| Reading teaching occupies an important place in English teaching in senior high school.How to teach the text effectively has aroused general concerns among teachers in senior high school.On one hand,the traditional teaching method of reading in senior high school mainly puts its attention on the cultivation and accumulation of linguistic knowledge.Reading class was once called "vocabulary class".Its teaching center is on vocabulary and grammar,which leads to the students' lack of discourse knowledge and discourse strategy.Thus it results in the inefficiency of students' development of reading abilities.Even nowadays,this situation is still the main trend of English teaching in senior high schools,though communicative teaching has been innovated in senior high school for many years.On the other hand,at the same time owning to the defects of communicative teaching itself such as it emphasizes the effects or targets of language learning,that is,to use language to communicate,but neglects the process of learning and discourse is the basic unit of language learning and communication,and discourse competence is the conditions of the aim of the satisfied communicative competence.Both of the two causes lead to the current situation:though we put much emphasis on reading teaching,the output results in far from our teaching aims.From this perspective,Discourse-based Teaching, because of its ideology of emphasizing on the cultivation of students' discourse competence,is the bridge between the other teaching methods and the current teaching aims(Chen Li,2006).English teaching in senior high schools aims at developing the students' integrated skills in using language.With the implementation of the new National English Curriculum Standards for senior high school,more attention has been paid to the cultivation of students' communicative competence.English teachers should put more emphasis on the understanding of the whole text as a discourse in their English reading teaching.Furthermore,most of the texts provided in English books for senior high school are presented in the form of discourses,thus benefit teachers to adopt the Discourse-based Teaching with other teaching methods.This thesis aims to verify that Discourse-based Teaching can be integrated effectively and efficiently with other methods in the current teaching of reading in senior high school and can be acting as bridge between the teaching methods and the teaching goals by raising students discourse awareness and developing their discourse competence. Based on these reflections,this thesis tries to do a research on if the application of Discourse-based Teaching in reading class can make up the limitations and weaknesses of the current text teaching methods and improve students reading abilities and search a efficient and reasonable model of it.After a brief discussion on the flaws of the current teaching methods and teaching situation in reading as well as the requirements for discourse competence from the new National English Curriculum Standards,the National Entrance Examination and the communicative teaching,this paper begins to elaborate on the relative theoretical definitions and ideologies about discourse,discourse analysis,Discourse-based Teaching of reading,and reading etc.Then it moves on to the application of this teaching method to reading class in senior high school,introducing the main contents and a sample of this method.After carrying on an experiment of Discourse-based Teaching in reading class,the author analyzes the results and makes conclusions about findings and presents the implications.The experiment proves that Discourse-based Teaching is efficient and effective in reading teaching in senior high school.With the development of Discourse-based Teaching and relative theories,it is a tendency to adopt this method with other reading teaching methods for the current teaching situation,and it also will be adopted in wider teaching area,thus we can really satisfactorily improve students' reading abilities.
|
PDF Full Text Request