Application Of Dual Coding Theory In The Teaching Of English Reading

This dissertation discusses the facilitating roles of Dual Coding Theory (DCT) in the teaching of English reading. DCT can not only help students to grasp the text structure and the main ideas of a text through finding out verbal cues, but it can also improve the students' reading comprehension and memory. What's more, with the help of graphics, DCT can make English reading classes more active and interesting, and in this way the students' motivation will improve.This dissertation falls into four chapters. Chapter One covers a general introduction including the aim and significance of the study, an overview of relevant studies and the scope and the method of the study; Chapter Two systematically illustrates the history and main contents of DCT, as well as the organization and interconnections of the verbal and non-verbal system. Chapter Three discusses three ways DCT facilitates the teaching of English reading—it helps students predict the text content; it improves reading comprehension and memory; it enlarges vocabulary. Chapter Four describes the application of DCT in English reading classes, and clarifies the advantages of DCT in the teaching of English reading through the combination of pre-reading, while-reading and post-reading stages with DCT. The final part is the conclusion.Not only does this dissertation apply images in the non-verbal system to the teaching of English reading, but integrates them with language information as well, which facilitates the teaching of reading.