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Frontiers in Educational Research, 2023, 6(29); doi: 10.25236/FER.2023.062917.

Exploration of High School English Group Reading Teaching Based on Intertextuality Theory


Xiang Pengfei

Corresponding Author:
Xiang Pengfei

School of Foreign Languages and Literatures, Chongqing Normal University, Chongqing, 401331, China


Through the teaching of reading based on intertextuality theory, students can have a deeper understanding of texts and be able to connect and compare different texts, thereby improving the breadth and depth of reading. In the classroom, teachers should attach importance to guiding the intertextual phenomena in the text to enhance their learning enthusiasm. During this process, teachers should conduct appropriate classroom activities to help students master intertextual reading strategies and improve their reading ability and effectiveness. Ultimately, through the application of these improvement strategies, students can flexibly apply English knowledge and background knowledge outside of high school English reading, better understand and analyze texts, improve reading proficiency, and lay a solid foundation for future learning and career development.


The theory of intertextuality; High school English; Reading instruction

Cite This Paper

Xiang Pengfei. Exploration of High School English Group Reading Teaching Based on Intertextuality Theory. Frontiers in Educational Research (2023) Vol. 6, Issue 29: 110-115. https://doi.org/10.25236/FER.2023.062917.


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