英语论文网

he theoretical significance, the author finds that researchers seldom applyrelevance theory into teaching English reading when reviewing reading strategies.Furthermore, the author broadens relevance theory. This research is valuable in both theoryand practice.
……………

2 Literature Review

2.1 Review of English Reading
Reading is an active and fluent process between reader and writer. Meaning does not onlyreside on the printed page, but also in the head of the reader. A common way to discuss reading is to provide a definition of the concept. This way,however, while important for clarifying later discussion is not so easy. We have a simplesentence definition of reading as the following. Grabe and Stoller (2007: 10) suggest that“Reading is the ability to draw meaning from the printed page and interpret this informationappropriately.” However, it is insufficient as a way to understand the true nature of reading.For decades, a number of researchers and scholars have made great efforts to answer thisquestion. Reading is not only an interactive process but also “an active process in whichreaders shift between sources of information, elaborate and utilize meaning and strategies,check their interpretation, and use social context to focus their response” (Walker 1996).Wixson and Peters (1983) also proposed that “reading is a process of constructing meaningthrough the dynamic interaction among the reader’s existing knowledge.” We also haveanother definition of reading that it is going on reading in the lines, between the lines, andmoreover beyond the lines at the same time (Manzo and Manzo, 1993). Vacca and Vacca(1996) present us a clear definition of reading in the following figure.
……………

2.2 Review of Relevance Theory
Sperber and Wilson’s relevance theory has the following viewpoints: pragmatics needsonly one principle, that is, the principle of relevance. It first implies that communication is aprocess of ostensive-inferential communication about informative intention andcommunication intention. Second, the encoder and decoder are the basic ofostensive-inferential communication. Not all these interpretations occur to the hearersimultaneously; some of them take more effort to think about. Third, the hearers are equippedwith a single, a general and wide criterion for evaluating interpretations as they occur to them.The contextual effect is a condition. Fourth, this criterion is very powerful to exclude all but asingle possible interpretation. This criterion for evaluation interpretation is just the degree ofrelevance of all the possible interpretations to the hearer.Relevance is defined by Sperber and Wilson (2002) in terms of contextual effects andprocessing effort. It is determined by the mutual interactions between two factors: “1) thegreater the contextual effects are, the greater the relevance; 2) the smaller the processingeffort, the greater the relevance;” Sperber and Wilson (2001: 270) define this kind of dilemmaas “optimal relevance” which “a) It is relevant enough for it to be worth the addressee’s effortto process it; b) The ostensive stimulus is the most relevant one compatible with thecommunicator’s abilities and pReferences.”Generally speaking, optimal relevance is achieved by seeking a balance between effectsand efforts using the greatest possible contextual efforts for the smallest processing eff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。