An Experimental Study of Dynamic Context Analysis Reading Model
|Course||English Language and Literature|
|Keywords||Relevance Theory Adaptation Theory Dynamic Context Analysis Reading Model Reading Competence|
Reading, as a complex cognitive process,involves the interaction between the reader and the text. Reading comprehension, especially the ability to understand a text in a particular context is of vital importance. It is obvious that a certain text should be understood in its appropriate context in a way that language not only compromises a context but also reflects the output of the related information. A context influences the comprehension of a text. The more contexts created, the easier it is to comprehend a text. There are many factors that will influence the correct understanding of a text. Apart from the context, problems may arise in the understanding of a text. To improve the comprehension of a text in reading, it is necessary to grasp the basic skills of reading and reading models. What’s more, context is an important concept in pragmatic study and the significant roles it plays in English language reading cannot be neglected since contextual factors directly decide readers’comprehension of a text and they are crucial factors to improve students’reading competence.Sperber and Wilson defined language from the perspective of cognitive psychology, broke through the traditional notions on static context and studied a context from a cognitive approach. According to Theory of Relevance,context is dynamic and it is a psychological construct in which the speaker can construct and restrict a context, and the hearer can choose and extend a context in real communication. Verschueren studied context in the perspective of communication. According to Theory of Adaptation, context is constructed in language use or in the dynamic process of communication. In this process, the language users can manipulate the context actively till the communication comes to an end. The author put forward the“dynamic context analysis reading model”based on the Theory of Relevance and the Theory of Adaptation and tends to prove the effectiveness of this model through an experimental study in reading teaching.Accordingly, the author made an experimental study implemented based on the contrasts between the pre-tests and post-tests to testify the following hypothesis: the dynamic context analysis reading model is significant in improving college students’English reading competence. The experiment lasts four months for a term. The subjects are 82 college students in Grade one majored in the applied English from Hebei Normal College of Nationalities. The students of each class belong to two groups: the control group and the experimental group. The author made an investigation through a questionnaire to explore students’barriers in reading and the application of reading strategies so as to work out the participants’reading competence before the study. The result showed there was no significant difference between the two groups either in reading speed or reading comprehension. During the course of the study, the control group was taught by the interactive reading model and the experimental group was taught by the dynamic context analysis reading model.Concluded from the data analyzed in the post-test, there was significant difference between the two groups in reading comprehension and the dynamic context analysis reading model is effective in facilitating college students’reading comprehension.