An Empirical Study Of High School English Reading Instruction Based On Discourse Analysis Theory

English reading is the basis in high school language learning, and it is also an important part in all kinds of language tests. However, many students tend to have difficulty in reading comprehension and cannot achieve a satisfactory score in reading tests. Recent years, with the implementation of the new curriculum, more attention is paid to students’ ability cultivation, which demands a more effective method of teaching. The discourse analysis teaching method could meet students’ demand of improving English reading ability. Therefore, this thesis carries out an empirical study on the efficiency of applying discourse analysis to English reading instruction in senior high school.This thesis adopt tests, interview, and questionnaire as the instrument, conducing an empirical study of the effectiveness of English reading instruction in senior high school based on discourse analysis theory. During the experiment, 100 students in senior high grade 2 were divided into the experimental class and control class. The experimental class adopts the discourse analysis-based English reading instruction, while the control class uses the traditional teaching model which is based on grammar instruction. And then a pre-test and a post test are conducted among the two group students. After the tests, all the data are collected from them, typed into SPSS statistical software package to make a further analysis. Moreover, this thesis also employs questionnaires and interview to conduct a survey on subjects’ attitudes towards this teaching method then make a conclusion, which could make a further study to contrast the differences before and after the experiment, aiming to prove the effectiveness of this empirical study.The results of the study show that the discourse analysis-based English reading instruction has its merits over the traditional teaching method, not only due to cultivate students’ textual awareness and its effectiveness in improving students reading ability, but also because of the stimulation of interests and enhancing learning confidence.