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Abstract
The context of the language used in the process as an important factor ,which paly vocational English teaching reading plays a vital role. In the course of English reading, language, context, situational context, all those play an important role. Therefore, when leading the teaching of reading in English, students must pay attention to context awareness as well as the context of deconstruction and reconstruction capabilities, to improve their ability to understand the article. Starting from the context of this paper, focus on the application of the theory of context in English Reading and Its Implications for vocational teaching English reading teaching. Context is a basic condition for language comprehension.Reading comprehension is essentially a process of building contextualization process, and context is important to build and contribute to reading comprehension. Based on the context of the theory, the article discusses how to use the Context Construction to improve students' English reading ability.
Keywords: Context Theory ; Reading Comprehension ; Chapter
Introduction
When it comes to the foreign language teaching, reading comprehension has long been proven to be the four most important skills in " speaking and writing ". For foreign language students to improve their reading comprehension, largely to improve the foreign language they use all the skills. However , today's English reading teaching status quo is not satisfactory . The traditional teaching of reading in the theoretical guidance of grammar-translation method , relies syntax analysis to understand the semantics, but it is just too much emphasis on the role of both grammar and translation skills in reading , and even a lesson on reading lessons syntax analysis ,which could ignore the students to read ability. This article focus on the context and the context of the relationship between theory and reading the paper discusses how to improve the vocational students' English reading comprehension and teaching of English reading efficiency. For English learners, The reading capability is an important skill. Reading is not a passive process , which combines text written on the background knowledge and experience as well as readers . The process of reading comprehension process is essentially a build context for understanding , which is inseparable from the context of the chapter. Development and improvement of modern context theory provides a solid theoretical foundation for the teaching of English reading . Context in English Reading plays an important supporting role. Therefore , The way to use the context of improving reading comprehension in English is a question worth exploring .
2. Explain the context of the theory of rational
Malinow ski is a pioneer in the context of the study. He is located in the eastern part of the discourse indigenous Trobriand Islands, New Guinea and the Pacific Ocean on the study. He made the introduction of the context of theory, and the contexts into three categories : context of utterance, context of situation and context of culture.Halliday & Hasan are also in the context of the introduction of three concepts : context of culture, interstitial context and intra textual context. Hu Zhuanglin , who is in the context of a model based on Halliday boils down to three categories : cotext, situational context and cultural context. Initially context refers only to the context of a phrase from Malinowski began , which meaning has been extended to the language environment. In fact, the meaning of context has become extremely rich, epitaxy is also extremely broad. Context narrow sense often refers to the practice of verbal expression to express a language after language specific context or meaning foreword relies , namely the linguistic environment. Context often refers broadly affect or restrict speech activities in a language -specific expression of the meaning of various subjective and objective environmental factors, including actors have background knowledge of speech , information, intention , speech activity occurs time, place , scenes, etc. , so-called environmental implication . In the context of defining on , Halliday was undoubtedly the most affected by the context of the theory , the greatest contribution. Halliday critically inherited his mentor Firth of situational context concept into the context of cultural context , situational context and linguistic context . Cultural context is so valuable discourse , limited background characteristics of structural and ideology to explain the scope of the discourse . Situational context contains three variables: the scope of discourse , mode of discourse and discursive tone. Range of discourse refers to the actual event , including topics of conversation , but also the experience of the outside world and inner psychological experience. Mode of discourse refers to the communication media and channels, including the rhetorical methods. Tenor refers to the relationship between communication , including social and communicative role relationships role relationships . Three variables corresponding to the language Metafunction three branches: the concept of functional , discourse function and interpersonal function. Linguistic context refers to the discourse context. Our linguists Firth believes that the context of language knowledge , including knowledge of two categories and sub- language . Knowledge of the language refers to the language used by the master and on the language in the context of understanding.
Vice- language knowledge includes background knowledge, situational knowledge and communicative mutual knowledge of both sides.Background knowledge includes knowledge, specific social norms and rules of a particular session . Knowledge of the relationship between communication scenarios including the time, place , theme , formality and participants. Knowledge means of communication with each other mutual understanding of each other .System functions linguists context, not only on situational context and speech activities directly related to , and pay attention to the wider cultural context . They found that situational context is reflected by the statement of the meaning of discourse structure ( such as transitivity, voice, mood, modality , thematic , information structure , etc. ) , and cultural context is reflected by the generic structure .The so-called generic structure , which surface is the internal structure of a certain type of discourse or step , in fact, human social culture Patterns of activity reflected in speech activities .He believes that the construction of the internal situation in the reading process is the process of derivation of discourse , including retrieved from the directory in the minds of vocabulary words , stimulate long-term memory concepts , search for information, through additions and deletions , restructuring and connection information to establish the structure , thereby establishing cognitive representation .
