A Survey On The Current Situation Of Teaching Macro-structure Of A Discourse In English Reading Classes In Senior Middle School

Macro-structure which determines the overall coherence of a discourse includes the theme,gist,key points,etc.In recent years,due to the improvement of senior middle school English curriculum standards and the reform of college entrance examination,requirements for reading teaching are also changing,from the emphasis on vocabulary and grammar,to language skills and cultural awareness,and to the overall understanding of a discourse.The existing discourse teaching researches mainly focus on teaching experience,methods,and procedures.However,macro-structure teaching which not only cultivates students' discourse comprehension competence but builds cognitive bridges for students' writings and oral communication should be included in the research scope of discourse teaching.In view of this,based on the study of three teachers and 210 students in a senior middle school in Shanghai,this paper aims to know teachers' and students' understanding of macro-structure;teachers' teaching contents,methods,and efficiency of macro-structure teaching;the chances for students to apply macro-structure knowledge in classrooms;and students' anticipation for reading instruction.Three research instruments,questionnaire survey,classroom observation,and interview,are used in this paper.The following conclusions are drawn from the study: teachers and students have different understanding on macro-structure and its importance;teachers' teaching methods are unitary and teaching effects are inefficient;there are fewer opportunities for students to apply macro-structure knowledge;and students have diversified expectations for macro-structure teaching.Joint efforts from teachers and students are required for solving these problems.Teachers can improve their own understanding and teaching strategies.Students should participate in classroom teaching and analyze macro-structures of discourses consciously.