| English teaching includes many aspects,among which reading teaching plays a necessary and significant role.Language knowledge has long been considered as the focus of reading teaching,without giving enough attention to the value of text.General Senior High School English Curriculum Standards(2017 Edition Revised in 2020)regulates the exact content of“text types” and “the knowledge of text”.Thus,teachers should highly emphasize the development of students’ text awareness,and improve their text comprehension ability as well.On the basis of it,the research aims to provide a highly-efficient reading teaching approach by exploring the impact of reading teaching based on discourse analysis upon senior high school students’ English reading with an empirical study.Based on the Discourse Pattern Theory,Cohesion Theory and Relevance Theory,this study will try to respond to the following two research questions by reviewing literature relevant to text analysis and English reading teaching:(1)What effects does reading teaching based on discourse analysis have upon high school students’ English reading strategies?(2)What effects does reading teaching based on discourse analysis have upon senior high school students’ English reading comprehension ability?The researcher selected two intact classes in Grade One of a senior high school in Yueyang as the research subjects,among which a sixteen-week experiment was conducted.In the experiment,the experimental class accepted teachers’ reading teaching based on discourse analysis while the control class only received regular reading teaching by the same teacher.The experimental data were collected firstly by using some research tools such as reading comprehension tests,questionnaires,interviews and so on,then followed by a statistical analysis with SPSS 23.0 software.The study finds that:(1)The reading teaching based on discourse analysis plays an active part in improving students’ reading strategies.This method can not only strengthen the awareness of students’ reading strategies,but also increase the frequency of employing reading strategies.Among them,the use of metacognitive strategies is on the top of the list,cognitive strategies on the second place,affective and social strategies the least.(2)Students’ reading comprehension ability has been effectively improved through the reading teaching based on discourse analysis.Related analysis indicates students’ application of reading strategies is useful for the improvement of their reading comprehension ability. |
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