Action Research On English Reading Teaching In Senior High School Under The Guidance Of Discourse Analysis

Reading, as a main way of input for language learning, plays an important part in all the four skills of listening, speaking, reading and writing. Therefore, reading ability training for students is the main teaching aspect in the English reading classes in senior high school. A lot of relevant reading theories provide abundant supports for English reading classes in senior high school. However, traditional teaching methods pay less attention to the consistency of text and emphasize language point teaching more, which leaves less space for students'reading skill training. Even though teachers do take measures to train students'reading skills, the consistency of the text as a whole discourse is neglected. This leads to the result that students feel intimidated by the frequent encountering of new words and the difficulty of sentence structures. Thus, teachers should help students analyze different aspects of discourse to help students establish formal schemata about it, which will give students clues to simplify reading materials and improve students reading ability in the end.This paper is intended to discuss how to carry out English reading teaching under the guidance of the theory of discourse analysis by the data collected from the students'questionnaires before and after the conduction of action research.The paper first lists relevant theories about reading process, reading modes, schemata and discourse analysis in the literature review part, followed by the commonly used ones by students of senior high school in reading classes. All of them are intended to offer teachers some help about relevant theories and concepts in a systematic and general way, which will be the theoretical basements for teachers to conduct reading classes under the guidance of discourse analysis theory.The next part is the empirical part which is mainly based on the action research with class observations and teaching logs as ways for the researcher to master the teaching points and students'reaction. Following the general action plan, two details teaching designs are listed to shown the real teaching status in the reading classes.The result of the research is shown by the contrast questionnaires made before and after the research, which also tell the problems needing further discussion. What the data imply are that English reading teaching under the guidance of discourse analysis plays an important part in students'discourse awareness and that students are not so skilled putting into them into practice when dealing with the reading materials by themselves.The discussion and suggestion part states clearly how important the discourse training in reading classes is for students'discourse awareness with the reflection of the action research as well as suggestions for teaching modes and some special useful points, which are intended to improve reading teaching in senior high school and enlighten teachers to conduct discourse training efficiently.