| The thesis examines closely the relationship between intertextuality and senior English reading teaching. The theory of intertextuality focuses on the relationship of different texts. It thinks all kinds of texts refer each other, involve each other and permeate each other. It develops an open net limitlessly and an extensive open system of the text relating to its past, now and future. As we know writing and reading of any texts depend on the relationship of the text and other texts. And any text is kind of intertextuality. All the texts lie in the relation of relying on each other. They are all rearrangement, adoption and expending to their quoted passages. This makes it possible that the understanding of different texts rely on the relationship of each other. According to the theory, reading comprehension is considered as a kind of intertextual activity. It emphasizes a dynamic and stereoscopic communication process of readers and writers with passages as medium. Senior English reading involves a lot of intertextual characteristics. Besides, intertextuality is a main model of readers' coming to realize. A research for the theory of intertextuality and combining it with senior English reading make us get a complete understanding about the works so that we can master the inner meaning and significance better of the works.Since France symbolist and critic Julia Krinstva put up with the theory of intertextuality, it began to be paid attention to immediately by scholarship field all over the world extensively. It has been studied a lot by many scholars. More and wore people are focusing on the effects on writing and reading. The research shows that the theory of intertextuality play a great role in reading comprehension. As matter of a fact it provides a kind of way of understanding texts in a stereoscopic way and interactively. The study of the thesis is based on its theory and it is possible and necessary according to the present situation of senior students' comprehension. However it needs to explore if the theory is used into English reading. In this paper, four senior reading texts are used as samples in. Chapter Three to explain how to do exactly. The aims are to have the students get enlightenment and coming to realize.Based on the survey of more than 400 students of 2005 in Shi Pailing Middle school, in Wuhan City, the author analyzes the present situation of senior English reading and puts up with a view, Facing to the common problems of senior students in reading comprehension, which are simple methods, bad reading efficiency and poor comprehension competence, the writer is thinking if it is possible to combine the reading teaching with the theory of intertextuality, considering changing gradually the situation of senior students' reading .The research purpose of thesis aims at cultivating students to get a kind of thinking model of comprehension interactively, association in many ways and interaction actively. Enable them to possess a kind of mental power of a lot of thoughts, mires of views .so as to improve the reading ability and sound thinking of the students.In order to prove whether it is efficient to combine senior English reading with intertextuality and whether it is possible to carry out the method of intertextual reading, the writer did an one -year experiment. The experiment was done in Shi Pailing Middle School in Wuhan City .There were two classes of 50 students each. One is experimental class, the other is common one. The experimental class was taught by the teachers by the methods of intertextual reading and the common class was taught as normal teaching way. The result of the teaching experiment proves that this kind of ideal is possible and efficient. The students in experimental class have made great progress from the average marks of 31.49 before experiment to 48.6 in the middle of it and again to 59.4 at the end of the experiment. The disparity is 27.91, but the students in the common class have not made progress so rapidly. The disparity is only 9.2 marks.Finally, the writer of this thesis thinks that studying intertextuality is not only its theory value but also it is more important about its practical significance. At present few people try combining the theory of intertextuality with senior English reading. So the author thinks it is quite possible that studying the thesis has an effect on foundation education in China. Perhaps it sill play a role in it.
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