| In current English language teaching, especially in the comprehensive Englishteaching, to a large extent of the relevant professional articles, professional literaturehas been as the basis of physical education of language, that is, many teachers still usethe comprehensive course materials as a carrier of imparting the knowledge oflanguage. In this kind of teaching, the main line is vocabulary and grammar, the mainperformance is teacher-centered. The disadvantage is too much emphasis onimparting knowledge of the language, but to ignore the article itself as professionalEnglish expressed by the information of their outstanding expertise. In this study, thewriter found, in each current college comprehensive professional English teaching,the purpose seems to just learn phonetics, vocabulary and grammar knowledgethrough the language of text materials, the result is that teachers in the classroomspent most of their time in explaining the article, the word sentence and otherlanguages-points, and then accompanied by a small number of exercises toconsolidate what they have learned about the language and grammar, but they ignoredthe deep semantic link of the text and the overall understanding. This has led to thetendency in the teaching that one cannot see the wood for the tree, so that the studentslack the skilled reading ability and an independent analysis of problems and problemsolvingskills. The teaching methods can not exactly train students in the professionallanguage literacy. At the same time, the relevant information also shows that someteachers overcorrect in teaching; there is no proper understanding of the concept ofthe new curriculum standards. They thought curriculum standards emphasizelanguage proficiency, advocacy task-based teaching, grammar teaching is notimportant. They even abandon the grammar teaching. In this sense, many teachers"talk about grammar pale"in English comprehensive course teaching, and fail toguide students to understand sentences with proper syntax, in particular theunderstanding and analysis on long sentences, difficult sentences, omitting sentenceand the obscure sentences, which badly impacted the students comprehensively andcorrectly understand the professional articles, also hindered students access to the containing information in the articles. This leads student often wrongly understand thecomplex sentences, omitting words and convoluted sentences. In addition, manyteachers still one-sided pursuit the "overall understanding" of comprehensiveprofessional articles, and give up the teaching of vocabulary; they just rush a little talkon the general vocabulary meaning but ignore the specific meaning of the terms indiscourse. Discourse was made up by the basic unit-word; vocabulary also relies onthe discourse context's producing specific meaning. Sometimes a word or a phrasewill misunderstand a paragraph that would lead to misunderstand a passage even anentire article. There are a number of teachers teaching a single model in the classroom,they were stickled by the surface understanding of the students reading materials.Many students cannot carry out the effective inference on the main points of thearticle, also cannot correctly grasp the article in context, thus affecting the accuracy ofunderstanding. This paper, based on the perspective of systemic functional linguistics,discussed the discourse analysis applied in the professional comprehensive Englishteaching. Based on the former discourse analysis theory, the essay systematicallyanalyzes the current problems in traditional college English teaching of intensivereading, and calls forth the concretely applicable approach and method of discourseanalysis teaching in teaching practice, which involves in a large amount of classteaching trials.
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