The Application Of The Theory Of Discourse Analysis To Reading Teaching In Senior Middle School

Reading ability is the basis and premise of developing language skills.In English teaching system of our country,reading teaching plays a decisive role,because the students' reading comprehension ability directly reflects the reading teaching effect.And with the new curriculum and college entrance examination reform,to develop the students' ability to obtain and process information,to analyze and solve problems,especially to cultivate students' thinking ability has become a new requirement for the development of reading ability.However,the traditional English reading teaching method in high school puts emphasis on language knowledge such as vocabulary and grammar,which results in the students' lack of discourse knowledge.That is to say,although students have grasped some useful vocabularies and grammar knowledge,they cannot find out the context and the macro structure of the text,also cannot correctly grasp the author's writing intent,resulting in poor performance in English reading test.In view of this,it is necessary to reform the English reading teaching and apply discourse analysis theory in practical reading teaching to make up for the shortcomings of traditional teaching method,strengthen students' awareness of discourse analysis,and improve students' reading ability.Based on the theory of reading and discourse analysis,this thesis tries to focus on three questions: First of all,what is the present situation of students' and teachers' application of discourse analysis in high school? Secondly,what are the advantages of applying discourse analysis into reading teaching compared with traditional reading teaching? Thirdly,how will teachers apply discourse analysis into improving high school students' reading competence? It combines the discourse analysis and the present teaching effectively and deeply analyzes how to use the current theoretical knowledge to improve the students' discourse analysis ability,and concluded the necessity and feasibility of applying discourse analysis theory in senor middle school English reading teaching.In this thesis,the literature review,questionnaire survey,interview,and experimental study methods are adopted.Two classes of grade two of Ganzhou No.4 Middle School in Jiangxi province were selected as subjects.120 students from the two classes are surveyed about their knowledge of discourseanalysis by a questionnaire.Through analyzing the results of the questionnaire,problems in reading teaching and students' reading habits are concluded.In the following chapters,this research introduces the content of discourse analysis and the ways to apply macro discourse analysis skills and micro discourse analysis skills into reading.In order to verify the effect of discourse analysis method in reading teaching,a classroom teaching experiment is conducted in this research which lasts a semester.During the teaching experiment,discourse analysis theory is adopted in the experimental class.Through the analysis of background knowledge,genre,patterns,paragraphs,sentence and words,students are guided to grasp the theme of the text from the overall.However,the control class is guided by the traditional reading teaching method which is mainly focusing on language knowledge.To make the discourse analysis reading teaching more intuitive and more convincing,a discourse analysis teaching model is concluded,and one reading text from English textbook of People's Education Press 5 is selected as a case teaching.By making a comparative analysis between the experimental results of the two classes,it confirms the good effect of discourse analysis teaching.It is found that the discourse analysis teaching method can make students more proficient in understanding theme of the text and the logical relationship between sentences,and more effectively and accurately capture the central idea of reading materials and other detail information of each part.Students' reading ability has been significantly improved.From the results of the experiment,it indicates that it is feasible and necessary to cultivate students' discourse analysis ability.