The Application Research Of Discourse Analysis Theory In Grade Two English Reading Of High School

English Reading is an important means of language learning in EFL and an efficient channel of gaining information for learners.Therefore,English Reading teaching plays a significant role in high school English teaching.How to teach reading effectively so as to improve students'reading comprehension is a continuous focus for many researchers.The New Curriculum Reform has been carried out for years in China;however,the situation of the high schools' English reading teaching in such less developed western regions is still unsatisfied.In fact,many teachers are still influenced by traditional teaching concepts:"it is common to emphasize knowledge instead of skills,structure instead of function,and form instead of meaning"(Chen Li,2006).Many high school English Reading Teachings have been totally changed into vocabulary or grammar teachings.Inevitably,a whole passage is transformed into separated parts;the students acquire simple grammatical items instead of obtaining the knowledge from the context.Therefore,it is of significance to research the application of discourse analysis theory in the Teaching of English Reading in High School.In order to figure out the education status of high school English reading teaching in the less developed western regions,the author randomly selected 120 students from Liucheng High School as the research object,then carried out the research and analysis by using questionnaire,test and interview to study it.The results show that there are many problems in high school English reading teaching:(1)The teachers' ideas and methods in English reading teaching are backward;most of high school English teachers still follow the old teaching concepts when teaching in the class.(2)Students have not developed good learning habits;the reading skills development is unbalanced;the teaching of English reading is still modeled and so on.Therefore,how to optimize the reading teaching and improve the students' reading ability has become the focus of this study.In recent years,discourse analysis theory has been effectively applied to the second language teaching in some western countries.And in China,applying it to the college English reading teaching has been successfully shown for improving students' reading ability.Then based on its principles and combined with the current three stages of English reading teaching in high school:pre-reading,while-reading and post-reading,the author tries to apply the theory to high school English reading teaching.And the teaching experiments also show that it does improve the students reading ability and habits in high school.Five months study turns out two key points:(1)The two classes attended the experiment make a difference on the reading ability,level,and speed.And the average scores of English reading in the contrastive class are lower than those in experimental class.(2)By being instructed the relevant knowledge and skills of discourse analysis theory,students in the experimental class can use such textual analysis strategies and textual modes to achieve an understanding of the discourse in English reading practice.(3)The students' reading habits also have been greatly improved.And it reaches a very satisfactory result.Therefore,the recommendations of this study are:(1)Schools should try to provide teaching convenience to promote its teaching development with sufficient teaching resources.(2)Teachers ought to promptly update their teaching ideas and constantly sum up the teaching practice to improve their teaching abilities.(3)Students should actively participate in the classroom learning activities,and enhance their autonomous reading abilities step by step under the teacher's guidance.