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mined, thus the vocational college students have poor reading proficiency and areunable to use English language comprehensively.Therefore, it is necessary to find out a way to change the present situation of Englishreading teaching in vocational colleges and search a new teaching approach to improve thecurrent situation of reading teaching. The main effort should be focused on developingstudents’ reading strategies and skills; the main aim should be laid in guiding the students toread effectively, enabling them to become active and independent readers of English.Realizing the rationale of English reading teaching, we are aware that it’s high time thatvocational college EFL teachers reflect on the reading teaching method.

 

1.2 Purpose of the Study
The purpose of the thesis is to apply the theory of intertextuality to vocational collegeEnglish reading teaching and explore its practical functions—the teacher’s methods ofapplication and students’ reading practice in the guidance of intertextuality theory.According to the analysis of the current situation of English reading teaching in vocationalcolleges, we can find out that the present traditional teaching method deprives students ofrights and opportunities in classroom language practice, makes students lose interest inEnglish reading, and makes the English classroom boring, thus greatly hinders the formationand development of students' language application abilities.The concept of intertextuality suggests that texts (regardless of their form) gain much oftheir meaning and relevance to people by virtue of links made at the ‘production stage’ of atext or when it is ‘read’ by another person (Wade and Moje, 2000). This complexinterconnectedness can be described as constructing intertextual readings and interpretationsof a particular text, drawing in other texts as the interpreter sees fit. Intertextuality is inherentin reading where a reader creates intertextual links with the text he or she is reading and thosethat have been read, viewed, or heard. These links enable the reader to facilitatecomprehension of the text. And also, proficient readers understand text not as isolated entities,but in relation to, among other things, other texts. Regrettably, in analyzing students’think-aloud responses to texts , Rogers (1988)discovered that a mere 1% of students madereferences to other things and texts ,only if students saw other texts as almost identical werethey able to make intertextual links. The role of a teacher in the reading classroom should gobeyond ensuring that students read the text but to facilitate students to construct intertextuallinks for better comprehension.The author hopes that intertextuality-oriented teaching approach can be adopted inEnglish reading class of vocational colleges in order to improve the present situation inEnglish reading teaching in vocational colleges. This study is to apply the intertextuality-oriented teaching approach to English reading experimental teaching and the specifics of thisstudy are as follows: 1) provide a platform for students to relate the text with their experiences,values and viewpoints in order to motivate students’ activeness and initiative; 2) encouragestudents to participate actively in group discussions in order to capture their waning interest inthe reading text and change the students’ passive reading model into active one; 3) Tocultivate students’ comprehensive skills; 4) To improve students’ rea本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。