Discourse Analysis Theories And Junior Middle English Reading Teaching

Text reading can help readers to improve their comprehensive language ability and get some information. We all know reading is very important for English learners. But how we teachers teach the students English to improve their comprehensive language ability is the most different question. Reading teaching is regarded as the focus and core in junior middle school English teaching. As we know, the teachers and beginners all spend much time, but they get half result with twice effort. What is the major cause? How can we solve the problem? To a great extent, we must apply discourse analysis theory to junior middle school English teaching.According to foreign and domestic linguistic research results, discourse analysis theory provides English teaching especially reading teaching with a new way. They provide theoretical basis for reading teaching. Some theories in the field such as cohesion, discourse structure pattern, schema and so on are very important in enhancing the readers' comprehension ability and communicative competence. But till today, there are few people applying discourse analysis theory to junior middle school reading teaching. Based on these, the present author makes application of discourse analysis theory in junior middle school English texts. Then she instructs the students to read English texts with correlative discourse theories to improve their reading comprehension ability. The focal points are the new ideas that the author puts forward in the thesis to improve the junior middle school students' comprehension ability through the combination of discourse analysis theory and classroom English reading.The author first states the definition and main features of discourse, then reviews the historical background and main contents of discourse analysis. She describes two correlative theories in the field, namely discourse structure pattern and schema, and simultaneously she mentions the three reading modes. After that, the paper deals with the application of discourse analysis theory in junior middle school English texts, so as to acquaint the students with the basic knowledge of the theory. Besides, the paper points out that the application of discourse structure pattern helps them master the macro-structure of a text better. The analysis of cohesive device enables them to comprehend the logical connections between sentences better. Finally, the author shows how important it is to use the knowledge of discourse structure pattern and cohesive device to solve problems in the reading and to improve their proficiency in language testing. At the end of the thesis, the author presents her teaching mode in five procedures, including prediction, skimming, scanning, cohesive device analysis and cohesive device collection.The author also supposes some suggestions for teachers. In theory study we should teach the students discourse theory step by step, from easier items to more different ones according to the teaching rules. In teaching we should regard the discourse theory not only as reading tools but as target of learning. In reading we should put more emphasis on analysis of macro—structure. Meanwhile we can't neglect common reading mode. We can select different reading modes according to reading materials and objectives.At last, the author concludes and reinforces the rules and teaching modes of applying discourse theories to junior middle school reading teaching and suggests the directions for future study and research. She hopes other junior middle school English teachers can join the study and research to explore effective ways to improve the students' reading comprehension ability.