The Application Of Discourse Cohesion Theory In English Reading Teaching In Senior High School

With the development of economic globalization,some industries have walked out of the domestic filed.At the same time,the science and technology exchanges between our country and foreign countries are increasingly frequent.Therefore,English becomes more and more important in people’s daily life.As an excellent English learner,one should grasp a solid understanding and master toward the four basic skills in English--listening,speaking,reading and writing.Even learners could obtain much language knowledge and improve comprehension and thinking ability through reading,however,reading is still the most difficult skill.There still requires much time to figure out the true essence of reading.Therefore,improve this learning habits and teaching status is imminent.Therefore,it becomes more significant to improve students’ reading skills and abilities.The proportion of reading in high school English teaching is increasing gradually.In our country,as for the current English reading learning situation,the reading ability of senior high school students remains a quite lower average.Quite a few students fail to meet the requirement of new curriculum.During the study process,they learn reading only for doing exercise;teachers still utilize the traditional teaching methods.In addition to that,there are other problems existing in reading teaching,such as the ignorant of the overall structure,unilateral emphasis on the vocabulary,grammar and so on.Therefore,improving this learning habits and teaching status is imminent.After reading a series of documents,the author find that applying the Discourse Cohesion Theory into reading is conducive for students’ learning.Therefore,on the basis of existed theories,the author applies Discourse Cohesion Theory to the practical context of English reading teaching.Through the utilization of questionnaire survey and test method as well as the grades comparison of experimental class and control class,the author find some problems about this theory in English reading learning and then put forward with constructive suggestions accordingly.The thesis is divided into six chapters.The first chapter introduces the basic situation including the research background,research purpose,research significance as well as relevant research methods.The second chapter is literature review,which explains the present situation at home and abroad about this theory in English reading teaching.This part provides the basis for the subsequent thesis writing.The third chapter mainly talks about the Discourse Cohesion Theory and the related content of reading teaching.The analysis the feasibility of the application in the high school English reading teaching is also involved in this part.Chapter Four and Chapter Five are key contents.In the experimental part of Chapter Four,the author takes two classes as experimental class and control class.During the almost four-month’s empirical research,the author applies the Discourse Cohesion Theory to the practice of reading teaching.The author also uses questionnaire survey,paper test as well as SPSS to analyze corresponding data.After carefully analysis,the author concludes several problems and provides relevant suggestions and strategies in the fifth part.The last chapter illustrates the research shortage of this paper as well as the future prospect.In the first few chapters,the thesis studies the Discourse Cohesion Theory and English reading teaching.The profound research on theory part definitely has certain benefit for the following research.This paper focuses on research methods and utilizes related software to make the detailed analysis of the results of the questionnaire,thus obtain the corresponding results.The innovative point of this thesis is to solve practical problems in English reading by applying the Discourse Cohesion Theory in high school English reading teaching process.At last,the author hopes that through the research of this paper,it could make some enlightenment for the future English reading teaching.