The Application Of Context Theory In The Teaching Of Reading In Middle Schools

Based on the context theory of Systemic-Functional Linguistics, thisthesis, combining theoretical analysis with classroom experiment, studiesthe application of contextual analysis to the teaching of EFL reading forthe purpose of exploring the feasibility and effectiveness of theapplication.This thesis investigates the context theories. The context of text isdealt with in the discussion of the relationship between context and text,the classification and functions of context and the application ofcontextual analysis to the teaching of reading in this thesis. Context andtext are interdependent. Text exists within context, and context alwaysaccompanies text. Generally speaking, the more context there is, and themore secure the interpretation of the text is. Therefore, the analysis of thecontext contributes to the comprehension of a text, thus in the teaching ofreading it helps to provide the students with "comprehensible input",which is significant for improving their linguistic competence. The writerexplores the influence of context upon the reading comprehension by anexperiment of applying context theory to the teaching of reading. Aconclusion was drawn at the end of this thesis emphasizing that context isimportant to language teaching and language teachers should pay muchattention to context and improve students' understanding of language andcommunicative ability.