ApplicationsofContextTheoriestotheTeachingofEnglishReading

毕业论文〔设计)AbstractReading is an important way of gaining information in foreign language learning.It has been considered as one of the most basic and useful skill for a foreign languagelearner.Improving reading comprehension must be put in the first place in languageteaching.Therefore,teachers should know how to improve the ability of reading sothat it can enhance students'English-learning successfully.However,the currentsituation of the teaching of English reading is far from satisfying in China.Studentsare trained to be good at memorizing words and analyzing sentence structures,whilethey will be at a loss when faced with passages or articles.Therefore,researchers have proposed many new theories,such as threeinfluential reading models:the bottom-up model,the top-down model and theinteractive model.However,none of these teaching methods was perfect.Later,context theory comes into play.Since it was proved to be effective,more and moreteachers try to apply it to their teaching nowadays.This thesis is made up of five chapters.Chapter one,the introduction,is anoverview about the current teaching of English reading in China.Chapter two thedefinition of context is discussed.There are different views of context according tomany linguists both at home and abroad.Chapter three is about the classification ofcontext.Since there is not a set rule to the classification of context,this thesisclassifies it into three kinds:linguistic context,situational context,and culturalcontext.Chapter four is the main part of the thesis.It focuses on applications ofcontext theories to the teaching of English reading.The aim of this chapter is to find