A Study Of The Application Of Thematic Progression Pattern To The Teaching Of English Reading In Senior High School

The traditional English reading teaching places too much emphasis on the importance of vocabulary and grammar,and neglects the cultivation of students’ discourse analysis ability and logical reasoning ability.Therefore,students’ ability to analyze sentences and sentences,segments and segments are weak.The slow improvement of students’ reading ability is not conducive to the cultivation of students’ interest in reading.The New Curriculum Standard of Senior High School(2017 Edition)clearly states that the education value of the subject should be fully embodied by improving the students’ core quality.The theme theory emphasizes the evolutionary relationship and consistency of discourse.Therefore,applying the theory of thematic progression to the teaching of English reading in senior high school is one of the explorations to solve the above problems.Matthews,the founder of the Prague School,first proposed the concept of master and narrative.In his opinion,the known information in the sentence is the theme,and the unknown information is the rheme.On the basis of this view,other linguists at home and abroad have developed this.Halliday divides the theme into three types.After a lot of research,the Czech linguist Danes proposed Thematic Progression Pattern in 1974 to explain the relationship between the evolution of the discourse and the sentence layer,and proposed three basic Thematic Progression Patterns.Huang Yan,a Chinese scholar,combined the previous research results,divided Thematic Progression Patterns into two types,and proposed seven Thematic Progression Patterns that reflect the coherent discourse.In this study,all the students in the first grade of the 16 th Middle School in Zhengzhou were divided into experimental and controlled classes.By using the Thematic Progression Pattern,some chapters in the New Senior English Student’s Book1 and Book2 published by People’s Education Press are analyzed and experimental teaching is carried out.In the experimental class,the Thematic Progression Pattern is used for teaching.In the controlled class,follows the traditional reading teaching mode.Use questionnaires,interviews,examinations and other methods for a semester of research.The aim is to study two issues:(1)What problems may appear in the process of applying Thematic Progression Pattern to English reading teaching?(2)What effect does the application of Thematic Progression Pattern have on students’ reading achievement?Finally,SPSS 19.0 was used to analyze the test scores,questionnaire data and interviews carefully.The results of the three test scores showed that the reading performance of the students in the experimental class improved significantly compared with the control class.Through the interview,it was found that students were willing to accept this teaching method and thought that this reading method could improve their ability of discourse analysis and word guessing,but more practice was needed to consolidate and further improve.The data of the questionnaire show that after a semester of experimental teaching,the students’ interest and confidence in reading comprehension has been greatly increased.And in future reading,they will continue to use this method to read.The results of the experimental class students show that the Thematic Progression Pattern can effectively save students’ reading time,improve students’ reading efficiency and achievement,and students’ confidence in reading comprehension is greatly improved,at the same time,the mode is also conducive to cultivating students’ reading interest,and provides a feasible plan for the future senior high school English reading teaching.The study also found that some students are resistant to this new concept due to the influence of traditional teaching,especially for students with weak English foundations,because vocabulary affects their understanding of the chapter and the division of sentence structure.