Research On “pleasure-general-point-practice” English Reading Model In Senior High Schools Based On Discourse Analysis

Realizing reading effect is closely related to the guiding concept of reading teaching. In current English reading teaching, not grasping the inherent laws of students’ emotion and English reading leads to various reading teaching’s not being put under the overall concept for a new development. Many scholars have done deep researches on the theory of discourse analysis, but there is still little research on the specific reading model and lack of systematic and overall interpretation about the relationship between the discourse analysis and the reading model. So based on the theory of discourse analysis, combined our school learning situation, we promote senior high school English “Pleasure-General-Point-Practice” English Reading Model. We try to apply it to the practice of English reading teaching. The purpose is try to promote the improvement of students’ reading ability and the changing of their English learning attitude.Based on the discourse analysis, combining with teaching practice we propose “pleasure”reading, “general”reading, “point” reading and “practice” reading--the pattern of “Pleasure-General-Point-Practice” English Reading Model in senior high school. Specifically speaking, in this paper “pleasure” reading is the starting stage of the progressive reading, guiding students to perceive the background knowledge of the material as a whole, forming a macro reading perception. ”General” reading is the “rough” process of the reading material. It guides students to base on the genre characteristics of the article, from the perspective of context, language culture and the specific situation, and helps students form specific reading cognition and the situation of rational experience. “Point” reading is aimed at students’ personal reading practice and making specific breakthrough. It takes full account of the alternative, alleged omission, connection, lexical cohesion and other textual surface structure, and combines its textual patterns, to achieve specific, focused grasp of reading materials. “Practice” reading is the final stage. Based on the previous reading content, doing targeted training, promotion and reflection to help students deepen the reading experience, improve reading ability in discourse analysis. At the same time, based on this model, we proposed “adheres to the students’ development, guarantee the dominant position of students; pay attention to grasp the macro understanding, highlight the overall cognitive; highlight the value of the tool, improve communication; base on learning situation, upgrade guiding effect” the four principles of the senior high school “Pleasure-General-Point-Practice” English Reading Model. In specific, during the using of this reading model, students are always in a dominant position. What teachers should do are to guide and help students to develop independent learning cooperation, promote their English discourse knowledge and capacity building. This model based on the discourse analysis theories, is a basic communication activity. In the real teaching process, teachers must analyze the teaching objects carefully, try to grasp the learning situation effectively. At the same time in this paper we analyze some real lessons which use this kind of reading model. At last, through the experimental study of this reading model we try to prove its positive effect in improving the quality of English reading teaching.