A Pragmatic Analysis On Reading In CET 4/6

This dissertation makes a systematic analysis on reading in CET 4 and CET 6 from the point of view of pragmatics, with the aim of applying the pragmatic theories to reading comprehension to analyze the pragmatic phenomena in reading and providing help to and giving directions to the college English reading teaching. According to the college English syllabus, the aim of college English teaching is to train the students to have a better reading ability, a reasonable listening, speaking, writing and translation ability and thus to enable them to use English to communicate. So it is obvious that reading is the main training aim of our college English teaching. And in CET 4 and CET 6, the score of reading comprehension is higher than the other parts, which just reflects that reading ability is the main training aim in our college English teaching. Considering the importance of reading in college English teaching and in CET 4 and CET 6, the author of this dissertation chooses reading in CET 4 and CET 6 to make an analysis. Nowadays, the aim of college English test is not only to examine the comprehension of the literal meanings of words, phrases, sentences, paragraphs and the whole passage, but to test the comprehension of their implicature, or the function of some sentence or paragraph, or the attitude or intention of the author of the passage. These are just what the pragmatics has studied. Therefore, the analyses on reading in CET 4 and CET 6 will be made in terms of pragmatics.The analyses on reading in CET 4 and CET 6 will be done from micro and macro aspect. Micro aspect includes analyses on words, phrases and sentences with deixis, context, presupposition, implicature and speech act theory. Macro aspect consists of analyses on paragraphs and passages with coherence theory, schema theory and speech act theory. At the same time, relevance theory will be applied to reading comprehension from micro and macro aspect. Through the pragmatic analyses on reading in CET 4 and CET 6, the conclusion can be drawn that pragmatic theories are quite helpful in improving reading comprehension. The author hopes that her analyses can give insights and help to the teachers in college English reading teaching.