This paper will study reading strategies from specific perspective--context。 Some scholars have made some researches in this field。 Wang Ping studied the context’s influence on guessing the words’ meaning (Wang Context 17)。 Zheng Jun and Li Xingyong did a study about English reading on the basis of stylistic context (Zheng and Li 34)。  As the examples listed, they did the research only from one perspective of context or reading strategies。 In this paper, the context will be subpided into semantic context, stylistic context and cultural context to make an in-depth study about high school reading strategies。 This thesis intends to provide a new approach for teachers to teach reading and for students to learn better。

2。 Literature Review

The definition of context and reading strategies is wide。 Further studies must be based on the previous theories。 Some theories about context and reading strategies will be introduced in this following part。 

2。1 Theory of context

Context plays an important role in language learning。 With the appearance of functional linguistics and pragmatics, the study of context is becoming more and more frequent and in-depth。 Chinese and foreign linguists have varieties of discussions about the connotation of context。 

Context theory has received much attention in teaching reading in foreign countries。 The first person who puts forward the concept of context is the Polish linguist Malinowski。 He thinks words and environment are closely connected with each other and the language environment is essential for people to understand the meaning of language。 In 1950, British linguist Firth inherited and developed this opinion。 He proposed the idea that language not only refers to the language environment, that is, the context of relationship, but also includes the situational context, that is, the relationship between language and society (Hu 47)。 Halliday, as the representative of the system-functional linguist, developed Malinowski and Firth’s theory of context。 He had a further research about the types of contextual factors and their role in language systems and he raised the concept of register (Halliday 137)。 He found that people’s oral language and written language will change with the changes of the scene。 He also pided the situational factors into three categories which will determine the linguistic characteristics: field, tenor and mode。 Field refers to the actual occurrence of the things, that is, the language of the environment, including the topic of the conversation and the activities which the speakers and the other people who participated in。 Tenor emphasizes the relationship between the participants, which refers to the social status or the roles between the participants。 Mode is a channel or medium of communication。 For example, people can communicate in ways of speaking or writing, in an improvisational performance or in a prepared performance。 Besides that, it also includes the uses of rhetoric。 Any changes in these three elements of the register will cause changes of the meaning of communication, resulting in language variation and producing different types of context。 Leech proposed that context referred to the background knowledge which the speaker and listener are aware of。 The background help the listener understand the speaker’s words (Leech 187)。 Sperber。D and D。Wilson pointed out context is the cognitive environment in which both sides understand each other in the communication (Sperber。D and D。Wilson 54)。 This statement concludes the content, facts and the environment which are related to the people。 Verschuren’s linguistic adaption theory is a typical dynamic context。 The most important feature of this theory is that it thinks context is produced and built in the process of the language use。 Language use is a consistent process of choosing language which is decided by linguistic or non-linguistic factors (Verschuren 12)。 文献综述 从语境角度研究高中英语阅读策略(2):http://www.youerw.com/yingyu/lunwen_85068.html