A Study On Cloze Teaching In Senior High School From The Perspective Of Discourse Analysis

With the implementation and development of curriculum reformation and college entrance examination innovation,the teaching aim of English in senior high school,which is gradually becoming perfect----is to emphasize the discourse,highlight communicative language,and cultivate students' creative abilities to apply English in the real life.In the college entrance examination of English,the cloze test which is considered as one of the most difficult patterns is applied to train and assess students' practical English.However,no matter in the teaching process or the daily exercises,teachers and students generally feel confused in teaching and learning it,especially some students almost feel a delicacy about it.Moreover,most teachers still adopt the traditional grammar teaching method----translating the whole passage directly.As a result,they ignore the students' discourse awareness and creative capability in English.The aim of this thesis,which combines the discourse analysis with the cloze test,is to verify the effectiveness through theoretical and empirical analysis.To some degree,the thesis shows the summary of problems students' encountered in coping with the cloze test,and the conclusion and analysis of their causes and solutions.Meanwhile,it provides teachers with supports of empirical data and efficient teaching suggestions.Thus,it can help teachers implement pedagogical tasks better,and help students be more confident in coping with the cloze test,in order to enhance their discourse awareness and comprehensive practical ability in English.The thesis mainly employs two methods containing theoretical analysis and experimental verification.At first,it states the purpose and significance of the empirical research.And then the current research status of the discourse analysis and cloze test teaching at home and aboard is reviewed.The thesis focuses on the three research questions:(1)What the reasons does the discourse analysis help students improve their abilities to solve the cloze test?(2)What issues the teachers pay attentions to when they apply the discourse analysis to the cloze in the senior high school?(3)What can the application of discourse analysis to the cloze affect students' overall capacity in discourse analysis? On this basis,interview and questionnaire are adopted to investigate relevant information of teachers and students from one senior high school in Yingkou.An empirical study was conducted for six months.Participants were cultivated to apply the discourse analysis to the cloze test in senior high school.At last,it adopts contrast experiment to analyze the research results and data by SPSS20.0.The results show,after students systematically learn the discourse analysis,their attitude toward the cloze test and their solution abilities have been significantly improved.In the end,it shows the analysis of the reasons for mistakes students have in the cloze test,the illustrationof the teaching procedures of discourse analysis and the cloze test,and the explanation of issues teachers should pay attention to.Students' discourse awareness and their abilities to accomplish tests can be more effectively improved because of the application of the discourse analysis to the cloze test.Moreover,after learning the discourse analysis,participants transform the implicit experience into systematical knowledge.Combining theoretical knowledge with practice,participants' capabilities in other reading tests and extracurricular reading have been improved,which can be applied more proficiently in English reading.