An Experimental Study On The Application Of Systematic Functional Linguistics To The Reading Teaching In Senior Middle School

With the development of our society and educational reform, the teaching goal of high school English is higher and higher, in the process of English teaching, students are paid more attention to comprehensive language ability. English reading comprehension is an important component of English teaching. The current teaching mode in high school English reading has obvious shortcomings, The traditional teaching mode is based on the form of learning-based language teaching methods, focusing on the teaching of vocabulary and grammar, After that we started to emphasize the mastery of the context and function of contextual characteristics in reading teaching, ignoring the words and grammar teaching. In this paper, we use Systemic functional linguistic analysis domestic and oversea in English teaching research for reference, based on the specific contents in high school English, and carry an experimental study to explore the systemic functional linguistics applied to high school English reading teaching operationally.This article is divided into five parts, the first part is an introduction, describing the origin of the study, outlining the status of domestic and foreign research, defines key concepts of the text, a brief description of contents and methods of this study. The second part, the main body, explains the application of the theory of systemic functional linguistics to senior high school English reading teaching in great detail and designs a high school English reading teaching mode under system function linguistics. The third part is about experiment conducted in two classes using two different teaching methods and an analysis on the result ending up with supporting arguments. The fourth part analyzes the results of the teaching experiment, summarizing some successful experience in application of the theory of systemic functional linguistics to senior high school English reading teaching. The fifth part reiterated the basic conclusions of this study and the lack of this research.The research of the thesis gives rise to some main findings which can be presented as follows:firstly, as one kind of teaching theories, the systemic functional grammar proves to be very powerful in feasibility and application; secondly, it can assist the students to get the deep meaning conveyed by language through context and grasp the intention of the author; thirdly, the teaching method of systemic functional analysis can promote students' understanding about the choice of syntax, vocabulary and cultivate their reflection on the creativity of language semiotic so that they can choose the right words according to the context; fourthly, this teaching method can not only contribute to the comprehensive cultivation of the students language ability in the three perspectives---vocabulary, syntax and semantics, but also enhance their reading and writing ability.