Research On The Application Of Discourse Analysis Teaching Method In Senior English Reading Teaching

Based on the 2017 edition(2020 revised version)of the General High School English Standards,the new requirements proposed by the Heilongjiang Province English New College Entrance Examination,and the current situation of high school reading teaching,improving students’ language thinking quality and enriching their discourse knowledge are one of the important goals of high school English teaching in the new era.However,the current teaching effect is not ideal.Teachers only focus on imparting language knowledge while neglecting the distribution of discourse information,themes,writing techniques,discourse structure,and analysis of the cultural background contained in the article,resulting in students’ insufficient understanding of the article.The theory of discourse analysis involves the mode and structure of discourse,cohesion and coherence of discourse,which is the key to deal with discourse teaching.Therefore,the discourse analysis teaching method is the best way for teachers to choose in the face of the training requirements of the new curriculum standards and the development trend of the new college entrance examination,which has great research value.Based on schema theory and discourse analysis theory,this study attempts to explore how to use discourse analysis in reading teaching to better improve the effectiveness of reading teaching.The author takes two classes of senior one students in a senior high school in Harbin as the research objects,and explores three specific questions through tests,questionnaires,interviews and other methods: First,how does the discourse analysis teaching method apply to the teaching of English reading in senior high schools? Second,how effective is the discourse analysis teaching method in senior English reading teaching? Thirdly,what are the difficulties in applying the discourse analysis teaching method to senior English reading teaching? Then the traditional reading teaching method and the discourse analysis teaching method were used to conduct a semester long teaching experiment for the students of the two classes.Using the results of the pre-test and post test of students’ reading scores,the necessity and feasibility of applying the discourse analysis teaching method in English reading class were studied;Through questionnaires and interviews with students,this paper analyzes the changes in students’ reading thinking and attitude after using the discourse analysis teaching method,and explores the benefits of applying the discourse analysis teaching method and the problems that should be paid attention to.The results show that the discourse analysis teaching method based on discourse analysis and schema theory can effectively promote students’ discourse analysis awareness and reading ability;There have been significant changes in students’ attitudes and habits towards solving reading comprehension questions;The results of the study also give us enlightenment: the application of discourse analysis teaching method in senior high school English reading teaching has certain results,but how to improve the teaching method needs further exploration.Finally,this study proposes several suggestions for future research reference.