| Senior school English teaching should pay more attention to developing students’ reading ability according to the requirements of the New English Curriculum Standards.College entrance examination also regards reading comprehension as an important content to test the students’ basic ability.Reading occupies a large proportion,and it places more emphasis on the textual ability during examination,which requires the students to understand the main idea from the analysis of the entire article.Therefore,it is necessary for us to establish a discourse analysis mode in reading teaching to improve the reading teaching effects,as well as enhance students’ reading competence.However,we have to face the facts that the current situations in English reading teaching are not entirely satisfying.This is mainly because teachers emphasize too much on sentence,grammar and vocabulary in the reading class,while ignoring the discourse analysis.As a result,discourse contents and language forms are completely separated.In order to overcome these shortcomings,it is indispensable 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,thus strengthening students’ awareness of discourse analysis and improving students’ reading ability.This thesis combines the discourse analysis with the present teaching,using the textbooks published by Foreign Language Teaching and Researching Press as a carrier to analyze the following questions:1.What are the main obstacles and problems in high school students’ English reading comprehension and what factors contribute to these obstacles and problems?2.Compared with traditional vocabulary reading teaching,what are the advantages of applying discourse analysis teaching theory to reading teaching?3.How to explore and find out the suitable discourse analysis teaching mode for the students in senior high schools?In this thesis,the literature method,questionnaire survey,and experimentalstudy method are adopted.Firstly,it describes the discourse and discourse analysis theory.Then it presents the basic model and process of discourse analysis teaching from the practical view by combining the textbooks to illustrate how to apply dis-course analysis in senior school English reading teaching.Finally,in order to confirm the crucial role of discourse analysis in reading teaching,this paper carries out a one-semester teaching experiment.Based on the analysis of the results,the following conclusions can be drawn:In senior high school English reading teaching,the teacher’s consciously guiding students to use discourse analysis method can improve their reading ability.First of all,through broadening their background knowledge and teaching them the reading skills,it can greatly trigger and stimulate students’ motivation and interests in reading.Secondly,it helps to make students more proficient in understanding the theme of the text and the logical relationship between sentences.They can capture the central idea of reading materials and other meaningful information of each part effectively and accurately.Thirdly,the traditional teacher-centered English reading class has been shifted to the students-centered reading class.The teacher is the organizer and guide of the classes,and students can apply the discourse analysis in reading under the guidance of the teacher. |
