A Study On Effectiveness Of Primary School Discourse Teaching Based On Intertextuality Theory

According to English Curriculum Standards for Compulsory Education(2011),primary school students' reading and writing ability should reach the second level,that is,students can read simple stories or short essays with the help of pictures and form the habit of reading according to the meaning group.Students also can read the story or short passage correctly.And they can write short sentences based on pictures,words or examples.Therefore,English discourse teaching in primary schools plays an extremely important role in cultivating students' reading and writing abilities.However,at present,there are some shortcomings in primary school discourse teaching.Teachers have single teaching method,while students have slack learning attitude.So,new teaching ideas and methods should be introduced to stimulate students' interest and promote teaching effect.The intertextuality theory involves three dimensions,namely linguistic intertextuality,culture intertextuality and media intertextuality,which can be combined with the English discourse teaching in primary school.This study explores the methods and effectiveness of English discourse teaching in primary schools on the basis of intertextuality theory,and attempts to answer the following two questions:1.What effect can discourse teaching based on intertextuality theory have on students' learning attitude in primary school?2.What effect can discourse teaching based on intertextuality theory have on students' reading and writing ability in primary school?In order to answer the above questions,the study recruited 88 students as participants,who are from Class 2 and Class 3,Grade 6,Central Primary School of Yueshan Town.The two classes were divided into experimental class and comparative class.In the experimental class,the intertextuality theory was used to guide discourse teaching.While the traditional method of interpreting words and sentences,was still used in the comparative class.Through the specific teaching experiment,collection and analysis of experimental data,this research has the main findings as follows: 1)The attitude of the students in the experimental class in learning English has been greatly improved.They are more active in class,more interested in discourse learning,and they also know how to use association and guess to understand discourse in their own reading time.2)The experimental results clearly show that the students in the experimental class have made greater progress in reading and writing.This shows that English discourse teaching in primary schools based on intertextuality theory can improve students' reading and writing ability.The study indicates that intertextuality theory can be used to guide the analysis and instructional design of textbooks.Teachers deeply explore the intertextuality and cultural intertextuality of texts,and use various media to connect each teaching link without trace,so as to make English discourse teaching in primary schools more systematic,more novel and more profound.It is hoped that this study can provide some enlightenment to teachers,and make them actively update their teaching concepts and methods to help students enhance their comprehensive language use ability.