| Reading is an essential and important skill for students of English as a foreign language,and it is basic to the development of listening, speaking, writing and translating for students.Therefore, the teaching of reading is a very important part in English teaching and alwaysplays a very significant role in English classroom teaching. However, the current readingteaching in China mainly follows the“grammar-translation”teaching model and thedeficiency is obvious, the reading class is often centered on the teachers who use the linear“knowledge imparting”teaching process and regard the students as knowledge receivers, soalthough many students learn some vocabulary and grammar, they lack the ability to readbetween the lines, and understand the text theme and the intention of the writer.In order to solve the above mentioned problems, the author of this thesis intended tointroduce the theory of intertextuality into classroom reading teaching. This thesis targeted onvocational college students, taking their English learning characteristics into consideration,this thesis would make use of the theory of intertextuality to study if its application to readingteaching would have a positive role in the construction of the students’textual understandingability and hence enhance their reading proficiency.In the thesis, the following research questions were posed:1. What are the problems vocational college students are confronted with in Englishreading? Is there a necessity of introducing the theory of intertextuality to vocational collegeEnglish reading teaching?2. Which approach will effectively improve students’English reading proficiency,intertextuality-oriented teaching approach or the traditional reading teaching method invocational colleges?To address these research questions, the author conducts the experiment in the followingsteps.Firstly, the author took cluster sampling to randomly choose 30 students in Class One who constituted the control class and 30 students in Class Two who comprised theexperimental class.Secondly, in the English reading class, the intertextuality-oriented teaching approach wasadopted for the students in the experimental class, while the students in the control class weretaught by using the traditional teaching method.Thirdly, the students in the experimental class and the control class were asked to takethe pre-test at the beginning of the experiment, the mid-test in the middle of the experimentand the post-test at the end of the experiment. The scores of the two classes were comparedthrough which it can be analyzed whether the students’reading proficiency was enhanced bythe manipulation of the intertextuality-oriented methods. In order to analyze the data derivedfrom the experiment, SPSS 17.0 was used.It was found out that the students in the experimental class performed better than thestudents in the control class, as far as their reading proficiency was concerned. Makingintertextual links helped students to understand the correlative relation within a text and graspthe author’s idea, students not only absorbed the greatest amount of text information，but alsoexpanded the interpretation of a text and jumped beyond the reading text, and finally becameactive readers to understand the teaching contents consciously and perfected their schemataand cultivated the good habit of reading. Intertextuality-oriented teaching approach dideffectively improve students’English reading proficiency.It can be concluded that intertextuality-oriented teaching approach is a feasible andeffective teaching mode in English reading teaching in vocational colleges. This researchprovides some pedagogical implications to English teachers in vocational colleges. However,some imperfection and limitations of the intertextuality-oriented teaching approach were alsofound in the experiment. It remains to be improved by other vocational college Englishteachers, who are interested in enhancing students’comprehensive ability to use Englishlanguage. |
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