Abstract
Application of non-linguistic context theory in English Reading Teaching in middle school is of important significance to improve the students’ accuracy of grasping the article and stimulate their interest in learning English. Based on the summary of non-linguistic context theory, this paper discusses the current situation of English reading teaching in middle school, namely, the application of non-linguistic context theory is insufficient. Then, this paper mainly explores how to apply three elements of non-linguistic context theory in pre-reading, while-reading and post-reading, including situational context, cultural context and cognitive context. Finally, it puts forward some suggestions for English teachers in middle school on application of non-linguistic context theory in the reading teaching. This paper aims to provide practical and feasible solution for how to apply non-linguistic context theory in English reading teaching in middle school.
Keywords:Non-linguistic context; Reading teaching; Middle School; Application
Contents
Abstract
摘要
1.Introduction-1
2. Literature Review-2
2.1 Related Studies in China-2
2.2 Related Studies Abroad-2
3. Non-linguistic Context Theory-3
4. Current Situation in English Reading Teaching in Junior Middle School-4
5. Application of Non-linguistic Context in Reading Teaching-5
5.1 Pre-reading and Non-linguistic Context-6
5.2 While-reading and Non-linguistic Context-8
5.3 Post-reading and Non-linguistic Context-11
6. Suggestions for Teachers in Application of Non-linguistic Context in Reading Teaching-13
7. Conclusion-13
Works Cited-15
