A Study On The Application Of The Teaching Mode Of English Reading Based On Discourse Analysis In Senior High Schools

Learning is a kind of input behavior.Language learning needs a lot of channels to acquire and input.In the process of English learning,reading can be a channel or source for plenty of language input.Therefore,the status of reading can not be ignored,especially in English teaching.Reading has always been the most important part of English teaching and learning.In the traditional teaching of reading,teachers often focus on the explanation of words and sentences,especially spend a lot of time on the detailed analysis of grammar.Such a teaching mode largely ignores the integrity of the reading text.The relevant research of discourse analysis theory lays the foundation for the formation of the new English reading teaching mode.This study is based on relevant theories of discourse analysis,such as schema theory and discourse cohesion theory.By using the methods of questionnaire,pre-test and posttest analysis and interview,and by applying the teaching mode of English reading based on discourse analysis to the experiment.The specific process includes new course introduction,fast reading,intensive reading,rereading and consolidation,as well as discussion and extended practice,aiming to solve the following three problems:Question 1: Can the students’ interest in reading be raised under the teaching mode of English reading based on discourse analysis in senior high schools?Question 2: Can the students’ ability to grasp the main idea accurately,infer and judge,and guess the meaning of words be improved under the teaching mode of English reading based on discourse analysis in senior high schools?Question 3: Can the students’ reading performance be improved under the teaching mode of text analysis in senior high schools?This study was carried out in the first grade of a senior high school in Fujian Province.The research object is located in two parallel classes of science.The number of students in class 3 and class 4 is the same,and the teaching environment and conditions are the same.In order to better understand the general situation of students’ reading at ordinary time,the author first conducted a questionnaire survey on the experimental class and the control class respectively before the experiment.And then tested the reading level of the two classes with the pre-test paper.During the 20-week experiment,the traditional reading teaching mode was adopted in the control class,while discourse teaching mode was adopted in the experimental class.After the experiment,the same questionnaire was distributed to the experimental class and the control class again,and the post-test paper was used.In the meanwhile,the pre-test and post-test questionnaires were analyzed and the results of pre-test and post-test were statistically analyzed.Finally,the students in the experimental class and the teachers in the same grade are interviewed.The results show that the students’ interest in reading can be raised and that the students’ ability to grasp the main idea accurately,infer and judge,and guess the meaning of words can be improved and that the students’ reading performance can be improved under the teaching mode of English reading based on discourse analysis in senior high schools.The research proves that the application of the teaching mode of English reading based on discourse analysis can not only enhance students’ discourse awareness and reading ability,but also improve their reading performance.This study has both theoretical significance and high practical value in discourse analysis.