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.

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.

Contents

Abstract

摘要

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