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A Study of the Teaching Strategies of Context-based Reading

Author: FanJie
Tutor: YiXiuBo
School: Jilin University
Course: Foreign Linguistics and Applied Linguistics
Keywords: Reading Comprehension Context Context Construction Situational reading
CLC: H09
Type: Master's thesis
Year: 2005
Downloads: 247
Quote: 0
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Abstract


Theory of reading research in recent years shows that reading is a dynamic process of communication between writer and reader . As a the socially mediated chapter arising with a particular context . So, readers in the interpretation of the chapter , not only to the chapter Language decoding , more importantly, is to build a context of \chapter to convey information . In other words , the reader is able to successfully reading not depend on whether they understand the meaning of various phrases in the chapter , but depends on its ability to successfully build of context . Context Construction centric situational teaching of reading research , the content is divided into five chapters : the first chapter to clarify the purpose of this writing . The author of the current teaching of reading classroom observation found that the majority of teachers still use the main teaching language knowledge teaching mode . With the shift in focus of University CET reading test , the current reading model showed students reading ability has obvious shortcomings . In order to adapt to the new demands put forward by the University of CET on reading comprehension from the point of view of context , of trying to find a new entry point in the teaching of reading . The second chapter on the nature of reading comprehension , reading mode, the definition and classification of Context and Context in Reading teaching effective application of the theory are reviewed . Reading is a dynamic process of communication between a reader and writer , but also a process of interaction between the reader's background knowledge and discourse . Chapter information to the reader in this process both the bottom-up processing , but also its top-down processing . Readers only chapter language decoding , activate a higher level of schema , which is at the same time the use of own to build chapter of background knowledge in both verbal and nonverbal aspects Context to be able to realize the full chapter understand. The third chapter is the subject of this article . Reading theory and the theory of context , in this chapter three situational teaching reading strategies , namely : focus on the chapter in the textual context meaning

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