3. Use contextual strategies to improve reading comprehension
From the above analysis, the use of language is inseparable from the context, the context of the overall understanding of the chapter has a huge impact .To improve the foreign language reading ability , we should pay attention to build context , specifically the following main methods:
3.1 Speculate that the specific meaning of words from the context
For Chinese students in terms of English as a Foreign Language Reading usually beyond their level of English acquisition .Because the learner is inevitable always encounter new words or phrases.According to the traditional method , if we encounter a new word to turn every dictionary , which will make the reading speed and comprehension greatly hindered . Therefore, we need the help of the context of solving this problem. Meaning of words is often reflected in the context of the chapter of the front and rear . When they encounter new words , analyze the overall context , attention before and after the sentence is often able to find clues lexical meaning .
For example : Jane is indecisive, that is, she Call not make up her mind. Some learners might be indecisive unfamiliar at first unable to decipher its meaning.If we look at the word independence , we can not get the meaning , but to observe the entire sentence , in the next sentence.We can easily learn its meaning : she can not make up her mind.There are many English Polysemy , the same word has different meanings in different contexts, therefore, must be read when reading sentences or paragraphs , understand context, and then determine which words meaning.
For example : (a) Mothercapped her son before he went to schoo1.
(b) The students capped to their headmaster.
The two sentences are all in the same word "cap", the context in which they are not , however , have distinct meanings . In (a), , cap context is " before going to school ," actor is a mother, the recipient is son, from this context , we can see that this is the mother before the children go to school for a hat.It can be seen cap meaning of "caps on ."
While the (b) in the context of the students and the principal is among the students facing the president should be the hat off , so here 's cap should be construed as " off his hat ( tribute ) ."From these examples , we find the same words in different contexts have different meanings. Therefore, to understand its meaning in the context of specific training in reading .
3.2 Information inferred from the all chapter
When you are reading , language can help the reader understand the context of chapters written information , rather than linguistic context helps the reader to infer its deeper meaning .In reading, the reader needs to hammer out the intention of the chapter , the tone in the context of the sentence . According to the authors infer not presented a single word , a sentence to be , but according to evidence-based analysis of the whole chapter to form opinions, conclusions.
For example : Whatever w0men do, they must do twice as well aS men to be thought half as good. Luckily, this is not difficult. Two sentences , the first sentence indicates social status and condition of women: obviously subject to certain social discrimination. If only seize this word, we can not know whether the author 's attitude towards women certainly . But the next words , luckily leads to a different point of view : this is not difficult. So according to the foregoing , we can clearly surmise its intrinsic meaning : It is not difficult for women to do twice as well as men. Women should not be discriminated. If you do not carry around contextual analysis , many readers do not understand the meaning and luckily this is referring to , as well as the author's attitude. Through contextual analysis and derivation, we can clearly get this information ,although the information is not presented in a straightforward manner on the sentence.Therefore, the combination of context information to dig deeper meaning of the chapter is a necessary reading skills.
4.Conclusions
In summary , the context for reading comprehension has a positive effect. Therefore, the teaching of reading in English , if consciously strengthen the use of context , can effectively improve students' reading comprehension and use of language ability . Foreign language teaching of reading, performing basic knowledge of the language teaching, the students should be conscious to explore the context of response capability. Develop their teaching practice and actively take advantage of shared knowledge structure in the context of the unity of reading , which is synchronized with the literal reading , thus improving their reading skills. The ultimate aim is to develop English reading teaching students the significance of potential .Students in different contexts verbal and written communication ability manner . Therefore , the use of contextual teaching English teaching will be more vivid, rich concrete , so as to stimulate students ' interest and improve students' language skills and language proficiency . Both the linguistic context , or non- linguistic context , plays an important role in English reading comprehension . Linguistic context helps to grasp and understand the clues to the structure of the article , rather than linguistic context is to help the reader to infer the deep meaning of the article.
Context and reading comprehension can not be separated , the reader must consciously adopt the context of strategies to improve reading comprehension, reading can really be effective . Therefore, in the teaching of English reading , teachers during basic training , but also should enhance the context of reading training , students of contextual awareness to help students analyze the meaning of the whole chapter , guide students to explore the use of contextual meaning of words ; the same time, it must require students to accumulate a comprehensive knowledge , especially the Anglo-American cultural knowledge , so as to unhindered use contextual strategies to improve their English reading comprehension.
