The Senior Middle School English Reading Teaching From The Perspective Of Thematic Structure And Information Structure

This study mainly discusses about the application of thematic structure and information structure into senior middle school English reading teaching. From the traditional English reading teaching practice, the teaching approach is mainly about the word, grammar, translation method, but pay little attention on the discourse level, which affect the students’deep understanding of the text. According to the weak points of the present teaching method, this passage tries to use the theory of thematic structure and information structure to guide senior middle school English reading teaching, so as to improve their conscious of discourse analysis and discourse competence.This thesis can be divided into seven chapters. Part1puts forward the background of the research and its significance, and introduce the structure of this thesis. In the second part, introduces the studies on reading teaching, the domestic and overseas on thematic structure and information structure theory and its application in the teaching of English reading in senior middle school. The third part is an overview theory of thematic structure and information structure, introducing the definition of theme, the classification of theme and and patterns of thematic Progression, and the definition of information structure, new information and given information. The following part, then the author makes an analysis on the current situation of domestic senior middle school English reading and point out that the main obstacles and problems of senior middle school students in English reading. Then in the fifth part, the author explain the application of them in senior middle school English reading teaching. Then the specific methods and procedures are analyzed. The author adopts an experiment in two classes: the control class(CC)and the experimental class (EC). Two classes of students from senior middle school in Grade one are chosen as subjects:the guidance of the CC is traditional, such as lexical and the grammar structure of the sentence. However, the EC class focus on the textual structure and lead the students use thematic structure and information structure consciously. Through the experimental analysis, the author find that, there was no difference between the reading scores of the two classes before the experiment, but after the experiment, the reading scores of the EC class significantly higher than the CC class. The sixth part make a conclusion about this thesis.This research reveals that the application of thematic structure and information structure into English reading teaching can effectively improve the senior middle school students’consciousness of discourse analysis and discourse analysis competence, which has great important guiding significance to the traditional English reading teaching in senior middle school.