The Application Of Discourse Analysis To College English Intensive Reading

It is about 50 years since the terminology called "discourse analysis" was raised by therepresentative of structuralism named Zelling Harris in 1952. "It has been forming slowly onespecial learning which only studies linguistic use in communication and concerns manydifferent subjects " (Huang Guowen 2001), and absorbing lots of research accomplishmentsfrom many different subjects such as linguistics, semiology, psychology, anthropology,sociology, literature and so on. In the past 50 years there has been a great increase in theamount of research being done by some scholars in the west on text linguistics and a lot ofsuccesses have been scored since then as a new independent subject. In China, however, textlinguistics has not fully gained research attention until 1980s. Therefore, up to now"Discourse analysis still belongs to the subject which has not been determined the nature,there has not been any unique theory as a guidance and not any established analysis steps andmethods." (Huang Guowen 2001). However, just because of these different theories andmethods, we may adopt the strong points, and use them in teaching. This thesis is put basicanalysis of types of problems in College English intensive reading;and puts forward all kindsof and gives countless attempts to classroom teaching for non-English majors;and gives abrief account of the state of the research on discourse analysis both at home and abroad;andexpounds the great significance of its application to classroom teaching for non-Englishmajors.At present, discourse analysis, so to speak, is an epiphenomenon in college Englishteaching, some teachers even take it for granted that passing on knowledge such aspronunciation, grammar, vocabulary, etc is their sole task. The thesis aims at providing adetailed account of the principles and a practicable guidance to the reform of College Englishteaching, in a way it is the reflection of some pedagogical implications.