A Study Of Application Of Discourse Analysis Theory In English Reading Teaching At Senior High School

In foreign language learning, it has been widely acknowledged that reading is an effective way for the students to grasp linguistic knowledge and improve language proficiency. Therefore, in senior English reading teaching is regarded as the focus and core of English teaching. However, traditional teaching methods focus on vocabulary and grammar, which ignores the cultivation of the students’ textual awareness and reading ability. English reading based on the theory of discourse analysis is a new way of English reading teaching, which not only emphasizes the superficial understanding and absorption, but also focuses on a deeper understanding of the text. It enhances the students’ initiative and enthusiasm. It also helps to raise students’ independent learning ability, aimed at improving their comprehensive ability of language use.Though plenty of specialists and scholars have carried out the studies of applying discourse analysis to English reading teaching, most of the studies have been done in colleges. The textbook Advance with English(Yilin-Oxford edition) in Jiangsu Province involves different kinds of reading strategies in each unit, but correlative discourse theories haven’t been applied to high school English teaching. Based on the theories of discourse analysis, the writer tries to put the theory into practice, aiming at figuring out whether it has an effect on enhancing the senior students’ reading ability. Two research questions are raised in this paper:(1) Can the application of the theories of discourse analysis in English reading class help the students to understand the structure and the main idea of the article?(2) Can the application of the theories of discourse analysis in English reading class improve the students’ overall reading ability?In the first part, the writer states the background and the task of the study. In the second part, the writer states the definition and main features of text, then reviews the historic background and main contents. With certain examples she describes two main theories in the field, namely cohesion and genre analysis patterns, aiming at laying the foundation for the study. After that the empirical research is carried out in the two classes of Grade One form Yixing No.1 Middle School. Before the research, the students are asked to finish a questionnaire. The writer states the necessity of adopting the theories of discourse analysis in English reading class according to the survey and analysis of the teaching situation in English reading. Meanwhile, a pretest is conducted to test the students’ competence and find out the usage of reading strategies. In the process of the study, the writer applies discourse analysis to the teaching of English reading in experimental class, analysing the article at both Micro-level and Macro-level. In the course of the research, the writer selects relevant exercises which are suitable for the competence level of senior high students. On the contrary, traditional teaching method is used in control class, which merely puts emphasis on vocabulary and grammar. At the end of the research, a questionnaire is conducted in the experimental class again in order to have a better understanding of the effect of the experiment. At the same time, a protest is done to test the students’ reading competence and know about the usage of their reading strategies. The writer collects and analyses the data from the pretest, protest and two questionnaires. It is confirmed that the combination of discourse analysis theories and classroom English is more effective than the traditional method.On the basis of analysing theories and teaching practice, the writer draws the conclusion that it is better for teachers to introduce the theories of discourse analysis into English class consciously, which is good for students to understand the article as a whole and improve their comprehensive ability of language use. The pedagogical enlightment is that in reading teachers are supposed to put more emphasis on analysis of macro-structure and accumulation of various knowledge. Besides, we should attach importance to the guidance for students on how to use reading strategies and the training of their reading skills. Meanwhile, how to offer questions and select materials is another concern for us teachers.