| Reading is a very important way of getting information and plays a very important role in English teaching of junior high schools.According to the English Curriculum Standards of Compulsory Education,the ninth-grade students should achieve the fifth level of reading.The detailed requirements of the fifth level for students of junior high schools are stated as follows: be able to infer the meanings of new words from the context by using word-formation rules;be able to understand the logical relationships between each sentence in a paragraph;be able to pick out the main topics of texts,understand the plots in stories and predict their development and possible endings;be able to understand reading materials of common genres;be able to use appropriate reading strategies to get information according to different reading purposes;be able to use dictionaries and other reference materials to carry out learning;be able to read extracurricular materials,totaling over 150,000 words.From the descriptions above,it can be found that students need to master both the micro structure and the macro structure of a text.According to the theory of discourse analysis,the study of language should take discourse as a whole.However,under the traditional reading teaching,teachers lay more emphasis on grammatical rules and sentence structures.Meanwhile,students’ ability of discourse analysis and practical ability of using language haven’t been effectively cultivated.As a result,parts of the students have problems in reading and lose interest in reading.In this study,the author combines the discourse analysis theory,including context,genre,discourse pattern,cohesion and coherence,with reading teaching and find out the effects of the discourse-analysis-based instructional design on students’ reading by applying the design to reading teaching practice.By applying the discourse-analysis-based instructional design,teachers can not only help students to analyze the text from the micro perspective,but also help students understand the genre and discourse pattern of the text from the macro perspective.This thesis is based on the theory of discourse analysis and focuses on an instructional design of reading in junior high school.The author uses the general model of instructional design which contains four steps of analysis,design,evaluation and reflection to carry out the study.The participants in this study are the students of one class of Grade Nine from the school where the author works.The author selects the article The Shortest Player in the NBA of English from the textbook(Yilin Edition)for Grade Nine students as the text of instructional design.Firstly,the author analyzes the students’ reading habits and reading problems as well as the influence of discourse analysis theory in reading teaching of junior high school by using questionnaires.Secondly,the author analyzes the instructional elements including learners,learning needs and learning content.Thirdly,the author applies the discourse analysis theory to the design of instructional procedures and explains how the theory is applied to the design by presenting specific instructional steps and activities.Finally,the author applies this instructional design to reading teaching practice.After class,the effects of this reading instructional design are evaluated through interviews with students and teachers as well as the author’s self-reflection.At the same time,the significant effects of discourse analysis on students’ reading are also found. |
