NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1162487
Record Type: Journal
Publication Date: 2018
Pages: 6
Abstractor: As Provided
ISSN: ISSN-1916-4742
On Reading Comprehension Teaching for English Majors under Relevance Theory
He, Ping
English Language Teaching, v11 n1 p46-51 2018
Relevance Theory from the perspective of cognitive psychology argues that human communication is an ostensive-inferential process, and emphasizes the function of the optimal relevance for communication. In this sense, reading comprehension could be considered as a kind of communication in which the writer manifests his/her communication intention and the reader infers from the discourse codes; thereinto, the optimal relevance between the textual information and the reader's cognition is essential to the optimal contextual effects. This paper sets out to discuss the explanatory power of relevance theory to reading comprehension, with focus on differences among readers with different reading abilities in grasping the optimal relevance with the discourse and the cognitive context. Through the reading teaching experiment undertaken for a semester, the result shows that the application of relevance theory to reading by pinpointing reading purpose, setting reading tasks and constructing cognitive contexts benefits greatly to students' inference capability, hence their reading ability, which is also instructive for the teaching mode of reading courses.
Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, OH M3J 3H7, Canada. Tel: 416-642-2606; Fax: 416-642-2608; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A