, not many have learned English well enough to municate with English speakers on account of Chinese contextual background. Therefore, the study on the influence of Chinese context in English learning is endowed with great significance. Organization of the PaperThis thesis consists of 6 chapters. Chapter 1 is the introduction of the thesis. In Chapter 2, the author makes the literal 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