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

Reading is an important means of attaining information and cultivating the sense of language.Therefore,the most important part of English teaching in senior high school is to cultivate students’reading ability.However,in the real situation,reading teaching still puts much attention to the analysis of syntactic structure and grammatical structure.The teacher hardly carries on the discourse analysis to the articles and the students also only pay their attention to the knowledge of the vocabulary,grammar and so on.Tracing the source,there are two main reasons.One is that some high school English teachers only pursue short-term effect and focus on students’ test scores;the other is that the high school students’ learning pressure is generally large,they have a heavy burden.Especially to senior high school students,they have to face the enormous pressure from the college entrance examination.When they are doing English reading,they blindly pursue the correct rate and ignore the inner structure of the articles.Both teachers and students ignore the analysis of the discourse structure and content of the passage.Even more,many students do not know the concept of discourse analysis.Since the 21st century,with the change of the times and the deepening of the new curriculum reform,the students’ social ability is becoming more and more important.And the corresponding teaching methods become the focus of all parts’ attention.In this context,the discourse analysis theory began to enter people’s vision with its unique teaching advantages.For an article,the most important thing is the integrity of the structure and the diversity of details.The theory of discourse analysis provides much more convenience for teachers to start a lively teaching through the macroscopic overall grasping and micro elements analyzing.It also stimulates the students’ enthusiasm and initiative to learn English,and gradually there is forming a student centered classroom reading teaching.The author tries to explore whether the discourse analysis method is effective in improving high school students’ reading ability by taking an investigation and experimental study in a high school of Haidian district in Beijing,and combining the literature research method,questionnaire method and experimental method.Firstly,the author investigates the existing problems of senior high school students in English reading by using questionnaires.Then,the author puts forward a set of high school English teaching program according to the theory of discourse analysis to be used in the daily teaching of the experimental class.In order to ensure the validity of this method,the traditional teaching mode is adopted to the controlled class.After a semester,the author analyzes the reading scores of the two classes.The results show that the theory of discourse analysis can help students to better grasp the overall structure and the clues of the context,so as to it can enable students to grasp the themes of each paragraphs and related details.As a result,students’ reading speed and accuracy has been further improved.