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摘要：Second language learning needs many skills which we have four basic and essential ones:reading, listening, speaking and writing, among which reading and listening provide input forthe learners, while speaking and writing provide output.

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3 Research Design.... 24
3.1 Research Hypotheses...... 24
3.2 Subjects ........ 24
3.3 Instruments ......... 25
3.3.1 Reading Comprehension Tests: Pre-test and Post-test..... 25
3.3.2 Questionnaire ....... 25
3.4 Research Procedure ........ 26
3.5 A Teaching Sample in the Experimental Class........ 27
4 Results and Discussion ..... 29
4.1 Data Collection......... 29
4.2 Results and Data Analysis.... 29
4.2.1 Results and Data Analysis on Pre-test and Post-test ........ 29
4.2.2 Results and Data Analysis on Questionnaire ....... 34
4.3 Discussion .... 36
4.4 Summary ...... 39

4 Results and Discussion

4.1 Data Collection
The aim of the quasi-experiment was designed to describe and compare basic-levelexplicature of relevance theory used in teaching English reading in senior high school withtraditional model. The whole data collection lasted one semester from September to December,about four months.Pre-tests were given to both EC and CC before the teaching treatment and after theteaching treatment a post-test was given either. At the same time, a questionnaire was used inthe classroom and collected immediately in the EC. All the subjects handed in thequestionnaire papers, thus the validity rate of data collection towards basic-level explicatureof relevance theory used in teaching reading is 100%. Making data analysis was to find out whether basic-level explicature of relevance theoryused in teaching reading is much more feasible and effective on improving student’s readingability. The results were collected by using the SPSS 19.0.The analysis was conducted through Descriptive Statistics including mean, standarddeviation and so forth, and hypotheses tests were done by using SPSS 19.0 including pairedsamples t-test and independent samples t-test. The t-test was used to compare the means of thetwo classes to examine whether there were significant differences in the achievement of thestudents’ reading comprehension within the EC and CC and between them as a result oftreatment. In the t-tests, the paired samples t-test was used within the classes: the EC and theCC separately; the independent samples t-test was used between the two classes in the pre-testand post-test.
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Conclusion

This thesis investigated the effectiveness of basic-level explicature of relevance theoryused in teaching reading. Training with the Grade 2 students in An Shan KuangShan SeniorHigh School, the findings show that the students in basic-level explicature of relevance theoryused in teaching reading significantly have improved their proficiency. Applying thebasic-level explicature of relevance theory used in teaching reading aims at developing thestudents’ language competence, especially the competence of processing information and theability to solve problems at three levels. At the same time the author answered the researchquestions: 1) Basic-level explicature of relevance used in teaching reading can make thestudents improve their reading ability. 2) Basic-level explicature of relevance theory used inteaching reading can deepen the usages of students’ reading strategies. 3) From the results andanalysis of data and discussion of the data about students’ assessment and att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。