| English reading, as an important way of language input, is beneficial for language accumulation as well as the foundation of language output. However, the traditional teaching approach pays too much attention on the micro linguistic units such as words, phrases and sentences result in ignoring the wholeness of language and language communication purpose. Therefore, it is worth searching for an effective English reading teaching approach to instruct English reading teaching.In this study, in accordance with the discourse analysis theory and its related theories, the author analyzes reading materials from two aspects, namely, macro analysis and micro analysis, and explores how to use these theories to design English reading teaching activities, forming a new teaching approach to improve reading teaching efficiency. In particular, this study focuses on following two questions: What are the changes of students’ attitudes towards reading after applying discourse based teaching approach? What is the effectiveness of the application of discourse analysis theory in English reading teaching in junior high school?To test the effectiveness of the discourse analysis theory, the author chooses two parallel classes with similar reading comprehension ability as the experimental class and the controlled class. Both the experimental class and the controlled class contain 40 students. In order to ensure the accuracy of the experiment, the author adopts the same teaching content with same teaching curriculum in same teaching time, but different teaching approaches in the two parallel classes. In the experimental class, the author adopts discourse based teaching approach while the traditional teaching approach is adopted in the controlled class.The experiment lasts for 3 months and includes pre-questionnaire, pre-test, classroom teaching post-questionnaire and post-test. Questionnaire surveys are to learn the students’ understanding on related contents of discourse analysis theory as well as the changes of students’ attitudes towards those in discourse analysis theory after the experiment. The pre-questionnaire carries out at the beginning of the experiment and the post-questionnaire is taken in the end of the experiment. The results of the questionnaires are analyzed with excel. In addition, there is a pre-test at the beginning of the experiment which aims to test students’ reading level and guarantee the two parallel classes’ students have similar reading comprehension ability. After the three months’ experiment, there is a post-test which is used to test the experimental efficiency. In the end, the author analyzes the tests data by using the SPSS 19.0. The experimental results show that the application of the discourse analysis theory has a positive effect on English reading teaching in junior high school. |
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