The Empirical Research On Thematic Progression Of English Reading Teaching In Senior High School

The theme and the rheme are defined from two angles of structure and function,at first,by analyzing different types of sentences from the angle of structure,the first part of the sentence is known as “the theme”,and the rest part is called “the rheme”.However,from the other angle,the theme and the rheme are a kind of information arrangement.The theme is both the starting point of information and known information,and the rheme which is the spread of unknown information,is called new information.Both of them are made up of “the Thematic Structure”,which is analyzed the sentences,the paragraphs and the whole discourse.It is discovered that there are mutual links between theme and theme,rheme and rheme,theme and rheme,and every sentence goes forward one by one from front and back,and consists of the certain discourse level,so it is called “the thematic progression pattern”.According to analyzing different types,distribution rate and the disciplinary features of the thematic progression patterns,it makes the students understand the main idea and structure of the whole discourse quickly when they read the texts,in order to improve veracity of extracting the reading.The research applies the analysis of theme structure about V.Mathesius and M.A.K Halliday as the theory basis.According to the partition of the thematic progression pattern put forward by Czech Republic linguistician F.Danes and Chinese scholars like XuShenghuan,ZhuYongsheng and ZhangDelu,it regarded the senior high students as the object of research.Collecting 30 copies of texts in Reading and Vocabulary from Foreign Language Teaching and Research Press of senior high textbooks,the genres of texts were classified into narration(11),expository writing(15)and argumentation(4).According to the types of theme and the partition of theme and rheme among different sentences of mood structure,it was analyzed the types of the thematic progression pattern and distribution proportion of disciplinary features about three genres of discourses.It was designed this reading method to apply into the English reading class according different genres.This experiment in the essay applied the questionnaires and contrastive analysis method into explore the empirical research and effectiveness on thematic progression of English reading teaching in senior high school.It was treated the average students from both Grade1 Class15 and Class16 in Jixi Senior High School as the object of experiment.The writer collected and dealt with much reading test paper and related materials before starting the experiment.It was adopted the reading method of the thematic progression pattern for analyzing the discourses in the experimental class,however,it was used traditional grammar-translating method in the contrast class.The results of questionnaire and test were analyzed after the observation and research of 16 weeks.In the end the experiment acquired the expected result,and it can make the students realize the author's writing intention and the main idea of discourse rapidly by this thematic progression pattern reading method instead of reading it repeatedly and loudly,in order to change the situation of thinking disorder and the decline of reading rate.In a word,it will move forward the better development in the future,and more and more scholars and teachers improve this reading method in English teaching practice.Finally it will have the better implemented value and prospect in English reading teaching of senior high school.