An Experimental Study On The Application Of Discourse Analysis To English Reading Teaching In Senior High Schools

Reading,an important English input in senior high schools,which is valued by teachers and students.In the New English Curriculum Standard,it required students to further understand the discourse from the structure of discourse and the context.Besides,it requires students to figure out the author's opinions.However,the reason why it is difficult to implement the requirements in traditional English reading teaching is that teachers concentrate on the system of language knowledge,which makes students ignore the understanding of the whole discourse.Therefore,it causes students to have many problems in integrated skills of reading.Through the research of questionnaires,the author found that students' reading habits had many problems.They often pay attention to analysis of words,grammar and sentences and lack the understanding of the whole passage.About this question,the author adopts the method of the experimental study and discusses whether English reading teaching based on discourse analysis can improve students' reading habits and their reading ability.These are the research questions of the thesis :(1)Can English reading teaching based on discourse analysis improve senior high students' reading habits?(2)Can English reading teaching based on discourse analysis improve senior high students' reading ability?The subjects are two natural classes of Grade one in a senior high school in Wuchuan,with 100 students in total.Through pre-test,it is shown that there are no significant differences between the two classes in English reading.One class is the experimental class,the other is the controlled class.The number of each class is 50.English reading teaching based on discourse analysis is used in the experimental class,while the traditional English reading teaching is used in controlled class.The instruments of study include pre-test,post-test and questionnaires.The purpose of pre-test is to learn whether the experimental group and the control group have significant differences in English reading.The purpose of the post-test is to investigate whether English reading teaching based on discourse analysis can improvestudents' reading ability.The questionnaires is to learn about the situation of students' current reading before the experiment and whether students' reading habits are improved in the experimental class after the experiment.The result of the study shows that the average of reading scores in the experimental class is 22.76 and the standard deviation is 6.687;the average of reading scores in the controlled class is 19.52 and the standard deviation is 5.023.The data shows that English reading teaching based on discourse analysis can improve senior students' reading ability.Besides,through the data of students' reading habits in the experimental class before and after the experiment,the data shows that English reading teaching based on discourse analysis can improve their reading habits.Therefore,the English reading teaching based on discourse analysis is an effective method in English reading teaching in senior high schools,which is beneficial to promoting the level of English reading teaching in senior high schools.