The Application Of Relevance Theory In Senior High School English Reading Teaching

Relevance Theorists hold that communication is a process of ostensive-inference. As one means of inferential communication, reading is one of the integral teaching components in senior high schools. Relevance Theory, an approach of cognitive pragmatics, can be applied in reading teaching activities in senior high schools. This thesis discusses the application of Relevance Theory in English reading teaching for senior high school students. In this study. Action research is the major method employed, the subjects involved in teaching actions are chosen from Class seven, Grade two of Tianshui No.1 senior high school of Gansu province. Firstly, this thesis expounds the concept of Relevance Theory and principles of Relevance Theory as well the research into application of the theory in teaching reading; secondly, after analyzing the current reading problems confronting high school students, the relevance theory is applied in reading teaching and the action research aimed to optimize the application is carried out; finally, it proposes a teaching model to apply Relevance Theory into English reading teaching in senior high schools. Above all, this thesis aims to pedagogically improve high school students’ reading competence in light of Relevance Theory.