The context of the language used in the process as an important factor ,which paly vocational English teaching reading plays a vital role. In the course of English reading, language, context, situational context, all those play an important role. Therefore, when leading the teaching of reading in English, students must pay attention to context awareness as well as the context of deconstruction and reconstruction capabilities, to improve their ability to understand the article. Starting from the context of this paper, focus on the application of the theory of context in English Reading and Its Implications for vocational teaching English reading teaching. Context is a basic condition for language comprehension.Reading comprehension is essentially a process of building contextualization process, and context is important to build and contribute to reading comprehension. Based on the context of the theory, the article discusses how to use the Context Construction to improve students' English reading ability.
Keywords: Context Theory ; Reading Comprehension ; Chapter
Introduction
When it comes to the foreign language teaching, reading comprehension has long been proven to be the four most important skills in " speaking and writing ". For foreign language students to improve their reading comprehension, largely to improve the foreign language they use all the skills. However , today's English reading teaching status quo is not satisfactory . The traditional teaching of reading in the theoretical guidance of grammar-translation method , relies syntax analysis to understand the semantics, but it is just too much emphasis on the role of both grammar and translation skills in reading , and even a lesson on reading lessons syntax analysis ,which could ignore the students to read ability. This article focus on the context and the context of the relationship between theory and reading the paper discusses how to improve the vocational students' English reading comprehension and teaching of English reading efficiency. For English learners, The reading capability is an important skill. Reading is not a passive process , which combines text written on the background knowledge and experience as well as readers . The process of reading comprehension process is essentially a build context for understanding , which is inseparable from the context of the chapter. Development and improvement of modern context theory provides a solid theoretical foundation for the teaching of English reading . Context in English Reading plays an important supporting role. Therefore , The way to use the context of improving reading comprehension in English is a question worth exploring .
2. Explain the context of the theory of rational
Malinow ski is a pioneer in the context of the study. He is located in the eastern part of the discourse indigenous Trobriand Islands, New Guinea and the Pacific Ocean on the study. He made the introduction of the context of theory, and the contexts into three categories : context of utterance, context of situation and context of culture.Halliday & Hasan are also in the context of the introduction of three concepts : context of culture, interstitial context and intra textual context. Hu Zhuanglin , who is in the context of a model based on Halliday boils down to three categories : cotext, situational context and cultural context. Initially context refers only to the context of a phrase from Malinowski began , which meaning has been extended to the language environment. In fact, the meaning of context has become extremely rich, epitaxy is also extremely broad. Context narrow sense often refers to the practice of verbal expression to express a language after language specific context or meaning foreword relies , namely the linguistic environment. Context often refers broadly affect or restrict speech activities in a language -specific expression of the meaning of various subjective and objective environmental factors, including actors have background knowledge of speech , information, intention , speech activity occurs time, place , scenes, etc. , so-called environmental implication . In the context of defining on , Halliday was undoubtedly the most affected by the context of the theory , the greatest contribution. Halliday critically inherited his mentor Firth of situational context concept into the context of cultural context , situational context and linguistic context . Cultural context is so valuable discourse , limited background characteristics of structural and ideology to explain the scope of the discourse . Situational context contains three variables: the scope of discourse , mode of discourse and discursive tone. Range of discourse refers to the actual event , including topics of conversation , but also the experience of the outside world and inner psychological experience. Mode of discourse refers to the communication media and channels, including the rhetorical methods. Tenor refers to the relationship between communication , including social and communicative role relationships role relationships . Three variables corresponding to the language Metafunction three branches: the concept of functional , discourse function and interpersonal function. Linguistic context refers to the discourse context. Our linguists Firth believes that the context of language knowledge , including knowledge of two categories and sub- language . Knowledge of the language refers to the language used by the master and on the language in the context of understanding.
Vice- language knowledge includes background knowledge, situational knowledge and communicative mutual knowledge of both sides.Background knowledge includes knowledge, specific social norms and rules of a particular session . Knowledge of the relationship between communication scenarios including the time, place , theme , formality and participants. Knowledge means of communication with each other mutual understanding of each other .System functions linguists context, not only on situational context and speech activities directly related to , and pay attention to the wider cultural context . They found that situational context is reflected by the statement of the meaning of discourse structure ( such as transitivity, voice, mood, modality , thematic , information structure , etc. ) , and cultural context is reflected by the generic structure .The so-called generic structure , which surface is the internal structure of a certain type of discourse or step , in fact, human social culture Patterns of activity reflected in speech activities .He believes that the construction of the internal situation in the reading process is the process of derivation of discourse , including retrieved from the directory in the minds of vocabulary words , stimulate long-term memory concepts , search for information, through additions and deletions , restructuring and connection information to establish the structure , thereby establishing cognitive representation .
