語篇連貫理論指導(dǎo)下的英語專業(yè)泛讀教學(xué)IntroductionTheteachingofextensivereadinginEnglishmajorshasbeenasignificantresearchtopicinthefieldofEnglishTeachinginChina.However,thecurrentproblemsinextensivereadingteachingcannotbeignored.Basedoncoherencetheory,thispaperexplorestheteachingofextensivereadinginEnglishmajors,andproposescorrespondingmeasurestoimprovetheefficiencyofextensivereadingteaching.LiteratureReviewExtensivereadingisateachingmethodforlearnerstoacquirevocabularyandreadingcomprehensionthroughextensivereadingofgradedreaders,especiallyfornon-nativespeakersofEnglish(Day&Bamford,1998).Extensivereadingreferstoreadingforpleasure,enjoymentandgeneralization;itisdifferentfromintensivereading,wherestudentsreadthetextindetailtoachievespecificgoals.Extensivereadingisalearner-centeredapproach(Jargalmaa&Otgontugs,2019).ExtensivereadingteachingisrequiredinEnglishmajorcurriculum,ensuringstudentstoreadaconsiderableamountofEnglishmaterialstoenrichtheirlinguistic,culturalandcommunicativecompetence(Liu&Cai,2017).However,therearestillsomeproblemsinextensivereadingteaching,suchaslackingtheoreticalguidance,insufficientindividualizedlearning,anddisorganizedteachingmaterials(Yang,2018).Basedoncoherencetheory,thispaperproposesthatthefollowingmeasurescanimprovetheefficiencyofextensivereadingteachinginEnglishmajors.CoherencetheoryandExtensiveReadingTeachingCoherenceisessentialtothesuccessofextensivereadingteaching.Coherencetheorysuggeststhatcoherencebetweendifferentelementsofinstructionincreasesthelearningprocessefficiency(Bransford,Brown,&Cocking,1999).Coherencetheoryenhancestheteachingofextensivereadingthroughthefollowingways.1.Designingindividualizedreadingplansforstudents.Coherencetheoryemphasizesthatlearnershavedifferentcognitivestructuresandlearningstyles;theyneedtoconstructconnectionsbetweennewknowledgeandtheirpriorknowledgetoenhancecomprehension(Carrell&Eisterhold,1986).Therefore,itiscrucialtodesignindividualizedreadingplansforstudentsbasedontheirlinguisticlevels,interests,andstrategies.Theindividualizedreadingplancanguidestudentstoreadtextswithasuitablelevelofdifficulty,whichisneithertoochallengingnortooeasy.Thereadingplancanalsoencouragestudentstosetreadinggoalsandmonitortheirreadingprogress,whichisessentialtooptimizetheirreadingmotivation.2.Choosingappropriatelygradedreaders.Accordingtothecoherencetheory,learners'priorknowledgeisanessentialfactoraffectinglearning;theirlearningwillbemoreeffectivewhentheteachingcontentisconnectedwiththeirpriorknowledge(Hart&Risley,2003).Therefore,itisessentialtochooseappropriatelygradedreadersaccordingtothestudents'linguisticlevelandinterests,toensurecoherencebetweenthereadingmaterialsandstudents’priorknowledge.Thegradedreadersshouldnotonlymatchthestudents'proficiencylevelbutalsotheirreadingpurpose,topicinterestandculturalbackground.Whenstudentsreadmaterialsthatalignwellwiththeirpriorknowledge,thedevelopmentoftheircognitiveschemaisstimulated,andknowledgegainsareoptimized.3.Guidingstudentstocomprehendreadingmaterialsholistically.Coherencetheoryemphasizesthattheunderstandingoftheknowledgesystem,themeaning,theorganization,andtheuseofinformationareallessentialcomponentsofcoherence(Kintsch,1988).Inextensivereadingteaching,guidingstudentstoreadmaterialsholisticallyenablesstudentstogainageneralunderstandingofthetextstheyread.This,inturn,improvestheiroverallreadingandcriticalthinkingability.Teacherscaninstructstudentstoreadforgist,focusingoncomprehendingtheoverallmessageandmeaningofthetext.Teacherscanalsoaskstudentstosummarizethekeypoints,andhighlighttherelationshipsbetweendifferentideasandconceptsinthetext.ConclusionTheapplicationofcoherencetheoryinextensivereadingteachingcanpromotetheefficiencyofteachingandlearning.Itemphasizesalearner-centeredapproachthatconsidersindividualdifferencesinlanguageproficiency,readinginterestsandstrategies.Coherencetheoryencouragesteacherstodesignindividualizedreadingplansforstudents,sele