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摘要：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.

as a ........................23-25
    2.2 Theory on Reading ........................25-34
        2.2.1 The Intertextual ........................ 25-32
        2.2.2 The Social Nature ........................ 32-34
    2.3 Theoretical Bases of the ........................ 34-39
        2.3.1 Social Nature of ........................ 34-35
        2.3.2 Intertextuality in Classroom ........................ 35-37
        2.3.3 The Importance of Making ........................ 37-39

Chapter Six Conclusion

This study has provided insight into the intertextual links that the subjects made in theirEnglish reading class. The subjects made links between the texts that they read and theirpersonal experiences and lives, as well as their prior knowledge about the world. In additionto these links, they also made links between different texts that they read. From this study, it isevident that providing a supportive environment for students by applying the theory ofintertextuality to English reading teaching creates a positive context for content acquisitionand learning, this positive context can foster a new love of reading and thus enhance theirreading of texts.

6.1 Main Findings
In this thesis, the theory of intertextuality was implied in the reading teaching in thenon-English majors in vocational college, and an experimental teaching has been carried outin reading teaching to check the effect of the “intertextual reading” model. The major findingin this study can be concluded as the following:1) Using intertextuality as an instructional approach in a reading class allows students topractice the process of making links or relationships between what is being read and what baspreviously been read on a topic. As stated previously, college students often view reading as avery passive process, as though the text author is telling and they, as readers, are supposed tosit back and just receive the information. An intertextuality-based course, however, challengesthis analogy as students are asked to reconceptualize reading as a conversation-one in whichthey are active participants.2) Students who make links while reading are better able to understand the text they arereading. It is important for students to draw on their prior knowledge and experiences toconnect with the text. Students are thinking when they are connecting, which makes themmore engaged in the reading experience.

6.2 Pedagogical Implications
First, teachers need to be more cognizant of the needs of their students and be willing tochange the way in which they teach to meet the needs of the students—to provideopportunities for all learners to have choice in the texts they read as well as provide a varietyof ways in which learners can authentically respond to texts. Teachers need to change theirview of teaching to one where student voice and empowerment are honored in the classroom.The second implication for teachers is how classrooms are actually set up and “run”.There should be opportunities for learners to read and learn together; learning and 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。