| Reading is an important means of gaining information. And it is an essential skill to learn a language well. Therefore, in the process of foreign language learning, it has been widely recognized that reading has a profound meaning in improving overall language ability. The New English Curriculum for Senior High School also made clear explicit requirements. However, here are many disadvantages in the traditional English teaching mode. Traditional English teaching focuses on vocabulary, grammar and other language knowledge analysis and accumulation, lacking of understanding of discourse as a whole, resulting in a poor sense of discourse and there is no substantial improvement in reading ability.Based on above, this paper rely on the theory of discourse analysis and combine teaching practice in order to research the effects generated by discourse analysis teaching in senior high school English reading teaching. This paper describes the main contents of discourse analysis, including context analysis and structure analysis. Structure analysis includes macro analysis and micro analysis. In accordance with the theory, the author selects two classes of No 1 Zhangjiakou Senior High School. One is the experimental class and the other is the control class. The experiment lasts for a semester. Along with the experiment, the author also conducts the questionnaire survey. The results show that: the discourse analysis teaching has more efficiency in improving students’ reading ability, especially predicting words meaning ability and concluding main idea ability; at the same time, discourse analysis theory has a favorable effect on the improvement of students’ bad reading habits.Through theoretical analysis and teaching experiment study, the author thinks that discourse analysis can be properly introduced into senior high school English reading teaching. Accordingly, students’ English reading ability will be increased correspondingly, and the reading habits will be improved too. |
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