Research On Current Text Analysis And Strategies Of Chinese Reading Teaching In High Schools From The Perspective Of Relevance Theory

In high schools,important purposes of Chinese teaching are to develop students' reading comprehension skills and to improve their literacy in Chinese.Text analysis plays fundamental roles in teaching Chinese reading,and its profundity,as a main index for measuring effects of reading teaching,is a decisive factor that affects quality of the teaching.As a reading experience that requires exploratory and self analysis,text analysis of reading teaching is not only a method that shall be mastered by readers and an aesthetic experience of life education for subjects,but also a process for figuring out textual intentions,internalizing and reinventing personal life.Relevance theory is a new field of cognitive linguistics,where verbal communications have been defined over again.In guiding text analysis of Chinese reading teaching in high schools,it has made a visual way available for numerous frontline Chinese education workers.Inspiring teachers how to enrich their content and resources of teaching,this way has made it possible to perform a multivariate analysis of texts and improve reading teaching.Meanwhile,exact breakthroughs have been found for incorporating theoretical research and teaching practices into linguistic teaching practices.This study focuses on current text analysis and strategies of Chinese reading teaching in high schools from the perspective of relevance theory,divided into five parts as follows:Part 1 is the introduction,where an introduction is made to research background,significance of the research topic,academic research status home and abroad,literature review,research methods and definitions of core concepts.In Part 2,current text analysis of Chinese reading teaching in high schools is investigated.Based on a questionnaire survey,Chinese teachers' current text analysis in teaching reading in high schools is specifically understood in combination with interviews and observations,in order to get more comprehensive evidences for analyzing causes of the current situation.After a thorough analysis of the survey results,it is discovered that there are still many problems with current text analysis of Chinese reading teaching in high schools mainly because teachers are not conscious of texts,languages and reader in their teaching concepts.In Part 3,the pertinency for applying relevance theory in text analysis of Chinese reading teaching is demonstrated.In addition,efforts are made to verify whether relevance theory is appropriate and necessary for students' cognitive reading laws,course organization,text-based teaching and language teaching from the microscopic perspective of course goals and another perspective of processes for text analysis of reading teaching.In Part 4,strategies for applying relevance theory in text analysis are put forward.Four control strategies are proposed for text analysis based on four principles of the relevance theory,including “optimal relevance”,“ostensive-inferential” and “cognitive context”.In Part 5,problems to be noticed in applying relevance theory in text analysis of Chinese reading teaching in high schools are analyzed.