A Study Of The Application Of Intertextuality Theory In Teaching Reading

In the past ten years or so, as a literary theory originating from structuralism and post-structuralism, the research on intertextuality theory was confined to its developments and literary critic. Recently, the perspective of its use in discourse analysis has been increasingly brought into notice. As an important theory and literary critic instrument, the intertextuality theory should not only adhere to the scientific principle but also could be put into practice. Now, most of the study of intertextuality rests on the argument on the theory itself, its practice has not gained much importance. So, the research on the application of intertextuality theory is particularly significant.The thesis is designed to introduce the application of intertextuality theory in reading practice. Firstly, the author introduces historical background and developmental process of intertextuality theory, including its origin and characteristics in the late 1970s, among which the author mainly concentrates on some theories about intertextual reading. Based on the theories, the author displays the relationships between text reader and writer. And then the author shows the status of reading and its theories concerned. The following task for the author is to explore how these theories work in guiding college English reading practice.Based on the role the theories play during the process of reading, the author conducted a case study to prove that students are able to change the passive reading sense into active one during the course of intertextual reading under the guidance of teachers. If so, students can form a good habit of thinking. It turned out that if the teacher could make best use of intertextual reading process, they wouldn't only read the texts to absorb the greatest amount of text information, but expand the interpretation of a text and jump beyond the reading text.Practically, the author investigated the phenomena of intertextuality in the college English textbooks, only to find that they exist very commonly. Therefore, the author pointed out, as a main medium of students'language input and references of the teachers in college, the teachers should explore the intertextuality appearing in the texts deeply and systematically in order to facilitate their teaching and students'reading. At the same time, it was required the students should develop their subjective initiative, make full use of the books and enhance the efficiency of language input. The intertextual reading could extend their horizons of thinking, make them become active readers to understand teaching contents consciously, and finally perfect their schemata and cultivate the good habit of reading.