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Application of Relevance Theory to Reading Teaching in Senior High School

Author: ZhaoNa
Tutor: LiFengQin
School: Shanxi Normal University
Course: Curriculum and Pedagogy
Keywords: Relevance Theory Reading Comprehension Exchange Context Relevance Theory approach to reading Teaching reading
CLC: G633.41
Type: Master's thesis
Year: 2010
Downloads: 198
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Abstract


Sperber and Wilson's relevance theory reveals how people in the session, in accordance with the process of understanding the relevance of organizational context of things, the new information and existing information linked to draw the logical conclusion, it is certainly a cognitive subject, person tremendous psychological dynamic role of cognitive ability. From the perspective of relevance theory, many scholars to explore and explain the reading comprehension process: 1, reading comprehension is a reader and writer process of communication, reading main purpose is to obtain expressed by the author, then outside intentions (communicative meaning); 2. Reading comprehension is the essence of reasoning, is a reader using his encyclopedic knowledge, logical knowledge and vocabulary knowledge to new information processing procedure; 3, reading comprehension is a reader associated with the process of seeking the best, depends on language Habitat is a dynamic interplay of psychological and is constructed. Therefore, how to choose the best context-related information for reasoning constitutes improve reading ability is the key. Since reading comprehension Relevance Theory has a strong explanatory power, based on this understanding, the author of relevance theory into high school English reading teaching conducted exploratory research. There are three main research questions: (1) the theory of reading instruction based on association patterns on students 'reading cognitive strategies have significantly increased awareness? (2) based on the associated theory of reading instruction mode is able to significantly improve students' reading achievement? ( 3) Based on Relevance Theory Teaching reading to students read articles on different genres (narrative, expository, argumentative) of the effect produced by reading achievement whether the differences? article is an empirical study. Ping Lu Yuncheng subjects are high school a grade two classes of 80 students. They attended a semester teaching reading experiment. I use SPSS 11.5 for independent samples T-test and paired samples T test twice before and after the reading test on the data obtained were analyzed statistically combined with the experimental results of interviews with students in the class, the following conclusions: 1, based on the associated theory of reading teaching mode can improve students' reading cognitive strategies consciousness, especially in the prediction, reasoning, contextual and structural analysis of these aspects. 2, based on the theory associated with reading model can significantly improve students' reading achievement. 3, for different genres of reading the article, the relevance theory into the teaching of reading patterns can significantly improve students' reading achievement in narrative terms, but in expository and argumentative not significant. Thus, the association theory to high school English reading teaching has some positive effects and practical significance. At the same time I also made some specific revelation and inadequate teaching, we want to present high school teaching of reading help.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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