An Action Research Of EFL Reading Teaching Based On Discourse Analysis Theory

Students' reading ability is closely related to their comprehension of the texts they read.Due to the long-term influence of traditional teaching methods,students' reading of discourse is more concerned with words,sentences and grammatical structure,and much of it has been ignored as for the whole grasp and understanding of discourse.Therefore,the purpose of this thesis tries to improve the students' English reading ability and help students master some methods of analyzing discourse.The present study was an action research for one class in S key junior high school of Zhanggong district,Ganzhou,which covered over a full academic year of16 weeks and involved 65 junior high school students' problems in discourse reading.At the same time three action researches were conducted for dealing with these problems.Mixed data were collected by means of reading test,teaching diary,and questionnaire.Based on analysis of the above data,the study came to the following conclusions:First,EFL reading instruction based on discourse analysis theory had a positive effect on students' reading ability.Second,students' EFL reading ability were mainly affected by discourse analysis theory from four aspects: EFL reading habits began to shape;English discourse awareness developed fast;EFL reading skills and strategies evenly improved;English linguistic knowledge accumulated slowly.