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An Applied Research On Relevance Theory In English Reading Comprehension In Junior Middle School

Posted on:2018-06-12Degree:MasterType:Thesis
Country:ChinaCandidate:L ZhangFull Text:PDF
GTID:2347330518992410Subject:Education
Abstract/Summary:PDF Full Text Request
English reading comprehension ability is the basis and prerequisite for the development of other language skills.It is also an important aspect of English teaching.New English Curriculum Standards defined clearly that junior middle school's English teaching should focus on cultivating students' reading ability.Therefore,it is theoretical and practical to study English reading teaching in junior middle school under the background of deepening educational reform and development in China.After the introduction of Relevance Theory,some scholars try to use relevance theory to guide junior middle school's English reading teaching.However,the cases which apply relevance theory to practical English reading teaching are not so much at present.So,the author tries to explore the effect of the application of Relevance Theory on English comprehension from the perspective of Relevance Theory and how to use the Relevance Theory strategy in the process of reading comprehension.Thus,students can analyze true meaning of context through the literal meaning of discourse.The author conducted the Relevance Theory experiment among 82 students in Grade Eight of Xin Fang school in Yun Cheng city.The main research instruments include questionnaire,pre-test,post-test and interview.It includes three stages: pre-test,strategy training and post-test.The experiment lasted for 16 weeks.Before the experiment,the author investigated and tested students' ability of reading comprehension.It learns about some basic information about the reading strategies that students always use.After that,the students in the experimental class were trained for16 weeks of English reading comprehension strategies,and then the students in the experimental class and the control class were tested at the same time again.In the end,12 students were sampled from the experimental class to having an interview.Based on the results of the questionnaire,the results of reading test before and after the experiment,and the analysis of individual interviews,the conclusion is drawn that students' English reading ability can be improved through the training of Relevance Theory.The main conclusions are following: The reading mode guided by Relevance Theory can improve students' reading efficiency and quality;The reading model underthe guidance of Relevance Theory has a positive correlation on students' reading score;Students' reading comprehension ability can be improved based on the Relevance Theory.The experiment verified the hypothesis that the author made.The quantitative and qualitative analysis of the experimental results also show that it is feasible and effective to improve students' reading ability through the relevance theory.This study has important implications for present English reading compression teaching in junior middle school.It establishes a strategy for junior middle school students to learn and practice English reading compression.At the same time,the author hopes this research can provide more help for other researches.
Keywords/Search Tags:Relevance Theory, reading teaching, Pragmatic Inference, inference strategy
PDF Full Text Request
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