Abstract
In learning a foreign language，more and more attention is paid to listening comprehension which is thought as a basic language skil1．While the English Listening Comprehension teaching is now taken as an important content in college English teaching．Therefore, the quality of listening teaching will have a direct impact on the language acquisition，basic skills of language learning and the improving of communication skil1．This thesis utilizes the conversational implicature theory of Grice Cooperative Principle and John Austin’s Speech Act Theory to analyze implicature of some conversations in the CET-4 and CET-6. A case study helps readers to have a better understanding of reasons hiding behind the enriched conversational implicature as well as the inference and manifestations of implicature, so as to improve the listening skill，pragmatic ability and to help them communicate effectively．

Key words： The Theory of Conversational Implicature； Speech Act Theory； English listening teaching

摘要：听力理解作为一项基本的语言技能，在二语习得过程中受到了越来越多的关注。而听力教学是大学英语教学中不可缺少的重要内容，因此，听力教学质量的优劣将直接影响到学生的语言习得效果、语言基本技能和交际能力的提高。本文以会话含义理论和言语行为理论为基础，对大学英语四六级试题中的典型例证进行话语分析，实例研究将使读者对丰富的话语语境背后蕴含的原因、推论以及会话含义的理解，从而达到提高英语学习者的听力理解能力、语用能力和有效交际的目标。

关键词  会话含义理论 言语行为理论 英语听力教学  

1. Introduction
As the increasingly higher requirement for the level of English listening and speaking of university students, improving student’s competence of applying English becomes the significant aim of the English teaching. Therefore, increasingly more attention is paid to listening comprehension---the basic language skill which plays a substantial role in communication. Meanwhile, in varies English tests, listening comprehension, as an important part, has taken up the certain proportion. Especially, in the reformational College English Test -4 and College English Test-6, the quantity and the score proportion of listening comprehension have increased much. However, listening comprehension is the most difficult part for students. Although many students spend much time in practicing listening exercises, they gain not so much as expected. In fact, the main reason is that they neglect non-linguistic factors. According to the study of the College English Test-6 listening comprehension test of the past several years, it is easy to find that there are plenty of implications. And it is the certain factor that confuses students and keeps them from comprehending the real purpose of the speaker.