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

Reading plays an important part in English learning to improve the overall language ability. Therefore, the teaching of reading is often a focus of English teaching and research. English reading teaching is not only the main way for the students to obtain information, but also is the most effective and important input of the English language. Reading can help students to improve their language ability and use it flexibly in communication.Reading comprehension is a process that language and thoughts interact with each other. It is also a multi-layered psychological activity. The New English Curriculum Standard of our country requires senior high school students should have a right higher level of reading comprehension, when they read English. It needs students to grasp the text structure and infer the writer’s attitude or idea from the discourse analysis. Students can learn to summarize the main idea of the text, through analyzing discourse in English reading class. Therefore, the teacher begins to attach importance to understanding the meaning of discourse in English reading class. The English teaching materials present as passages in Senior High School. Rich materials are beneficial to teacher applying discourse in reading class. It also arouses students to read passage actively and comes into being a new model, students centered approach.Through the study of the theories of reading and discourse analysis, The author made an attempt to apply the discourse theory to the English reading teaching in the high school. The research methods adopt are literature study, questionnaire survey and experimentation. This paper is divided into five parts. The Chapter One is an introduction of the research background, the current situation of English reading in the senior high school, the purpose and significance of the research and the structure of the thesis. The Chapter Two is literature review. Chapter Three describes the experiment in detail. The author takes two similar classes in senior two in Wu Hai No. Ten Senior High School as subjects in the experiment. In the experimental class, the teacher applies the discourse analysis in English reading teaching. In the control class, the teacher uses the traditional way to teach students reading. The author gives a sample of teaching in experimental class and applies discourse analysis in developing students’reading strategies. Chapter Four compares and analyzes the result of the questionnaire and compares the results of the reading test of the two classes. Chapter Five concludes the findings, explains the limitations of the research and gives suggestions for future research.