The Application Of Discourse Analysis In Teaching Junior English Reading

English reading teaching in middle schools stresses the improvement of students' ability of reading comprehension. But how to achieve it has been a headache to the teachers and the students all the time. In most junior middle schools, many factors prevented students from making progress in reading comprehension, such as the ability of the students and the backward ideas in English teaching by teachers. The importance of reading has been acknowledged widely. The test of English reading is the main part in English papers. So we should pay more attention to improving the ability of reading. Some teachers have tried several methods in English reading teaching, but the results are not good. In order to change the situation, the author tries to apply the text-based teaching model to English reading course.The thesis combines the theory of text analysis and the methods of empirical research. It first introduces the knowledge of the text type and text structures which can often be seen in English textbooks of junior middle schools, and then elaborates on a one-semester teaching experiment in the No.71 Middle School:Class Seven of Grade Eight is the experimental class, which is taught with the text-based teaching model while Class Eight of Grade Eight is the contrasted class, which is taught in the traditional way. The traditional model focuses on the analysis of words, expressions and sentences and only gets to the level of literal comprehension. By contrast in the experimental class, students practice more to build their consciousness of text-based reading. The thesis contrasts and analyzes the results of experiment. The results are that the average score of Class Seven is apparently higher than that of Class Eight, which shows the text-based teaching model cultivate the students'awareness of text-based reading. We learn reading through both macrostructure (genre and textual pattern) and microanalysis (grammatical connectors, lexical connection and logical connectors) in the experimental class. The purpose for learning macrostructure is to let students understand the main content of the text briefly so that they can form understanding ability of surface-structure. The purpose for learning microanalysis is to let students get more specific and detailed information. Those will help them improve their understanding ability of deep structure in reading. After presenting and analyzing the results and data, the study proves that the adopted theories are fruitful in enhancing students' reading comprehension ability. The paper then reveals their far-reaching implications for junior English reading teaching in future. It believes that text-based teaching can contribute to improving students'reading comprehension to some degree, especially referential and creative comprehension. The study thus advocates that it is necessary to widely employ the model in English classes of this type of junior middle schools.