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

With the development of economic and society, English learning is becoming more and more important. As an effective way to gain information, reading has been attached great importance for a long time. Reading is not only an important means for English learners to obtain information, but also an important carrier of language knowledge. Reading is also the top priority of English teaching. Therefore, how to effectively carry out the English reading teaching has been the focus of public attention. Nowadays, the New English Curriculum Standard puts forward new requirements on reading teaching of senior high school. It emphasizes on cultivating students’ reading ability. But the effect of English reading teaching is not optimistic nowadays. Due to the influence of the traditional teaching method, the vast majority of English teachers focus on imparting and practicing language knowledge in reading class, such as vocabulary, grammar. It makes teachers ignore the students understanding of the overall meaning of discourse and the development of practical language ability. This makes it difficult for students to improve their English reading ability. In order to change this situation of teaching, the author tries to apply the discourse analysis theory to the English reading teaching in senior high school.With the purposes to testify the effectiveness of high school English reading teaching based on the discourse analysis, this research make a survey by questionnaires and conduct a teaching experiment in two classes(class one and class two) of a urban senior high school of Ganzhou. There are 100 students in the two classes. Each of them has 50 students. All of the students should finish the pre-questionnaire and post-questionnaire. The pre-questionnaire is designed to survey the students reading situation and knowledge of discourse analysis. The pre-questionnaire is used for finding out whether the students improve their discourse awareness after the experiment. In addition, the author invited 43 senior high school English teachers from Grade two for a questionnaire investigation concerning whether the teachers know or apply the discourse analysis. In the experiment, the students of two classes are the research subjects. Class one is the experimental class which adopts a teaching method based on the discourse analysis. Class two is the control class which takes traditional teaching methods. At last, the author analyzes the scores of two reading test papers in two classes before and after experiment by the statistical software SPSS19.0.The author draw a conclusion at last: according to the data analysis of the result of questionnaires and reading scores in pre-test and post-test, it is can be found that The English reading teaching based on the discourse analysis is helpful to cultivate students discourse awareness and improve their English reading competence...