Application Of Discourse Analysis In Senior English Reading Class

Reading is not only important in improving language ability,but also in obtaining information.However,the traditional English reading teaching method in China has always focused on vocabulary and grammar.As Chinese economy,science and technology develop rapidly,the Ministry of Education of the People's Republic of China formulated the new English Curriculum Standard for Senior High Schools in2017,which emphasizes "cultivating and developing students' core qualities of language ability,cultural awareness,thinking quality and learning ability after they receive English education in senior high schools".Obviously,the traditional teaching methods are inadequate to the needs of English reading teaching in the new era.The necessity of changing the present situation of English reading teaching in senior high schools has already become a question that can not be neglected.Under such circumstances,discourse analysis has been concerned as it pays attention to the characteristics of the whole discourse.The purpose of this study is to explore whether the application of discourse analysis to English teaching in senior high schools can affect students' subjective reading attitude and objective reading ability.In this study,the author first makes a general literature review of the application of discourse analysis and discourse analysis in senior high school English reading teaching,and then designs an experiment to verify the effectiveness of discourse analysis in senior high school English reading teaching.In this study,88 students from Class 1 and Class 2 of Grade2 of a senior high school in Jiangsu province were selected as the subjects,and the pre-test and post-test of reading comprehension and questionnaire were used as the research tools.The teaching experiment lasted one semester,16 weeks in total.Through the analysis of the collected data,the author finally comes to the conclusion that the using of discourse analysis in explaining the text will not only improves students' objective reading level,but also helps students overcome some reading anxiety and promote their interest in reading.Finally,the author summarizes the findings and shortcomings of the experiment,and puts forward corresponding suggestions for the teaching and follow-up research of teachers and students based on the empirical study.