The Application Of Non-linguistic Context To The Teaching Of English Reading In Rural Secondary Vocational-Technical School

Reading is the most important purpose and also the most important means of language learning. For a long time, reading teaching has been receiving much attention in English teaching. But there are some problems in our reading classes, especially in rural secondary vocational-technical school. Usually, foreign language teaching is inseparable from the context. Since Malinowski put forward the concept of context in 1923, many scholars both at home and abroad have probed into this field, such as Firth, Halliday, He Ziran and Hu Zhuanglin,etc. Although the linguists agree that context is very important in the teaching of English reading, there is much controversy over the division of context. This thesis divides context into linguistic context and non-linguistic context. The linguistic context refers to the internal environment of a text, namely the word, the phrase, the relationship or the context of the text. The non-linguistic context refers to no specific text in external form of writing articles or conversations with the contents of the relevant factors, mainly including context of situation and context of culture of these two aspects. Judging from the current situation, as a result of rural area's economic and social aspects of the objective conditions and so on, teachers' knowledge is limited especially on the non-linguistic context, teaching resources also are very deficient. And there are many problems in the teaching of English reading in rural secondary vocational-technical school. In view of the teaching and learning environment in the rural areas, limited to the length of this paper, the paper mainly discusses the application of non-linguistic context to the teaching of English reading in rural secondary vocational-technical school.In order to change the traditional teaching of reading which is only to pay great attention to the word and the grammar, the author introduce the non-linguistic context to the teaching of English reading, and then tentatively studies the application of non-linguistic context in the teaching of English reading from two aspects, namely, context of situation and context of culture. In doing so, words and grammar points are not the only focus of English reading any more. Context of situation and context of culture are about the related knowledge outside a text, which can't be detached from a language. In the actual teaching of reading, the context of situation is very important. In this paper, the author elaborates the context of situation from time, location, as well as emotional scenes and language differences. Some text is also difficult to understand its true meaning only on the basis of context of situation and linguistic context, we must also unify certain the social and cultural background, namely cultural context.In order to test the actual effect of the application of context in the teaching of English reading as well as the difference of it with the traditional teaching method, the author spent one semester of time to have a study in Yingcheng Secondary Vocational-Technical School. The study is about the teaching of English reading is studied from the perspective of non-linguistic context in rural secondary vocational and technical education. The subjects are put into two groups by class. Class two of 40 students is the experimental group. Class one of 41 students is the control group. To the former group, non-linguistic context theory is applied; while to the latter, the teacher just focuses on words and grammar points. The study is meant to compare the teaching effects between the two different teaching approaches. Finally carries on the analysis according to experiment's data. The result can be sure, after one semester of the test, English reading ability of the experimental class is higher than that of the control class. Moreover, the students of the experimental class are more interested in the English, and they have mastered certain reading method. In addition, after a semester of practice of non-linguistic context into the teaching of English reading, the author carries on the questionnaire survey to two class's students. And then analyzes the questionnaire result. The author found that the effect of the teaching of reading by introducing non-linguistic context is obvious. That not only can improve their reading skills effectively, but also improve the students' language ability comprehensively. Therefore, the application of context in the teaching of English reading will improve students' reading skills and English competence.Finally, this paper makes a review of the whole thesis and suggests some ways to apply context in the teaching of English reading in the future. As the objective and subjective reasons, there are many limitations of this paper. One is that non-linguistic context includes many factors, but the research of the relationship between these factors is not enough, waiting for the further study.