A Study On The Application Of The Discourse Analysis Theory To The “Seven Selected Five” Teaching In Senior High School

In 2017,the Ministry of Education announced New Standard of English Curriculum in General Senior High School,which for the first time put forward four core qualities of English subject in high school,namely,language ability,learning ability,cultural awareness,and thinking quality,among which discourse knowledge and other language knowledge are added to the connotation of language ability,and it clearly points out that teachers should guide students to pay attention to the various components of the text and how the language used in the text to expresses various meanings.It is obvious that high school English teachers should pay more attention to the teaching of discourse knowledge to students,and use discourse analysis to carry out teaching,such as reading or exercises.However,the "seven out of five" or reading supplement,is a relatively new type of exercise in English College Entrance Examination,which requires students to have good abilities to understand and analyze discourse,such as structural analysis ability,logical thinking ability,etc.,but the fact is that many students are not good at it.In this exercise type,five sentences are extracted from the original organized article,with two other options added for students to choose from.Thus in this case,students should choose five options out of the seven to make the original text complete and coherent,which means that students should grasp the main idea of the whole article,the general idea of each paragraph and the logical relationship between paragraphs,according to the information of words and sentences of the discourse.This exercise examines students’ ability to obtain information and process information,analyze problems and solve problems by using English.This means students should have a good ability to understand and analyze discourses,but many students have done a bad job at it so that teachers should guide students to conduct discourse analysis in the teaching of five out of seven exercises.Actually,in the process of high school English teaching,many teachers tend to only analyze the meaning,grammatical structure or rhetoric of the text,thus ignoringdiscourse analysis and logic analysis.Some teachers pay too much attention to teaching vocabulary,grammar and other language points in the text,therefore separating the complete and meaningful texts into several scattered language points,and neglecting the cultivation of students’ discourse analysis ability.In a word,in high school English learning,teachers and students often pay little attention to using discourse analysis method to solve the five out of seven exercises,and lack training of reading methods and problem-solving skills.Discourse analysis refers to analyzing texts from both micro and macro levels.On the micro level,discourse analysis mainly focuses on the cohesion method of the text,while on the macro level discourse analysis mainly focuses on the understanding of the deep meaning of the text.The coherence of a text depends not only on the cohesion of the sentence in the surface structure,but also on the principles of semantics,pragmatics and cognition.According to the theory put forward by the researchers of discourse analysis theory applied to teaching,language teaching should not be carried out in isolation with vocabulary or sentences,but should focus on the explanation of pronunciation,vocabulary,grammar or structures which means taking the discourse as a whole.From the perspective of helping students understand the discourse,language teaching activities should be focused on the text to help students to realize how vocabulary,grammar and sentences are related to each other and then form a complete and coherent discourse.Only in this way can students have a better understanding and make better use of English language.Therefore,in view of the problems existing in practical teaching,this paper aims to study the following three problems: 1.what is the current situation of students’ five out of seven exercises and whether they have the awareness of discourse analysis? 2.How can we teachers apply the theory of discourse analysis to improve the accuracy of students’ five out of seven questions? 3.What is the effect of applying the theory of discourse analysis to the training of five out of seven English problems for senior high school students? In order to solve the above problems,based on the theory of discourse analysis,this study uses the methods of questionnaire,teaching experiment and reading tests to analyze and find out the practical effects of discourse analysis in Englishteaching.The "seven selected five" tests mainly examine students’ ability to analyze contents and the overall structure and context logic.Therefore,the author had a good look at the "seven selected five" tests of the past five years and drew a conclusion that their options can be divided into three categories: the topic sentence,transitional sentences and details.Students should focus on the content of the text,find lexical clues,pay attention to demonstrative pronouns,and notice the words appearing with different tenses or voices,or in the form of synonyms,near-synonyms or antonyms.In this study,a pretest of five out of seven exercises and a questionnaire survey were conducted to get the students’ initial scores,their cognitive level of the "seven out of five" exercises type and their method of solving these problems.In the teaching experiment,the author would use the theory of discourse analysis in the experimental class and carry out the experimental teaching of five out of seven questions,while in the control class the author would still use the traditional method to solve five out of seven exercises.After the experiment,a post test of five out of seven was conducted.According to the results of the questionnaire and students’ scores in the pre-test and posttest of the five out of seven exercises,the students in the experimental class got significantly improved scores compared with the students in the control class,which proves that the application of discourse analysis in the teaching process of the five out of seven questions of the English College Entrance Examination is of great use to improve the students’ correct rate of the five out of seven questions,deepen their understanding of discourse knowledge and improve students’ four core elements in the process.The language ability cultivated in this training meets the requirements of the new curriculum standard for students.It is hoped that this study can be used for reference in the teaching of "seven out of five" of college entrance examination,and enrich the teaching methods and contents of English reading in senior high school.