Abstract Reading is an important part in high school English teaching。 And it is always regarded as a process of getting information。 But, in most Chinese class, English teachers focus more on analyzing sentence structures。 English reading teaching is almost equal to grammar teaching and it is mostly teacher-centered。 It pays attention to the analysis of the sentences structure instead of understanding of the text from contextual perspective。 So students’ reading ability can’t be improved efficiently。74468

Based on context theory, this paper analyzes the causes of low reading proficiency, proposes reading strategies to improve reading competence according to contextual knowledge and intends to offer references to improve high school students’ English reading comprehension ability。

Keywords: context; reading strategy; high school reading teaching。

摘要英语阅读是高中英语教学的重要部分。阅读一直被看做是获取信息的过程。可是在我国的英语阅读教学的课堂上，获取信息即提高对句子结构的理解，英语阅读教学几乎等同于语法教学。语法教学法以老师为中心，只分析句子的语法结构，而忽视语境知识对于阅读教学的影响。因此学生的阅读能力一直得不到提高。

本文以语境理论为基础，分析了高中学生英语阅读能力差的原因，提出了通过语境知识提高阅读能力的阅读策略，以期对高中学生英语阅读的学习有着一定的借鉴意义。

毕业论文关键词: 语境；阅读策略；高中阅读教学

Contents

1。 Introduction 1

2。 Literature Review 2

2。1 Theory of context 2

2。2 Classification of context 4

2。3 Reading strategy 5

3。 Causes of Low Reading Proficiency of High School Students 7

3。1 Learners’ insufficient vocabulary 7

3。2 Teachers’ overemphasis on grammatical knowledge 8

3。3 Lack of contextual knowledge teaching 9

4。 Application of Contextual Theory in Developing Reading strategies of High School Learners 11

4。1 Identify unknown words with semantic context 11

4。2 Deduce main idea with stylistic context 12

4。3 Make correct inference with cultural context 13

5。 Conclusion 14

Works Cited 16

1。 Introduction

English reading is an indispensable part of English learning of the high school students。 English basic skills like listening, speaking, reading and writing, reading occupies a pivotal position, because reading is an important input approach to learn English。 It is also an important method of information acquisition and knowledge accumulation, and it is the prerequisite of other English basic skills。 English Curriculum Standard put forward higher requirements on reading ability in senior high school。 Students are required to understand different views and attitudes in reading materials, to enjoy the simple literary works with the help of teachers, to identify different stylistic features and so on。 All in all, the teaching of English reading is mainly to cultivate students’ ability to read independently and to use language flexibly。 It can be seen that reading accounts for about 30 percent of the total scores in Chinese College Entrance Examination。 These all indicates the importance of English reading。 For a long time, although high school English teaching pay much attention to developing students’ reading ability, but the result is not satisfactory。 At present in China a lot of English teachings emphasize linguistic knowledge instead of understanding the information that the article conveys。 It results in students only to acquire the knowledge such as vocabulary, grammar and so on through the reading materials。 So high school students’ reading ability is very poor and their English ability can’t be improved。 It attracts a lot of attention of scholars all over the world。 They do many researches on reading strategies from different perspectives。 But their purposes are the same, to improve learners’ reading ability。 The well-known applied linguist Hosenfeld did a research between the efficient readers and the poor readers on choosing reading strategies comparatively（Grabe and Stoller 127）。 He listed the reading methods used by successful readers。 British linguist Sarig did a research on reading strategies from the perspective of thinking aloud and he concludes four different types of reading strategies (Li and Qin 44)。 In the learning strategy proposed by Oxford, there is a part of reading strategies。 For instance, cognitive strategies include predication and analysis。 Memory strategies include the use of key words。 Analogize and consult the dictionary belong to compensation strategies (Oxford 404)。 Oxford theory was generally accepted by domestic scholars。 They think reading strategies can be pided into three parts。 They are pre-reading, while-reading and post reading。 Although previous studies have some help for students to read, the effect is not as good as teachers expected。 Therefore, more researches should be done in this field。 Many scholars have proposed original ideas about the understanding of the text。 Malinowski thinks that language and environment are closely related, so we can’t understand words without context。 Actually, words attach itself with context and context restrains words’ meaning。 We can’t ask the words’ meaning in isolation; instead, we can only ask the meaning in context。 论文网