An Application Of Discourse Analysis In English Listening Teaching In Senior High School

English listening teaching occupies an important proportion in the teaching of senior high school.According to new Senior English Curriculum Standard(2003)in senior high school,the teaching of English listening in senior high school should be based on the students' following abilities: students can grasp the key words in the listening language and understand the logical relationship between the words.Students can identify important information in the discourse and make simple inferences.Students can judge the speaker's position,attitude and implied meaning from the segment.However,the traditional listening teaching mainly focus on words,sentences,and grammar,but ignore the inner logic relationship and speaker's intention of listening content itself.The listening level of most students can not meet the requirements of the standard of English Curriculum in Senior High School.But listening is not passive,but a process of actively accepting and reconstructing speaker's information,that is to say,build meaning in expectation,inference,intention and choice,and input processing of listening content.Therefore,the speaker's idea should be explored not only from the surface of sentences,but also from cohesion and coherence of discourse.Listening teaching should be based on discourse rather than sentence orientation.Every listening material is a discourse.And there is a certain connection between the structure and the logic.A semantically coherent text must have textual features,which express the whole meaning,and the components in the text are coherent rather than irrelevant.The characteristics of discourse are embodied in many aspects,such as cohesion and coherence.Sentences are conceptually connected,and they conform to logic in arrangement.At present,many researchers have done a lot of research on the application of discourse analysis,most of which are applied in reading,writing and translation teaching,but the application of discourse analysis in listening teaching is still rare.This research attempts to apply discourse analysis to the teaching of listening in high school English,and proves that the application of discourse analysis is suitable for listening teaching in senior high school.This research mainly analyzes the influence of discourse analysis on listening teaching from the following two aspects:(1)How is discourse analysis applied to English listening teaching in senior high school?(2)What effects can discourse analysis have on English listening teaching in seniorhigh school?This research was conducted by issuing questionnaires and testing.The two classes,class three and class four,were selected by the researchers.The class three is the experimental class and the class four is the control class.In class four,listening teaching is carried out by traditional teaching methods,and listening teaching is carried out in class three by using the theory of discourse analysis.Then the listening teaching situation and the students' listening level were tested before and after the research in two classes.In this research,the data obtained from the questionnaire,the pre-test and the post-test are analyzed with SPSS software.The results of the research show that:(1)By applying the theory of discourse analysis to the teaching of English listening in senior high school,it is the first to make the students familiar with the topic of the text,and to predict the main intention of the listening materials.This helps students to grasp the listening material from the point of view of the discourse.Students make records while listening,such as marking conjunctions,and recording key information.Because of cohesion and coherence within the discourse are concretely embodied in the listening materials.Finally,the students give a verbal description of the content and the outline is written.This helps students understand the listening material from the point of view of the discourse.(2)The students' listening performance is closely related to their awareness and strategies in discourse analysis,and the correlation coefficient is higher.The application and training of discourse analysis in the teaching of listening class has a great influence on the effect of listening teaching.The results of the data show that the application of discourse analysis actually improves the students' listening ability in the experimental class and is directly shown on the performance comparison.This can prove that discourse analysis is more suitable for high school English listening class.At the same time,this research puts forward some practical suggestions on the application of discourse analysis in the teaching of listening.It also points out the limitations and suggestions of this study.