The Application Of Discourse Analysis Model In English Reading In Senior High School

English reading is not only the basic skill for English learning, but also the important way for people to get information because English is at present the most widely used language in the world. Besides, with the rapid development of information age and the coming of big data times, the present high school students have to improve their ability to read and deal with information efficiently if they want to keep pace with the constant changing situation.However, in the traditional teacher—centered teaching model, teachers pay more attention to the vocabulary and grammar. So, students do not understand the whole structure, the genre, the writing purpose, and the cohesive and coherent devices in a text, all of which has a key effect on reading comprehension. By doing so for a long time, it shows that students only get scattered knowledge. In other words, they only see trees not the forest while reading a text. What’s more, with the new change of new course standard reform and the type of the test, it is obvious to see that reading quantity has increased and reading comprehension has been required to be based on discourse analysis. From what has been talked above, it is necessary to adopt a more effective method to guide teaching reading. Therefore, teaching reading based on discourse analysis is applied.Empirical study is mainly used in the thesis. To prove the effectiveness of this model, two tests and two questionnaires are used. Discourse analysis teaching model is carried out in the experimental class. The results show that this kind of teaching model improves students’ ability to analyze and deal with information, which helps cultivate students’ awareness of discourse, making it possible for them to change their learning attitude to reading, that is, they also have paid attention to analyzing the structure, the genre of a text, cohesion and coherence and theme and rheme, which is beneficial to understanding a text. On the other hand, students’ autonomic learning ability has gradually improved; the reason is that with the help of this model, students have more clear objectives and the effectiveness is higher when reading a text. Thus, they show more interest in English reading, which has some positive effect on the tradition teaching idea.In the end, some suggestions are put forward. In the future teaching, more perspectives of discourse analysis will be explored and used to teach. What’s more, it is suggested that when reading a text, readers can try to comprehend it from the three perspectives: surface comprehension, deep comprehension and comment comprehension, which helps readers read effectively. At last, the paper says the model can be tried to be used in improving writing.