Research On The Application Of Discourse Analysis To Teaching Of English Close Test In Senior High

Cloze Text requires students to use the English comprehension at the discourse level and it can test students’ grasping of grammar,vocabulary and text.As is known to all,it is a very important but very difficult question type.For this reason,a lot of linguists and language teachers have made many researches and have achieved plentiful results.Through referring to related researches at home and abroad,we can know that although Cloze has its root in foreign theoretical base,it has more and deeper domestic researches due to the exam-oriented education and score-dominant academic concept in China.But Cloze is still recognized as the toughest item,especially in the College Entrance Examination.As an on-the-front English teacher,the author is deeply confused by less productive and difficult characteristics of Cloze teaching for senior high school students.So,this thesis is going to propose to apply the Discourse Analysis Theory into senior high school students’ Cloze classes and to discuss whether such teaching model can improve students’ finishing Cloze interest and ability and how to apply the Discourse Analysis Theory into cloze teaching for senior high school students,including a model of teaching plan and some other conducting strategies.This thesis employs the Discourse Analysis Theory.In this theory,there are four elements,namely cohesion,coherence,style and context.To be concrete,cohesion is classified into reference,substitution,ellipsis,lexical cohesion and logical connection;context is also divided into linguistic context,situational context and cultural context;and the style also includes narrative one,exposition one and argument one.Based on this theory,the author puts forward a teaching model to apply the Discourse Analysis Theory into Cloze teaching for senior high school students,namely “generally sensing by reading through→finishing blanks by reading carefully→checking out by reading again→setting examples by teacher explaining”.To be concrete,the “generally sensing by reading through” refers to students read the passage quickly to find out the style,tense and main content;the so-called “finishing blanks by reading carefully” means that students employ the Discourse Analysis Theory including reference,substitution,ellipsis,lexical cohesion,logical connection,linguistic context,situational context and cultural context,narrative style,exposition style and argument style to finish all the choices;the so-called “checking out by reading again” indicates that students read for the third time to check out the wrong or missing choices;the so-called “setting examples by teacher explaining” refers to the English teacher explain and example how to make use of the Discourse Analysis Theory to do each item.Therefore,in order to make the teaching model clearer,a teaching plan based on the above teaching model.Besides,some reflections and suggestions are drawn,including digging the textbooks to strengthen its discourse analysis exercise,extending reading range to cultivate the students’ discourse consciousness,introducing culture knowledge to increase the cross-cultural communication content and employing multimedia to enrich the Cloze teaching techniques.This thesis’ s topic and content make its have certain theoretical significance and great practical significance.To be concrete,this thesis is aimed to discuss applying the Discourse Analysis Theory applied into Cloze teaching for senior high school students.Therefore,it can not only improve the theory itself but also can enrich English teaching theory.In addition,this thesis is an action research which can improve the present situation of Cloze for senior high school students.Thus it is of great value.