本文是一篇英语论文，本研究尝试通过韩礼德的语域理论来指导英语阅读教学，重点探究语域理论的运用对初中生完形填空解题能力的具体实效。旨在改善初中英语完形填空的教学现状，帮助学生提高解题能力，并降低解题的错误率。
Chapter One Introduction
1.1 Research Background
The National English Curriculum Standard for Nine-year Compulsory Education(2022 Edition)has new requirements for English reading skills in junior high schools,that is,Grade 7 students are required to understand the overall meaning and maincontent of the written text,identify and judge the logical relationship betweensentences in written text;Grade 8 students are required to sort out the context,outline,and development of written text,extract critical information,and summarize the mainpoints of the content;Grade 9 students are required to judge and summarize theauthor’s views and the main thrust of the text from written text,and use variousreading strategies to obtain discourse information according to different purposeseffectively.Michael West believes that the primary task of teaching English is,first ofall,to develop reading ability.Cultivating students'reading skills and paying attentionto students'deep understanding of the whole discourse and reading strategies are thetop priorities of secondary English teaching.
Cloze test,an English reading test,comprehensively examines students'languageknowledge,reading comprehension ability,and logical reasoning ability in thediscourse,and it is currently one of the compulsory questions in large-scale tests suchas the college entrance examination English in China,mainly used to check the coreliteracy of middle school students in English subject.Cloze has shifted from focusingonly on language knowledge points to overall discourse in recent years.
1.2 Research Purpose
On the one hand,this study designs English reading teaching,analyzes reading materials,and cloze teaching from the three variables of Halliday's register theory,which govern linguistic variation,including field,tenor,and mode.The above contentexplores the specific influence of the three variables of the register on the discourse.
On the other hand,this study intends to start from the English reading of juniorhigh school students,adopt the method of experimental research,combine the specificobjectives of English reading teaching in the NECS and the learning characteristics ofjunior high school students,apply the register theory to students'classroom readingactivities,explore the specific impact of register theory on middle school students'reading comprehension and cloze-solving ability,provide teachers with teachingguidance and continuously promote teaching reflection,aiming to improve teachers'cloze teaching ability,cloze evaluation ability,students'reading comprehensionability and cloze score,and then cultivate and develop students'English textualawareness and core English subject literacy.
Chapter Two Literature Review
2.1 Definitions of Key Concepts
2.1.1 Register
"Register"was first proposed by Reid in 1956 through the study of the bilingualphenomenon.The purpose is to describe the variants of language use.The so-called"variant"is the meaning of the same language meaning in different forms due to itscontext.In 1964,M.A.K.Halliday proposed the term"register"in his book TheLinguistics Science and Language Teaching when studying the"language planningframework"and defined it as a Functional Variety of Language,that is,as the contextchanges,the language form changes accordingly(Shen,2014).In the 1970s,Halliday,based on previous research results,namely Malinowski,1923 formally proposed threeessential concepts of"context":situational context,textual context,and culturalcontext;And J.R.Firth,about the concept of"typical language environment"theory,has been clear about the relationship between the register and the context.Namely,theregister is the concrete manifestation of the situational context(Liu,2018).In addition,Halliday absorbed Firth's idea of"typical context"and proposed that"register"wasthe context(Hong,2020).Therefore,the register theory was inherited and developedby Halli
