The Application Of The Theories Of Discourse Analysis In Senior English Writing Teaching

The existing writing problem in high school is that the students are at a loss when they are writing. Another one is that the discourse is not clear. To solve these problems, I devised an investigation guided by the theory of Discourse Analysis. The survey consists of the following contents: 1, Emotional factors; 2,The teaching of writing; 3, Discourse awareness; 4,cohesion and coherence; 5.discourse structure; 6.other features of writing.The investigation shows that cohesion, coherence as well as discourse structure have much to do with the quality of writing. The problems arise from the following sources: lack of writing exercises; improper training methods; without the theory of Discourse Analysis to guide the learning; poor awareness of discourse structure; lack of an overall idea; a lot of students do not have the habit of writing an outline. This paper, according to the current conditions of the English writing, aims to improve the ability of writing.In traditional English classes, teachers tend to emphasize the teaching of grammar, with the words and the phrases as the major concern. The students lack the concept of viewing the situations as a whole. They don't know how to be more cohesive and coherent between sentences.For this reason, the author, based on the theory of Discourse Analysis and combining with the investigation of English writing situation in high schools, applies the comparative method to the experiment. I apply the theory of Discourse Analysis to English writing in the experimental group, while at the same time use the traditional method in the comparison group which is initially identical to this experimental group. At the beginning of the term, I tested two groups on listening, comprehensive skills and writing. And then at the end of this term, I tested the two groups again on the same three items. The outcome shows that in the experiment the students of the experimental group make greater achievements in the three skills than those in the comparison group. The reason is that we have combined the theory of Discourse Analysis with the English writing.