A Study On The Application Of Discourse Analysis Theory To The Teaching Of “Choosing Five Out Of Seven Alternatives” In Senior High School English Reading

Since 2016,Fujian has adopted the same national English test paper for college entrance examination,wherein “Choosing Five out of Seven Alternatives”,is a new question type.This item in the English examination is a great challenge for the majority of Fujian senior high school students.Therefore,the study on how to teach students to do well in “Choosing Five out of Seven Alternatives” is important.Up to now,the author finds that most researches about “Choosing Five out of Seven Alternatives” only focus on the accumulation of experience,or on the method of judging the right option through the position of blanks,without much emphasis on the overall structure,cohesion,coherence,context and logic of the text.The author also finds that few scholars have studied“Choosing Five out of Seven Alternatives” with discourse analysis theory.Therefore,based on other scholars' researches,this paper is intended to focus on the study of teaching “Choosing Five out of Seven Alternatives” in senior high school in the perspective of discourse analysis theory by combining the questionnaire,interview and experiment,and the author attempts to explore the following three questions:1.Can discourse analysis theory help to improve the students' marks in the reading of “Choosing Five out of Seven Alternatives”?2.Will the students become more interested in English reading if teachers apply discourse analysis theory to the teaching of “Choosing Five out of Seven Alternatives”?3.Are the students satisfied with the teaching of “Choosing Five out of Seven Alternatives” with discourse analysis theory?In the experiment,the author selects two parallel classes(Class 3 and Class 4)of Grade One in Fuzhou NO.40 Middle School as the research participants.Class 4 is the experimental class in which the author adopts discourse analysis theory in teaching“Choosing Five out of Seven Alternatives” reading exercises,while in the control class the traditional grammar-translated method is used.After the experiment,all the data are collected and processed with SPSS and Excel for analyses and discussions.Through the teaching experiment,the author finds that the students are no longer afraid of “Choosing Five out of Seven Alternatives” item in reading.What's more,they have learnt to considercontext,coherence,logic and so on while reading so that their reading ability has been highly improved and their scores of “Choosing Five out of Seven Alternatives” have been greatly increased.Therefore,the students have become satisfied with the discourse analysis theory applied to teaching “Choosing Five out of Seven Alternatives” item in reading.This paper is of some significance both theoretically and practically,for the application of discourse analysis theory in teaching “Choosing Five out of Seven Alternatives” turns out to be helpful to improving the students' reading ability.I hope this paper will be of some help to senior high school teachers in the teaching of “Choosing Five out of Seven Alternative” item in reading comprehension.