To understand discourses Chinese students should first have the knowledge of linguistic context, namely: phonetic context, grammatical context, semantic context.
只有帮助学生更多地掌握语境知识，才能使他们实现真正的阅读理解。
WHY do some languages drip with verb endings, declensions that show how a noun is used, and other grammatical bits and pieces, while others rely on word order and context?
为什么部分语种伴随着动词，名词词尾的变化以及其他复杂的语法规则的同时，而其他语种却依赖于词序和上下文？
Teaching grammar in context that is concrete and practical would be an effective way to link grammatical knowledge with language use in actual situations.
在具体的、实际的语境中教授语法是一种连接语法知识和具体语言应用的有效的方式。
Any grammatical forms generate meanings first, then form the syntactic context according to significances.
任何语法表现形式都是先产生意义，而后根据意义构筑起周边的句法环境。
Multi-word units are dynamic and open to many choices of lexis in a specific grammatical structure and form a unity of semantic meaning, grammatical rule and pragmatic context.
多词单位在一定的语法结构内可供词语选择的空间很大，具有开放性和动态性，形成了语义、语法和语境的结合体；
Some linguists hold that context analysis is on the semantic grammatical basis of a context, and the three meta-function of systemic-grammatical grammar provide it a systematic and effective way.
有些语言学家认为语篇分析是基于语篇内部句子语法层的分析，而系统功能语法中的三大纯理功能则为句子语法层的分析提供了系统的理论和有效的分析方法。
Some linguists hold that context analysis is on the semantic grammatical basis of a context, and the three meta-function of systemic-grammatical grammar provide it a systematic and effective way.
有些语言学家认为语篇分析是基于语篇内部句子语法层的分析，而系统功能语法中的三大纯理功能则为句子语法层的分析提供了系统的理论和有效的分析方法。
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