A Research On English Reading Teaching In Senior High Schools-Based On Discourse Analysis Theory

As an important means of language input,reading plays an essential role in English reading teaching in senior high schools.National English Curriculum Standards for Senior High Schools(2017)requires that teachers should help to cultivate and improve students' discourse consciousness.English reading teaching method,which is based on the discourse analysis theory(DAT),has changed the focus from the language points into students' comprehension of the whole discourse.Through the analysis of genre and background knowledge on the macro structure analysis,cohesion and coherence on the micro structure analysis,students are expected to understand the discourse as a whole.This study aims to investigate the application of DAT in English reading teaching through the following three research questions:(1)What is status quo of students' discourse analysis ability?(2)How do teachers apply DAT in English reading teaching?(3)What are the factors that prevent teachers from applying DAT in English reading teaching? The research participants are from Xi'an Foreign Language School.They are 186 students in senior two and 6 English teachers.And the research methods include questionnaire survey,classroom observation and interview.Based on data analysis,the author has three findings.Firstly,students,who are not good at using discourse analysis reading method,lack discourse consciousness.Secondly,teachers consciously apply discourse analysis methods to English reading teaching,but the application is not comprehensive and systematic.Thirdly,teachers' understanding of DAT is limited,which results in the unsystematic application of DAT.After making detailed analysis and discussion,this study puts forward some effective suggestions for teachers so as to improve their English reading teachingmethods and enhance students' discourse analysis ability.