A Study On English Reading Teaching Strategies In Senior High School From View Of Discourse Analysis

English reading teaching is very important for students to acquire the language information, to understand the language knowledge and also to train the language skills, which is a kind of language teaching about comprehensible input and occupies a significant position in English teaching of senior high school. Reading becomes the main way to make students obtain the language knowledge and to cultivate students’ language abilities, because conditions about listening and speaking of English teaching are incomplete in China. Along with the deepening and developing of the reform of English teaching in the basic education, the volume or amount of reading in English textbooks is obviously increased; the selection of reading materials become more extensive and the source of discourse is more rich and varied. Combing with students’ English learning requirements in English Curriculum Standard(Experiment)(2003) and some objective situations about teaching materials, therefore, English teachers should realize that the premise and basis of effective reading classes are to make the profound text interpretation and discourse analysis. Therefore, English teachers of senior high school should understand how to train the students’ thinking abilities and improve the students’ reading abilities, which is an important issue to be researched and to be solved.This research is based on the theories of Discourse analysis, Text interpretation and Hierarchy of Reading Comprehension and other relevant reading theories to define the academic concepts of “Text”, “Discourse” and “Text interpretation” and it also introduces the theoretical basis of English reading teaching in senior high school. This study aims to answer the following three questions from the perspective of Discourse analysis according to the actual situation of the English reading teaching in senior high schools:(1) What are the situation and problems of English reading teaching strategies based on Discourse analysis in senior high school?(2) What are the factors influencing the current English reading teaching strategies based on Discourse analysis in senior high school?(3) Do the English reading teaching strategies based on Discourse analysis in senior high school have an effect on developing student’s reading ability?In order to investigate the problems of current English reading teaching, the researcher makes an investigation and data analysis for the 30 English teachers’ current situations of reading teaching and the 220 students’ current reading situations of Grade one and Grade two from Zhangqiu No. 7 Senior High School with research approaches, such as consulting literature, questionnaire survey and classroom observation. In addition, the researcher randomly selects forty normal classes of the 30 English teachers in grade one and grade two to record data and to analyze results through the classroom observation. The research instruments include Questionnaire for Teachers and Questionnaire for Students, which are about the situation of English reading teaching in senior high school. And, the observation items come from the principles of Text Interpretation and Discourse Analysis, which are used to finish the whole classroom observation of English reading teaching in senior high school. The researcher summarizes the problems and limitations in the implementation of English teaching strategies in senior high school from the perspective of Discourse analysis to find the relevant factors and to explore the results through data analysis.Through the analysis of the results, some major findings are concluded.(1) The situation and problems existing in the English reading teaching strategies in senior high school, which are as follows. Most of the teachers cannot understand the orientation of reading teaching objectives very clearly; the teachers lack the awareness and guidance of Discourse analysis in the process of reading teaching; the teachers are quite short of the analysis and interpretation for the the discourse’s genre and structure in the reading teaching of senior high school; and the teachers lack the awareness of penetrating the cultural education.(2) The main factors causing the above problems are as follows. The teachers’ own concepts are negative, and they cannot master the contents of English Curriculum Standard(Experiment)(2003) accurately; the teachers lack the knowledge about the aspects of Discourse analysis and they have no in-depth attention and study on the two theories; and the school does not provide the scientific research environments for teachers.(3) The effects of reading teaching strategies about the Discourse analysis on cultivating students’ reading abilities are as follows. The reading teaching strategies based on Discourse analysis can help students remove their reading obstacles, choose flexible reading skills and understand the different genres and structures; the teachers who are good at cultivating students’ humanistic literacy of perceiving the language culture with these strategies; finally, these strategies are helpful for students to foster their perceptual capabilities and insights for the author’s affects, attitudes and values through the language of the discourse.It is hoped that this research can alert teachers to focus on the hidden trouble in reading teaching, to popularize the knowledge of Discourse analysis, to strengthen teachers’ professional abilities and professional qualities and to improve the teachers’ views of language teaching, so as to improve the students’ views of language learning process and the efficiency of English reading teaching in senior high school.