This paper proposes that developments in inner ideas of the dictionary paradigm are marked by dictionary s increasing pedagogical function and manifested mainly as the imitation of teaching contexts and the duplication of teaching mechanisms,which both infiltrate into dictionary s macro-and micro-structures,and give birth to new dictionary types with emphasis on pedagogical functions.

It is very necessary to foster students pragmatic knowledge and strengthen the cultivation of students pragmatic competence through contextual teaching and cultural teaching in foreign language class.

One is the feasibility of applying classroom contextual teaching and the other is whether contextual teaching is helpful to develop the student s five skills (listening, speaking, reading, writing, and translating) in addition to their practical linguistic capabilities.

Context teaching outlook refers to the activity of dialogue-pattern communication which is intended for the development of speech ability of students in language teaching, and it must follow and apply the context theory so as to guide teachers to instruct and students to study, including three fields such as context teaching contents, context study method and context teaching method.