On The Application Of Relevance Theory To Reading Comprehension Test In PRETCO-A

For many years, English reading has always been teaching focus and difficulty. There exist some problems in teaching higher vocational reading, because most of teachers generally adopt such traditional reading teaching method that global pedagogical effect is impeded. Reading is a complex process of communication between writer and reader. Relevance theory proposes that communication is an ostensive-inferential process from the cognitive perspective. According to relevance theory, ostensive-inferential model is guided by manifestness conducted by the speaker's informative attention. Utterance tends to be geared to the establishment of relevance and every act of ostensive communication is to seek its own optimal relevance. Meanwhile, the definition of relevance is dependent on cognitive environment.From the perspective of relevance theory, the thesis studies the English reading teaching approach for higher vocational students and applies it to the question type of reading comprehension test in PRETCO-A. This thesis, with relevance theory, teaching models of reading, reading purpose and reading comprehension test as the theoretical basis, studies the effects of applying relevance theory into teaching English reading. It proposes three research questions in view of actual condition of teaching English reading. By the questionnaires and tests, the relevant data are collected, analyzed and discussed. Three research results are as follows:Firstly, the relevance-theoretic approach is proved to be effective in reading teaching and students'reading accuracy and efficiency have been improved greatly.Secondly, relevance theory is closely connected with the reader's practical English level. The closer the readers'reading level is approximate to the degree of reading material, the more likely they are to search for relevance.Thirdly, the application of relevance theory has inherent connection with major background.