The Research On English Writing Teaching In Senior High School Based On Discourse Analysis Theory

The ability of English writing directly reflects the students’ discourse competence.As the requirement of new curriculum standard for English writing gets higher,discourse competence,as an inspection point,is of critical importance,which demands higher requirements for English teachers in English writing teaching and requires them constantly absorbing advanced teaching ideas and methods to improve students’ English writing ability.At present,English writing teaching in high school still adopts the traditional teaching methods,which attaches great importance to grammar and writing rules,ignores writing ability and writing process.Through which,it is difficult for the students to effectively express their ideas in writing though they have mastered vocabulary and grammar.The reason is that students have little knowledge about discourse analysis.As a result,teachers can perform discourse analysis in English writing teaching,which pays attention to cultivating the students’ thinking process and discourse competence.Therefore,based on the theory of discourse analysis research on senior high school English writing teaching,the author implemented specific writing teaching experiments which aim at discussing positive impacts of discourse teaching model on senior high school English writing teaching,and exploring new strategies of high school English writing teaching based on the theory.First of all,this study introduced the senior high school English writing requirements in new curriculum standard.Based on which,the author used the test investigation method and gave writing tests to two classes of students in a high school of ShaanXi province to know common difficulties in English writing of high school students.By analyzing the results,the author found that students made more mistakes in discourse than in grammar in their writing,which proved that students’ textual awareness is weak and they haven’t mastered the method of discourse analysis.Therefore,the author introduced the theory of discourse analysis in the following aspects: cohesion,theme-rheme structure,genre analysis and textual pattern.Secondly,the author analyzes the existing problems and causes of high school English writing teaching from the two aspects—teachers and students through questionnaire survey.From the survey,it found that there are not only the language knowledge mistakes,but also disordered structure,unnatural cohesion and semantic incoherent.The reason is that teachers pay little attention to English writing and use the writing teaching method inappropriately.Besides,there are differences between English and Chinese thought patterns that have been ignored.And,on the basis of the requirement of new curriculum standards for high school students’ English writing,the author puts forward this assumption that by using discourse analysis theory in English writing teaching,students’ writing skills can be cultivated and improved.To test this hypothesis,the author carried out an experiment in two classes of a high school in ShaanXi province,which lasted for a semester.The experiment used the experimental method and contrast method.The students in two classes undertook the same writing test in two weeks after the opening of school and their scores were chosen as reference samples.The two classes were taught by the same teacher before and during the experiment.Before the experiment,the teacher adopted the traditional teaching methods.Then,during the experiment,but the teacher taught the theory of discourse analysis in the following aspects: cohesion,theme-rheme structure,genre analysis and textual pattern.At last,the data proved that students’ writing skills can be cultivated and improved through.Finally,after fully understanding the current situation of high school English writing teaching,the author believe that by using discourse analysis teaching method,writing-through-reading and classical text teaching,high school students’ English thinking pattern will be fostered and their English writing ability will be improved.