| As a fundamental means for comprehending written information,reading is not only the bottom-up formation of perceptions but also the top-down interaction between readers and reading material.For guaranteeing students' effective English reading habit and performance,the appropriate method of reading teaching should be employed to balance the linguistic knowledge and schemata knowledge.According to the analysis of current English reading teaching at high school,however,it can be found that the traditional reading teaching which puts more emphases on the explanation of new words,translation and difficult sentences still persists,focusing less on processing the reading material by using the prior knowledge and by analyzing the logical relations among sentences and paragraphs from a holistic perspective to comprehend the reading passage thoroughly.In order to improve the status quo of reading teaching,many scholars devote themselves to exploring more effective reading teaching methods.Combining reading teaching with discourse analysis is proposed by many scholars.Discourse-based reading teaching stresses to improve students' discourse awareness and regards the background knowledge,cohesive approaches,textual pattern and context in a discourse as the mediums to help readers process reading material integrally for reaching the purpose of comprehending the text.Therefore,researching the effectiveness of discourse-based reading teaching at senior high school is essential.This research aims to testify the effect of reading teaching based on discourse analysis upon students' English reading comprehension at senior high school.Discourse analysis and relevant theories about discourse analysis,including cohesion theory,textual pattern and context analysis are reviewed as the theoretical basis of this research.This thesis is aimed to answer the following three questions.(1)What is the effect of the application of discourse-based reading teaching upon students' English reading comprehension at senior high school?(2)Compared with the traditional reading teaching,what is the change of students' English reading habits after applying discourse-based reading teaching method?(3)What are the application strategies of discourse-based reading teaching at senior high school?For researching the effectiveness of discourse-based reading teaching,this four-month empirical study is carried out.The research data for this study come from 92 Senior Two students from two parallel classes,with 46 students in each class.During the experiment,both teaching material and teaching period are the same,while different reading teaching approaches are used in the experimental class and control class,namely,the discourse approach in the EC and the traditional approach in the CC are adopted.The research instruments include tests,questionnaire and interview.For researching students' reading comprehension and investigating students' reading habits before and after the experiment,both tests and questionnaires are used.After collecting the research data from questionnaire and tests,SPSS 22.0 is used to analyze data.In addition,interview is implemented for finding out the application strategies that are used by English teachers in discourse-based reading teaching,including the design of proper scene for the reading class,analysis of textual pattern and cohesive devices and helping students process discourse in context.The research result shows that English reading comprehension scores of students in experimental class are higher than that of students in control class.After applying the discourse-based reading teaching,students' English reading habit is improved.More specifically,students have raised the discourse awareness and have paid attention to the structure,cohesion and contextual clues in reading passages.These findings from the study indicate the effectiveness of discourse-based English reading teaching,which can provide teachers with some suggestions to improve English reading teaching at senior high school. |
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