A Theoretical Foundation Study on the Use of Context in Second Language Comprehension for EFL Learners and its Implications for Second Language Teaching

Abstract

Second-language learners struggle to understand the meaning of a given discourse, whether it is spoken or written, without context. Learners of a second language can infer meaning and gain comprehension with the help of context. This paper focuses on the theory of context and its implications for second language comprehension and learning, as well as its significance in the field of second language teaching. The article highlights the role of context in the comprehension of listening and reading, as well as the meaning of written and spoken discourses.