Application of Relevance Theory in College English Teaching
Volume 7, Issue 5, September 2018, Pages: 132-135
Received: Nov. 7, 2018;
Published: Nov. 8, 2018
Views 272 Downloads 72
Zhao Shuo, School of Foreign Studies, Northwestern Polytechnical University, Xi’an, China; School of Foreign Studies, Xi’an University, Xi’an, China
Dou Chen, School of Foreign Studies, Northwestern Polytechnical University, Xi’an, China
Follow on us
In coming society of new era English has become the communicative language of today’s international context. More and more people are using English to obtain and exchange information. First English reading, as an important part of English, is one of the ways to reflect the reader’s potential English communication skills. The reading process links authors and readers in two ways. On the one hand, the author expresses his intentions, thoughts and feelings in written form. On the other hand, the reader understands the information to be expressed by the author through the identification, connection and reasoning of these linguistic symbols. Over the years English teachers have been dedicated to improving students’ comprehensive reading skills. However there are quite a few English teachers who pay much attention to vocabulary, sentences, paragraphs and articles in various reading skills to train students, let alone from the perspective of relevance theory. Then the paper aims to discuss and analyze the cognitive nature of English reading, comprehensively discusses three reading patterns. Hence English reading comprehension requires a more comprehensive and effective reading mode to guide its teaching and learning. Relevance theory holds that reading is the process of explicit reasoning, the process of readers looking for the best association, and the process of choosing context. Therefore teachers will focus on cultivating students’ reasoning ability, focusing on dynamic context and finding relevance. At last the paper puts forwards several points of relevance theory and attempts to find effective solutions to apply them in the reading process.
Relevance Theory, College English Reading, Application
To cite this article
Application of Relevance Theory in College English Teaching, Education Journal.
Vol. 7, No. 5,
2018, pp. 132-135.
Krashen, S. D. The Input Hypothesis: Issues and Implications. New York: Longman, 1985.
Jiao Meilian. On the Effective Development of Classroom Management in College English Grading Teaching Course Education Research, 2018 (23).
Li Linpo. Study on Outdoor College English Teaching Mode [J]. Overseas English, 2016 (15), pp. 239.
Li Silan. Problems in the Application of Task-based Language Teaching in English Class English on Campus, 2016 (34), pp. 59.
Liao Daosheng. Cultural Barriers of Chinese EFL Learners in English Reading. Foreign Language Education, 2001 (4), pp. 72-77.
Liu Dandan. A Study of Chinese EFL Learners’ Reading Strategies. Foreign Language World, 2002 (6), pp. 13-18.
Liu Yuhong. Application of Three-dimensional Teaching Mode in College English Teaching. Crazy English (Pro.), 2018 (2), pp. 123-124.
Liu Zhenqian & Thomas G. Bever. An experimental study of the function of syntactic analysis in reading comprehension. Foreign Language Teaching and Research, 2002 (3), pp. 219/240.
Song Zhenzhen. Study on the Teaching of English Reading Based on Relevance Theory. Journal of Nanchang College of Education, 2013 (03), pp. 138/140.
Sperber D. & Wilson D. Relevance: Communication and Cognition. Beijing: Foreign Language Teaching & Research Press, 2001.
Xiang Mingyou. Pragmatic Studies: A Mapping-Knowledge-Domain Analysis. Journal of Foreign Languages, 2015 (6), pp. 36.
Yan Ninglian & Zhang Xiaoli. Teacher Roles in Humanistic Approaches. Shanxi Youth, 2017 (1), pp. 95-96.
Zhang Zhi. Teacher Talk Code-switching in College English Teaching Classroom. Overseas English, 2016 (15), pp. 184-185.