Intertextuality in Reading Teaching

Abstract

This study attempts to apply the intertextual theories to the Extensive Reading teaching. Based on the analysis of the questionnaires tests in three classes with three different focuses of applying intertextuality, the paper ends with the conclusion that the intertextual theories in reading do serve a certain help in reading teaching, and for the freshmen English-majors, the social background knowledge is more important than the basic language knowledge.