Research On The Application Of Discourse Analysis To English Reading Teaching In Senior High School

As one of major ways to learn English,reading is an important part in senior English teaching,which is valued by both teachers and students.However,in traditional reading teaching,teachers always pay more attention to teaching the words and grammar,but ignore the discourse structure and the use of the language.At the same time,teachers divide the whole discourse into several parts,such as words teaching,grammar teaching and so on,which is lack of the understanding of the whole discourse.By this way,students just grasp the discourse in an isolated way instead of completely.However,the application of discourse analysis to reading teaching can avoid the shortcomings of traditional reading teaching and improve the students’ ability of analyzing and grasping the discourse as a whole.Thus,it is of great importance to testify whether the application of discourse analysis to English reading teaching in senior high school is feasible and efficient or not.The research is based on discourse analysis theory and it is conducted from September,2018 to December,2018 in Jining No.2 senior middle school.The study aims to testify whether the application of discourse analysis to English reading teaching can improve the discourse awareness and scores in senior middle school.The research questions of this thesis are: 1)Can the application of discourse analysis improve the students’ discourse awareness in English reading teaching? 2)Can the application of discourse analysis improve the students’ reading scores?Two classes of Grade two in a senior high school in Jining NO.2 Middle School are the research subjects,which has 89 students totally.One class is experimental class,and the other is the controlled class.Students in the experimental class were taught in discourse analysis teaching method,while students in controlled class were taught in the traditional teaching method.The purpose of the pre-test is to show there are no significant differences between the two classes in English reading.The instruments in this paper mainly include questionnaires,interviews,pre-test,post-test.The aims of questionnaires and interviews are to make it clear whether students’ discourse awareness is raised in the experimental class after the experiment.Pre-test aims to find whether significant differences exist between experimental and controlled classes in English reading.The post-test aims to learn whether students’ reading scores can be improved by applying the discourse analysis to English reading teaching.The whole process lasted sixteen teaching weeks.The author made English reading pre-test between the two classes and sent out and collected the pre-questionnaire in the experimental class during the first week.During the fifteen week,the author carried out the post-test between the two classes and sent out and collected the post-questionnaire in the experimental class.The author finished the analysis of statistics collected during the experiment and interview in the experimental class in the last week.After a semester,the author conducted a series of studies and analysis.The conclusion is presented as follow: firstly,the application of discourse analysis can improve the students’ discourse awareness in English reading teaching.Students have made great progress in the usage of discourse awareness,such as predicting the discourse,references recognition,guessing the meaning of the words and so on.Secondly,the application of discourse analysis can improve the students’ scores of reading.After the systematic acceptance of the discourse analysis reading teaching mode,the students have a great ability to deal with guessing words’ meaning,inferred questions and main idea questions.The improvement shows a clear advantage,and the correct rate ratio increased by 20%,21.33%,and 15% respectively.Therefore,it is possible for teachers to apply the discourse analysis to English reading teaching,is of great benefit to improve the students’ reading ability.