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Chapter 1 College EFL Reading Teaching and Systemic-Functional Grammar1

1.1 The EFL Reading Teaching of Non-English Majors in China2

1.1.1 Situation in general2

1.1.2 Importance of reading teaching in the intensive reading course3

1.1.3 The probability and necessity of applying Systemic-Functional Grammar to the EFL reading teaching4

1.1.3.1 Problems existing in the EFL reading teaching4

1.1.3.2 Requirements of Requirements6

1.1.3.3 The probability and necessity of applying Systemic-Functional Grammar to language teaching7

1.2 What is an Effective reader?10

1.3 General Review of Systemic-Functional Grammar13

1.3.1 Historical review of Systemic-Functional Grammar13

1.3.2 Theoretical review of Systemic-Functional Grammar15

1.3.2.1 Two main components15

1.3.2.1.1 Systemic Grammar15

1.3.2.1.2 Functional Grammar16

1.3.2.2 Six core ideas17

1.3.2.2.1 Metafunctional idea17

1.3.2.2.2 Systemic idea19

1.3.2.2.3 Stratificational idea20

1.3.2.2.4 Functional idea21

1.3.2.2.5 Contextual idea21

1.3.2.2.6 Probabilistic idea22

1.4 The Relevance of Systemic-Functional Grammar to the EFL Reading Teaching22

1.5 Organization of the Book24

Chapter 2 Contextual Theory and Its Application to the EFL Reading Teaching26

2.1 Scholars'Views on Context27

2.1.1 Overseas scholars'views on context28

2.1.1.1 B.Malinowski's view28

2.1.1.2 J.R.Firth's view30

2.1.1.3 M.A.K.Halliday's view31

2.1.1.4 J.Lyons'view33

2.1.2 Chinese scholars'views on context34

2.1.2.1 Hu Zhuanglin's view34

2.1.2.2 He Zhaoxiong's view35

2.2 The Application of Context to the EFL Reading Teaching36

2.2.1 Context and reading comprehension36

2.2.1.1 Linguistic context and reading comprehension36

2.2.1.2 Situational context and reading comprehension39

2.2.1.3 Cultural context and reading comprehension42

2.2.2 Contextual analysis in teaching efficient reading comprehension skills44

2.2.2.1 Prediction45

2.2.2.1.1 Global prediction45

2.2.2.1.2 Local prediction47

2.2.2.2 Main ideas49

2.2.2.2.1 Explicit main ideas49

2.2.2.2.2 Implicit main ideas52

2.2.2.3 Inference53

2.2.2.3.1 Implied meaning53

2.2.2.3.2 Attitude54

2.2.2.3.3 Tone56

2.2.3 Analysis of a passage57

2.3 Summary61

Chapter 3 Cohesion Theory and Its Application to the EFL Reading Teaching63

3.1 A Brief Introduction to Cohesion Theory65

3.1.1 The concept of cohesion65

3.1.2 The classification of cohesion68

3.1.2.1 Reference68

3.1.2.1.1 Endophora and exophora68

3.1.2.1.2 Personal reference,demonstrative reference and comparative reference70

3.1.2.2 Substitution and ellipsis78

3.1.2.3 Conjunction85

3.1.2.4 Lexical cohesion87

3.1.2.4.1 Reiteration87

3.1.2.4.2 Collocation88

3.2 The Application of Cohesion to the EFL Reading Teaching90

3.2.1 The role of cohesion in reading comprehension90

3.2.2 The application of cohesion theory to the EFL reading teaching92

3.2.2.1 Reference92

3.2.2.2 Substitution and ellipsis96

3.2.2.3 Conjunction99

3.2.2.4 Lexical cohesion106

3.2.3 Analysis of a passage111

3.3 Summary116

Chapter 4 Thematic Theory and Its Application to the EFL Reading Teaching117

4.1 A Brief Review of Thematic Theory118

4.1.1 Theme and Rheme118

4.1.2 Classification of Theme121

4.1.2.1 Classification in terms of probability121

4.1.2.1.1 Theme in declarative clauses122

4.1.2.1.2 Theme in interrogative clauses122

4.1.2.1.3 Theme in exclamative clauses122

4.1.2.1.4 Theme in imperative clauses123

4.1.2.2 Classification in terms of complexity of structure123

4.1.2.2.1 Simple theme123

4.1.2.2.2 Multiple theme126

4.1.2.2.3 Clausal theme128

4.1.2.2.4 Theme in special structural patterns129

4.1.3 Thematic progression130

4.1.3.1 Linear thematic progression131

4.1.3.2 Parallel thematic progression134

4.1.3.3 Constant thematic progression136

4.1.3.4 Derived thematic progression137

4.1.3.5 Crossing thematic progression140

4.1.3.6 Alternating thematic progression141

4.1.3.7 Summarizing thematic progression143

4.2 The Application of Thematic Theory to the EFL Reading Teaching145

4.2.1 Train students to scan for the key information and follow the writer's underlying concerns148

4.2.2 Train students to follow the writer's train of thought and accelerate their reading speed149

4.2.3 Train students to understand the whole text158

4.2.3.1 Thematic progression of narration160

4.2.3.2 Thematic progression of description164

4.2.3.3 Themaitc progression of exposition168

4.2.3.4 Thematic progression of argumentation170

4.3 Summary175

Chapter 5 Genre Theory and Its Application to the EFL Reading Teaching178

5.1 Genre Theory179

5.2 The Application of Genre to the EFL Reading Teaching182

5.2.1 Genre-based teaching approach183

5.2.2 The importance of genre analysis in reading184

5.2.3 Reading teaching practice of genre-based approach185

5.3 Summary189

Bibliography191