A Study On The Current Situation And Countermeasures Of English Reading For Non-english Majors From The Perspective Of Systemic Functional Linguistics

English reading is an important part of College English teaching,and "College English Curriculum Requirements" proposes three levels of ability in English reading,including the abilities that through reading students can grasp the gist,the main facts and the relevant details,can read common articles written by English,can understand international culture,and improve the ability of comprehensive application of English.In the background of enhancing the students' comprehensive qualities,it is helpful to solve the problems in College English reading and improve the English level of the school district to explore the English reading level and existing problems of K University,and to interpret the reading disorder of teaching practice of formalism under the the perspective of the theory of Systemic Functional Linguistics founded by Halliday,which endows the research with value.Methods of questionnaire and testing are used to investigate the reading status of the three randomly selected classes' sophomores of non-English majors of Kashi University.The results showed that the students don't have enough abilities to understand,infer or analyze the main idea of discourse,discourse points,discourse structure and so on.Specifically speaking,The strategical ability of inferring and understanding the discourse gist is the worst,the reading behavior to predict and verify by situational context is absent,and the consciousness of genres of discourse and cohesion strategies is poor.There exists an imbalance development of the levels of English reading among the three classes,while the reflection of the low level of the whole students' abilities is more significant.Through an in-depth exploration of the causes of the problems by using the theory of Systemic Functional Linguistics,the results show that the problems have close relationships with the concepts of language and language teaching,the guidance and training of the core strategies of English reading,and the understanding of English reading class and the relevant teaching objectives.The research suggests that,firstly,to develop a new model of teaching English reading is urgently.Secondly,to reform the teaching of English reading from the two levels of syntax and discourse by using the tools of Systemic Functional Linguistics.Applying the theory of Interpersonal Meaning and Situational Context into the traditional syntactic teaching can promote the abilities of using vocabularies,provide an explaining option from semantic angle for the syntactic structure lacking of enough information,and promote the understanding of the changing of syntax structure and reconstruction of sentence,which can enhance students' abilities of knowing well with and neatly applying grammar.At the same time,applying the theory of Cohesion and Genre of Discourse into discourse teaching to grasp logical meaning between the whole discourse and the part,the meaning of specific discourse and communicative purpose.On the basis of understanding the characteristic of “discourse” and “PWP”three stages of teaching English reading,the last but not least is to put forward four practical methods to enhance the level of English reading of College students and teaching effect of College English reading: to improve the teachers' abilities of grasping the teaching goal of English reading and the relevant policies,to develop the learning strategies focused on the core functional teaching goals of English reading,to mix the situational context and cultural context into the teaching design,and to apply the view of discourse teaching under the systemic functional linguistics to examine the teaching materials and teaching process.