The Effect Of The Application Of Discourse Analysis To English Reading Teaching On High School Students' Reading Comprehension Ability

To improve students' reading ability,a variety of research are about updating the present reading teaching methods.The reading teaching method based on discourse analysis focuses on the development of discourse knowledge,which guides students to combine the macro perspective with the micro perspectives and comprehend the discourses.Based on the English reading ability system established by Professor Zhang Dongchang et al.,this thesis verifies whether the discourse-based reading teaching has effects on poor language learners' reading comprehension ability in high school.There are three research questions in this thesis:(1)What's the present situation of students' discourse knowledge and comprehension ability in senior high school?(2)What are the changes of students' discourse knowledge and reading comprehension ability after the application of discourse analysis in English reading teaching?(3)What's the relationship between students' discourse knowledge and reading comprehension ability?Eighty-eight Senior One students from a high school in Tongliang District,Chongqing took part in this research,with 42 students in the experimental class and 46 students in the controlled class.In the teaching experiment,EC and CC shared the same English teacher,textbooks and teaching duration except that the traditional reading teaching method in CC was used,whereas the reading teaching method based on discourse analysis was used in EC.To verify changes of students' discourse knowledge and reading comprehension ability after the experiment,questionnaire and test are given out in EC and CC respectively before and after the experiment.Based on the analysis of questionnaire and test by SPSS,the results are as follows:(1)The score in the post-questionnaire of EC is obviously higher than CC's score after one-semester teaching experiment,which indicates that discourse analysis in reading teaching is helpful for students to improve discourse knowledge.(2)students' reading comprehension score in EC is obviously higher than CC's score after the experiment,which shows that discourse analysis in reading teaching has positive and significant effect on poor language learners' reading comprehension ability at senior high school.(3)With the increase of discourse knowledge,reading comprehension is also improved,and there is a positive correlation between discourse knowledge and reading comprehension.According to these findings,the author puts forward lots of related suggestions of the English reading teaching and hopes that it is useful for poor language learners at senior high school to improve the core of reading ability-reading comprehension ability.