关联理论视角下的大学英语阅读教学-英语语言文学专业论文.docxVIP

PAGE PAGE iii On College English Reading Teaching from the Perspective of Relevance Theory Abstract With the development of society, English becomes the world nowadays international social intercourse language. A growing number of people start to use English, acquire and exchange information from outside world. English reading comprehension, as an important part of English teaching, is also a way to reflect the potential English communicative ability of the readers. The reading process associates both writers and readers concerned for two purposes. One is the writer expresses his intentions, thinking and feelings in a written form, while the other is the reader understands the writer’s information conveyed in his writings via recognition, relevance and inference, etc. Since this kind of communication is not a face-to-face process, it is necessary for a reader to have a good command of English language reading skills, for it is an essential guarantee of effective communication in written form. In order to improve the abilities of English readers, or rather, English learners, it is a good idea to apply Relevance Theory to English reading teaching. For many years more attention has been given to the improvement of students’ reading comprehension, and many English teachers have mainly focused on the words, sentences, paragraphs and passages, training their students with various reading skills, but fails to give enough attention to the perspective of Relevance Theory in their reading teaching, which can’t be considered as critical important, but at least indispensible to the improvement of the ability of the learners’ reading comprehension. And this thesis intends to discuss and analyze the cognitive nature of reading as well as to introduce three models. Finally, it points out the limitations of the three models. Therefore ， a more efficient and comprehensive reading model is needed to guide English reading comprehension both in learning and teaching. Relevance Theor