The Application Of Discourse Analysis Strategy To Non-English Major Students In College English Reading Teaching

In the whole foreign language teaching,reading teaching occupies a very important position.The reason is that it is not only the carrier of learners learning language knowledge and also an efficient means of acquiring information.Therefore,how to carry out reading teaching effectively and improve students’ reading comprehension ability has become the focus for many education experts and front-line teachers.In recent years,though many teachers have actively engaged in the study of reading teaching,the result is not ideal.In order to investigate the present situations of English reading teaching,two classes were chosen randomly by the author as research subjects from Northwest University for Nationalities.The results indicate that many teachers have been greatly affected by traditional reading teaching model,the teaching key points are still stress knowledge,structure and form.At last,many college English reading classes have been completely transformed into vocabulary and grammar classes,a complete article has been separate into fragmentary parts,ignoring the semantic coherence between the text,which resulted in students lack the ability of grasping the the overall structure of text at the macro level.Eventually students obtain simply language knowledge out of context.Thus students can not develop a good reading habit based on the text.Therefore,how to improve reading teaching and cultivate students’ reading competence are the standpoints of this research.Based on the problems occurred in the reading practice,the author apply the strategies of discourse analysis to reading teaching,and obtain the conclusions that compared with traditional reading teaching method,the discourse analysis reading approach can improve reading teaching,develop a good reading habits and improve students’ reading comprehension ability.The thesis comprehensively illustrates the reading comprehension and relevant strategies of discourse analysis,it solely discusses how to employ the discourse analysis strategy effectively in reading practice to improve students’ reading habit and enhance the ability of mastering the text on the whole.The author adopts the questionnaires and experiment in the thesis.90 students are chosen from Grade 2015 in Northwest Minzu University as studying subjects.One is the control class and another is the experiment class.During teaching,the discourse analysis approach to the experiment class is applied and the time of duration is 16 weeks,while the control class still adopts traditional reading teaching method.In addition,data is collected from questionnaires and reading comprehension tests in the experiment,and analyzed by using SPSS 16.0.The statistical results show that students’ reading comprehension ability from the experiment class is obviously improved compared with the control class.Meanwhile,the results of questionnaires indicate that students’ awareness in discourse analysis has also been awakened after the experiment.Therefore,the conclusion can be drawn that discourse analysis teaching method effectively promote students to exert their principal action in the classroom and fully arouse the studying enthusiasm of the students;at the same time the application of discourse analysis can cultivate students a good reading habit,improve students ability of understanding text and applying language,improve the quality of teaching,and then advance students’ reading comprehension competence.