Chinese College English Reading Teaching From The Perspective Of Systemic Functional Grammar

TheSystemicFunctionalgrammar provides adetailedaccountoflanguagefromasoeiolinguistic perspective．It pmvides usefulmean8for text andcontextanalysis,thusfacilitatingin terms oftheoryandpracticetheimplementationof ChineseCollege English readinginstruction from two dimensions——the micro and macrolevels．In the first section of thispaper,wegivean introduction andsurveyof severalinfluentialreadinginstruction theories．The Schematheoryand threerepresentativereadingmodels are introduced and reviewedrespectively,includingtheirstrengthsand limitations．Nextthrough analyzinglearner factors wi廿lregardto ChineseCollegeEnglishStudents,and throughexploringtheproblemswim the currentCollegeEnglish readinginstruction inChina,wefind that the social function andsystemicfeatures oflanguagehave notbeengivenits due emphasis，and thatreadinginstruction basedonsystemicfunctionalgrammar callbe agoodalternativeapproachfor ChineseCollegeEnglish reading instruction．Then we haveasurveyof theori西nandkey conceptsin theSystemicFunctionalGrammar．MichaelHalliday,the representative linguist oftheSystemicFunctionalSchool，thinksthatlanguage is asemioticsystemfor communication and thatcommunication isalwayscarried out ina specificcontext of situation．The context ofsituationcomprisesthreecomponents，i．e．the field，thetenor and the mode．The threesituationalcomponents embodythree metafunctions oflanguage．11圮fieldembodiesthe ideationalfunction，thetenor theinterpersonalfunction,and themode the textualfunction．The three metafunctions have their own realization forms in thelanguagesystem，i．e．theideationalfunction is realizedby transitivitysystem，the interpersonalfunctionbythe moodsystem，andthe textual functionbytheinformationandthematicstructure．Ofthese threemetafunctions，thetextual function SfiI"Ves asakindoflink,makingideationalandinterpersonalfunctioncloselyrelated．After that thepaperismainlydevoted to theexplorationofhow toapply SystemicFunctional Grammarto ChineseCollege English readinginstruction．At the microlevel，weexplorehow toapplycohesion tovocabulary teachingbeforedealingwinltheapplicationofThemestructureand thematicprogressiontoreading instruction,especiallyto the fastreadinginstruction．At the macrolevel，weexplorehow toapplytheanalysisofthe context of situation andmeaningconstruction of texts intoreading instruction．Theanalysisof context of situation can be conductedthrough Registerand Genreanalysis．We make an attempt tointegrateGenreanalysiswith bothSchematheoryand thetop—downmodal inCollege Englishreadinginstruction．Atlast,wesuggesta unifiedreadinginstruction model basedontheSystemic FunctionalGrammar．Throughoutthe wholepaper,while exploringthe merits of related theories wegivemoreemphasis onapplyingtheories toreadinginstructionpractice．We hopethat alltheexplorationsin thispapercanprovideanewperspectiveand alternativeapproachforCollege English readinginstruction in China．...