The Application Of Non-linguistic Context In Interactive English Reading Teaching

Reading teaching is of great importance in English teaching, and the cultivating of reading proficiency holds leading position in the cultivating of English application proficiency. English reading is an important means for acquiring English language knowledge, knowing the outside information and improving English language practice ability. Thus, the cultivating of college students' English reading proficiency is important content of college English teaching. Accompanied with the development of English teaching methodology, the research on English reading teaching is continually progressing. English reading teaching is changing from the traditional grammar-translation method to interactive reading approach.As the progression of research on context theory, context theory has been widely used in English teaching, and the function of context theory in English reading teaching has been widely recognized. Context can be divided into linguistic context and non-linguistic context. The former is about the context on linguistic knowledge, while the latter is about the context in much deeper sense beyond the text, which includes situational context and cultural context. Both linguistic context and non-linguistic context play important roles in reading teaching. However, the actual teaching tends to emphasize the application of linguistic knowledge but neglect the important function of non-linguistic context to English reading teaching. Interactive reading teaching is the application of interactive teaching approach in reading teaching. Interactive reading can ensure the interaction between teacher and student, student and student, student and text, and then the students can deeply understand the real meaning of the text.Based on the development of context theory and interactive reading approach, this thesis researches on applying non-linguistic context into interactive reading, to introduce and apply non-linguistic context under interactive teaching mode and deepen the understanding and comprehension of the meaning of text by applying non-linguistic context. The author introduces non-linguistic context into English reading teaching with the purpose of changing the phenomenon of only emphasizing vocabulary and grammar in traditional reading teaching. This thesis shows the influence of non-linguistic on reading mainly from the aspect of situational context and cultural context. The author firstly reviews context theory, and introduces the function of linguistic context and non-linguistic context respectively. Then the author expounds on interactive reading teaching and exhibits how to apply non-linguistic context in interactive reading teaching with real example. The author carries out the empirical study to test the teaching effect of applying non-linguistic context in interactive reading teaching. After the teaching practice of one semester in two experiment groups, it proves that this approach can improve the exactness and reading speed of students comprehending the text, and arouse their interest in learning English. The experiment shows that the application of nonlinguistic context in interactive reading teaching produces good results.