3. Use contextual strategies to improve reading comprehension
From the above analysis, the use of language is inseparable from the context, the context of the overall understanding of the chapter has a huge impact .To improve the foreign language reading ability , we should pay attention to build context , specifically the following main methods:
3.1 Speculate that the specific meaning of words from the context
For Chinese students in terms of English as a Foreign Language Reading usually beyond their level of English acquisition .Because the learner is inevitable always encounter new words or phrases.According to the traditional method , if we encounter a new word to turn every dictionary , which will make the reading speed and comprehension greatly hindered . Therefore, we need the help of the context of solving this problem. Meaning of words is often reflected in the context of the chapter of the front and rear . When they encounter new words , analyze the overall context , attention before and after the sentence is often able to find clues lexical meaning .
For example : Jane is indecisive, that is, she Call not make up her mind. Some learners might be indecisive unfamiliar at first unable to decipher its meaning.If we look at the word independence , we can not get the meaning , but to observe the entire sentence , in the next sentence.We can easily learn its meaning : she can not make up her mind.There are many English Polysemy , the same word has different meanings in different contexts, therefore, must be read when reading sentences or paragraphs , understand context, and then determine which words meaning.
For example : (a) Mothercapped her son before he went to schoo1.
(b) The students capped to their headmaster.
The two sentences are all in the same word "cap", the context in which they are not , however , have distinct meanings . In (a), , cap context is " before going to school ," actor is a mother, the recipient is son, from this context , we can see that this is the mother before the children go to school for a hat.It can be seen cap meaning of "caps on ."
While the (b) in the context of the students and the principal is among the students facing the president should be the hat off , so here 's cap should be construed as " off his hat ( tribute ) ."From these examples , we find the same words in different contexts have different meanings. Therefore, to understand its meaning in the context of specific training in reading .
3.2 Information inferred from the all chapter
When you are reading , language can help the reader understand the context of chapters written information , rather than linguistic context helps the reader to infer its deeper meaning .In reading, the reader needs to hammer out the intention of the chapter , the tone in the context of the sentence . According to the authors infer not presented a single word , a sentence to be , but according to evidence-based analysis of the whole chapter to form opinions, conclusions.
For example : Whatever w0men do, they must do twice as well aS men to be thought half as good. Luckily, this is not difficult. Two sentences , the first sentence indicates social status and condition of women: obviously subject to certain social discrimination. If only seize this word, we can not know whether the author 's attitude towards women certainly . But the next words , luckily leads to a different point of view : this is not difficult. So according to the foregoing , we can clearly surmise its intrinsic meaning : It is not difficult for women to do twice as well as men. Women should not be discriminated. If you do not carry around contextual analysis , many readers do not understand the meaning and luckily this is referring to , as well as the author's attitude. Through contextual analysis and derivation, we can clearly get this information ,although the information is not presented in a straightforward manner on the sentence.Therefore, the combination of context information to dig deeper meaning of the chapter is a necessary reading skills.
4.Conclusions
In summary , the context for reading comprehension has a positive effect. Therefore, the teaching of reading in English , if consciously strengthen the use of context , can effectively improve students' reading comprehension and use of language ability . Foreign language teaching of reading, performing basic knowledge of the language teaching, the students should be conscious to explore the context of response capability. Develop their teaching practice and actively take advantage of shared knowledge structure in the context of the unity of reading , which is synchronized with the literal reading , thus improving their reading skills. The ultimate aim is to develop English reading teaching students the significance of potential .Students in different contexts verbal and written communication ability manner . Therefore , the use of contextual teaching English teaching will be more vivid, rich concrete , so as to stimulate students ' interest and improve students' language skills and language proficiency . Both the linguistic context , or non- linguistic context , plays an important role in English reading comprehension . Linguistic context helps to grasp and understand the clues to the structure of the article , rather than linguistic context is to help the reader to infer the deep meaning of the article.
Context and reading comprehension can not be separated , the reader must consciously adopt the context of strategies to improve reading comprehension, reading can really be effective . Therefore, in the teaching of English reading , teachers during basic training , but also should enhance the context of reading training , students of contextual awareness to help students analyze the meaning of the whole chapter , guide students to explore the use of contextual meaning of words ; the same time, it must require students to accumulate a comprehensive knowledge , especially the Anglo-American cultural knowledge , so as to unhindered use contextual strategies to improve their English reading comprehension.
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