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Article
Author(s)
LI Feng
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DOI:10.17265/2159-5836/2020.10.011
Affiliation(s)
School of Foreign Languages, Shanxi University, 030006, Taiyuan, China
ABSTRACT
Reading is an important channel for students to acquire knowledge and information. Therefore, exploring an effective reading instructional model to improve students’ reading ability is one of the main goals of today’s university English teaching. The model of English reading instruction based on the theory of systemic functional linguistics is designed to study how teachers can apply this theory to the teaching of reading in order to improve students’ reading comprehension.
KEYWORDS
systemic functional linguistics, reading instruction, reading proficiency
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References
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Halliday, M. A. K., & Hasan, R. (1985). Language, context, and text: Aspects of language in a social-semiotic perspective. Victoria: Deakin University Press.
Harmmond, J. et al. (1992). English for social purposes:A handbook for teachers of adult literacy. Sydney:National Centre for English Language Teaching and Research. Macquarie University.
Liu, R. Q. (1996). Foreign language teaching and learning. Beijing: Higher Education Press.
Stanovich, K. (1980). Toward an interactive-compensatory model of individual differences in the development of reading fluency. Reading Research Quarterly, (16), 32-71.
Zhang, D. L., Miao, X. W., & Li, X. N. (2005). Functional linguistics and foreign language teaching. Beijing: Foreign Language Teaching and Research Press.